Jak diagnozować język ucznia? - propozycje dla logopedów i nauczycieli

Abstract

The paper deals with a linguoeducational manner of diagnosing the levels of linguocul- tural competence acquisition by pupils suffering from dysarthria caused by children’s cerebral paralysis as well as by pupils slightly mentally handicapped. Linguocultural definitions of four elements: EARTH, WATER, FIRE, and AIR were used in the diagnosis that corresponded with a three aspect model: 1) semantic analyses joined with the abilities of finding and producing meanings by pupils, 2) psycholinguistic examinations showing subjective mental states of the examined, 3) analyses of pupils’ definitions according to pragmatics. Using such a model of diagnosis enabled to specify the ways of pupils’ linguistic functioning (semantic knowledge), understanding diagnostic notions by pupils (psycholinguistic examinations of notion understanding levels), and pupils’ language activity (pragmalinguistic estimation of the kinds of definitions used by pupils). The three aspects results from the assumption that the proper use (the pragmatic aspect) of a definition which has a meaning (the semantic aspect) by a child testifies to his/her understanding the world (the psycholinguistic aspect). Such procedures enables to produce the profile of pupil’s linguocultural competence.