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Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12128/16653
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dc.contributor.authorNowak, Izabela-
dc.date.accessioned2020-10-26T13:04:41Z-
dc.date.available2020-10-26T13:04:41Z-
dc.date.issued2015-
dc.identifier.citationLingwistyka Stosowana, T. 12 (2015), s. 69-80pl_PL
dc.identifier.issn2080-4814-
dc.identifier.urihttp://hdl.handle.net/20.500.12128/16653-
dc.description.abstractThis article is devoted to the issues of foreign language teaching. It analyses the process of teaching a specific foreign language which also takes into account linguistic thinking which constitutes its starting point. The problem can be accounted for by means of constructivism – a key assumption of language teaching in the postcommunication era. According to constructivism, acquisition of new knowledge is based on the prior knowledge. Consequently, the mechanism of transfer is regarded as a mental and linguistic activity which to a great extent determines foreign language acquisition. Types of transfer (unconscious and controlled), its kinds (interlingual, intercultural, intralingual) and aspects (positive and negative) allow for the presentation of didactic consequences in teaching Russian to the Polish.pl_PL
dc.language.isoplpl_PL
dc.rightsUznanie autorstwa-Użycie niekomercyjne-Bez utworów zależnych 3.0 Polska*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/pl/*
dc.subjectforeign language teachingpl_PL
dc.subjecttransfer in language teachingpl_PL
dc.subjectforeign languagespl_PL
dc.titleTransfer w kontekście dydaktyki językowej doby postkomunikacyjnejpl_PL
dc.typeinfo:eu-repo/semantics/articlepl_PL
dc.relation.journalLingwistyka Stosowanapl_PL
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Uznanie autorstwa - użycie niekomercyjne, bez utworów zależnych 3.0 Polska Creative Commons License Creative Commons