Metodologia lingwistyki edukacyjnej : rozwój języka

Abstract

This book concerns some essential problems of the new branch of linguistics that the author calls Educational Linguistics. The model of natural language acquisition suggessted here contains: 1. general conditions of language acquisition, 2. the forces of language development, 3. the forces of development of various competences, 4. the motor forces, 5. the autonomous language activness, 6. inter-dependence of syncretisms. In Educational Linguistics we can observe the level rising process of language acquisition, shaping, and development. At first it is necessary to state the factors of development which are typical of the stage of language acquisition and shaping and then set apart these factors and mechanisms which are characteristic of linguistic education. The detailed analysis of language development is based on the settlement of static properties in the linguistic competence (where language is considered as a product) that we can decompose into: - the grammatical and lexical competence responsible for the structure, - the communicational competence responsible for transactional processes, - the cultural competence responsible for interpretation, - the linguistic and didactic competence responsible for inter-dependent processes. All these above competences when being considered dynamically (language as a process) have twofold characteristics: the common one connected with syntax, phonetics and semantics and the other which differentiates them and it is the domination of the feature deciding the individualization of each competences mentioned above. Thanks to these features the integrated competence comes into being and it expresses the language development. The process of language development is based on twofold kinds of rules: the motor one and the transitional one. The motor rule is a special function of the linguistic and didactic competence which concerns two sorts of activness: 1) causing the rising movement leading from the transitory level of each competence through the approached level up to the aimed level which is the determinant of the acquired linguistic education, 2) causing the inter-level movement, i.e. transitions of different elements among different competences. The elements are language means typical of each competence.