What Developmental Linguistics Can Offer L1 Education. An Example of the Relation between Implicit and Explicit Word-formation Knowledge in Slovak Speaking Children

The paper focuses on defining the relationship between developmental linguistics and L1 education. We consider both theories and empirical research in developmental linguistics an important theoretical basis for L1 education, especially in pre-school and junior school aged children. The examples of research on child language in Slovak speaking children are used to clarify the possibilities of transforming the findings in developmental linguistics into the curriculum of language learning/teaching. The dynamic interactions of implicit and explicit linguistic knowledge in L1 education is the way how developmental linguistics’ knowledge base can positively influence the results of language learning. The paper is based both on the analysis of theoretical sources and the empirical findings of qualitative linguistic research.This study is being carried out under the auspices of the Scientific Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic, research project VEGA 1/0353/18 Implicit linguistic knowledge of a junior school-aged child. The project is being conducted between 2018 and 2020. Institutional Executor: University of Prešov, Faculty of Education. Head of Project: Professor Ľudmila Liptáková, [email protected]Ľudmila Liptáková, PhD, is a professor at the University of Prešov, Faculty of Education, Slovakia. She works in the field of linguistics and methodology of L1 teaching/learning. Her research covers the following areas: word-formation of the contemporary Slovak language; lexical and word-formation development in Slovak speaking children; implicit linguistic knowledge of a child; methodology of L1 teaching/learning; stimulation of executive and cognitive functions in junior school aged children. She is a member of The International Association for Research in L1 Education (ARLE) and participated in ARLE conferences.University of Prešov, SlovakiaAdamčíková, V. & Tarábek, P. 2008. Didaktická komunikácia v predmetových didaktikách [Didactic communication in subject didactics]. In: L. Sičáková, K. Vužňáková & R. Rusňák (eds.), Slovo o slove 14, 136–149. Prešov: Prešovská univerzita, Pedagogická fakulta.Buzássyová, K. 1990. Okazionálna slovotvorba ako indikátor synchrónnej a diachrónnej dynamiky [Occasional word-formation as an indicator of synchronous and diachronous dynamics]. In: V. Blanár (ed.), Metódy výskumu a opisu lexiky slovanských jazykov, 63–73. Bratislava, Jazykovedný ústav Ľ. Štúra SAV.Clark, E. V. 2009. First Language Acquisition (2nd edition). Cambridge: Cambridge University Press.Čukovskij, K. I. 1963. Od dvoch do piatich [From two to five] (2nd edition). Bratislava: Mladé letá.Ellis, N. C. 2008. Implicit and Explicit Knowledge about Language. In: J. Cenoz & N. Hornberger (eds.), Encyclopedia of Language and Education (2nd edition), Volume 6: Knowledge about Language, 1–13. New York: Springer Science+Business Media LLC.Ellis, N. C. 2005. At the Interface: Dynamic Interactions of Explicit and Implicit Language Knowledge. Studies in Second Language Acquisition 27(2): 305–352.Fleischer, W. 1988. Produktivität – Akzeptabilität – Aktivität. Zur Theorie der Wortbildung (im Deutschen). In: Zur Theorie der Wortbildung im Deutschen, 8–16. Berlin: Akademie – Verlag.Gogová, E. 2017. Slovotvorná kategorizácia ako stratégia pri rozvíjaní porozumenia učebného textu [Word-formative categorization as a strategy in developing comprehension of informational text]. O dieťati, jazyku, literatúre 5(2): 21–40.Hoff, E. 2001. Language Development (2nd edition). Wadsworth: Thomson Learning.Kubrjakova, E. S. 1981. Tipy jazykovych značenij. Semantika proizvodnogo slova. Moskva: Nauka.Liptáková, L. et al. 2015. Integrovaná didaktika slovenského jazyka a literatúry pre primárne vzdelávanie [Integrative didactics of Slovak language and literature for primary education] (2nd edition). Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta.Liptáková, L. & Vužňáková, K. 2009. Dieťa a slovotvorba [A child and word-formation]. Prešov: Prešovská univerzita, Pedagogická fakulta.Liptáková, L. 2000. Okazionalizmy v hovorenej slovenčine [Nonce-words in spoken Slovak]. Prešov: Náuka.Lykov, A. G. 1976. Sovremennaja russkaja leksikologija (Russkoje okkazionaľnoje slovo). Moskva: Vysšaja škola.Motsch, W. 1988. Analogie und Regel in der Wortbildung. In: Zur Theorie der Wortbildung im Deutschen, 30–33. Berlin, Akademie – Verlag.Oakhill, J., Cain, K. & Elbro, C. 2015. Understanding and Teaching Reading Comprehension. A Handbook. Abingdon, Oxon: Routledge.Owens, R. E. 2008. Language Development. An Introduction (7th edition). New York: Allyn and Bacon.Piaget, J. & Inhelder, B. 1997. Psychologie dítěte [The psychology of the child]. Praha: Portál.Průcha, J. 2011. Dětská řeč a komunikace. Poznatky vývojové lingvistiky [Child’s language and communication. Knowledge of psycholinguistics]. Praha: Grada Publishing.Slančová, D. (ed.). 2018. Desať štúdií o detskej reči [Ten studies on child language]. Bratislava – Prešov: VEDA, vydavateľstvo SAV, – Filozofická fakulta Prešovskej univerzity.Slančová, D. (ed.). 2008. Štúdie o detskej reči [Studies on child language]. Prešov: Prešovská univerzita, Filozofická fakulta.Šebesta, K. et al. 2016. Aplikovaná lingvistika [Applied linguistics]. Praha: Karolinum.Valeková, L. 1993. Okazionalizmy v tvorbe Daniela Heviera pre deti [Nonce-words in the children’s books by Daniel Hevier]. Slovenská reč 58(2): 72–77.Vygotskij, L. S. 1970. Myšlení a řeč [Thought and language]. Praha: SPN.24 (1/2019)122

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Stimulation of Children’s Text Comprehension in Primary Education – On One Educational Strategy

The paper explores the possibilities for developing reading comprehension by a pupil in primary education in the Slovak Republic. The need for scientific research into developing reading literacy in Slovakia, with its educational implications, is growing as a result of the unsatisfactory state of the current educational context. In this paper, we present an educational strategy focused on the development of comprehension of an informational text in primary school pupils. The strategy is based on the outcomes of previous research on the effectiveness of developing text comprehension on the basis of parallel stimulation of linguistic and cognitive processes. The presented stimulation programme offers a model for school education and for teachers how to proceed with the systematic development of comprehension of an informational text. At the same time, we offer the presented strategy for developing the reading literacy of a pupil for comparison with educational strategies in different countries.