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Małgorzata Pamuła
Insight into phonological competence is particularly well-grounded when the reading process occurs in an alphabetic language, though Koda (2008) points to its significance also in the case of logographic (ideographic) languages. It allows discovery of the very first mechanisms involved in the process of reading, yet it is dependent on the method chosen for teaching to read. Whenever the method is more analytical, the importance of phonological competence will increase, whereas in other approaches it may be marginalised. The latter phenomenon is especially visible within the learning of foreign languages that often neglect the phonological competence. Gombert (1992), who came up with his own model of children’s metalinguistic development, stresses that the competence is made up of two elements: epilinguistic skills (semi-unconscious) and metalinguistic (conscious and intentional). Phonological competence is realised within four developmental stages. The first two (acquisition of the first language skills and control over epilinguistic skills) are observed in all learners, whereas the other two (acquisition of the metalinguistic awareness and automating the processes) are optional. Gombert’s model provides empirical references to the Polish language, as was noticed by Lipowska (2001: 38–41). Research conducted in Poland in the 1990s by myself and the postgraduate students attending the MA seminar at the Neophilological Institute of the Pedagogical University in Krakow revealed that the development of the phonological competence is significant in the process of foreign language learning by early-school age children (Pamuła 2002).
2.3.2. Development of the metalexical competence in the process of reading with understanding Many studies show a direct link between text understanding and vocabulary range, e.g. Giasson (2003: 199) states that on the one hand, the vocabulary range influences text comprehension, while on the other hand, reading exercises enrich vocabulary. At primary-school level one can observe children’s development resulting not just from interaction with the surroundings (parents, other learners, school staff), but mainly from the children’s extensive exposure to the written language and their active contact with written texts. A similar situation takes place in the case of foreign language learning – students learn new vocabulary and language structures through texts they are provided with (both listened to and read). In order for the text