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    Wyświetlanie 1-12 z 12
    Tytuł:
    Kształcenie nauczycieli języków obcych jako interdyscyplinarny przedmiot poznania naukowego. Refleksja metaglottodydaktyczna na temat relacji między glottodydaktyką a pedagogiką
    Foreign language teacher education as an interdisciplinary object of study. Meta-glottodidactic reflection on the relationship between glottodidactics and pedagogy
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/463292.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    meta-glottodidactic reflection
    interdisciplinary character of glottodidactics
    pedagogy
    foreign language teacher education
    consolidation of knowledge interdisciplinary dialogue
    refleksja metaglottodydaktyczna interdyscyplinarność glottodydaktyki pedagogika
    kształcenie nauczycieli języków obcych
    konsolidacja wiedzy naukowej
    dialog interdyscyplinarny
    Opis:
    The aim of the present article is meta-glottodidactic reflection on the choices Polish teaching specialists make when defining and interpreting the interdisciplinary nature of a glottodidactic object of study. The author focuses on the interdisciplinary character of the relationship between glottodidactics and pedagogy as related sciences in foreign language teacher education discourse. What follows is an analysis of the effects that Polish scholars’ epistemological choices may have on the consolidation of knowledge within the Polish glottodidactic community. The author also stresses the influence those choices might have on the mutual understanding between specialists representing glottodidactics (both as theory and practice of foreign language education) and pedagogy.
    Źródło:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2017, 23; 181-195
    2080-4814
    Pojawia się w:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    O usytuowaniu epistemologicznym polskiego dyskursu glottodydaktycznego na temat kształcenia nauczycieli języków obcych
    On epistemological stance of Polish glottodidactic discourse concerning foreign language teachers’ training
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/463332.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    glottodidactic discourse
    epistemological stance
    meta-glottodidactic analysis
    glottodidactic theories
    scientific communication
    pluri-paradigmatic science
    interdisciplinarity
    dyskurs glottodydaktyczny
    usytuowanie epistemologiczne
    analiza metaglottodydaktyczna
    teorie glottodydaktyczne
    komunikacja naukowa
    wieloparadygmatyczna nauka
    interdyscyplinarność
    Opis:
    Glottodidactics is a science which is still perceived in a highly heterogenic way not only by representatives of neighbouring branches of science but even by the specialists in the field of foreign languages teaching / learning. Apart from that, the subject of glottodidactics is so complex and interdisciplinary that the multi-tude of its possible interpretations does not allow to decide on one common epistemological paradigm. There is also no consensus among glottodidacticians as far as key metascientific terms such as theory, paradigm, model or discourse are concerned. As a consequence, the condition of satisfactory scientific communication within the glottodidactic community is the continual defining by glottodidacticians in their scientific publications of their epistemological stance as well as relating their scientific insights to general glottodidatic issues and consequently pointing which glottodidactic theories they approve of. The author of the article presents conclusions from metaglottodidactic analysis of the articles covering the subject of foreign language teachers’ training which were published in “Neofilolog” in 1990–2010 and answers the question whether and how Polish glottodidacticians epistemologically locate the scientific research and concepts of educating teachers presented in their publications
    Źródło:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 14; 95-111
    2080-4814
    Pojawia się w:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Peut-on contribuer a lepanouissement interculturel des apprenants de fle a travers I ’organisation des echanges scolaires
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/916566.pdf
    Data publikacji:
    2018-11-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    In this article, we would like to show that participation in school exchanges can contribute to the development of foreign language learners' intercultural competence. To begin with, we shall analyse challenges of intercultural education in a theoretical way. Secondly, we shall present our own research connected with a school exchange between Polish and French learners which was organised in 1999. In this presentation we shall emphasise the influence of the circumstances in which the exchange took place on the evolution of intercultural competence.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2001, 29, 1; 119-128
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dimension discursive de la construction et de la diffusion des savoirs sur la formation des enseignants de LE au sein de la communauté glottodidactique polonaise
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/913305.pdf
    Data publikacji:
    2018-02-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    The paper concerns the discursive dimension of the construction and the circulation of knowledge connected with the issue of foreign language teacher education. A starting point for the discussion is the assumption according to which glottodidactics as a science is still perceived in a highly heterogenic way by members of the Polish glottodidactic community. Not only is the subject of glottodidactics so complex and interdisciplinary that the multitude of its possible interpretations does not allow us to decide on one common epistemological paradigm, but glottodidactic discourse is also very heterogeneous. The author of this article presents the conclusions from a metaglottodidactic analysis of articles covering the subject of foreign language teacher training which were published in Neofilolog in 1990–2010, and answers the question of whether, and with what kind of discourse configurations do Polish glottodidacticians theoretically locate their propositions for educating teachers presented in their publications.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 2; 115-128
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    De la nécessité des recherches méta-glottodidactiques au sein de la communauté polonaise des spécialistes dans l’enseignement/apprentissage des langues étrangères
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/915104.pdf
    Data publikacji:
    2015-12-14
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    The present paper is based on the assumption that the current state of the development of the FL didactics in its epistemological and discursive dimensions justifies the need for metaglottodidactic research. This kind of research could facilitate the consolidation of glottodidactic subdomains and the knowledge created within these subdomains and contribute to elucidating some epistemological and discursive problems important for the functioning of the Polish glottodidactic community. Further, this could optimize the dialogue within the glottodidactic community, as well as the interdisciplinary dialogue with the representatives of the allied sciences.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 170-184
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Konstruowanie projektu pracy dyplomowej jako element kształcenia akademickiego przyszłych nauczycieli języków obcych
    Preparing a diploma project as an element of teacher trainees’ education
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1037785.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Opis:
    The aim of the article is to answer the question if and to what extent preparing a diploma project on glottodidactics should be an opportunity for the student trainee to understand glottodidactics as a scholarly domain. The author of the article assumes that student’s understanding of the specificity of glottodidactics depends on their developing the so called general epistemological consciousness. The student should gradually develop the awareness of how a researcher epistemological perspective influences the posed research questions and the interpretation of analyzed phenomena as well as the construction of knowledge of and beliefs about the process of learning/teaching a foreign language. To illustrate the problem, the article refers to specific diploma work projects whose authors are the student trainees of the French section at the College of Foreign Languages at UAM in Poznań.
    Źródło:
    Neofilolog; 2010, 34; 111-122
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Evaluation formative initiale de la competence interculturelle des apprenants de fle dans le contexte universitaire
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/916746.pdf
    Data publikacji:
    2018-11-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Evaluation formative
    Interculturelle
    Opis:
    The problem discussed in the article refers to a wider context of the empirical research realized within the doctoral dissertation. The research aims at proving the influence of the educational evaluation of the intercultural competence on the development of personal communicative competence of the first year students of French in the College of Foreign Language at the University of Adam Mickiewicz. The evaluation of the competence was conducted in the institutional conditions with the use of traditional media materials in French and Polish. The article introduces the concept of the educational evaluation of intercultural competence. The author also presents the results of the empirical research from its initial phase. The main focus is on the issue of students' metacognitive readiness to perform this type of evaluation. The article aims to show that the positive role of the educational evaluation of intercultural competence in developing personal communicative competence of learners depends to a large extent on the level of metacognitive awareness they managed to reach.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2005, 30, 1; 295-305
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Favoriser le développement de la conscience épistémologique des étudiants lors de l’approprition de l’écrit glottodidactique en français et en polonais. Le cas des étudiants polonais d’ethnolinguistique
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/911822.pdf
    Data publikacji:
    2020-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Epistemological consciousness; student autonomy; academic literacy skills; glottodidactic discourse; glottodidactic knowledge; glottodidactics as an academic discipline; diploma papers in glottodidactics
    Opis:
    The paper is a reflection on the development of academic literacy skills in French and Polish while writing a diploma paper in glottodidactics by Polish third year ethnolinguistics students. The first part of the paper focuses on a diploma paper in glottodidactics as an important component of philological education at Adam Mickiewicz University in Poznań. Next, the author analyses the concept of epistemological consciousness and its impact on the development of student autonomy during the acquisition of glottodidactic discourse and glottodidactic knowledge as a specialist knowledge which they gain. The author’s conception, referring to writing research papers in line with the principles of glottodidactics as a research field, is based on the assumption that students should become aware of the epistemological specifics of glottodidactics and include them both in the form and the content of their diploma papers. Finally, the author discusses various stages in the development of students’ epistemological consciousness and looks into the processesthe supervisor needs to engage in for effective research supervision
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 1; 91-111
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    De la spécificité épistémologique du discours méta-glottodidactique1. Entre autonomie intellectuelle des chercheurs et leur appartenance à la communauté scientifique polonaise
    On the epistemological uniqueness of Polish metaglottodidactic discourse – scholars’ intellectual autonomy versus their glottodidactic community affiliation
    Autorzy:
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1048569.pdf
    Data publikacji:
    2017-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    meta-glottodidactic discourse
    scholars’intellectual autonomy
    glottodidactic community
    scholars’epistemological identity and choices
    Opis:
    Meta-glottodidactic discourse is the area of academic discourse which enables one to develop and explicitly present general glottodidactic conceptions. This, however, is not a characteristic of didactic discourse concerned with foreign language teaching/learning and its optimization. It can be claimed that in their meta-glottodidactics discourse Polish language teaching specialists show their epistemological identity as scholars, which stems from their intellectual autonomy on the one hand and their glottodidactic community affiliation on the other. The present article talks about the discourse manifestations of Polish glottodidactics specialists’ intellectual autonomy, which are related to their epistemological choices and ways of justifying them. Given the lack of consensus about the basic epistemological issues within the glottodidactic community, scholars’ intellectual choices as well as their justifications can be varied and highly distinctive. In a qualitative comparative analysis of meta-glottodidactic discourse of two Polish glottodidactics specialists, the author of the article identifies the factors contributing to the diversity of Polish meta-glottodidactic discourse. She also attempts to explain why this particular type of discourse could encourage dialog within the Polish glottodidactic community, which might become a driving force behind the development of contemporary glottodidactics.
    Źródło:
    Studia Romanica Posnaniensia; 2017, 44, 2; 27-45
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ŚWIADOMOŚĆ PRZEDMIOTOWA I EPISTEMOLOGICZNA NAUCZYCIELA – REFLEKSYJNEGO PRAKTYKA Z PERSPEKTYWY POLSKIEJ GLOTTODYDAKTYKI
    Disciplinary and epistemological awareness of a foreign language teacher as a reflective practitioner from the perspective of foreign language didactics in Poland
    Autorzy:
    Karpińska-Musiał, Beata
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1036690.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    disciplinary awareness
    epistemological awareness
    FL teacher as a reflective practitioner
    glottodidactic field community
    reflexive modernity paradigm
    świadomość przedmiotowa
    świadomość epistemologiczna
    nauczyciel JO jako refleksyjny praktyk
    glottodydaktyczna wspólnota naukowa
    paradygmat nowoczesności refleksyjnej
    Opis:
    The following article concerns the issue of educating foreign language teachers to be reflective practitioners in the Polish academic context. A starting point for our discussion is the assumption that the process of academic FL teacher education should be directed at developing the student teacher’s disciplinary and epistemological awareness. The first part of the article is devoted to the concept of glottodidactics as a research area in Poland and to the evaluation of the usefulness of theories from the field of pedeutology for the formulation of a progressive model of teacher education. Next, we define the concepts of disciplinary and epistemological awareness of FL teachers, and confront them with the notion of reflective practice (Schön, 1983) and the paradigm of reflexive modernity (Beck, Giddens and Lash, 2009). Finally, we propose a preliminary model for developing both types of awareness in tertiary education, based on specific transpositions of glottodidactic knowledge into the skills needed in the field.
    Źródło:
    Neofilolog; 2014, 43/1; 25-38
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    MIĘDZYKULTUROWOŚĆ JAKO PRZESTRZEŃ DLA TRANSDYSCYPLINARNEJ METAANALIZY W GLOTTODYDAKTYCE I PEDAGOGICE MIĘDZYKULTUROWEJ – POLA WSPÓŁ-/ NIEZALEŻNOŚCI POJĘĆ, PARADYGMATÓW I CELÓW KSZTAŁCENIA
    Interculturality as space for transdisciplinary meta-analysis in glottodidactics and intercultural pedagogy – inter-/in-dependence of concepts, paradigms and teaching aims
    Autorzy:
    Karpińska-Musiał, Beata
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1037929.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    transdyscyplinarność
    glottodydaktyczny obszar międzykulturowości
    pedagogika międzykulturowa
    kompetencja międzykulturowa
    współkultura
    transdisciplinarity
    interculturality in glottodidactics
    intercultural pedagogy
    intercultural competence
    co-culture
    Opis:
    The paper presents a critical reflection on the issue of transdisciplinarity in defining interculturality as an object of scientific cognition on glottodidactics and intercultural pedagogy. Specifically, the authors propose a comparative meta-analysis of conceptualization of terms and paradigms, as well as teaching aims connected with interculturality in these two disciplines. They pose the question whether the transdisciplinary orientation is appropriate for scientific modeling and for defining teaching objectives on the borderline between interculturality in glottodidactics and intercultural pedagogy.
    Źródło:
    Neofilolog; 2019, 52/2; 389-410
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PROFESJONALIZM NEOFILOLOGA JAKO NAUCZYCIELA AKADEMICKIEGO WOBEC ZJAWISKA WIELODYSKURSYWNOŚCI W GLOTTODYDAKTYCE
    The professionalism of the academic foreign language teacher in the face of multiple discourse competences in glottodidactics
    Autorzy:
    Karpińska-Musiał, Beata
    Orchowska, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1036586.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    FL teacher professionalism
    discourse competence
    disciplinary and epistemological awareness
    profesjonalizm neofilologa
    kompetencja dyskursywna
    świadomość przedmiotowa i epistemologiczna
    Opis:
    The paper presents and discusses the concept of the discourse competence of an academic FL teacher as a researcher and a professional. For the sake of theoretical argument we also investigate the different kinds of discourse competence present in FL teaching and learning.We propose that discourse competence should be the object of continuous development for teachers who aspire to develop their disciplinary and epistemological awareness: two components of a teacher’s professionalism we consider indispensable in the teaching and learning process.
    Źródło:
    Neofilolog; 2015, 45/2; 245-257
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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