Procesy modelowania glottodydaktycznego w ujęciu wybranych współczesnych teorii lingwistycznych

Abstract

Contemporary glottodidactics uses numerous models of foreign language learning and teaching. Although glottodidactics is a highly interdisciplinary science and its development is determined by many scientific disciplines, linguistic studies have significantly contributed to the development of theoretical foundations for glottodidactics as an independent science for decades. The paper discusses and summarizes the state of research on glottodidactic modeling processes (Grucza 1978, Woźniewicz 1987, Pfeiffer 2001, Dakowska 2010, Grucza 2010b, Gębal 2013 and the author's model) and proposes a new model that integrates the most important elements of earlier systems. The author distinguishes two levels of the glottodidactic modeling process: internal (referring to individual language skills and intrapersonal properties of the learner in the sense of F. Grucza's anthropocentric linguistics, as well as selected theories of cognitive linguistics) and external (teacher and multidimensional determinants of the glottodidactic process that the teacher encounters in this process). The special positioning of the learner in the system emphasizes the individual and unique dimension of the foreign language teaching process of each learner, who, by constructing the structures of a foreign language and, as a result, also communicative competence in a given foreign language, significantly broadens and develops its cognitive framework.