Phonetics in Polish Textbooks
Submitted by:
Elżbieta Awramiuk
Abstract:
Current theoretical views of grammar for L1 underline the place of grammatical knowledge in supporting language communication (Unsworth, 2002; Fontich, Camps, 2014). However, many researchers report inconsistencies between theory, curricular expectations and pedagogical practice. Applying the knowledge about phonetics is also an important element in successful communication: it helps in reading and writing at the first level of education, serves to better understand different kinds of texts (especially literary texts) at later stages, and helps in speaking at all levels (National Early Literacy Panel, 2008). There is a strong emphasis on language, communication, literature and culture education, grammar functionalization and text oriented approach in L1 education in Polish core curriculum (Bartmiński, 2009). This study describes the phonetic knowledge present in best-selling textbooks at the primary level in Poland and examine which aspects of phonetics are mentioned in textbook activities, and what is their function.
Method. Based on the information about the frequency of use in Poland, three most commonly used primary-level textbooks were selected for analysis. Primary school is divided into two cycles of three years. The first cycle (grade: one to three, age: seven to nine) offers integrated teaching. In the second cycle (grade: four to six, age: ten to twelve), teaching is subject-based. The analyzed textbooks come from the second cycle. The books were analyzed in order to select the theoretical knowledge about phonetics and grammatical metalanguage, as well as other activities thanks to which learners could gain this kind of grammatical knowledge (e.g. exercises in phonetic analysis or declamation).
Results. The results show that some primary-level Polish textbooks are still overwhelmingly theoretical and promote non-functional knowledge (which is evidenced by the number of exercises in mechanical counting of graphemes/phonemes), while ignoring other aspects, such culture of verbal expression (which is evidenced by a few functionally oriented activities). The observations identify also some problems with presenting this type of grammatical knowledge in textbooks because its medium – written code – is a fundamental barrier to presentation of sound material. A pedagogical approach that takes the phonetics in use into account is suggested.
Keyword: primary education, textbooks analysis, grammar exercises
References
Bartmiński, J. (2009). Nauka o języku w podstawie programowej. In: Podstawa programowa z komentarzami. Język polski w szkole podstawowej, gimnazjum i liceum, t. 2. Warszawa, p. 60-62.
Fontich, X., Camps, A. (2014). Towards a rationale for research into grammar teaching in schools. Research Papers in Education, 29(5), 598-625.
National Early Literacy Panel (2008). Developing Early Literacy: Report of the National Early Literacy Panel. Washington, D.C.: National Institute for Literacy. Retrieved from lincs.ed.gov/publications/pdf/NELPReport09.pdf (27.06.2014).
Unsworth, L. (2002). Reading grammatically: Exploring the 'constructiveness' of literary texts. L1 - Educational Studies in Language and Literature, 2 (2), 121-140.