Język pierwszy dziecka : od nabywania do kształcenia kompetencji językowej i komunikacyjnej dziecka

Abstract

The study involves learning the fi rst language by children. The author starts with describing ex-ternal environment, where the process of getting familiar with the language and learning the mother tongue proceeds (family and peers’ environment and institutional environment – school). The author mentions the theories describing the way the language is learned, and among others those which re-veal how the universal language pattern transforms through the process of child’s speech perception into the pattern which is typical for the mother tongue. Showing communicative approach (interactive perspective), the author also points to the different social relations which the children face in family, institutional and peers’ environment and which infl uence, besides memory and cognitive skills, the rate at which the fi rst language is learned. Referring to the institutional actions, the study also describes three areas of activities which in-fl uence the children’s language: developing individual language, building child’s language conscio-usness and accustoming child’s language skills to the role of a sender and a receiver. In addition, four areas of child’s verbal activities were outlined: reading, speaking, writing and listening, of which effective realization was called an achievement in school’s programme documents. In conclusion, the author, once again, refers to very attractive for the children peers’ environment which now brings very different, medial communication type, which infl uences the language and the texts created in the mother tongue by the young user.