Publication at Faculty of Education |
2014
Abstract
The monograph investigates the differences between preconceptual understanding of language phenomena of primary school pupils and the current language teaching conception. It analyses and interprets research data from an area of the selected language phenomena, and hence forms a basis for creating such educational constructs of the language phenomena that will respect the pupils' preconceptions and their communication experience.
The confrontation of grammar instruction currently recommended with the innovated teaching procedures based on research findings can give fundaments (now only with the researched phenomena) to a new conception of L1 didactics.