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Tytuł:
CLT in Pandemic Remote Teaching – How Communicative are Group Tasks in Synchronous Online Environments?
CLT w nauczaniu zdalnym w czasie pandemii – komunikatywność zadań grupowych w synchronizowanych środowiskach online
Autorzy:
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/chapters/2192945.pdf
Data publikacji:
2022
Wydawca:
Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
Tematy:
pandemic teaching
Communicative Language Teaching
ComputerMediated Communication
online learning platforms
Opis:
Once COVID-19 pandemic struck the world in spring 2020 and continued for two more years, it exerted an enormous (negative and tragic, unfortunately) impact on the way people lived, worked and studied. New ways of coping with apparently well-established and familiar tasks had to be invented, often at quite a cost of time, money and effort. One could even say that in many domains the pandemic moved back the development of humankind a number of years backward. The purpose of the paper will be to highlight the way Communicative Language Teaching was implemented in the reality of online teaching in the first (March-June 2020) and second wave (November 2020-June 2021) the pandemic in Poland. The paper reports upon a study in which primary and secondary school teachers’ perceptions towards teaching communication in the online medium, lesson models used as well as opportunities and limitations of different online platforms in terms of their suitability for organising communicative tasks were gained insight into through observation, lesson plan analysis and interview.
Źródło:
Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 17-31
9788364881893
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contextual factors, methodological principles and teacher cognition
Autorzy:
Walsh, Rupert
Wyatt, Mark
Powiązania:
https://bibliotekanauki.pl/articles/780898.pdf
Data publikacji:
2014-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Communicative Language Teaching
teacher cognition
methodological principles
contextual factors
othering
Opis:
Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers’ “misconceptualizations” of “imported” methods, including Communicative Language Teaching (CLT), are often blamed, though the challenges imposed by “contextual demands,” such as large class sizes, are sometimes recognised. Meanwhile, there is sometimes an assumption that in the West there is a happy congruence between policy supportive of CLT or Task-Based Language Teaching, teacher education and supervision, and curriculum design with teachers’ cognitions and their practices. Our case study of three EFL teachers at a UK adult education college is motivated by a wish to question this assumption. Findings from observational and interview data suggest the practices of two teachers were largely consistent with their methodological principles, relating to stronger and weaker forms of CLT respectively, as well as to more general educational principles, such as a concern for learners; the supportive environment seemed to help. The third teacher appeared to put “difficult” contextual factors, for example, tests, ahead of methodological principles without, however, obviously benefiting. Implications highlight the important role of teacher cognition research in challenging cultural assumptions.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 4; 693-718
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Approche communicative ou perspective actionnelle – état des lieux de l’enseignement/apprentissage des langues vivantes en Pologne
The Communicative or Task-Based Approach – teaching/learning foreign languages in Poland
Autorzy:
Sowa, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/1037566.pdf
Data publikacji:
2012-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Task-Based Approach
Communicative Teaching
teaching foreign languages at school
CEFR
podejście zadaniowe
podejście komunikacyjne
nauczanie języków obcych w szkole
ESOKJ
Opis:
The presented article reviews changes in the Polish system of foreign language teaching that have or should have occurred in the last half a century. The suggested time span encompasses the utilization of two major didactic methods which have been in use since the 1970s, i.e. the Communicative Method and the Task-Based Approach. The article consists of two major parts. The first one outlines the history and main methodological facets of the Communicative and Task-Based Approaches. The second part provides an analysis of the current state of affairs in Polish schools, based on surveys carried out among Polish teachers and students of foreign languages.
Źródło:
Neofilolog; 2012, 39/1; 95-105
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Communicative approach to teaching programming
Autorzy:
Vrbik, Vaclav
Powiązania:
https://bibliotekanauki.pl/articles/28407846.pdf
Data publikacji:
2004-04-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
communicative approach
teaching
programming
Opis:
Till contemporary period there have been many different theoretical ways, which deal with the content and quality of teaching. Their common aim is to consider improving the quality of teaching to students and also pedagogues. Communication approach to teaching (further CAT) is based on the optimization of the amount and retention of knowledge and the character of subject matter achieved by means of improvement of students' motivation and applying the utilization of the knowledge in a real context. The purpose of this article is to suggest applying the CAT method mainly used during teaching foreign languages in teaching programming by means of Pascal programming language. It is recommended that the reader of this article attempts to apply the presented pieces of knowledge in teaching programming languages when reading the following chapter. Then, he (she) will be able to understand the following chapters better.
Źródło:
The New Educational Review; 2004, 2; 131-144
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Technologie informacyjne i komunikacyjne w procesie budowania autonomii oraz rozwijania językowej kompetencji komunikacyjnej studentów
The role of ICT in shaping autonomy and developing language competence among students
Autorzy:
Kościńska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/528765.pdf
Data publikacji:
2016
Wydawca:
Krakowska Akademia im. Andrzeja Frycza Modrzewskiego
Tematy:
autonomy
communicative competence
ICT
foreign language teaching
Opis:
Language use that results from communicative language competence is not only about proper production and reception of various texts. It is also reflected in interactions and mediations between people. Hence, ensuring balanced and continuous development of communicative competence during foreign language classes, as well as identification of additional forms of improving it (which also affects the development of learner autonomy) are challenges for teachers of foreign languages. One of the ways that can help to achieve these goals is the use of ICT in teaching. The article presents the results of a study conducted among foreign-language teachers working in Krakow universities. The goal of the study was to determine whether and, if so, what actions that include the use of ICT teachers take to support the autonomy of learners, and, as a result, to increase the communicative language competence of their students. The results of the study are a contribution to the analysis of the system of foreign language teaching in higher education institutions in the constantly evolving technological reality.
Źródło:
Państwo i Społeczeństwo; 2016, 3; 99-111
1643-8299
2451-0858
Pojawia się w:
Państwo i Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Arabic to Korean Students Using Films
Autorzy:
Eun-Kyeong, Yun
Powiązania:
https://bibliotekanauki.pl/articles/2031729.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Arabic language
teaching method
films
communicative skills
Opis:
This research aims to study the application of using films in teaching the Arabic language to Korean students. Recently, level based classes and developing communication skills are becoming important goals in foriegn language education. The most effective way to develop the student’s communication skills is to expose them to real life situations and related resources. Films are replicas of real life situations and thus are effective especially in teaching spoken language. This research implies the following things to Arabic education. First, it is best to provide realistic data to students to improve their communication skills. Selecting films that contain conversations and expressions that are used every day, while avoiding violence or contents of too much slang, will allow students to continuously remain interested and focused. Second, a program that connects films to CD-ROM for textbooks needs to be created. Additionally, there is a need to increase the understanding of spoken language through various study programs for Korean teachers. Finally, using interesting films to motivate students will have positive effects and will allow them to approach Arabic through understanding of the language rather than pure memorization.
Źródło:
The New Educational Review; 2014, 37; 80-91
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning from an academic lecture in a foreign language: a lesson for the lecturer
Uczenie się z wykładu akademickiego w języku obcym: wnioski dla wykładowcy
Autorzy:
Chodkiewicz, Halina
Powiązania:
https://bibliotekanauki.pl/articles/565252.pdf
Data publikacji:
2017
Wydawca:
Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
Tematy:
receptive skills
academic discourse
lecture delivery
disciplinary knowledge
Communicative Language Teaching
domain-specific terminology
sprawności receptywne
dyskurs akademicki
prezentacja wykładu
wiedza dyscyplinarna
podejście komunikacyjne
terminologia danej dziedziny wiedzy
Opis:
Introduction. The article explores the role of an academic lecture in gaining disciplinary knowledge and developing domain-specific language in a foreign language context. The current study aimed to investigate how students’ knowledge on a selected topic changed after they had participated in a lecture. Materials and methods. A small-scale qualitative-quantitative study was conducted in a natural context of a lecture delivered to the students of English philology. The students’ statements depicting their knowledge on Communicative Language Teaching provided before and after the lecture were compared in order to examine the information they gained from the lecture content. Results and conclusions. Having listened to the lecture, reviewed their notes and reflected on its contents, the students formulated longer and more precise statements, more frequently commented on the relevant concepts and assumptions, and verbalized them better. The procedure used activated the students’ processing of the content of the lecture and showed the lecturer what kind of information the students focused on.
Wstęp. A rtykuł omawia r olę w ykładu a kademickiego w przyswajaniu w iedzy o raz t erminologii w zakresie danej dziedziny w języku obcym. Celem badania była ocena zmiany, jaka zaszła w wiedzy posiadanej przez studentów na wybrany temat po wysłuchaniu wykładu. Materiał i metody. Przeprowadzono badanie jakościowo-ilościowe na małej próbie studentów filologii angielskiej w naturalnym kontekście wygłoszonego dla nich wykładu. Porównano wypowiedzi studentów odzwierciedlające ich wiedzę na temat podejścia komunikacyjnego w nauczaniu języków obcych sformułowane przez nich przed i po wykładzie, co umożliwiło analizę informacji przyswojonych prze studentów na podstawie treści wykładu. Wyniki badań oraz wnioski. Po wysłuchaniu wykładu, przejrzeniu notatek i refleksji nad jego treścią studenci konstruowali dłuższe i bardziej precyzyjne wypowiedzi, częściej komentowali na temat ważnych konceptów i założeń, jak również lepiej je wyrażali pod względem językowym. Dzięki zastosowanej procedurze studenci aktywnie przetwarzali zawartość wykładu, a wykładowca uzyskał informacje o tym, jakie treści skupiły ich uwagę.
Źródło:
Rozprawy Społeczne; 2017, 11, 1; 50-56
2081-6081
Pojawia się w:
Rozprawy Społeczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
STUDENTS’ PERCEPTIONS OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT SELECTED TECHNICAL UNIVERSITIES IN POLAND
Autorzy:
Droździał-Szelest, Krystyna
Szczuka-Dorna, Liliana
Powiązania:
https://bibliotekanauki.pl/articles/1036859.pdf
Data publikacji:
2020-02-17
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
basic skills, students' needs
content-based instruction
specialist knowledge
CLIL (Content and Language Integrated Learning)
communicative teaching
language immersion
professional competence
podstawowe umiejętności
potrzeby studentów
nauczanie przedmiotowe (poprzez treści)
wiedza specjalistyczna
CLIL (zintegrowane nauczanie językowo-przedmiotowe)
nauczanie komunikacyjne, „zanurzenie” w języku
kompetencja zawodowa
Opis:
The present article is an attempt to present the situation in the area of Content and Language Integrated Learning at some technical universities in Poland. It starts with a brief outline of CLIL methodology as well as its status in the context of Polish tertiary education, and then moves on to a discussion of the results of the study conducted among Polish and international students attending English-medium courses in their specialist areas, such as, for instance, engineering. The courses involve learning of new, difficult concepts as well as specialized vocabulary. The study took place in three universities which have been offering content instruction in English for a number of years. Its aim was to investigate problems and difficulties that students come across during the course of their studies in a foreign language, as well as their expectations concerning such a mode of education.
Źródło:
Neofilolog; 2013, 41/2; 149-167
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La problemática y el tratamiento de la competencia sociolingüística y la competencia pragmática en la clase de ELE desde un enfoque novedoso
The problem and treatment of sociolinguistic competence and pragmatic competence in the ELE class from a novel approach
Autorzy:
Spychała-Wawrzyniak, Małgorzata
Barros Díez, Esther
Powiązania:
https://bibliotekanauki.pl/articles/43665685.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
communicative competence
sociolinguistic competence
pragmatic competence
Spanish teaching
Opis:
The purpose of our article is to analyze the main differences between sociolinguistic competence and pragmatic competence, integrated within communicative competence. Firstly, we will try to define, characterize, and exemplify the tools inherent to sociolinguistic competence in comparison with pragmatic competence. We will present that courtesy formulas in language teaching should be included within the pragmatic competence and not sociolinguistic as it has been done usually. To do this, we will use the multilingual competence on which the CEFR-CV (2020) places considerable emphasis. Likewise, the concepts of sociolinguistic and pragmatic competences will be explained taking as a starting point the components of communicative competence which, in turn, encompasses intercultural competences. On the other hand, we will also deal with the role and challenges of the intercultural speaker as a mediator  of pragmatic, sociolinguistic and sociocultural meanings. In the last part of the article, we will focus on the field of teaching Spanish as a foreign language (hereinafter ELE), specifically, on the development of communicative competence from a sociolinguistic and pragmatic perspective. We will analyze some ELE manuals to reflect on and show the work proposals related to pragmatic and sociolinguistic knowledge (especially at level A1) carried out by their authors.
Źródło:
Studia Romanica Posnaniensia; 2023, 50, 3; 113-123
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Simpsons: Translation and language teaching in an EFL class
Autorzy:
Pavan, Elisabetta
Powiązania:
https://bibliotekanauki.pl/articles/780807.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
translation
foreign language teaching
intercultural communicative competence
intercultural awareness
Opis:
My point of departure for this paper is that translation, so long neglected in foreign language teaching, can not only improve students’ linguistic competences in both a foreign language and their mother tongue, but also their awareness of cultural and intercultural elements. It is a widespread popular assumption, among those not involved in language teaching, that linguistic competences are the key to learning a language and to communicating in a foreign language; consequently, they assume that translation ought to play a major role in the study of a foreign language. Indeed, late 20th century theories of language teaching, apart from the grammar-translation method, have largely ignored or criticized the role of translation. I will focus on a translation course I taught to a class of a year three Italian undergraduate students studying foreign languages, and discuss the advantages of using translation to improve students’ linguistic competences, in their mother tongue and in the foreign language, and to develop their intercultural communicative competences and their cultural (Bassnett, 2002, 2007) and intercultural awareness (Kramsch, 1993, 1998). The translated text was taken from The Simpsons, season 21, episode 16.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 131-145
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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