Ключові слова
osobowość wielojęzyczna
model czynników
model funkcjonalny
język obcy
uczenie się
Як цитувати
Анотація
W artykule scharakteryzowano dydaktyczne modele kształtowania wielojęzycznej osobowości ucznia w procesie uczenia się języka obcego, takie jak: model czynników oraz model funkcjonalny. Określono istotę modelu czynników, polegającą na uwzględnieniu systemu faktorów zewnętrznych i wewnętrznych, odgrywających ważną rolę w procesie uczenia się języka obcego. Cechami charakterystycznymi modelu czynników jest wielostopniowa struktura i porządek chronologiczny systematyzacji modelu, które polegają na wpływie pierwszego języka obcego podczas posługiwania się przez uczniów drugim czy trzecim językiem obcym.Посилання
ЮНЕСКО, Всесторонняя приверженность языковому разнообразию и многоязычию. Международный год языков, 2007, [в:] Электронный ресурс : http://www.un.org/ru/events/iyl/brochure/.shtml (22.02.2018).
Andersen P., Education and Training. Work program–challenges and results, Brussels 2008.
Barcelona-Ziel, [in:] Electronic resourse: http://www.ec.europa.eu/education/languages/pdf/com/2008_0566_cs.pd. (22.02.2018).
Busch B., Trends and innovative practices in multilingual education in Europe: аn overview, Brussels 2011, p. 541–549.
Cook V., Writing papers, [in:] Electronic resourse: http://www.viviancook.uk/Writings/Papers/MCentry.html (22.02.2018).
Hammarberg B., Roles of L 1 and L 2 in L 3 Production and Acquisition, Cle vedon 2001, s. 21–41.
Herdina P. A., Jesner U., Multilingual matters, [in:] Electronic resourse: http://www.multilingual-matters.com/display.asp?isb=9781783095292 (11.01.2018).
Herdina P. A., Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistic, Cleveldon 2002, s. 89–91.
Hufeisen B., Gesamtsprachencurriculum: Einfl ussfaktoren und Bedingungsgefüge, Tübin gen 2005, s. 9–18.
Jessner U., Bilingualismus und Drittspracherwerb : Dynamische Aspekte des Multilingualismus auf individueller Ebene, Tübingen 1998, s. 149–158.
Levelt W., Speaking: From Intention to Articulation. Massachusetts : Massachusetts Institute of Technology, [in:] Electronic resourse: http://ru.scribd.com/doc/131696239/15-ALevelt-Speaking-1989 (20.01.2018).
Williams S., Language switches in L 3 production: Implications for a polyglot speaking model, Oxford 1998, s. 295–333.
References
JUNESKO, Vsestoronnjaja priverzhennost jazykovomu raznoobraziju i mnogojazychiju. Mezhdunarodnyj god jazykov [Multi Favourism to Language Variety and Multiligualism], 2007, [v:] E`lektronnyj resurs: http://www.un.org/ru/events/iyl/brochure/.shtml (22.02.2018).
Andersen P., Education and Training. Work program–challenges and results, Brussels 2008.
Barcelona-Ziel, [in:] Electronic resourse : http://www.ec.europa.eu/education/languages/pdf/com/2008_0566_cs.pd. (22.02.2018).
Busch B., Trends and innovative practices in multilingual education in Europe: аn overview, Brussels 2011, p. 541–549.
Cook V., Writing papers, [in:] Electronic resourse: http://www.viviancook.uk/Writings/Papers/MCentry.htm (22.02.2018).
Hammarberg B., Roles of L 1 and L 2 in L 3 Production and Acquisition, Clevedon 2001, s. 21–41.
Herdina P. A., Jesner U., Multilingual matters, [in:] Electronic resourse: http://www.multilingual-matters.com/display.asp?isb=9781783095292 (11.01.2018).
Herdina P. A., Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistic, Cleveldon 2002, s. 89–91.
Hufeisen B., Gesamtsprachencurriculum: Einfl ussfaktoren und Bedingungsgefüge, Tübingen 2005, s. 9–18.
Jessner U., Bilingualismus und Drittspracherwerb: Dynamische Aspekte des Multilingualismus auf individueller Ebene, Tübingen 1998, s. 149–158.
Levelt W., Speaking: From Intention to Articulation. Massachusetts : Massachusetts Institute of Technology, [in:] Electronic resourse: http://ru.scribd.com/doc/131696239/15-ALevelt-Speaking-1989 (20.01.2018).
Williams S., Language switches in L 3 production: Implications for a polyglot speaking model, Oxford 1998, s. 295–333.
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