TY - JOUR AU - Nocoń, Jolanta PY - 2019/12/05 Y2 - 2024/03/28 TI - Znawca języka czy człowiek komunikujący się? O strukturze kompetencji językowo-komunikacyjnej ucznia klas IV–VI szkoły podstawowej wpisanej w podstawę programową z 2017 roku JF - Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia JA - Studia ad Didacticam SAD VL - 10 IS - 285 SE - Artykuły DO - 10.24917/20820909.10.21 UR - https://didactica.up.krakow.pl/article/view/6935 SP - 240-253 AB - The article aims to answer two questions: how the language instruction framework wasinscribed into the 2017/2018 Polish language curriculum and what image of the linguistic andcommunicative competence results from this document. The research method is based on theassumption that these two questions can be answered by analysing the cognitive operatorsused in the description of specific requirements. The article analyses the operators found inthe ‘language instruction’ section of the curriculum. Within the linguistic and communicativecompetence, the document distinguishes among metalinguistic, analytical, linguistic(including normative and grammar-lexical competences) and communicative competences.Each competence has been ascribed with a group of operational verbs. Quantitative datapresenting the distribution of specific requirements among these categories has also beenincluded. The resulting image of a 6th grade graduate is one of a language expert, withfunctional and cognitive knowledge of language, able to analyse the language on various levelsof its structure and use it correctly in speech and writing - these three competences accountfor 80% of all specific requirements. The remaining part is more or less linked to languageuse. Since the analysis encompasses only grades 4 to 6 of primary school, its conclusions areconsidered as research hypotheses. ER -