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Tytuł:
Dyskurs edukacyjny w kształceniu przyszłych nauczycieli
Educational discourse in teacher training
Autorzy:
Burlińska, Wiesława
Powiązania:
https://bibliotekanauki.pl/articles/1037840.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
In the training of future foreign language teachers discourse appears mainly in its theoretical dimension in relation to text discourse connected with teaching various skills. Discourse, however, might be also useful in the context of Teaching Practice. On the one hand, the analysis of classroom discourse could be used in deeper formative evaluation of the trainee. Analysis of this evaluational dialogue could support not only the growth of teaching strategies but could also significantly contribute to the formation of a reflective attitude of the future teacher.In this paper I present an analysis of a feedback session which refers to a lesson conducted by a teacher trainee form Bydgoszcz Teacher Training College of Foreign Languages and answer the question how useful this element can be in the creation of the reflective practitioner’s attitude.
Źródło:
Neofilolog; 2009, 33; 167-184
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyskurs edukacyjny w klasie językowej z perspektywy teorii społeczno-kulturowej
Educational discourse in the foreign language classroom from the perspective of Sociocultural Theory
Autorzy:
Rokoszewska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1037625.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
educational discourse
Sociocultural Theory
Activity Theory
dyskurs edukacyjny
podejście społeczno-kulturowe
teoria działania
Opis:
The present paper focuses on classroom discourse from the perspective of Sociocultural Theory. This theory, represented mainly by Vygotsky (1978), Leont'ev (1978) and Wertsch (1985), has been applied to second language acquisition by researchers such as Lantolf (1994). Firstly, the paper presents the view of language and language learning and the main constructs in sociocultural SLA, such as mediation through social interaction, mediation by means of private speech, internalization, the zone of proximal development, and Activity Theory. The methodology of sociocultural research is also taken into consideration. Secondly, the paper describes a number of studies into classroom discourse which are discussed in reference to the constructs mentioned above. Thirdly and finally, the paper provides some evaluation of the theory in question.
Źródło:
Neofilolog; 2012, 38/1; 27-42
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyskurs edukacyjny a rozwój interkulturowej kompetencji negocjacyjnej podczas lekcji języka obcego na przykładzie języka hiszpańskiego
Educational discourse and development of intercultural negotiation competence in the foreign language classroom: The case of Spanish
Autorzy:
Spychała, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1037620.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
educational discourse
intercultural negotiating competence
mediation
dyskurs edukacyjny
mediacja
interkulturowa kompetencja negocjacyjna
Opis:
Nowadays young people need not only specific knowledge, but also a wide array of skills, including language skills, enabling them to better adjust to intercultural realities. One such skill is negotiation, coupled with the selection of an appropriate type of discourse. The aim of the present paper is to analyze the features, forms and styles of educational discourse that support the growth of intercultural negotiation competence in foreign language classes. Particular attention will be given to the structure of the content of discourse: intercultural communication and negotiation. The author seeks to answer the question whether students should aim at using multi-discursive competence in order to effectively talk to or negotiate with representatives of other cultures. The analysis of specialized discourse allows her to find out whether or not teaching business language in foreign language classes is a sine qua non condition for mastering intercultural negotiation competence. The paper also aims to determine in a precise manner the competences of a student as an intercultural negotiator and mediator. Therefore, it presents general principles and examples of communication (discourse) practices that may contribute to the development of intercultural negotiation and mediation competence under classroom conditions. The last section contains an overview of selected handbooks for learning Spanish from the perspective of developing intercultural negotiation competence, with a focus on the presence of elements that can be used for this purpose.
Źródło:
Neofilolog; 2012, 38/1; 91-106
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyskurs dydaktyczny w nauczaniu dwujęzycznym na przykładzie języka francuskiego
Didactic discourse in bilingual education: French as an example
Autorzy:
Sowa, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/52415384.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
CLIL
French as a foreign language
didactic discourse
mediation
foreign language teacher
nauczanie dwujęzyczne
francuski jako język obcy
dyskurs dydaktyczny
mediacja
nauczyciel języka obcego
Opis:
The aim of the text is to describe the didactic discourse in bilingual education i.e. the actions taken by the teacher in biology and chemistry lessons in relation to the terms the student needs to know and assimilate. The description is based on transcriptions of audio recordings of lessons recorded in one of the bilingual high schools in Warsaw. Basing on selected excerpts from the collected corpus, the author i) shows examples of biology and chemistry terms having different forms in Polish and French and ii) defines the teacher's didactic activities, thanks to which the latter helps the students to properly understand and assimilate the elements of field terminology.
Źródło:
Neofilolog; 2023, 60/1; 158-173
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INTERAKCJA W UJĘCIACH TEORETYCZNYCH – WIELOASPEKTOWY CHARAKTER ZJAWISKA
Theoretical approaches to interaction – the multifaceted character of the notion
Autorzy:
Aleksandrzak, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/442917.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
interaction
communication
discourse
interactional competence
interakcja
komunikacja
dyskurs
kompetencja interakcyjna
Opis:
The paper concentrates on the notion of interaction with regard to se-lected theoretical orientations and perspectives. First, the definitions of the three frequently overlapping terms – communication, discourse and interaction – are discussed with particular attention given to their mutual relationships within presented interpretations. Next, the status of interaction in some psychological, sociological and pedagogical ori-en¬tations is briefly illustrated and a closer look is taken at interaction within cognitive, sociocultural and interactionist approaches to foreign language teaching and learning. The following part of the article fo-cuses on types of interaction in the foreign language classroom. Finally, the selected interpretations of the construct of interactional com-petence are presented and analysed.
Źródło:
Neofilolog; 2017, 49/2; 163-177
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy pojęcie dyskursu jest przydatne w glottodydaktyce?
Do we need the concept of discourse in foreign language pedagogy?
Autorzy:
Wilczyńska, Weronika
Powiązania:
https://bibliotekanauki.pl/articles/1037627.pdf
Data publikacji:
2012-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
discourse
discourse analysis
discursive approach
dyskurs
analiza dyskursu
podejście dyskursywne
Opis:
Despite its growing popularity within the humanities and social sciences, the concept of discourse (and also discourse analysis) continues to be perceived as rather vague by those who are not experts in the domain of discourse analysis. The aim of the present paper is to acquaint non-specialist readers with the multifold, interdisciplinary nature of discourse in order to further consider its usefulness with reference to foreign language pedagogy. It is argued that a wider use of this concept may lead us to a more coherent view of the main issues underlying our field, namely by integrating into our thinking both social and individual communicative practices. This idea is illustrated with selected conceptual tools and the views advanced by leading French discourse analysts (e.g. Charaudeau, 1993, 2010; Maingueneau, 1996, 2005) and, up to this point, mainly exploited in studying the media and public communication. Moreover, the importance of typological distinctions in foreign language pedagogy is stressed and an example of a discursive approach to foreign language instruction is provided. At the same time, attention is drawn to inherent and/or objective limitations on and difficulties in a wider use of the concept of discourse. These problems notwithstanding, the conclusion points to the fact that, given the complexity of our domain, it is hardly conceivable nowadays that we can be content with oversimplified formulae and limited, one-sided theories.
Źródło:
Neofilolog; 2012, 38/1; 7-25
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
POLITYCZNA POPRAWNOŚĆ DYSKURSU EDUKACYJNEGO: NAUCZYCIEL JĘZYKA OBCEGO W PRZECIWDZIAŁANIU MOWIE NIENAWIŚCI
Autorzy:
Lankiewicz, Hadrian
Szczepaniak-Kozak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036500.pdf
Data publikacji:
2018-09-20
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
komunikacja interkulturowa
dyskurs pedagogiczny
poprawność polityczna
krytyczno-ekologiczna świadomość językowa
edukacja nauczycieli języków obcych
Opis:
This paper presents an attempt to reconsider the concept of intercultural communication and related competences taking into account the fact that intercultural contacts may be motivated by racism and xenophobia. It is the outgrowth of the RADAR project (Regulating Anti-Discrimination and Anti-Racism) funded by the European Commission1. Here, we aim to apply its findings to the context of developing politically correct pedagogical discourse among prospective foreign language teachers. Ultimately, invoking the notion of critical ecological language awareness (Lankiewicz, 2015) and metalinguistic awareness (Karpińska-Musiał, 2015), we offer to supplement the intercultural component of teacher education with the element of critical linguistics, which may help would-be teachers, in the first place, to be more aware language users as such, not to commit verbal offences, and, in the long-run, to perform the role of transformative intellectuals (Kumaravadivelu, 2012), thus contributing to the quality of life in the globalization era.
Źródło:
Neofilolog; 2016, 47/1; 53-66
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyskurs edukacyjny na lekcji języka obcego w polskim liceum a brytyjskim The Sixth Form College – wyniki badań porównawczych
Educational discourse during foreign language lessons in Polish upper secondary school and British sixth form college: The results of a comparative study
Autorzy:
Kouhan, Beata
Powiązania:
https://bibliotekanauki.pl/articles/1037595.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
the sixth form college
educational discourse
interaction in a foreign language classroom
Polish upper secondary school, the sixth form college
dyskurs edukacyjny
interakcja na lekcji języka obcego
polskie liceum ogólnokształcące
Opis:
Examining different solutions implemented during foreign language lessons in different countries can be very useful. Firstly, noticing some innovative ideas in an authentic context in another educational system can inspire the introduction of some changes which can potentially raise the quality of foreign language instruction. Secondly, seeing the same solutions in another educational system can confirm the effectiveness of existing methods and in this way may strengthen the intrinsic motivation of all involved in the teaching process of teaching foreign languages. One of the most important elements of a foreign language lesson is educational discourse taking place in the classroom as it has the potential to affect all aspects of a particular class and to greatly influence learning out-comes. With this in mind, the author included educational discourse in a comparative study of the processes taking place during foreign language lesson in two types of schools: the Polish upper secondary school and the British sixth form college. The article is divided into four sections. The first one deals with the literature related to discourse, especially discourse in education. In the second section, the structure and the scope of the research will be presented, including the research tools, the subjects of the study, the research questions, the scope and the organisation of the activities, and the factors potentially limiting and influencing the outcomes of the research. In the third part, the results of the study will be presented on the basis of the analysis of the data collected by means of questionnaires, observations and interviews. In the final section, the author will draw conclusions and make some pedagogical recommendations.
Źródło:
Neofilolog; 2012, 38/2; 201-222
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Comparing the proportion of the language of use and usage in teachers with different professional experience
Autorzy:
Michońska-Stadnik, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1037606.pdf
Data publikacji:
2012-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
discourse
language as use and usage
teachers’ experience
dyskurs
język jako ‘use’ I ‘usage’
doświadczenie nauczycieli
Opis:
Effective communication in the classroom has been the focus of interest of second language acquisition research for several decades. Widdowson’s (1978) contribution to classroom discourse studies made a significant impact on our understanding of the concepts of language usage and use, and their role in classroom interaction. It is claimed that both types of teacher language should be employed to cater for the effective development of conversational skills. It was observed in the past that usage expressions were more frequent as the focus of classroom interaction was on correct-ness and not on fluency. Nowadays more and more teachers feel the need to use English in the classroom for the purpose of authentic communication with their learners. The research described in this paper investigates whether and to what extent Polish teachers of English with different teach-ing experience vary their language directed at students as regards its usage and use. The results of observations and the analysis of lesson transcripts reveal that, surprisingly enough, more experienced teachers resort more of-ten to language directed at correctness, and the language of use seems to be rather neglected. Some possible explanations of this phenomenon are presented in the concluding part of this paper.
Źródło:
Neofilolog; 2012, 38/2; 139-150
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problemy terminologiczne w glottodydaktyce – źródła, przykłady, konsekwencje
Terminological problems in foreign language teaching – sources, examples and consequences
Autorzy:
Aleksandrzak, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/1036447.pdf
Data publikacji:
2021-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
terminological problems
competence
communication
interaction
discourse
individual differences
authenticity
problemy terminologiczne
kompetencja
komunikacja
dyskurs
interakcja
różnice indywidualne
autentyczność
Opis:
The present paper discusses selected terminological problems typical of the field of foreign language teaching and learning. The discussion concentrates on several terms commonly used in various glottodidactic debates, namely: competence, communication, interaction, discourse, authenticity and individual differences. The article attempts to indicate the sources of inconsistencies in the terminology, offers several examples and interpretations of these terms in questions from the relevant literature, and determines potential consequences. The aim of the paper is also to indicate areas of glottodidactic research which may be particularly sensitive to such terminological confusion and to stress the necessity of identifying the theoretical perspective and defining the terms central to the particular research project or discussion.
Źródło:
Neofilolog; 2021, 56/1; 123-140
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Autentyczna komunikacja w dyskursie edukacyjnym: rola języka nauczanego i ojczystego
Authentic communication in educational discourse: The role of the target language and the mother tongue
Autorzy:
Niżegorodcew, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1037604.pdf
Data publikacji:
2012-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
authentic communication
educational disourse
Relevance Theory
autentyczna komunikacja
dyskurs edukacyjny
Teoria Relewancji
Opis:
This article discusses different approaches to authentic communication, pro-posing a new definition of authentic communication in educational discourse, based on this author’ s application of Sperber and Wilson’s (1986/1995) Relevance Theory to functions of target and native language in the language classroom. According to the proposed definition, authentic communication in the L2 classroom refers to such uses of teachers and students’ communication which provides students both with linguistic data (positive input) and facilitates the learning process by explicitly focusing their attention on linguistic forms (negative input). After outlining some fundamental principles of Relevance Theory, the author exemplifies functions of the target language (English) and the mother tongue (Polish) in authentic communication in educational discourse in three stages of L2 lessons: in explicit grammar teaching, in fluency practice and in real class-room communication. Although it is claimed that the mother tongue should be preserved in monolingual teaching contexts, primarily for identification and affective reasons, excessive use of the native language re-duces the target language to the function of a teaching object and, consequently, makes the educational discourse unauthentic.
Źródło:
Neofilolog; 2012, 38/2; 151-163
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Współkonstruowanie znaczenia w dyskursie metajęzykowym na lekcji języka obcego
Co-construction of meaning in metalinguistic discourse in the foreign language classroom
Autorzy:
Szymankiewicz, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/1037601.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
educational disourse
metalanguage
metalinguistic strategies
co-construction of meaning
dyskurs edukacyjny
strategie metajęzykowe
metajęzyk
wspólne konstruowanie znaczeń
Opis:
Metalinguistic discourse is the most common type of foreign language class-room discourse. It is commonly used by teachers in order to give explanations on language use, forms and meanings. While teachers dominate in this kind of discourse, students seem to remain passive. How can we promote students’ communicative and cognitive activity? This article focuses on teachers’ and learners’ strategies for negotiation of meaning in the case of written input. An analysis of four lessons of French as a foreign language recorded in a secondary bilingual school in Warsaw was carried out in order to reveal the metalinguistic strategies that enhance the discursive co-operation between the participants and, in this way, co-construction of meaning.
Źródło:
Neofilolog; 2012, 38/2; 183-200
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie i rozwijanie sprawności komunikacyjnych w obcojęzycznym dyskursie specjalistycznym. Potrzeby, wyzywania, innowacje
Developing communicative ability in teaching a foreign language language for specific purposes: Needs, challenges, innovations
Autorzy:
Kubica, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1037734.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
communicative ability
language for specific purposes
teaching adults
sprawności komunikacyjne
dyskurs specjalistyczny
nauczanie dorosłych
Opis:
This paper concerns the teaching of languages for specific purposes to adults. It shows the growing need for this kind of teaching from the European and multicultural perspective. Specialist discourse compared to teaching general language will be described and the implications of such a comparison will analyzed. The paper emphasizes the necessity of determining learners’ needs in specialist communication and the use of such educational innovations as the Internet and the language action perspective.
Źródło:
Neofilolog; 2010, 35; 117-128
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formy adresatywne jako element interkulturowy kompetencji interakcyjnej i dyskursywnej w świadomości studentów języka francuskiego
Address forms as an element of French philology students’ awareness of their intercultural interactive and discursive competence
Autorzy:
Grabowska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/1037602.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
address forms
disourse
interaction
intercultural competence
formy adresatywne
dyskurs
interakcja
kompetencja interkulturowa
Opis:
The present paper seeks to determine how French philology students evaluate their intercultural interactive and discursive competence based on their use of address forms in the mother tongue and in the target language. It al-so attempts to establish the impact of students’ knowledge of address forms on classroom interaction and the effectiveness of educational dis-course. The analysis of the data, collected by means of a survey, made it possible to identify prototypical address forms in Polish and French, establish their functions and reveal situations in which they have real relevance.
Źródło:
Neofilolog; 2012, 38/2; 165-181
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obecność osoby nauczającej w zadaniach zorientowanych na samodzielną pracę uczniów w środowisku wirtualnym
Teacher’s assistance in tasks oriented towards learners’ autono-mous work in a virtual environment
Autorzy:
Górecka, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1037594.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
disourse
virtual environment
hybrid teaching
teacher’s role
learner autonomy
dyskurs
środowisko wirtualne
hybrydowy model kształcenia
rola nauczyciela
samodzielność uczących się
Opis:
The present paper is a report on the author’s own teaching experiences and focuses on the creation of learning situations in a virtual environment. The main aim is to define the characteristics of a learning situation in such an environment. More precisely, the paper focuses on: (1) answering the question whether – and to what extent – current studies on the model of hybrid education provide the necessary information useful in developing the professional competence of teachers willing to use ICT tools in their work, and, (2) drawing conclusions about the author’s own teaching experiences, whose aim is to determine what types of actions on the part of the teacher, concerning on the one hand, the task’s scenario and, on the other hand, his or her intervention in a virtual environment, can contribute to learning. The article emphasizes the necessity of perceiving interaction in a virtual environment as a separate communicative situation which requires specific skills both on the part of the teacher and the learner.
Źródło:
Neofilolog; 2012, 38/2; 223-242
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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