Interferencja – błąd – akcent
The aim of the study described in the book was to analyze three terms: interference, error, foreign accent, and the research problem was the way in which the community of Polish as a foreign language teachers defines the concepts that they name, and also in what various ways these concepts are conte...
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| Hlavní autor: | |
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| Médium: | Online |
| Jazyk: | polština |
| Vydáno: |
Wydawnictwo Uniwersytetu Łódzkiego
2026
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| Témata: | |
| On-line přístup: | ONIX_20260612T144849_9788383317359_45 |
| Tagy: |
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| Shrnutí: | The aim of the study described in the book was to analyze three terms: interference, error, foreign accent, and the research problem was the way in which the community of Polish as a foreign language teachers defines the concepts that they name, and also in what various ways these concepts are contextually named by the aforementioned community. Fragments were searched in the collected corpus in which the authors used these terms in the appropriate context. The found forms were subjected to multi-stage analysis, first linguistic, and then sociolinguistic. The study fits into the socio-terminological trend, for which the study of terms should begin with the examination of corpora and end with the correlation of results with the opinion of the community of users of a given terminology. The cognitive approach additionally allowed for an uncensored search for reasons for the observed polysemy, synonymy or metaphorization. Such a research attitude directs towards usage, accepting what is agreed upon in the community of people using the terms within a given discipline. As the studies have shown, interference is very often identified with error, foreign accent with interference, and error with foreign accent. In the context, the reader understands what such a procedure results from, noticing the numerous and complex connections between concepts. Sometimes, however, their synonymous treatment is misleading or contributes to the emergence of doubts, which result in longer or multiple decoding of the text, or even drawing inadequate conclusions. Observing the development of phonological didactic terminology is therefore considered necessary, facilitating the integration of the environment and expanding knowledge within the subdiscipline. |
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