REFORMULATION AS A STRATEGY OF TEACHING/LEARNING A FOREIGN LANGUAGE: ABOUT THE USE OF IT UNDER THE CONDITIONS OF A DIDACTIC EXPERIMENT

The article presents the results of a didactic experiment carried out with the same research protocol (reconstructing - orally or in writing - a short narrative text read by the teacher in the subjects' first/second language) in two groups of learners: adults learning French as a foreign language, and children with hearing problems, rehabilitated towards the development of the phonic Polish, and learning French as a foreign language. The subjects' task was to reformulate the text they hear so that it would best render the meaning of the source text. Analysis of the collected linguistic data and the conclusion resulting from it show that this type of task is a good way to assess the communicative competence of learners and that reformulating may be considered as a form of communication strategy, through which it is clearly seen if and how learners take the risk connected with performing an actual linguistic task.