Glottodidactic Implications of the Anthropocentric Language Theory

The article deals with the implications of the anthropocentric language theory by F. Grucza for foreign/second language teaching and learning process designing. In the first part the anthropocentric language theory is presented in connection with other modern linguistic approaches. The first part also touches upon the problem of the linguistic and nonlinguistic knowledge that humans need in order to perform and to understand language utterances. In the second part conclusions for the didactic process are drawn. In accordance with the theoretical issues some principles for the shaping of didactic materials (e.g. “authentic” texts), teaching forms and activities, adequate tasks and contents of a language lesson are described. One of the main issues of this part is also the range of communicative skills that should be developed by foreign/second language learners.

The article deals with the implications of the anthropocentric language theory by F. Grucza for foreign/second language teaching and learning process designing. In the first part the anthropocentric language theory is presented in connection with other modern linguistic approaches. The first part also touches upon the problem of the linguistic and nonlinguistic knowledge that humans need in order to perform and to understand language utterances. In the second part conclusions for the didactic process are drawn. In accordance with the theoretical issues some principles for the shaping of didactic materials (e.g. “authentic” texts), teaching forms and activities, adequate tasks and contents of a language lesson are described. One of the main issues of this part is also the range of communicative skills that should be developed by foreign/second language learners.