IMPLIKACJE KONCEPCJI GLOTTODYDAKTYKI PORÓWNAWCZEJ I DYDAKTYKI WIELOJĘZYCZNOŚCI DLA KSZTAŁCENIA NAUCZYCIELI JĘZYKÓW

Анотація

This article makes an attempt at reflecting on the need to separate an area described as “comparative foreign language didactics” from among the areas of contemporary foreign language didactics. Its first part outlines the development of European and Polish didactic thought, understood as parallel developing areas of research activity, generating and using free flow of academic ideas. It constitutes an attempt at combining the trends which are a part of the implementation of the assumptions of foreign language didactics. From the international perspective, the first European papers, undertaking conscious reflection on the sense of existence of comparative foreign language didactics, become an important point of reference for our deliberations. Specialists in teaching of foreign languages from France and Germany undertook their development, placing it among other research currents of the contemporary foreign language didactics. The theoretical deliberations and research solutions underscore the sense of development of theoretical and methodological assumptions for comparative foreign language didactics. They become a part of the publication which comprises the original concept of comparative foreign language didactics – understood as the sub-discipline of Polish foreign language didactics. At the end there are some implications for teacher training referring to foreign languages