http://hdl.handle.net/11320/8201 Mon, 01 Jun 2026 14:08:24 GMT 2026-06-01T14:08:24Z http://hdl.handle.net/11320/8247 Tytuł: A contribution to the implicit/explicit debate on grammar learning: the case of contrast connectors Autorzy: Costa, Ana Luísa Abstrakt: In this paper, studies on language acquisition and development are seen as most relevant to grammar teaching and learning. Grammar teaching may be conceived as a process of building awareness of the language used from the earliest stages, as well as a process of scaffolding knowledge depending on later language development. In this perspective, grammar instruction (including curricular orientations) must take into account what belongs to spontaneous linguistic knowledge, and which linguistic knowledge crucially depends on the richness of discourse experiences at school. Data on the acquisition of contrast connectives in European Portuguese will support the idea that, even assuming that some innate principles rule early language acquisition, linguistic proficiency depends on language learning experiences accumulated through years of schooling. Furthermore, language development is not entirely accomplished by linguistic mastery: the ability to explain language through language may be considered a later stage of linguistic accuracy, associated with formal instruction. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/11320/8247 2019-01-01T00:00:00Z http://hdl.handle.net/11320/8207 Tytuł: Preschool children’s sensitivity to the generic and non-generic distinctions Autorzy: Palla, Marti Abstrakt: Generics convey generalizations about kinds e.g., “fish swim,” or “birds have wings”. In contrast, non-generics express facts about specific individuals or groups of individuals, e.g., “my cat has caught two mice” or “two birds are sitting in that tree”. To interpret utterances generically or non-generically, speakers of Polish use morphosyntactic features (e.g. determiners, plurality, tense and aspect), contextual cues, as well as world knowledge (Grzegorczykowa 2001; Karczewski & Wajda 2015; Karczewski 2016). The aim of the present study is to determine the extent to which preschool children are sensitive to one morphological cue in particular, i.e. the demonstrative determiner te (these) in Polish. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/11320/8207 2019-01-01T00:00:00Z http://hdl.handle.net/11320/8206 Tytuł: Metacognition as a superordinate concept of metalinguistics: The role in developing reading skills in a foreign language Autorzy: Kopčíková, Marta Abstrakt: The paper provides a theoretical analysis of the relationship between metacognition and its subordinate concept metalinguistics. Understanding that language and cognition are inextricably linked, the aim of the paper is to highlight the holistic nature of learning. From this perspective, metalinguistic abilities, such as phonological awareness, word awareness, form awareness, and pragmatic awareness are introduced and suggestions for activities and everyday interactions to facilitate their development are outlined. Furthermore, the paper focuses on explaining the role of metacognition and metalinguistics in particular towards the development of reading skills. Based on the three kinds of metacognitive knowledge, i.e., declarative knowledge, procedural knowledge and conditional knowledge, the paper provides a five-step instruction of a reading comprehension strategy, applicable for both L1 and FL reading development. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/11320/8206 2019-01-01T00:00:00Z http://hdl.handle.net/11320/8205 Tytuł: Portuguese teachers’ perceptions of grammar teaching Autorzy: da Silva, Cristina Vieira; Pereira, Íris Susana Pires; Sebastião, Isabel Abstrakt: The teaching of grammar, as envisaged in the official curriculum, has been identified as challenging for many Portuguese teachers. In this paper, we present a study conducted with the aim of characterizing primary and middle school teachers’ perceptions about their own grammar teaching, utilizing Shulman’s model (1987) as adapted by Grossman (1990). We carried out a collective case study, using a questionnaire survey (n=200 teachers) to determine the importance teachers attach to teaching grammar, the degree of perceived adequacy of their knowledge and the difficulties they identify in this area of their teaching. The results reveal that teachers’ perceptions are shaped by multiple decisive factors including content knowledge, pedagogical content knowledge, knowledge of the curricula and general educational knowledge. Based on these findings, we advocate the need to rethink how teachers are trained and to (re) create awareness about the complexity of knowledge in grammar teaching and its role in effective student learning. Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/11320/8205 2019-01-01T00:00:00Z