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    Wyświetlanie 1-12 z 12
    Tytuł:
    Die Übersetzung eines künstlichen Dialekts im Roman David Mitchells „Der Wolkenatlas“ („Cloud Atlas“)
    The translation of an artificial dialect in David Mitchell’s novel “Cloud Atlas”
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/517789.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    dialect translation
    neologisms
    preserving the style
    Opis:
    The translation of an artificial dialect in David Mitchell’s novel “Cloud Atlas” The purpose of the present study is an analysis of the techniques applied by the translators of David Mitchell’s novel “Cloud Atlas” into Polish, German, French, Spanish, and Portuguese while translating the artificial dialect used in the chapter “Sloosha’s Crossin’ an’ Ev’rythin’ After”. The plot of that chapter is set in a distant future, after the fall of humanity. The narrator is a goatherd whose dialect can be described, on the one hand, as simplified, partly distorted English and, on the other hand, as an exotic dialect which contains neologisms referring to fictional species, culture-specific terms, etc. Special attention is paid to the translation of neologisms as well as to the rendering of the original style. As the results show, the translators used a number of techniques, especially lexicalization, colloquialisation and rusticalisation, adapting the dialect as much as possible to the morphologies of the target languages in order to preserve the style of the chapter as well as to achieve the appropriate effect on the TL readers. In fact, as the dialect is artificial, the translators were able to approach it in a creative way, without the risk that the dialect would be associated with a particular geographic region.
    Źródło:
    Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft; 2018, 7; 145-161
    2657-4799
    Pojawia się w:
    Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783097.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language attrition
    advanced users of English as L2
    English language teachers
    language maintenance
    Opis:
    The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Relationship between Students’ Motivation for Studying Business English and Their Knowledge of Business English and Its Terminology
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/22446734.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Business English
    motivation
    terminology
    language needs
    Opis:
    The study investigates the relationship between English Philology students’ motivation for studying Business English and their actual knowledge of business terminology, some underlying economic concepts and basic rules of business correspondence. It is hypothesized that students who have higher motivation also possess more extensive knowledge of Business English, yet motivation alone is not enough but must be accompanied by a real effort put in studying the language. The study consisted of a test focusing on business terminology, the correction of errors in a business letter, and a test of selected economic concepts, followed by a questionnaire. As the results show, both the students’ motivation and knowledge of Business English are varied. In particular, their knowledge varies between years of studies and areas of terminology or skills. In fact, some of the terms proved difficult even for relatively advanced students. Thus, even though motivation does play a role, its role does not seem to be decisive, as Business English is a complex field whose mastery requires extensive study and a lot of sustained effort. However, their awareness of their language needs is quite high, so they are likely to remain motivated and to attain a high level of competence in Business English.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-26
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Influence of Living and Working Abroad on the Identities of Researchers and Native Speaker Teachers
    Der Einfluss der Fremdsprachenkenntnisse und des Kontakts zu einer fremden Kultur auf die Identität von wissenschaftlichen Mitarbeitern und Lehrkräften – im Ausland lebenden Muttersprachlern
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1182404.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    identity
    multiligualism
    mobility
    linguistic and cultural awareness
    identität
    mehrsprachigkeit
    mobilität
    sprachliches und kulturelles bewusstsein
    Opis:
    The study investigates the influence of living and working abroad on the identities of researchers and native speaker teachers. Following Block (2009), Hall (2012) and Pavlenko and Blackledge (2004), identity is assumed here to be dynamic and multiple, where the different identities of a person can be more or less relevant in a given context (Hall, 2012, p. 33). Moreover, identities at the time of globalisation tend to be hybrid (Marotta, 2011) and, in the case of migration, they can be bicultural (Comănaru, Noels & Dewaele, 2017), but as Comănaru et al. (2017, p. 539) observe, each bicultural person’s identity is different, depending on his or her life history, language proficiency, psychological traits, etc. Simultaneously, there is  evidence that multilingualism increases cognitive empathy (Dewaele & Wei, 2012) and makes people more open-minded (Wlosowicz, 2019), so it could be assumed that the participants would recognise their hybrid identities as an enrichment rather than a threat to their native identities, even though identification with their native languages and cultures, with their families, etc. would remain an important part of their identity. The research tool used in the present study was a questionnaire completed by forty native speaker teachers and researchers living abroad. As the results show, the participants’ identities are indeed highly complex, hybrid and influenced by different factors, however, the native language and the family remain very important components of identity, unlike, for example, one’s profession. Still, they also admitted that foreign language knowledge enriched them culturally, intellectually and emotionally.   　   　   　  　 
    Der Untersuchungsgegenstand ist der Einfluss des Lebens und Arbeitens im Ausland auf die Identität von wissenschaftlichen Mitarbeitern und Lehrkräften – Muttersprachlern. In Anlehnung an Block (2009), Hall (2012) sowie Pavlenko und Blackledge (2004) wird angenommen, dass die Identität dynamisch und vielfältig ist, wobei unterschiedliche Identitäten derselben Person mehr oder weniger relevant in einem bestimmten Kontext sein können (Hall, 2012, S. 33). Darüber hinaus können Identitäten in Zeiten der Globalisierung hybrid (Marotta, 2011) und im Fall der Migration bikulturell sein (Comănaru, Noels & Dewaele, 2017). Die Identität jeder bikulturellen Person variiert allerdings, wie Comănaru et al. (2017, S. 539) betonen, in Abhängigkeit von ihrer Lebensgeschichte, ihren Sprachkenntnissen, ihren psychologischen Merkmalen usw. Außerdem gibt es Hinweise darauf, dass die Mehrsprachigkeit die kognitive Empathie (Dewaele & Li, 2012) und die Aufgeschlossenheit des Geistes erhöht (Włosowicz, 2019), so dass man davon ausgehen kann, dass die Probanden ihre hybriden Identitäten eher als Bereicherung und nicht als Bedrohung für ihre einheimischen Identitäten betrachten, obwohl die Identifikation mit ihrer Muttersprache und Kultur, mit ihrer Familie usw. ein wichtiger Teil ihrer Identität bleibt. Das Forschungsinstrument war ein Fragebogen, der von vierzig wissenschaftlichen Mitarbeitern und Lehrkräften – im Ausland lebenden Muttersprachlern – ausgefüllt wurde. Wie die Forschungsergebnisse beweisen, sind die Identitäten der Befragten in der Tat sehr komplex, hybrid und werden durch viele Faktoren beeinflusst. Muttersprache und Familie bleiben jedoch, z.B. im Gegensatz zum Beruf, sehr wichtige Komponenten der Identität. Die Probanden gaben auch zu, dass die Fremdsprachenkenntnisse sie kulturell, intellektuell und emotional bereichert hatten.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 35-65
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Translanguaging as Mobilisation of the Linguistic Resources by Learners of Spanish as a Third or Additional Language
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783191.pdf
    Data publikacji:
    2020
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    multilingual repertoires, code-switching, translanguaging, production strategies
    Opis:
    The present study investigates the comprehension and production of Spanish as a third or additional language (De Angelis’ (2007) term), paying special attention to the use of code-switching and translanguaging. Following Lewis, Jones and Baker (2012, p. 655), it is assumed that translanguaging involves the mobilisation of all of learners’ linguistic resources “to maximise understanding and achievement,” so the learners’ use of languages other than Spanish (especially English, but also e.g. French, Italian, etc.) in the tasks could be assumed to be an example of translanguaging too. Simultaneously, the use of words from languages other than Spanish for lack of a Spanish word could be argued to be more precisely classified as code-switching. Multilingual repertoires are highly complex and, according to Otheguy, García and Reid (2018), multilingual competence is unitary rather than divided into several distinct languages, so, in their view, words are selected from a single lexicon. However, as shown by Williams and Hammarberg (1998), the different languages in multilingual repertoires perform various functions, which gives rise to different types of switches. The study was carried out with English Philology and Romance Philology students studying Spanish as a third or additional language. As the results show, even though the Romance Philology students were generally better at translanguaging, viewed as the use of all their linguistic resources, they avoided switches into other Romance languages, probably to minimise interference. By contrast, the English Philology students, who had lower proficiency in Spanish, were less capable of using their multilingual resources, including English, to provide the missing words, possibly also due to problems with the comprehension of the Spanish sentences.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 1; 65-106
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783199.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    SLA
    multilingualism
    language learning
    language acquisition
    psycholinguistics
    Opis:
    The purpose of the study has been an analysis of Polish students’ cued translation of Polish (L1) and English or French (L2) sentences into Portuguese (third or additional language in De Angelis’s (2007) terminology). In particular, the study investigates cross-linguistic interaction (Herdina and Jessner’s (2002) term) in multilingual processing involved in L3 production. In fact, translation constitutes a special case of production because, on the one hand, the content is already contained in the L1 or L2 source sentences, but at the same time, this is not necessarily a facilitation, as the cues may require the use of words or structures the participants might not use in free production.The article is based on two studies carried out with thirty and forty-two students of Portuguese philology respectively. As the results show, cross-linguistic interaction in various directions was observed, not only from L2 (English or French), L3 (in those participants for whom Portuguese was an L4 and their L3 was Spanish or Italian), L4, etc. or, intralingually, from Portuguese, but also from L1, despite the distance between Polish and Portuguese and the special status of the native language. However, the amount of interference and/or negative transfer often depended on the sentence rather than on the language combination. The diversity of the observed interactions also supports Herdina and Jessner’s (2002) claim of the dynamic and unpredictable nature of cross-linguistic interaction.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    TEACHING AND LEARNING FRENCH AS A THIRD OR ADDITIONAL LANGUAGE IN AN INTERNATIONAL CONTEXT: SELECTED ASPECTS OF LANGUAGE AWARENESS AND ASSESSMENT
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1036479.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language awareness
    assessment
    feedback
    French as a third or additional language
    świadomość językowa
    ocenianie
    informacja zwrotna
    język francuski jako język trzeci lub kolejny
    Opis:
    The article investigates the teaching of French as a third or additional language (De Angelis, 2007) at the beginning level to international students from different language backgrounds and their learning of that language, as perceived by the students themselves, as well as revealed by tests. Special attention is paid to the areas of difficulty perceived by the students, their perception of the similarities and differences between French and their native languages as well as between French and other languages they already know, especially English, and of the teaching strategies, which included cross-linguistic awareness-raising. Assessment of their progress in French is also considered. The study involves a combination of two methods: long-term classroom observation and assessment of 29 students, and a questionnaire filled out by 20 of those students. As the results show, the participants’ awareness of similarities and differences is fairly high, but their attitudes towards awareness-raising, feedback, etc. vary considerably. The tests are both formative and summative (but also providing feedback). However, the feedback was mutual: apart from giving feedback to the students, the author could also modify her teaching according to their problems and wishes concerning the French classes. 
    Źródło:
    Neofilolog; 2020, 55/2; 239-263
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Fragen der Sprachverarbeitung und des Sprachbewusstseins am Beispiel des Deutschen als L2, des Englischen als L3 und des Schwedischen als L4 polnischer Germanistikstudenten
    Questions of Language Processing and Language Awareness, as Exemplified by German as the L2, English as the L3 and Swedish as the L4 of Polish Students of German Philology
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1592463.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
    Tematy:
    Mehrsprachigkeit
    Sprachverarbeitung
    inter- und intralinguale Interaktionen
    Sprachbewusstsein
    multilingualism
    language processing
    cross-linguistic and intralingual interaction
    language awareness
    wielojęzyczność
    przetwarzanie danych językowych
    interakcje między- i wewnątrzjęzykowe
    świadomość językowa
    Opis:
    Die Studie hat zum Zweck, eine Untersuchung der Verarbeitung von vier gleichzeitig aktivierten Sprachen, d.h. des Polnischen als L1, des Deutschen als L2, des Englischen als L3 und des Schwedischen als L4, in der schriftlichen Produktion der L4 zu präsentieren. Es werden auf den negativen Transfer und Interferenzen zurückführbare Fehler analysiert, aber auch die Fähigkeit der ProbandInnen, Ähnlichkeiten zwischen den Sprachen zu nutzen, was ihr Sprachbewusstsein widerspiegelt. Wie die Ergebnisse zeigen, werden tatsächlich alle vier Sprachen aktiviert, aber gleichzeitig lassen sich viele intralinguale Interaktionen zwischen schwedischen Wörtern und Strukturen beobachten, und trotz der Sprachdistanz bleibt auch die Muttersprache eine wichtige Transfer- bzw. Interferenzquelle.
    Celem artykułu jest przedstawienie badań na temat przetwarzania czterech jednocześnie aktywowanych języków, polskiego jako L1, niemieckiego jako L2, angielskiego jako L3 i szwedzkiego jako L4, w pisemnej produkcji językowej w języku czwartym. Analizowane są błędy, których źródło można przypisać transferowi negatywnemu lub interferencjom, jak również umiejętność uczestników wykorzystywania podobieństw między językami, która odzwierciedla ich świadomość językową. Jak pokazują wyniki, rzeczywiście następuje aktywacja wszystkich czterech języków i biorą one udział w procesie przetwarzania danych językowych, choć równocześnie można zaobserwować wiele interakcji wewnątrzjęzykowych między szwedzkimi słowami i strukturami gramatycznymi, a pomimo odległości typologicznej, język ojczysty również pozostaje znaczącym źródłem transferu i interferencji.
    The study aims to investigate the processing of four simultaneously activated languages, that is, Polish as L1, German as L2, English as L3 and Swedish as L4, in written L4 production. Errors which can be attributed to negative transfer and interference, as well as the participants’ ability to exploit the similarities between the languages, which reflects their language awareness, are analysed here. As the results show, all the four languages are indeed activated and participate in the processing, but at the same time a lot of intralingual interaction between Swedish words and structures can be observed, and despite the language distance, the native language also remains an important source of transfer and interference.
    Źródło:
    Colloquia Germanica Stetinensia; 2018, 27; 221-241
    2450-8543
    2353-317X
    Pojawia się w:
    Colloquia Germanica Stetinensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Some applications of translation to psycholinguistic research
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/577139.pdf
    Data publikacji:
    2012
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    multilingualism
    translation
    think-aloud protocols
    foreign language comprehension
    mental representation
    Opis:
    The purpose of the present article is an analysis of the possible applications of translation to psycholinguistic research. It is argued that it offers valuable insights into foreign language processing, especially comprehension, the mental representation of words, the interaction of different kinds of information and, last but not least, affective states. However, the use of translation also has some limitations which should be taken into account and, if necessary, it should be combined with other research tools.
    Źródło:
    Linguistica Silesiana; 2012, 33; 127-145
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/454132.pdf
    Data publikacji:
    2020
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    translanguaging;
    multilingual repertoires;
    language awareness
    Opis:
    The purpose of the paper is an analysis of the advantages and limitations of the use of translanguaging, or the mobilisation of students’ whole multilingual repertoires to facilitate understanding and learning (Lewis, Jones, Baker, 2012, p. 655), in the teaching of third or additional languages (De Angelis’s (2007) term) at the university level. The paper is based on two studies by the [name deleted to maintain the integrity of the review process], on the use of translanguaging in the teaching of Spanish [name deleted to maintain the integrity of the review process] and French [name deleted to maintain the integrity of the review process]. It analyses the use of translanguaging for the purposes of explanation and awareness-raising, taking into consideration the increased language learning experience and awareness of multilingual students (cf. Hufeisen, 2018), and its perception by the students. However, despite its advantages, it also has limitations related to students’ lack of experience with translanguaging and unwillingness to use their multilingual repertoires in learning particular languages.
    Źródło:
    Multidisciplinary Journal of School Education; 2020, 17; 135-169
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The linguistic and cultural experiences of Portuguese Erasmus+ students during their stay in Ostrava: Challenges and opportunities
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/15010278.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    student mobility
    intercultural experience
    English as a lingua franca
    developing intercultural skills
    Opis:
    The study investigates the linguistic and cultural experiences of Erasmus+ students from Portugal at the University of Ostrava in the Czech Republic. Special attention is paid to the chal- lenges encountered by the students in both communication and coping with cultural differences, as well as to their language needs, ways of communicating, attitudes towards the Czech culture, and the role of English in communication. The research tool was a questionnaire covering a number of questions related to the purpose of the study. As the results show, while the intercultural experience was generally enriching and the participants appreciated some interesting aspects of the Czech culture, they were particularly disappointed by the limited number of Czechs able to speak English and some of the academic teachers’ low levels of language proficiency in English. In fact, this is not limited to the lack of language skills, as communication problems can also lead to the perception of the interlocutor as unpleasant and unhelpful.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 2; 181-205
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Students’ attitudes towards the use of imagination and humour in teaching and learning business correspondence and their implications for teaching
    Postawy studentów wobec użycia wyobraźni i humoru w nauczaniu i uczeniu się korespondencji biznesowej i ich implikacje dla nauczania
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/34655895.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Humanistyczno-Ekonomiczna w Łodzi
    Tematy:
    korespondencja biznesowa
    motywacja
    kreatywność
    strategia ludyczna
    symulacja
    business correspondence
    motivation
    creativity
    Ludic strategy
    simulation
    Opis:
    The purpose of the study has been an investigation of students’ attitudes towards the teaching of business correspondence in English with the use of imagination and humour, as expressed in the questionnaire and reflected in the students’ writing. It was assumed that the use of imagination, creativity and humour would motivate the students to practise business writing and develop their skills. The study is based on both an analysis of students’ actual writing as well as a questionnaire regarding their attitudes towards simulation and humour in practising business correspondence. As the results show, the students’ writing varies considerably, ranging from standard letters modelled on textbook examples, up to humorous letters from and to imaginary companies. Similarly, the questionnaire reveals a variety of attitudes: some students regard simulations of this kind as interesting and motivating, while others find them artificial. They also tend to prefer learning serious correspondence, which is closer to their future professional work. It can thus be concluded that, while using imagination and even humour has some benefits, such as motivating students and developing their creativity, the focus of teaching should be on more authentic business correspondence, closer to that which they will use in the future.
    Celem artykułu było zbadanie postaw studentów wobec nauczania korespondencji biznesowej w języku angielskim z użyciem wyobraźni i humoru, wyrażonych w kwestionariuszu i odzwierciedlonych w pracach pisemnych. Zakładano, że wykorzystanie wyobraźni, kreatywności i humoru będzie motywować studentów do ćwiczenia korespondencji biznesowej i rozwoju umiejętności. Badanie oparte jest zarówno na analizie prac pisemnych studentów, jak i na kwestionariuszu dotyczącym symulacji i humoru w ćwiczeniu korespondencji biznesowej. Jak wskazują wyniki, prace studentów znacznie różnią się od standardowego listu, którego wzór znajdziemy w podręczniku. Również kwestionariusz pokazuje różnorodne postawy: jedni studenci uważają tego typu symulacje za ciekawe i motywujące, natomiast inni odbierają je jako sztuczne. Studenci wolą uczyć się poważnej korespondencji, która jest bliższa ich przyszłej pracy zawodowej. Można wyciągnąć wniosek, że chociaż używanie wyobraźni i humoru ma pewne zalety, takie jak motywowanie studentów i rozwijanie ich kreatywności, to nauczanie powinno skupiać się na autentycznej korespondencji biznesowej, jaką będą prowadzić w przyszłości pracownicy.
    Źródło:
    Językoznawstwo; 2023, 18, 1; 179-202
    1897-0389
    2391-5137
    Pojawia się w:
    Językoznawstwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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