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    Wyświetlanie 1-8 z 8
    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:
    ROLA MEDIACJI DYDAKTYCZNEJ W ROZWIJANIU WARSZTATU POZNAWCZEGO UCZNIA NA LEKCJI JĘZYKA OBCEGO
    The role of didactic mediation in the development of the learner’s cognition in the language classroom
    Autorzy:
    Sujecka-Zając, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/442897.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    mediation
    didactic dialogue
    language learning
    cognitive
    resources
    teacher-mediator
    mediacja
    dialog dydaktyczny
    uczenie się języka
    zasoby
    poznawcze
    nauczyciel jako mediator
    Opis:
    Each learning is, by its very nature, a situation of conflict as well as cognitive and socio-affective, and its intensity depends on the learner's existential competence (savoir-être) and individual differences. To learn effectively, one must regularly use cognitive tools that constitute the mental equipment of the person. The teacher as a mediator could encourage the learner to better use the tools he or she already has or to develop new tools that are missing for now. The theoretical remarks will be supported by examples from empirical research in which Didactic Dialogue has been used, which is an approach for didactic mediation in the language class.
    Źródło:
    Neofilolog; 2017, 48/2; 169-181
    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
    Tytuł:
    Pédagogie universitaire rénovée à l’époque de la pandémie : comment passer de l’autre côté de l’écran ?
    Improving university teaching during the pandemic: how to switch to the other side of the screen?
    Autorzy:
    Sujecka-Zając, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/2098451.pdf
    Data publikacji:
    2021-12-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    pédagogie universitaire
    accompagnement pédagogique des apprenants
    enseignement pédo-centré
    enseignement pendant la pandémie
    university teaching
    monitoring student learning
    learner-centered pedagogy
    education in the pandemic
    Opis:
    The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes. 
    Źródło:
    Neofilolog; 2021, 57/2; 249-264
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EGZAMINATORA NA EGZAMINIE USTNYM Z JĘZYKA OBCEGO (NA PRZYKŁADZIE EGZAMINU CERTYFIKACYJNEGO UW Z JĘZYKA FRANCUSKIEGO)
    On the examiner’s communication and mediation competences in the foreign language oral examination (on the example of the Certificate Examination in French at the University of Warsaw)
    Autorzy:
    Kucharczyk, Radosław
    Sujecka-Zając, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/442857.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    certification
    oral exam
    mediation
    examiner
    certyfikacja
    egzamin ustny
    mediacja
    egzaminator
    Opis:
    The purpose of this article is to reflect on the examiner’s mediation skills in the process of certifying speaking ability in a foreign language. In the theoretical part we discuss the principles of language proficien-cy certification in accordance with the guidelines of the Council of Eu-rope and the specificity of certifying speaking ability. Then we present the results of our own research the aim of which was to evaluate the examiners’ mediation skills during the French oral examination at level B2 at the University of Warsaw.
    Źródło:
    Neofilolog; 2019, 53/1; 9-27
    1429-2173
    Pojawia się w:
    Neofilolog
    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:
    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:
    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
      Wyświetlanie 1-8 z 8

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