Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Jolanta Zając, Jolanta Zając" wg kryterium: Wszystkie pola

  Lista filtrów
Wyrównaj
Wyświetlanie 1-10 z 17
Tytuł:
Glottodydaktyka w ujęciu epistemologicznym
Glottodidactics from an epistemological perspective
Autorzy:
Jolanta Zając, Jolanta Zając
Powiązania:
https://bibliotekanauki.pl/articles/1037799.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
Epistemology is part of philosophy, and therefore uses rigid criteria on each discipline which aims at being treated as a science. Nowadays, glottodidactics does not have a complex as regards the other social sciences, but should have a kind of identity which fully legitimizes its scientific connections. This paper proposes to remind us of some of the core elements of such a document.
Źródło:
Neofilolog; 2010, 34; 37-48
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
JOLANTA SUJECKA-ZAJĄC KOMPETENTNY UCZEŃ NA LEKCJI JĘZYKA OBCEGO. WYZWANIA DLA GLOTTODYDAKTYKI MEDIACYJNEJ
Autorzy:
Siek-Piskozub, Teresa
Powiązania:
https://bibliotekanauki.pl/articles/442828.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
mediation in language learning, learner autonomy, mediation dialogue
mediacja w glottodydaktyce, autonomia ucznia, dialog mediacyjny
Źródło:
Neofilolog; 2018, 51/2; 237-243
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Besoins communicatifs en L1 comme source derreurs sociolinguistiques en LE chez les étudiants débutants en philologie romane
Communicative needs in L1 as a source of sociolinguistic mistakes in foreign language among beginning students of Romance philology
Autorzy:
Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/1051577.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
Speaking foreign language does not imply only mastering its lexical and morphosyntactic code, but, more importantly, learning to conceptualize differently the world around us. One of major sources of deviations in L2 is due to a very poor mastery of conventional structures (formulaic competence), an incorrect linguistic profiling and the confusion between the synthetic and analytical character of the L1 and the L2 (here Polish and French). Beginners in Romance philology often fall into a trap when trying to verbalize in a written form their communicative intentions. We propose here to analyze their sociolinguistic and sociocultural mistakes in order to imagine a course of remedial teaching.
Źródło:
Studia Romanica Posnaniensia; 2011, 38, 2; 5-17
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Importance de la norme linguistique dans l’autonarration des étudiants en philologie romane
The importance of the linguistic norm in the auto-narration of the students in Romance Philology
Autorzy:
Smuk, Maciej
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/1048265.pdf
Data publikacji:
2019-07-09
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
linguistic norm
auto-narration
learning a foreign language
correction
Opis:
The aim of this article is to analyse the attitude towards the linguistic norm of the first-year students of Romance Philology in Warsaw through the auto-narration. By this tool, belonging to the qualitative methodology, the learner performs a retrospective introspection and thus ‘evaluates’ the learning, in our context – his learning of grammar. The stories of students-future philologists will be analysed according to the following aspects: the importance given to the linguistic norm (understood here as the need for grammatical correction), the perception of its ‘utility’ in relation to other competences and language subsystems, the relationship between awareness of the norm and the effectiveness / quality of communication in a foreign language.
Źródło:
Studia Romanica Posnaniensia; 2019, 46, 2; 111-122
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mediation in the administrative and court-administrative proceedings
Autorzy:
Itrich-Drabarek, Jolanta
Jurgilewicz, Marcin
Misiuk, Andrzej
Zając, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/47259588.pdf
Data publikacji:
2022-05-01
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
mediation
mediator
public administration
administrative procedure
mediacja
administracja publiczna
procedura administracyjna
Opis:
The legislator placed mediation in administrative and court-administrative proceedings. The normative regulation of this institution is mainly similar to the solutions applicable in civil proceedings. Mediation is voluntary and its conduct is entrusted to the mediator. The practical use of mediation in administrative or court-administrative proceedings makes an amicable formula that makes resolving administrative cases real. Considering the fact that in 2017 the legislator amended the administrative procedure by embedding mediation in the administrative law system, the authors of the study undertook the evaluation of the mediation institution in administrative and court-administrative proceedings.
Źródło:
Studia Iuridica; 2021, 89; 111-124
0137-4346
Pojawia się w:
Studia Iuridica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DIALOG DYDAKTYCZNY W UCZENIU SIĘ JĘZYKA OBCEGO
Didactic dialogue in learning a foreign language
Autorzy:
Karpińska-Szaj, Katarzyna
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/442830.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
dialog dydaktyczny
(re)mediacja
specjalne potrzeby edukacyjne
trudności w nauce języka obcego
didactic dialogue
(re)mediation
special educational needs
ddifficulties in learning a foreign language
Opis:
The article presents ‘didactic dialogue’ against the background of other interactive forms of remediation in foreign language learning. Drawing on the works of Antoine de La Garanderie, Reuven Feuierstein and Pierre Vermersch, three didactic approaches have been analyzed. Theoretical considerations have been illustrated with conclusions for-mulated on the basis of own studies on the use of dialogues in differ-ent educational contexts, which included: the diagnosis and remedia-tion of language deficits of special educational needs students, reme-diation in the case of school failure in foreign language learning, and an interview after completing a task of retelling a story.
Źródło:
Neofilolog; 2019, 52/1; 61-73
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?
Professional self-awareness of language teachers – how to equip pre-service students?
Autorzy:
Sujecka-Zając, Jolanta
Szymankiewicz, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/15582181.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
self-awareness
self-evaluation
self-regulation
competences
foreign language teachers
vocational education
practical tools
Opis:
The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 197-215
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le tutorat – un dispositif d’aide à la réussite dans le contexte universitaire
Tutoring - an aid to success in the university context
Autorzy:
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/16463067.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
pédagogie universitaire
tutorat
rôles du tuteur
succès dans l’enseignement et l’apprentissage
university teaching
tutoring
tutor roles
success in teaching and learning
Opis:
Tutoring means personalized cognitive, metacognitive and affective support of the individual to better guide him/her on the path of learning or teaching. It seems to be experiencing a revival of interest in this difficultperiod of the pandemic where  education is increasingly conflicting between face-to-face and distance learning.Tutoring is considered to be one of the most powerful devices for helping students succeed, but we propose to show its benefits also for teacher-researchers in the pedagogical aspect of their work. Our objective will be to synthesize the French and Anglo-Saxon experience that have long explored the positive impact of tutoring in the university context as well as to examine the conditions for its  implementation in university courses in Poland.Our experience as a tutor of university teachers - although not yet very rich - will allow us to analyze some concrete cases.
Źródło:
Neofilolog; 2022, 59/2; 29-42
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy jesteśmy gotowi na ekoglottodydaktykę w polskim kontekście edukacyjnym?
Are we ready for eco-Foreign Language Teaching in the Polish educational context?
Autorzy:
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/442952.pdf
Data publikacji:
2020-09-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
eco-linguistics
foreign language teaching
language diversity
language environment ecological-Foreign Language Teaching
ekolingwistyka
uczenie się/nauczanie języka obcego
różnorodność językowa
środowisko językowe ekoglottodydaktyka
Opis:
The trend for eco-linguistics, which has been dynamically develop-ing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does „strong” af-fect the „weak” but “weak” reciprocates? „Weak” has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the „teacher of a code” to the „teacher of meaning”, which has specific didactic consequences in how language activities are ap-proached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?
Źródło:
Neofilolog; 2020, 55/1; 11-26
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 17

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies