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    Tytuł:
    ROLA KONTEKSTU SPOŁECZNEGO ORAZ CZYNNIKÓW INDYWIDUALNYCH W ROZWIJANIU KOMPETENCJI RÓŻNOJĘZYCZNEJ POLSKICH GIMNAZJALISTÓW
    The role of the social context and individual factors in the development of multilingual competence in Polish junior high school students
    Autorzy:
    Kucharczyk, Radosław
    Powiązania:
    https://bibliotekanauki.pl/articles/442861.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    multilingual competence
    context
    individual factors
    the second foreign language
    kompetencja różnojęzyczna
    kontekst
    czynniki indywidualne
    drugi język obcy
    Opis:
    The aim of this article is to reflect on the role of social context and individual factors that influence the development of multilingual competence. The first part of the article deals with the analysis of the definition of the multi-lingual competence and its role in language teaching. The next part is the presentation of the relation between the social and educational context, taking into consideration students’ individual features and multilingual competence. The last part of the article consists of the analysis of the results of the research study conducted among Polish Junior High School students. The aim of the study was to establish the impact of different factors influencing learning French as the second language.
    Źródło:
    Neofilolog; 2017, 49/1; 43-59
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interdyscyplinarny charakter nauczania języka niemieckiego a zdobycie kompetencji w drugim przedmiocie jako szansa dla nauczyciela języka obcego drugiego na rynku pracy
    Interdisciplinary approach to teaching German and the acquisition of competence in second subject teaching as a chance for a second foreign language teacher in the job market
    Autorzy:
    Niemiec-Knaś, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/442966.pdf
    Data publikacji:
    2018-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    the teaching German as a second or foreign language, the notion of interdisciplinarity
    nauczanie języka niemieckiego jako języka drugiego obcego, pojęcie interdyscyplinarności
    Opis:
    The current perspective of teaching German as a second or foreign language is very important in the context of teacher education reform. This article addresses the questions associated with the notion of interdisciplinarity in foreign language teaching and teacher education. The key question is how to prepare foreign language teachers for the difficult labor market. Two aspects are relevant to a future German teacher: one is professional knowledge on teaching German as a foreign language, the second is the knowledge and ability of teaching the second school subject.
    Źródło:
    Neofilolog; 2018, 51/1; 109-122
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ZUR FÖRDERUNG DER INDIVIDUELLEN MEHRSPRACHIGKEIT DES FREMDSPRACHENLERNENDEN – AUFGABEN FÜR DIE POLNISCH- UND DIE FREMDSPRACHENLEHRENDEN
    Promoting individual multilingualism of foreign language learner – tasks for the Polish and foreign language teachers
    Autorzy:
    Hinc, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/1036589.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    multilingualism
    didactics of multilingualism
    tasks for teachers of the Polish language and foreign languages
    wielojęzyczność
    dydaktyka wielojęzyczności
    zadania dla nauczycieli języka polskiego i nauczycieli języków obcych
    Opis:
    This paper relates to the concept of didactics of multilingualism. The didactics of multilingualism is geared towards promoting the language awareness of pupils and showing that knowing more languages makes the learning process more efficient. This can be realized by comparing grammar structures, comparing vocabulary, discussing sociocultural aspects or taking advantage of the inter comprehension. The aspect of the negative transfer should be also captured by showing the interference fields and discussing the interference errors. The didactics of multilingualism should be understood as a continuous process that begins with the acquisition of the mother tongue and goes further over the acquiring the first foreign language and the next foreign language. Following this, the didactics of multilingualism should involve tasks for teachers of the Polish language and teachers of the first, second and next foreign languages.
    Źródło:
    Neofilolog; 2015, 45/2; 233-244
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interdyscyplinarność w badaniach procesu rozumienia tekstu
    Interdisciplinarity in reading comprehension research
    Autorzy:
    Kusiak, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/1037747.pdf
    Data publikacji:
    2010-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    interdisciplinarity
    process of text comprehension
    written text in the process of learning/teaching foreign languages
    interdyscyplinarność
    proces rozumienia tekstu
    tekst pisany w procesie uczenia się/nauczania języków obcych
    Opis:
    The paper addresses the emergence of interdisciplinarity in humanities research. In the first section, it looks at various conceptions of interdisciplinarity. Then, it discusses an interdisciplinary nature of reading research, overviewing the concept of reading as explored by different fields of science. Finally, as an example of an interdisciplinary study into reading comprehension, the study conducted by the author of the paper is presented. The process of planning and the initial stages of conducting the study are discussed, along with the advantages of drawing on several disciplines in the study.
    Źródło:
    Neofilolog; 2010, 35; 43-52
    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:
    LES ÉTUDIANTS POLONOPHONES FACE AUX VOYELLES NASALES FRANÇAISES
    Polish students and French nasal vowels
    Autorzy:
    Gajos, Mieczysław
    Powiązania:
    https://bibliotekanauki.pl/articles/1036656.pdf
    Data publikacji:
    2019-07-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    acquisition of the sound system in a foreign language
    French vowels
    nasal vowels in Polish and French
    correct perception and articu-lation
    przyswajanie fonicznego podsystemu języka obcego
    francuskie samogłoski
    nosówki w języku polskim i francuskim
    poprawna percepcja i artykulacja
    Opis:
    In the process of the acquisition of the sound system of French as a foreign language, Polish students face numerous difficulties at the level of recognition, differentiation and correct production of French vowels. This is true for oral and nasal vowels. This article concentrates on nasal vowels, and its aim is to present a comparative description of nasal vowels in Polish and French, including recent changes in their production. Moreover, the paper presents the study reporting difficulty with correct perception and articulation of French nasal vowels faced by advanced Polish learners of French. While the paper does not describe corrective procedures, it indicates the necessity of undertaking further studies aiming at optimizing the process of the acquisition of the sound system in a foreign language.
    Źródło:
    Neofilolog; 2015, 44/1; 21-37
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emergency Online Teaching During the Global Pandemic – A Review of Selected Cases From International Research to Date
    Autorzy:
    Kamiński, Krystian
    Powiązania:
    https://bibliotekanauki.pl/articles/2098442.pdf
    Data publikacji:
    2021-12-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    China
    South Korea
    Germany
    Polska
    learning during the pandemic
    foreign language teaching
    Chiny
    Korea Południowa
    Niemcy
    Polska
    nauka w pandemii
    nauczanie języków obcych
    Opis:
    At the beginning of 2020, educational systems around the world faced one of the greatest and most important challenges of the 21st century. Due to the global pandemic and the need to introduce social distancing rules, it was decided to close schools and switch to modes of learning that do not require physical contact between learners and teachers. This decision was associated with numerous problems and difficulties in various areas of school life and the necessity to introduce new rules. More than a year after the introduction of the new learning reality, teachers and students around the world have managed to adapt. International researchers are trying to describe this new order by asking questions about what the school looks like in the time of the pandemic, how students are doing, and what strategies teachers have adopted. The article focuses on research on education and foreign language teaching conducted in 2020 in China, South Korea, Germany, and Poland. The findings to date are combined with a brief description of the educational situation in these countries. Finally, the first conclusions and recommendations are formulated that can be drawn on the basis of data collected by international researchers. 
    Źródło:
    Neofilolog; 2021, 57/2; 237-247
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ewaluacja roli społecznej nauczycieli języka niemieckiego w kontekście zaburzenia stabilizacji zawodowej
    Evaluation of the social role of German teachers in the context of disturbance of professional stability
    Autorzy:
    Papierz-Łapsa, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/442994.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teacher identity
    a second foreign language
    the social role of
    a teacher
    professional stability
    tożsamość zawodowa nauczycieli nauczanie języka obcego
    drugiego
    rola społeczna nauczyciela stabilizacja zawodowa nauczycieli
    Opis:
    In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL). The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustrate the disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.
    Źródło:
    Neofilolog; 2019, 53/2; 227-247
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CULTURE ÉDUCATIVE ET CONSTRUCTION DES REPRÉSENTATIONS DE L’ASPECT GRAMMATICAL EN LANGUE ÉTRANGÈRE : STRATÉGIES DES POLONOPHONES APPRENANT LE FRANÇAIS EN MILIEU FORMEL
    Strategies of Polish learners in the formal setting for the construction of representations of grammatical aspect in French
    Autorzy:
    Starościak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036508.pdf
    Data publikacji:
    2018-09-20
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    educational culture
    cognitive strategies
    metacognitive strategies
    foreign language learning and teaching
    impact of the mother tongue
    kultura nauczania i uczenia się
    strategie kognitywne
    strategie metakognitywne
    uczenie się i nauczanie języka obcego
    wpływ języka ojczystego
    Opis:
    In this paper we propose to study, through the results of the reflexive activity of verbalization, cognitive and metacognitive strategies that advanced Polish native learners in French are implementing to construct their representations of the functioning of the French grammatical aspect.The value of the grammatical aspect, expressed in French by the opposition between the passé composé tense and imparfait tense, do not completely coincide with that of the Polish aspectual opposition between perfective and imperfective verbs. Thus, the objective of this research is to analyze the impact of implicit and explicit knowledge from the source language on the construction of the operational rules concerning the grammatical aspect in French. In particular, it will be aimed to characterize the nature of this knowledge and verify how the educational culture of Polish learners affects the processing of grammatical input of the target language.
    Źródło:
    Neofilolog; 2016, 47/2; 243-258
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CERTYFIKACJA ZNAJOMOŚCI JĘZYKA POLSKIEGO JAKO OBCEGO WE WŁOSZECH: PROBLEMY, WYZWANIA, POSTULAT
    The certification of proficiency in Polish as a foreign language in Italy: problems, challenges, proposals
    Autorzy:
    Marzec, Urszula
    Marzec, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/442989.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    język polski jako obcy
    certyfikacja znajomości języka polskiego
    egzaminy certyfikatowe
    polonistyka zagraniczna
    nauka ję-zyka polskiego we Włoszech
    Polish as a foreign language
    the certification of proficiency in Polish
    state certificate examinations
    Polish studies abroad
    Italian learners of Polish language
    Opis:
    The article contributes to the discussion regarding the state certificate Since the new legislation in 2015 was introduced, the number of for-eign sessions of the state certificate examinations in Polish as a foreign language has significantly decreased. The article aims to show the impact of the amended legal provisions on the availability of the certificate examinations outside of Poland and, consequently on the level of knowledge about them among potential candidates in Italy. The article is based on the results of the survey conducted by the au-thors among the students of Polish studies in Italy.
    Źródło:
    Neofilolog; 2019, 53/1; 89-103
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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