Elements of contrastive Polish-English grammar for teachers (Didactics 2) 3301-JS-DYD-2
The course aims to sensitize students to three areas of contrastive Polish-English grammar: lexico-grammar (Area 1), phonetics (Area 2), pragmatics (Area 3).
Area 1 (phonetics) aims to
- sensitise students to the main features of English pronunciation;
- compare the vowel and consonant systems of English and Polish;
- compare and contrast the phonological processes found in both systems in careful and casual speech (e.g. assimilations, reductions and elisions) and an assessment of their impact on language transfer;
- compare the suprasegmental features of the two systems with special attention afforded to word and sentence stress;
- sensitise students to common errors in pronunciation that result from language interference.
Teaching methods: performing short tasks during class involving the practice of school-related situations, problem-based learning, group work, guided discussion.
* * *
Area 2 is to familiarise students with the cultural differences in the way language is used in Polish/English, as well as with the concept of pragmatic competence and pragmatic competence development in L1 and L2 along with the influence of Polish L1 pragmatics on L2 English. We look at politeness in Polish and English and evaluate linguistic behaviour as polite/impolite, acceptable/ unacceptable. We compare how pragmatic competence develops in L1 and L2, how the level of directness differs in L1 Polish and L1/L2 English, we look at pragmatic interference, pragmatic strategy preference in Polish and English, speech act realisation, appropriateness, and cultural evaluation of linguistic behaviour.
Area 2 aims to
- sensitise students to the differences of English and Polish pragmatics
- familiarise the students with the concept and development of pragmatic competence in English and Polish;
- compare and contrast the acceptability of selected pragmatic strategies in selected contexts;
- compare politeness in English and Polish;
- sensitise students to common errors that result from language interference.
Teaching methods in area 2: listening and watching audio-visual recordings, reading and analysing texts.
* * *
Area 3 explores pedagogical grammar, focusing on selected lexico-grammatical topics in teaching practice. The aim is to discuss grammatical competence within the broader context of language users' cognitive abilities. We will explore how to integrate grammar instruction with physical, social, and emotional competencies. drawing on both teacher and student experiences.
Key topics:
- the role of feedback in grammar teaching
- the multiple intelligences model
- construction grammar and emotional expression
- physical and social forces; the force dynamics of modal verbs
- cognitive categories of object, substance, event, and process in English grammar
- iconicity in grammar: negation, word order
Teaching methods:
- group work; problem based learning
- discussions, case studies
- role-playing scenes and dialogues; total physical response
* * *
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025
https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
Course coordinators
Type of course
Mode
Learning outcomes
D.1.W4 The graduate knows and understands the teacher’s subject-matter, pedagogical, and educational competencies, including the need for professional development—including the use of information and communication technology—and the need to adapt communication methods to students' developmental levels and to stimulate their cognitive activity, including by creating instructional situations; the significance of the teacher’s authority and the principles of student-teacher interaction during lessons; the moderation of interactions between students; the teacher’s role in popularising knowledge; and the importance of the teacher collaborating—within the educational process—with students' parents or guardians, school staff, and the community outside the school.
D.1.W6 The graduate knows and understands the methodology for delivering specific educational content within the subject or classes—including topic-related and methodological solutions, best practices, the tailoring of instructional approaches to the needs and capabilities of students or student groups with varying potential and learning styles, as well as common student errors associated with the subject or type of class, and their role and utilisation within the teaching process.
D.1.W10 The graduate knows and understands the role of diagnosis, monitoring, and assessment in teaching; assessment and its types: ongoing, semester, and annual assessment, as well as internal and external assessment; and the functions of assessment.
D.1.W11 The graduate knows and understands the examinations concluding an educational stage and the methods of constructing tests, assessments, and other tools useful in the process of evaluating students within the taught subject.
D.1.W12 The graduate knows and understands the initial assessment of the student group and of each individual student in the context of the subject taught or classes conducted, as well as ways to support students' cognitive development; the need to foster concepts, attitudes, and practical skills—including problem-solving and the application of knowledge; methods and techniques for effective learning; methods of structuring knowledge; and the necessity of reviewing and consolidating knowledge and skills.
D.1.W13 The graduate knows and understands the importance of developing students' personal and socio-emotional skills: the need to foster students' cooperation skills—including group problem-solving—and to build a value system and develop ethical attitudes, as well as to shape communication competencies and cultural habits.
D.1.U4 The graduate is able to adapt their communication style to the students' developmental level.
D.1.U5 The graduate is able to create educational situations that foster student activity and the development of their interests, as well as the popularisation of knowledge.
D.1.U8 The graduate is able to assess students' work—performed both in class and at home—in a substantive, professional, and reliable manner.
D.1.U9 The graduate is able to construct a test designed to assess specific student skills.
D.1.U10 The graduate is able to identify student errors typical of the subject taught or the classes conducted and utilise them in the teaching process.
D.1.U11 The graduate is able to conduct an initial assessment of the skills of the students.
D.1.K2 The graduate is prepared to disseminate knowledge among students and within the school and wider community.
D.1.K4 The graduate is prepared to promote the responsible and critical use of digital media and respect for intellectual property rights.
D.1.K5 The graduate is prepared to foster students' collaboration skills, including group problem-solving.
D.1.K6 The graduate is prepared to build a value system and develop ethical attitudes among students, as well as to shape their communication skills and cultural habits.
Assessment criteria
The final grade is determined based on the average of oral or written qualifying tests.
90-100 points – 5
80-89 points – 4.5
70-79 points – 4
60-69 points – 3.5
50-59 points – 3
below 50 points – 2
There are 2 absences allowed.
Bibliography
Dauer, R. M. (1993). Accurate English. Prentice Hall Regents. + recordings
Ponsonby, M. (1999). How Now Brown Cow? A course in the pronunciation of English. Prentice Hall. + recordings
Michael Vaughan-Rees, M. (1994). Rhymes and rhythm. A poem-based course for English pronunciation. Macmillan. + recordings
Hewings, M. (2007) English pronunciation in use. Advanced. CUP. + recordings
* * *
Kasper, G. and Rose, K. R. (2002). Pragmatic development in a second language. Blackwell.
Kecskes, I. (2014). Intercultural pragmatics. OUP.
Ruiz de Zarobe, L., and Ruiz de Zarobe, Y. (Eds.) (2012). Speech acts and politeness across languages and cultures. Peter Lang CH.
Spencer-Oatey, H. (2000). Culturally speaking: Managing rapport through talk across cultures. Cassell.
Taguchi, N. and Roever, C. (2017). Second language pragmatics. Oxford University Press.
Thomas, J. A. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4, 91–112.
Ogiermann, E. and Blitvich. P. G. (Eds.) (2019). From speech acts to lay understandings of politeness: Multilingual and multicultural perspectives. CUP.
Ogiermann, E. (2009). On apologising in negative and positive politeness cultures. John Benjamins.
Zufferey, S. (2015). Acquiring pragmatics: Social and cognitive perspectives. Routledge.
* * *
Foolen, A. (2012). The relevance of emotion for language and linguistics. In A. Foolen, U. M. Lüdtke, T. P. Racine, & J. Zlatev (Eds.), Moving ourselves, moving others: Motion and emotion in intersubjectivity, consciousness and language (pp. 347–368). John Benjamins.
Keck, C. and YouJin K, K. (2014). Pedagogical grammar. John Benjamins.
Radden, G., & Dirven, R. (2007). Cognitive English grammar. John Benjamins.
Swan, M. and Smith, B. (2002). Learner English. A teacher’s guide to interference and other problems. CUP.
Sweetser, E. (1990). From etymology to pragmatics: Metaphorical and cultural aspects of semantic structure. Cambridge University Press.
Talmy, L. (1988). Force dynamics in language and cognition. Cognitive Science, 12(1), 49–100.