Humorous elements in education of Polish language as a foreging language

Анотація

Introduction. Our article is dedicated to the analysis of the comic facilities and their use in education of Polish language, particularly for student from Ukraine. It consists of introduction, in which short story about purpose of the studies is told. The following was an attempt of the explanation of such term, as «comedy», «humour» and «community of the laughter». For our studies we have taken the thesis that comedy is a notion best to humour. Also important element there is analysis of function, which humorous elements execute in education and didactics.

We have too presented the varied didactic facilities and their humorous elements in education of Polish language for Ukrainian student. We have shown here advantage of the separate types of the exercises, as well as have cited an instance practical use a humorous facilities. Above specified facility we have separated (using typology from book Anny Dombrovskoy, Urshuli Dobesh and Malgozhaty Apiaries. The Methodical reference book for teachers of the polish language as a foreign in the east. Anna Dubrowska, Urszula Dobesz, Malgorzata Pasieka: Co warto wiedzie?. Poradnik metodyczny dla nauczycieli jzyka polskiego jako obcego na Wschodzie) on the following groups: visual of the facility that is to say pictures, photographies, comicses, texts (the humorous or satirical articles, humoresques, travesties, funs, anecdotes, plays of the words, amusing verse); auditory (audio records speech pupils, songs, wedding canto); audio-visual (the amusing films and presentations). The humorous elements we can also find in didactic play. 

Purpose. To analyse varied comic element and its use in polish glottodidactics.

Methods. Benchmark analysis is used.

Results. On the base of our studies we have proved that the use of humorous elements are very useful for students. It helps them to understand better the complex grammatical and lexical questions. In teaching of foreign languages, including Polish, it is important when the process of teaching is not boring and monotonous. The communication method of the education main accent puts on development speech. That quicker begin to communicate on foreign language, necessary overcome its diffidence. The laughter allows us to be more liberating, bold and resolute. Due to amusing association we can easier remember the complex aspects of the grammaticism and lexicon. The knowledge interesting mnemotechnology does our training more pleasing and interesting. Exactly, such role plays humorous elements in didactics of foreign languages.

Originality. Novelty of our studies consists in presentation of varied way to use the humor in education of Ukrainian student of Polish language. Here on base practical occupation, called on by author during teaching practical persons in Hollow (the Centre of the Language and cultures polish for polonium and foreigner, city Lyublin, Poland) and work in Bohdan Khmelnytsky National University at Cherkasy, is proved that humorous elements relieve the study of the polish language, help easier to remember grammatical and lexical difficulties. It is offered critical approach to humorous exercises; it is specified its advantage and some precautions, which can appear under ignore some sociocultural nuance. It here also is for the first time shown advantage interesting and universal play (possible its use in didactics of the polish language not only, but also other foreign languages) – a cubes tale Story (Story Cubes), which help student to write interesting and funny histories, hereunder promoting development spoken speech.

Conclusion. This problem is very actual for study since modern glottodidactic needs for alternative interesting method of education, which included study of the language many-sided fetter, including the means of humor.

możemy znaleźć też w grach i zabawach dydaktycznych. Wyróżniono tu nową i dającą szerokie możliwości grę Story cubes (kości opowieści), która polega na układaniu historii z pomocą obrazków przedstawionych na dziewięciu sześciennych kostkach.

W podsumowaniu ukazano aktualność prezentowanego przez nas tematu oraz pokrótce przedstawiono korzyści płynące ze stosowania elementów humorystycznych na zajęciach z języka polskiego.