Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/11044
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dc.contributor.authorKosturek, Kamila-
dc.contributor.editorSkowronek, Barbara-
dc.date.accessioned2014-07-04T12:00:54Z-
dc.date.available2014-07-04T12:00:54Z-
dc.date.issued2013-
dc.identifier.citationGlottodidactica, Vol. 40/1 (2013), s. 91-102pl_PL
dc.identifier.isbn83-232-1043-8-
dc.identifier.issn0072-4769-
dc.identifier.urihttp://hdl.handle.net/10593/11044-
dc.description.abstractThis article discuses the results of a questionnaire on English-German false-friend pairs, carried out among four groups of respondents. The first three groups included Polish students of German and English Studies at the University of Rzeszow, while the last one consisted of native speakers of German. The respondents stated that their knowledge of false friends in both languages was good or even profound, however, the results obtained in the practical part of the questionnaire seemed to diverge from their declared knowledge. This suggests the need to pay greater attention to the phenomenon of false friends in foreign language teaching.pl_PL
dc.description.sponsorshipInstytut Lingwistyki Stosowanej Uniwersytetu im. Adama Mickiewicza w Poznaniupl_PL
dc.language.isodepl_PL
dc.publisherWydawnictwo Naukowe UAMpl_PL
dc.subjectfalse friendspl_PL
dc.subjectforeign language learningpl_PL
dc.subjectlanguage interferencepl_PL
dc.titleFalsche Freunde - ein Hindernis im Fremdsprachenlernprozess nur in der Theorie oder auch in Praxis?pl_PL
dc.title.alternativeFalse friends – an obstacle to foreign language learning process only in theory or also in practice?pl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 40/1 (2013)

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