Zdania warunkowe w kształceniu uczniów klas wczesnoszkolnych : analiza funkcjonalna

Abstract

The book Conditional sentences in educating early school learners — a functional analysis consists of the introduction, theoretical part, methodological part, generalizations of research results expressed in the form of some regularities in the analyses of conditional sentences, the bibliography and annexes. Part I Theoretical foundations of studies into the function of conditional sentences in educating early school learners consists of three chapters. In Chapter 1, some definitions are provided, conditional sentences are situated in the teaching process as well as in the process of early school education and teleology of early school didactics, the psychological and social determinants are also indicated of using conditional sentences in initial classes of primary school. This is followed by an introduction into the semiotics of the conditional sentence in Chapter 2. Three sections of semiotics have been described by the author in the conditional structure of the sentence: syntactics, semantics and pragmatics. Chapter 3 constitutes an introduction to the notion of modality of the conditional sentence. As a result of in-depth theoretical analyses, conditional sentences have been situated in epistemic, deontic and alethic modalities. The definitional, typological and conceptual findings are directly reflected in some references to the methodological arrangements concerning the empirical research into conditional sentences. Part II Authorial studies into the function of conditional sentences in educating early school learners starts with the chapter The methodology of authorial studies, in which the components of the methodology of empirical research in pedagogy are characterized. What seems significant for the findings of empirical research into conditional sentences is Chapter 5, in which the theoretical and methodological assumptions of the categorization of conditional sentences are presented and their functional models are described. There were 10 742 conditional sentences altogether, including 6 006 in observation reports from classes conducted in early school groups, 4 736 in course books, 4 874 in teacher’ utterances, 1 132 in learners’ utterances. Chapter 6, large and fundamental for fulfilling the research aim, comprises the discussion of functions of conditional sentences in educating early school learners. Four functional models of conditional sentences have been created: the cognitive (Model I), the educational-praxic (Model II), the task-based (Model III) and the polifunctional one (Model IV). In the recapitulating analyses, particular attention should be paid to six rules worked out by the author and depicted in the diagram form. The regularities specify the dependencies within the following relations: syntactics — semantics (meaning) — function; semantics (meaning) — syntactics — function. The bibliography comprises 371 items from different scientific disciplines, including general didactics, logic, philosophy of language, semiotics, methodology of sciences. The annexes contain a guide to preparing observation reports from lessons in classes I—III, some examples of conditional sentences (quoted after course books and observation reports) representing the categories of conditional sentences distinguished by the author as well as some tables (Table 49—93) comprising the research data which is referred to in the main text.