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Tytuł:
THEORETICAL CONSIDERATIONS FOR DEVELOPING INTERCULTURAL SENSITIVITY THROUGH TRANSLATION ACTIVITIES: BEYOND THE MONOLINGUAL PREMISE IN FOREIGN LANGUAGE EDUCATION
Autorzy:
Lankiewcz, Hadrian
Wąsikiewicz-Firlej, Emilia
Powiązania:
https://bibliotekanauki.pl/articles/1037927.pdf
Data publikacji:
2019-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
tłumaczenie
nauczanie języka obcego
sprawności językowe
wrażliwość interkulturowa
translation
foreign language education
language skills
intercultural sensitivity
Opis:
The article presents theoretical considerations pertaining to the use of translation in foreign language teaching and argues for the reinstatement of translation activities in language teaching to contribute to the development of intercultural sensitivity among language users. The authors build upon critical-ecological reflections in language education. They posit that a globalized world requires a departure from the monolingual language teaching paradigm, particularly in multicultural and multilingual contexts such as, for example, a united Europe. The argument touches upon the issues of neoliberal skills training, intercultural education, language pedagogy (glottodidactics), language acquisition and translation theories as well as observations of the practicalities imposed on L2 users by the postmodern reality and market forces. The authors present the incorporation of translation practices into foreign language teaching as a means of enhancing intercultural sensitivity and a way of fighting linguistic and cultural colonization. The ultimate goal – the new “paradigm shift” (Butzkamm and Caldwell, 2009) – is to contribute to social justice via foreign language education.
Źródło:
Neofilolog; 2019, 52/2; 313-333
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ocenianie uczniów ze specjalnymi potrzebami edukacyjnymi we włączającej edukacji obcojęzycznej w Polsce
Evaluation of Students with Special Educational Needs in Inclusive Foreign Language Education in Poland
Autorzy:
Jaworska, Mariola
Powiązania:
https://bibliotekanauki.pl/articles/442814.pdf
Data publikacji:
2020-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
inclusive foreign language education evaluation
special educational needs adaptation of educational requirements
włączająca edukacja obcojęzyczna ocenianie
specjalne potrzeby edukacyjne dostosowanie wymagań edukacyjnych
Opis:
For the last decade or so we have observed a visible increase in the interest of educational and scientific circles in Poland in actions to include children and teenagers with special educational needs in education in mainstream schools. Such children and teenagers require special support in the learning and teaching of foreign languages, well-considered selection of teaching methods and forms, and organisation of lessons, which takes account of the individual characteristics of the learners. Appropriate evaluation of their achievements is very important in working with such persons. The article presents assumptions relating to and possibilities of individualised evaluation of students with special educational needs from the perspective of inclusive foreign language education.
Źródło:
Neofilolog; 2020, 54/1; 9-25
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Interdyscyplinarna specyfika kształcenia nauczycieli języ-ków obcych (ze szczególnym uwzględnieniem pedeutologii i glottodydaktyki)
The interdisciplinary nature of foreign language teacher education (with particular emphasis on the pedeutology and glottodidactics)
Autorzy:
Peć, Beata
Powiązania:
https://bibliotekanauki.pl/articles/442832.pdf
Data publikacji:
2020-09-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
foreign language teacher education
glottodidactics
pedeutology
interdisciplinarity
kształcenie nauczycieli języków obcych
glottodydaktyka
pedeutologia
interdyscyplinarność
Opis:
The purpose of this paper is to present the interdisciplinary nature of foreign language teacher education both from a theoretical and empirical perspective – including findings from a research study which was conducted at the Institute of German Studies at the University of Warsaw. The article shows the diversity of approaches to teacher education and defines glottodidactics as the basic disciplines of foreign language teacher education, exposing the influence of these disciplines on each other. The article presents a sample interdisciplinary teacher training program and, based on the results of the au-thor’s own research, the opinions of students on this subject.
Źródło:
Neofilolog; 2020, 55/1; 27-49
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
OD ŚWIATÓW WIRTUALNYCH DO MEDIÓW SPOŁECZNOŚCIOWYCH – O INNOWACYJNYM WYKORZYSTANIU INTERNETOWYCH PLATFORM GLOTTODYDAKTYCZNYCH W KSZTAŁCENIU NEOFILOLOGICZNYM
From virtual worlds to social media – on innovative uses of online e-learning platforms in foreign language education
Autorzy:
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/442985.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
e-learning platforms
virtual worlds
social media
language
education
Moodle
Second Life
platformy e-learningowe
światy wirtualne
media
społecznościowe
edukacja językowa
Opis:
Using various forms of computer-assisted instruction in foreign language teacher and translator training has become an obvious fact. While fully distance programs are rather scarce, more and more projectsadopt the blended learning approach mediated by different webbased tools. The purpose of the paper is to critically describe and analyse a myriad of tools used as e-learning platforms: Learning Management Systems, glottodidactic platforms, virtual worlds, wikis and social networking tools. It is essential to see different dimensions of innovation in language teacher and translator training, in terms of technology, course management and task design. The discussion will be based on examples of projects run through the tools under analysis in different university programmes all over Poland.
Źródło:
Neofilolog; 2018, 50/1; 87-108
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dostosowanie wymagań edukacyjnych do możliwości uczniów ze specjalnymi potrzebami na lekcjach języka angielskiego a test ósmoklasisty
Adaptations of educational requirements in English language classes for students with special educational needs to meet eighth grade examination requirements
Autorzy:
Paluch, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/16464417.pdf
Data publikacji:
2022-08-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
inclusive foreign language education
adaptation of educational requirements
final exams
special educational needs
włączająca edukacja obcojęzyczna
dostosowanie wymagań edukacyjnych
egzaminy końcowe
specjalne potrzeby edukacyjne
Opis:
The last decade has seen rapid growth in the number of students with special educational needs (SEN). The aim of inclusive education is to provide all students with equal public education. To facilitate the learning process for students with SEN changes and modifications to requirements are implemented by language teachers. At the same time, these students take the final exam at the end of year eight of their primary education, where the main and almost only adjustment is extended time to write the exam. This article has two main aims. The first is to compare the legal requirements for educational adaptations in the Polish education system. The second is to show, on the basis of a case study, that lack of coherence between the different regulations affects the results achieved by the students in their final exams.
Źródło:
Neofilolog; 2022, 58/2; 241-256
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA NAUCZYCIELA – MITY I SLOGANY A RZECZYWISTOŚĆ
The Role of the Language Teacher – Myths and Reality
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/1036604.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
foreign language teaching
foreign language teacher education
language policy
nauczanie języków obcych
kształcenie nauczycieli języków obcych
polityka językowa
Opis:
The article presents an overview of the situation in language teaching and teacher education in Poland. An attempt has been made to evaluate the developments of the last 25 years in the Polish educational landscape in the field of language teaching, protection and promotion of minority and regional languages, pre- and in-service teacher education.Special attention has been given to expectations vis-à-vis the teaching profession in Poland and abroad, challenges arising in teacher training institutions, difficulties teachers encounter in their everyday functioning as well as their training needs. Controversial issues arising from inconclusive research results have also been identified. In the final part of the text ideas are provided for quantitative and qualitative research and its role in pre- and in-service teacher education.
Źródło:
Neofilolog; 2015, 45/2; 143-155
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Świadomość własnego procesu uczenia się języków obcych przyczynkiem do innowacyjnych działań dydaktycznych. W stronę dydaktyki wielojęzyczności w początkowym kształceniu nauczycieli
Self-awareness of foreign language learning process as a precondition for innovative teaching. Towards multilingual didactics in the initial teachers’ training
Autorzy:
Kucharczyk, Radosław
Szymankiewicz, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/442891.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
multilingual didactics, initial foreign language teacher education, self-awareness, innovation
dydaktyka wielojęzyczności, wstępne kształcenie nauczycieli języka obcego, samoświadomość, innowacja
Opis:
The aim of this article is to reflect on the initial training of teachers in line with the assumptions of multilingual didactics. A definition of plu-rilingual competence is given at the beginning of this article. We then discuss briefly about the main assumptions of plurilingual teaching. The next part of the article deals with the philosophy of educating future foreign language teachers in philological studies, which should be largely based on reflection. The article concludes with the analysis of data obtained from students participating in teacher education classes. The aim of the study was to diagnose whether the self-awareness of potential subjects, as given to them by the multilingual competence, could contribute to innovative teaching.
Źródło:
Neofilolog; 2018, 51/1; 89-108
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
STUDIA FILOLOGICZNE, PRZYGOTOWANIE DO ZAWODU NAUCZYCIELA A WYZWANIA CODZIENNOŚCI
Foreign language programs, teacher preparation and everyday challenges
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1036640.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
foreign language teacher education
teacher knowledge base
language policy
standards for teacher education
kształcenie nauczycieli języków obcych
wiedza nauczyciela
polityka językowa
standardy kształcenia nauczycieli
Opis:
Becoming a foreign language teacher involves meeting a range of requirements which have mainly been specified in the Decree of the Minister for Science and Higher Education issued on January 17th, 2012, concerning the standards that have to be complied with in teacher education. Education of this kind is still most frequently offered in the course of BA or MA programs in foreign languages, with the crucial caveat that, primarily as a result of decreasing demand for foreign language teachers, this component has been eliminated in many institutions of higher education or students are required to pay for an additional module providing such training. It is assumed that on completion of a BA or MA program as well as obtaining credits for the required courses focusing on pedagogy, a student will have the requisite qualifications to teach a particular foreign language at appropriate educational levels. This implies that, by this time, he or she should have acquired the necessary knowledge, skills and competences, both in the foreign language and in psychological and pedagogical issues, which can ensure effective teaching and learning. The paper aims to subject such assumptions to critical scrutiny, demonstrate that they blatantly fail to take into account the real situation in Polish education, as well as offer some tentative proposals that could enhance the quality of foreign language teacher training in our country.
Źródło:
Neofilolog; 2015, 44/2; 155-169
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WYKORZYSTANIE NARRACJI BIOGRAFICZNYCH W REFLEKSJI NAD KSZTAŁCENIEM NAUCZYCIELI JĘZYKÓW OBCYCH
The use of narrative biographies in reflection on the education of foreign language teachers
Autorzy:
Wąsikiewicz-Firlej, Emilia
Lankiewicz, Hadrian
Powiązania:
https://bibliotekanauki.pl/articles/1036629.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
narrative research
biographical narratives
reflexivity
FL teacher careers
FL teacher education
badania narracyjne
narracje biograficzne
refleksyjność
kariera nauczycieli języków obcych
kształcenie nauczycieli języków obcych
Opis:
This paper attempts to contribute to the discussion on the use of biographical narratives in investigating FL teacher careers and bring to light their potential in teacher education, especially in the process of developing teacher identity and reflexivity. Biographical narratives provide indepth insights into individual professional careers which are viewed holistically, in the context the narrator’s life. Focused on the subjective dimensions of professional careers, narratives involve identification and interpretation of key events and persons in particular life stories, which stimulate the narrator’s reflexivity and enable them to find connections between episodes and make them meaningful.
Źródło:
Neofilolog; 2015, 44/2; 237-249
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes
Autorzy:
Nijakowska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/16464220.pdf
Data publikacji:
2022-08-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
special educational needs
foreign language teacher education
inclusive teaching practices
teacher concerns
teacher preparedness
kształcenie nauczycieli języków obcych
włączające praktyki w nauczaniu
przygotowanie nauczycieli
obawy nauczycieli
specjalne potrzeby edukacyjne
Opis:
The study was conducted in a group of second year university students – pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers’ participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 – self-efficacy beliefs and knowledge and F2 – attitudes) and a single factor solution (concerns) respectively. The pre- (N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants’ post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers’ post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant.
Źródło:
Neofilolog; 2022, 58/2; 161-178
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Otwarte formy pracy w glottodydaktyce – specyfika oceniania w edukacji szkolnej oraz w akademickim kształceniu nauczycieli języków obcych
Open forms of work in language teacher education – the specificity of assessment in school education and in academic education of foreign language teachers
Autorzy:
Peć, Beata
Powiązania:
https://bibliotekanauki.pl/articles/442839.pdf
Data publikacji:
2020-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
evaluation
assessment
open forms of work/learning and teaching
school education
academic education
ewaluacja
ocenianie
otwarte formy pracy/uczenia
się i nauczania
edukacja szkolna
kształcenie akademickie
Opis:
Open forms of work are now successfully used both in foreign language lessons and in academic education. Often, it may be difficult to assess the work of learners due to its specificity – that is, the summing and shaping of the assessment of the achievement of teaching objectives in school education and the effects of education in the didactics of the university. The question arises how to assess the work of learners during free work, while learners are working to attainment targets, working to weekly plans or doing project work. These issues will be subjected to theoretical analysis and discussed on the basis of my own empirical research in two areas of language teacher/foreign language education. On this basis conclusions will be formulated and research perspectives will be outlined with relation to school education and the academic education of foreign language teachers.
Źródło:
Neofilolog; 2020, 54/1; 105-131
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CZEGO POWINNIŚMY UCZYĆ A CZEGO UCZYMY – ROZWAŻANIA O EDUKACYJNYCH ZŁUDZENIACH
What we should teach and what we teach – a consideration of educational illusions
Autorzy:
Zawadzka-Bartnik, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1036644.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
educational illusions
goals and their current implementation
education of foreign language teachers
“hidden curriculum”
educational effectiveness
złudzenia edukacyjne
cele a ich realizacja
kształcenie nauczycieli języków obcych
„ukryty program”
efektywność edukacji
Opis:
The aim of this article is to point out significant differences between the planned goals of education and their current implementation as indicated by research in schools (by students and teachers) and in institutions of further education which prepare future teachers for the profession. I refer to the notion of the “hidden curriculum” and its influence on students and teachers, which are (among others): an instrumental approach to the teaching and learning process, curricular and organizational inadequacies, and our unconscious attitudes, which are the essential cause of educational illusions. The article ends with suggestions on how to improve effectiveness in education.
Źródło:
Neofilolog; 2015, 44/2; 139-153
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Veränderungen im Bereich des Lehrens und Lernens von Sprachen und deren Konsequenzen für die Aus- und Fortbildung von Fremdsprachenlehrerinnen
Changes in the sphere of foreign language learning and teaching and their consequences for the education and development of foreign language teachers
Autorzy:
Krumm, Hans-Jürgen
Powiązania:
https://bibliotekanauki.pl/articles/442943.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
foreign language learning and teaching; education and development of foreign language teachers; linguistic and cultural diversity; plurilingualism
uczenie się i nauczanie języków obcych; kształcenie i doskonalenie nauczycieli języków obcych; różnorodność językowa i kulturowa; różnojęzyczność
Opis:
The world is changing. Is the teaching of foreign languages also bound to change? The answer to the question is not about confirming that almost all learners have their smartphones now. After all, language teaching is not aimed at following all new fashion trends. The decisive factor is the fact that today's learners are different from those 10 or 15 years back. They are characterised by growing linguistic (and usually also cultural) diversity, their network of contacts with the world, family relationships and personal experiences are more diversified and colourful. Also, requirements towards them change: they need to be able to adapt to the rapidly developing world, the world of globalisation and of nationalistic tendencies. How can foreign language education contribute to their finding their place in a society of open borders, linguistic and cultural diversity, and new possibilities offered to each of them? In response to the question, the author encourages everyone to ponder on the following topics: 1. How do learners contribute to the learning process and foreign language instruction: diversity as capital 2. Plurilingualism is the main principle of language education and school development 3. Action-based vs. task-based: how autonomous can learners be? 4. Learning on the Web: foreign languages are learnt not only during lessons 5. Professional development and reflection as the essence of teaching competence in a contemporary school
Źródło:
Neofilolog; 2018, 51/1; 11-27
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie podsystemu leksykalnego w edukacji przedszkolnej dzieci ze spektrum autyzmu oraz zespołem Aspergera
Lexical repertoire teaching in preschool education of the children with autism spectrum disorder and Asperger syndrome
Autorzy:
Szymańska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/2098465.pdf
Data publikacji:
2021-09-28
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
lexical repertoire teaching
special educational needs
preschool education
foreign language
nauczanie podsystemu leksykalnego
specjalne potrzeby edukacyjne
edukacja przedszkolna
język obcy
Opis:
Nie tylko specjalne potrzeby edukacyjne, lecz także cechy rozwojowe silnie determinują specyfikę nauczania podsystemu leksykalnego jezyka obcego w edukacji przedszkolnej. Celem tego artykułu jest prezentacja wyników badania, przeprowadzonego pośród grupy dzieci pięcioletnich, dotkniętych spektrum autyzmu oraz zespołem Aspergera. Dążeniem tego konkretnego kontekstu pedagogicznego edukacji przedszkolnej jest przeanalizowanie trudności i ich możliwych modyfikacji w metodyczne możlwości. Po pierwsze, wykorzystując perspektywnę neurobiologiczną zaprezentowana zostanie specyfika nauczania podsystemu leksykalnego wśród dzieci. Następnie omówione zostaną szczególne potrzeby i umiejętności dzieci ze spektrum autyzmu oraz zespołem Aspergera. Praktyczna część artykułu powstała na bazie badania, przeprowadzonego w roku szkolnym 2018/2019 w Warszawie. Eksperyment pozwolił na zdiagnozowanie czy zastosowanie teorii inteligencji wielorakich, zadań multisensorycznych oraz zabawy dydaktycznej w kontekście przedszkolnej edukacji specjalnej wpływa na proces nauczania-uczenia się języka obcego. 
Not only special educational needs, but also developmental traits strongly determine the specificity of lexical repertoire teaching process of foreign language in preschool education. The aim of this paper is to present the results of a study carried out among a group of 5-year-old autistic and Asperger children. The purpose of this particular pedagogical context of preschool education is to discuss some difficulties and their feasible modifications into methodical possibilities. First of all, with the aid of neurobiological perspective the specificity of lexical repertoire teaching among children will be presented. Furthermore, particular needs and abilities of the children with autism spectrum disorder and Asperger syndrome will be discussed. The practical part of this paper was based on a research conducted in 2018/2019 in Warsaw. The study enabled us to diagnose whether the application of the multiple intelligences’ theory, the multisensorial tasks and the didactic game in the context of preschool special education affects the learning – teaching process of the foreign language.
Źródło:
Neofilolog; 2021, 57/1; 67-77
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DER FACHBEZOGENE FREMDSPRACHENUNTERRICHT AN POLNISCHEN HOCHSCHULEN (1953-1989)
Teaching foreign languages for special purposes in Polish schools of higher education (1953-1989)
Autorzy:
Harbig, Anna Maria
Powiązania:
https://bibliotekanauki.pl/articles/1036876.pdf
Data publikacji:
2020-02-17
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Fachsprache
fachbezogener Fremdsprachenunterricht
Fachsprachendidaktik
Fremdsprachenzentren
LSP
language fo specific purposes
special language training
foreign language teaching
Foreign Language Center
Opis:
This article describes the origin and development of the teaching of foreign languages for special purposes in Polish schools of higher education. The time frame in question runs from the setting up of Foreign Language Centers to the turning point year, 1989. The conditions, aims and methods of conducting classes with students of non-philological courses are presented in the context of the development of methodology for teaching foreign languages for special purposes in Poland. The picture is supplemented with an analysis of handbooks for teaching German for special purposes, used in the 80s in classes at the Foreign Language Center, the University of Białystok.
Źródło:
Neofilolog; 2013, 41/1; 7-20
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 27

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