Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/2588
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dc.contributor.authorZając, Jolanta-
dc.date.accessioned2012-06-04T08:00:57Z-
dc.date.available2012-06-04T08:00:57Z-
dc.date.issued2011-12-27-
dc.identifier.citationStudia Romanica Posnaniensia, 2011, vol. 38, nr 2, pp. 5-17pl_PL
dc.identifier.isbn978-83-232-2335-1-
dc.identifier.issn0137-2475-
dc.identifier.urihttp://hdl.handle.net/10593/2588-
dc.description.abstractSpeaking foreign language does not imply only mastering its lexical and morphosyntactic code, but, more importantly, learning to conceptualize differently the world around us. One of major sources of deviations in L2 is due to a very poor mastery of conventional structures (formulaic competence), an incorrect linguistic profiling and the confusion between the synthetic and analytical character of the L1 and the L2 (here Polish and French). Beginners in Romance philology often fall into a trap when trying to verbalize in a written form their communicative intentions. We propose here to analyze their sociolinguistic and sociocultural mistakes in order to imagine a course of remedial teaching.pl_PL
dc.language.isofrpl_PL
dc.publisherAMU Presspl_PL
dc.titleBesoins communicatifs en L1 comme source d'erreurs sociolinguistiques en LE chez les étudiants débutants en philologie romanepl_PL
dc.typeArtykułpl_PL
Appears in Collections:Studia Romanica Posnaniensia, 2011, vol. 38, nr 2

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