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Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12128/22973
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dc.contributor.authorNowak, Izabela-
dc.date.accessioned2022-03-28T10:59:35Z-
dc.date.available2022-03-28T10:59:35Z-
dc.date.issued2013-
dc.identifier.citationActa Neophilologica, 2013, t. 1, s. 103-116pl_PL
dc.identifier.issn1509-1619-
dc.identifier.urihttp://hdl.handle.net/20.500.12128/22973-
dc.description.abstractThe article is an attempt at searching for theoretical basics for effective foreign language learning. The starting point for the considerations is the bilingual model, which is a subordi-nate and coordinate method of organizing linguistic material of the mother tongue and foreign language. Formation of bilingual (Polish-Russian) mental glossary of a learner is treated as a mental process and effectiveness of its reorganization is based on the concept of the frame. The author’s considerations are illustrated with an analysis of selected teaching resources for teaching Russian as a foreign language to Polish students.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.subjectframepl_PL
dc.subjectmental glossarypl_PL
dc.subjectbilingualismpl_PL
dc.subjectglottodidacticspl_PL
dc.titleO (nie)możliwości zastosowania modelu słownika umysłowego w podręcznikach do nauczania języka obcego : (na przykładzie języka rosyjskiego dla Polaków)pl_PL
dc.typeinfo:eu-repo/semantics/articlepl_PL
dc.relation.journalActa Neophilologicapl_PL
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