https://doi.org/10.31261/TPDJP.1995.14.07
The current conception of language education in the primary school is here subjected to a critical review. The author directs his attention to the structure of language education and the associated problems of integration, also to the study of language in schools together with the principles of its functional teaching, and also the forms of utterances and the scientific bases of this conception. From criticism, several conclusions may be drawn: it is necessary to go beyond the language system in the direction of pragmatics, to speak principally not of declensions and conjugations of words and sentences, but of utterances, of the act of speech, how this utterance has an author and an addressee, that it is a dialogue and subjective entity, to speak of lingual behaviour and the functional nature of utterances (for which the sociolinguistic description is more suitable than the merely linguistic), to develop communicational competence, to learn contextual, situational and executive language, to combine with this teaching some knowledge of the word (cognition) and not merely about grammar, to take into account the non-language aspect of communicative understanding among people.
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Vol. 14 (1995)
Published: 1995-12-31
10.31261/TPDJP
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
English
Język Polski