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Tytuł:
Grammar and Formulaicity in Foreign Language Teaching
Autorzy:
Gozdawa-Gołębiowsk, Romuald
Powiązania:
https://bibliotekanauki.pl/articles/916842.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammar
foreign language teaching
Opis:
There are three general problem areas in the production of native-like language by the foreign learner: lexically based co-occurrence restrictions, inflectional paradigms and function words with little semantic impact. Remedial action can either be rule-based or dictionary-based. This corresponds to two traditionally recognized modes of sentence processing: analytic (with conscious reference to the grammatical system) or holistic (formulaic, where whole chunks are attended to). I argue for the existence of a third, middle-of-the-road strategy, which I tentatively label the "contentive" mode of sentence processing, with the focus on content-bearing individual lexical items.. Contentive processing is a key factor in the modular concept of formulaicity, proposed in this paper. A formula can be thought of as a bundle of opaque features, a recurrent unit, a social token or a morphosyntactic exemplar. This puts a different perspective on language teaching.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2008, 34, 1; 75-86
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sprachunterricht im frühen Alter – Aber wie?
Language Lessons at an Early Age – But how?
Autorzy:
Kałasznik, Marcelina
Powiązania:
https://bibliotekanauki.pl/articles/458753.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
foreign language teaching
early foreign language teaching
didactics in primary education
Opis:
The role of foreign language teaching at an early age is proving very important today for a variety of reasons. There are various approaches to this topic in the literature, many of which point out that in the development of the human brain, certain phases can be identified that should be taken into account in for¬eign language learning. These phases are referred to in the literature using the time window metaphor. The various aspects of language learning by young learners will be addressed in the volume published in 2019, the results of which will be presented in the paper.
Źródło:
Linguistische Treffen in Wrocław; 2019, 16; 367-373
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Vom Fremdverständnis zum Eigenverständnis: Kontrastive Linguisitik und Glottodidaktik
Autorzy:
Schwenk, Hans-Jörg
Powiązania:
https://bibliotekanauki.pl/articles/917213.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Contrastive linguistics
Foreign language teaching
Opis:
The present paper deals with the relationship between contrastive linguistics on the one hand and foreign language teaching on the other hand, more precisely, with the influence exerted by the first on the latter. It goes without saying that a teacher who teaches his mother tongue is expected to teach it as completely and correctly as possible. Yet the complete and correct teaching of any language depends on the teacher’s complete and correct knowledge of the given language and, comes to that, his awareness of this knowledge. It could be shown and proven on various examples that this aim can only be reached by the way of analyzing an other / a foreign language and comparing it with the language / the mother tongue to be teached, that, as much as paradoxical this may sound, self-understanding quite often needs the understanding of the other.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 7-18
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Od adaptacji do spektaklu na motywach dzieła – z doświadczeń glottodydaktycznych
Motifs from Adaptation to Staging – Based on Glottodidactic Experiences
Autorzy:
Wacławek, Maria
Powiązania:
https://bibliotekanauki.pl/articles/1848210.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
foreign language teaching
adaptation
staging
Opis:
Warsztaty teatralne to nie tylko kreatywny i skuteczny sposób nauczania języka obcego, lecz także bogate doświadczenie kulturowe. W artykule opisano doświadczenia inscenizacji zdobyte podczas letnich kursów języka polskiego, literatury i kultury polskiej w Cieszynie (Uniwersytet Śląski). Autorka przedstawia techniki adaptacyjne stosowane w transkodowaniu utworów literackich dla zagranicznych odbiorców. Adaptacje skutkują powstaniem nowej (innej) jakości prac, niekiedy nawet bardzo luźno opartych na oryginale.
Theatre workshops are not only a creative and effective way to learn a foreign language but also a substantial cultural experience. The article reflects experiences gained by stagings during Summer School of Polish Language, Literature and Culture courses in Cieszyn (University of Silesia). The author introduces adaptation techniques used in transcoding literary works for foreign recipients. Adaptations result in the creation of a new (different) quality of works – sometimes even very loosely based on the original.
Źródło:
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova; 2020, 5; 409-425
2451-0491
Pojawia się w:
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Balanced Teaching: Balance zwischen Geschlossenheit und Offenheit im Fremdsprachenunterricht
Autorzy:
Rozenberg, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/571876.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydział Neofilologii
Tematy:
Balanced Teaching
second-language acquisition
foreign language teaching
Opis:
Myślą przewodnią niniejszego artykułu jest odejście od monokultury metod nauczania języków obcych w kierunku różnorodności metodycznej. Koncepcją wyrażającą ten trend jest Balanced Teaching – podejście, które odrzuca konkurowanie i faworyzowanie metod nauczania języków obcych zorientowanych na kategorię hermetyczności i otwartości. Balanced Teaching zakłada ich współistnienie oraz proponuje zachowanie równowagi pomiędzy nimi w nauczaniu języka obcego.
The article is devoted to the diversification of foreign language teaching methods. The Balanced Teaching approach accurately represents this approach since it rejects competition between the foreign language teaching methods which focus either on hermeticism or on openness. Balanced Teaching assumes their coexistence and suggests their remaining in balance in foreign language teaching.
Źródło:
Acta Philologica; 2015, 46; 51-61
0065-1524
Pojawia się w:
Acta Philologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multimodalne techniki nauczania języka i kultury z wykorzystaniem gier edukacyjnych w projekcie dla młodzieży Polskiej i Polonii Kanadyjskiej
Multimodal techniques for teaching language and culture with the use of educational games in a project for Polish students and Canadian Polish community
Autorzy:
Olędzka, Monika
Powiązania:
https://bibliotekanauki.pl/articles/33553535.pdf
Data publikacji:
2022
Wydawca:
Polski Uniwersytet na Obczyźnie w Londynie
Tematy:
language
interaction
foreign cooperation
foreign language teaching
games.
Opis:
Multimodality appearing in design: „About ourselves and the peculiarities of Siedlce and Edmonton. What connects and what distinguishes our countries?” shows the diverse paths which education follows. The multidimensionality invites students to be active, to develop their language skills, to use new technologies helpful in building dialogue between Poles and Polish Canadians. Through cooperation in the project people discovered their small homelands. By interacting in the project, they became ambassadors of Polishness. The article uses the method of document analysis, observation and case study.
Źródło:
Zeszyty Naukowe PUNO; 2022, 1; 61-69
2052-319X
Pojawia się w:
Zeszyty Naukowe PUNO
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of feedback in the process of learning English as a foreign language
Autorzy:
Herra, Anna
Kulińska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1397451.pdf
Data publikacji:
2018-12-31
Wydawca:
Ateneum - Akademia Nauk Stosowanych w Gdańsku
Tematy:
education
foreign language teaching
feedback
English language
Opis:
The aim of the paper is to answer the question of what is the role of Feedback in the process of learning English as a foreign language. Feedback is an important element of student-teacher interaction in the classroom. Even experienced teachers admit that it is beneficial to put oneself in the student’s position in order to understand their individual needs, and hence adjust the instruction, assessment and feedback moves to aid language acquisition. Since errors are an unavoidable part of the learning process and teachers feel compelled to address students’ spoken errors, it seems significant to consider how the learners perceive the feedback they receive.
Źródło:
Forum Filologiczne Ateneum; 2018, 6, 1; 127-143
2353-2912
2719-8537
Pojawia się w:
Forum Filologiczne Ateneum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teksty lingwokulturowe w nauczaniu języka polskiego jako obcego
Linguocultural texts in teaching Polish as a foreign language
Autorzy:
Kuć, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/40247646.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
legends
project
intercultural
foreign language teaching
teaching Polish
Opis:
The implication of legends, fairy tales or stories to the teaching of foreign languages is not a new idea: the usefulness of such texts teaching Polish as a foreign language has already been emphasized in the literature of the subject. Researchers point to an important fact that manifests itself in teaching: we teach the language to adults, but we teach them as if they were children. The essential attributes of the texts in question make us refer to our personality and cultural identity, because fairy tales and legends are deeply rooted in us and co‑create an intercultural and intergenerational bridge between the past and the present. They are also the cradle of linguistic and cultural interactions with family, people of the same nationality, but also people from other cultures and languages. These texts show how much we grow into the culture of a given society and adopt traditional patterns of behavior, and hence they prove that the cycle of linguistic and cultural transmission is permanent. The cultural message takes place by introducing young generations to tradition and fundamental values of national, European and world culture.
Źródło:
Białostockie Archiwum Językowe; 2022, 22; 193-202
1641-6961
Pojawia się w:
Białostockie Archiwum Językowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lecture autonome en classe de langue étrangère pour adultes
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/638159.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
foreign language teaching, reading, autonomy, adult learners
Opis:
Autonomous reading in foreign language courses for adults This article analyses the possibility of teaching adult language learners how to become more autonomous through reading activities. Having defined the specificity of reading in learning a foreign language and discussed the notion of the learner’s autonomy, the author examines the autonomous reading in a school context and in adult education. Although reading seems particularly suitable for practicing autonomy, some obstacles often obstruct this process: the preselection of reading contents, imposed place, time and reading method... The author then analyses some propositions of autonomous reading and, in the conclusion, adds some elements that can help giving adult learners a new passion for reading in a foreign language.
Źródło:
Romanica Cracoviensia; 2013, 13, 2
2084-3917
Pojawia się w:
Romanica Cracoviensia
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:
Alcune considerazioni sull’uso della traduzione nella didattica d’italiano come lingua straniera
Some considerations over the use of translation in teaching and learning Italian as a foreign language
Autorzy:
Paleta, Alicja
Powiązania:
https://bibliotekanauki.pl/articles/1050989.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
translation
foreign language teaching and learning
Italian language
Opis:
For many years, the translation has not been recommended and has even been banned in language teaching and learning. Recently, it seems to regain some success at this field. In this article we briefly analyze how the role of this technique has changed throughout the years within the major language teaching theories so as to get to the reasons for its reassessment we can observe nowadays. Finally, we present some considerations on how we can use activities based on translation in the classroom with a particular regard to Italian language teaching to adult learners who are native speakers of Polish.
Źródło:
Studia Romanica Posnaniensia; 2013, 40, 3; 55-64
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Interkulturelles Lernen und Lehren im Fremdsprachenunterricht – warum, wozu und wie?
Autorzy:
Walkowska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1397377.pdf
Data publikacji:
2018-12-31
Wydawca:
Ateneum - Akademia Nauk Stosowanych w Gdańsku
Tematy:
foreign language teaching
intercultural competence
intercultural communication
Opis:
The aim of this article is to discuss the problem of intercultural competence and communication. The author wants to draw attention to the phenomenon of the concept of culture and its role in the process of developing intercultural communication and intercultural competence.
Źródło:
Forum Filologiczne Ateneum; 2018, 6, 1; 187-202
2353-2912
2719-8537
Pojawia się w:
Forum Filologiczne Ateneum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Autonomia w klasach dwujęzycznych: sprawozdanie z badań jakościowych
Autorzy:
Majewska, Renata
Powiązania:
https://bibliotekanauki.pl/articles/1397379.pdf
Data publikacji:
2018-12-31
Wydawca:
Ateneum - Akademia Nauk Stosowanych w Gdańsku
Tematy:
education
foreign language teaching
autonomy development
CLIL
Spanish language
Opis:
The aim of the article is to reflect on the autonomy development in the CLIL context in Poland. The research question is: How does the task-oriented didactics – using the example of comparison – influence the development of learners’ personal communicative competence in the conditions of semi-autonomy in the CLIL system? The article constitutes a short qualitative research report with the description of its educational context and theoretical background related to autonomy in CLIL. It also presents aims of the research, its course, the data collection techniques, as well as analysis and general conclusions.
Źródło:
Forum Filologiczne Ateneum; 2018, 6, 1; 171-185
2353-2912
2719-8537
Pojawia się w:
Forum Filologiczne Ateneum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Development of soft skills as a part of an LSP course
Autorzy:
Kic-Drgas, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/425961.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
soft skills
LSP
training
foreign language teaching strategies
Opis:
The lack of knowledge of a foreign language for specific purposes and the increasing internationalization of domestic markets cause many communicative difficulties at the corporate level. Inefficient communication slows down decision-making processes and lowers the quality of services offered. In this respect, soft skills are gaining more and more importance in professional environments. Considering the need for providing a high level of foreign language even at the interview level, the idea of soft skills oriented LSP teaching can close the existing gap in employee training and enhance employees’ chances for success in an international environment. This article presents results of a survey conducted among LSP teachers in Poland.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 2 (74); 27-36
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analytisch versus holistisch oder: Warum Erwachsene im Fremdsprachenunterricht den Erklärungen eine besondere Bedeutung beimessen?
Autorzy:
Czarnecka, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/915677.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
analytic
holistic
foreign language teaching
education
learning styles
Opis:
The objective of this paper is to answer the following question: Why do adults attach special importance to presentation of explicit rules in foreign language teaching? The foregoing poses the question if and to what extent the ability to think analytically is supported at school.And furthermore: to what extent it has effect on the students’ learning style and subsequently on the process of foreign language acquisition. The author has also conducted a brief pilot study.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 2; 63-73
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Die Prinzipien der Tertiärsprachendidaktik und ihre Widerspiegelung in den ausgewählten DaF-Lehrwerken für den Anfängerunterricht.
. The principles of the tertiary language teaching and their reflection in the selected GFL textbooks for beginners.
Autorzy:
Łyp-Bielecka, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/914310.pdf
Data publikacji:
2017-01-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language teaching and learning
third language teaching and learning
multilingualism.
Opis:
English is taught in almost all European countries as the first foreign language. German (similar to French) comes only to the rank of the second or even the third foreign language. This situation resulted in the introducing and in the rapid development of the tertiary language teaching and learning, whose main principles are inter alia: raising student’s awareness, reading comprehension as the basis of foreign language learning and the striving for the facilitating of the learning process. The article discusses whether and to what extent the above-mentioned principles are reflected in the selected GFL textbooks for beginners.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 2; 177-191
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Internetowe fora dyskusyjne: nowa przestrzeń aktywności i źródło poznania polskich seniorów z perspektywy badań glottodydaktycznych
Internet Discussion Fora: A New Sphere of Activity and a Source of Cognition of Polish Elderly from the Perspective of Foreign Language Teaching and Research
Autorzy:
Jaroszewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/444218.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
Internet
discussion fora
geragogics
foreign language teaching
research
Opis:
Although the Internet originated in the late 1960’s, the actual popularization of this medium took place in the 1990’s. In Poland this process was initiated, and still continues, with a few years’ delay in comparison with West European countries or the United States. However, the Internet services market has changed significantly also in Poland ever since. The Internet has revolutionized almost all realms of life. It is becoming an increasingly popular sphere of activity among not only young people but also the elderly. This, in turn, creates new opportunities to learn about the elderly and the way of their individual and social functioning. This article presents sources of knowledge of Polish Internet websites and their users. The Polish elderly as Internet users have been described here as well. The Internet discussion forum serving as a new sphere of activity and a source of cognition of the Polish elderly has been discussed. Finally, an attempt has been made to define research potential of the aforementioned sphere in terms of language education studies.
Źródło:
Acta Neophilologica; 2012, XIV/2; 21-34
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Corpus approach to teaching Czech as a foreign language in university courses
Korpusový přístup k výuce češtiny jako cizího jazyka na vysokoškolských kurzech
Autorzy:
Zasina, Adran Jan
Powiązania:
https://bibliotekanauki.pl/articles/2192741.pdf
Data publikacji:
2022-12-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Czech
corpus linguistics
DDL
foreign language teaching
morphology
Opis:
The corpus approach to teaching Czech as a foreign language has not gained its stable place in academic language teaching practice in spite of growing interest in the last years. A comprehensive framework of corpus-based exercises usage and their influence on students' language development is still missing. This article aims to verify the data-driven learning (DDL) method in teaching Czech at university level. The analysis was based on an experiment in which an experimental group using the corpus approach was examined in comparison with a control group. The research was conducted in the form of a one-semester course for Polish students of Czech studies. The results have proven that thanks to DDL activities, students accomplished positive outcomes and, in several areas, had even better results in comparison with control group. They substantially improved in terms of grammatical gender, vocalisation of prepositions, and genitive singular and plural. For these three language phenomena concrete application of corpus exercises was presented. The study confirmed that the clear and systematic procedure presented in the corpus approach to teaching contributed to the fixation of taught material. Employment of DDL methods in university language courses has a chance to become a permanent means used by teachers and students in language discovery in the future.
Korpusový přístup k výuce češtiny jako cizího jazyka si přes rostoucí zájem v posledních letech nezískal v akademické jazykové praxi své stabilní místo. Stále chybí ucelený rámec využití korpusových cvičení a jejich vlivu na jazykový rozvoj studentů. Tento článek si klade za cíl ověřit metodu učení řízeného daty (DDL) ve výuce češtiny na univerzitní úrovni. Analýza byla založena na experimentu, ve kterém byla zkoumána experimentální skupina využívající korpusový přístup ve srovnání s kontrolní skupinou. Výzkum byl proveden formou jednosemestrálního kurzu pro polské studenty bohemistiky. Výsledky prokázaly, že studenti díky aktivitám DDL dosahovali pozitivních výsledků a v několika oblastech měli dokonce lepší výsledky ve srovnání s kontrolní skupinou. Podstatně se zlepšili z hlediska gramatického rodu, vokalizace předložek a genitivu jednotného a množného čísla. Pro tyto tři jazykové jevy byla představena konkrétní aplikace korpusových cvičení. Studie potvrdila, že jasný a systematický postup prezentovaný v korpusové výuce přispěl k fixaci probrané látky. Využití metod DDL ve vysokoškolských jazykových kurzech má v budoucnu šanci stát se trvalým prostředkem využívaným učiteli i studenty při objevování jazyka.
Źródło:
Bohemistyka; 2022, 3; 435-462
1642-9893
Pojawia się w:
Bohemistyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Von der Rhetorik zur Rhetorischen Kommunikation. Ein terminologischer und inhaltlicher Wandel
From rhetoric to rhetorical communication. A shift in term and content
Autorzy:
Grzeszczakowska-Pawlikowska, Beata
Powiązania:
https://bibliotekanauki.pl/articles/967443.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
rhetoric
rhetorical communication
spoken language
intentionality
cooperation
foreign language teaching
Opis:
The term Rhetorische Kommunikation (engl. rhetorical communication, vgl. McCroskey 1968 „An Introduction to Rhetorical Communication“) was introduced into German–language scholarship by Brigitte Frank-Bohringer in her 1963 book of the same title and was subsequently firmly established by Helmut Geißner. It is currently used in a variety of contexts when the rhetorical dimensions of language are the focus of interest. It appears both in rhetoric manuals as well as in academic texts on the topic, including those with an empirical perspective. This contribution aims to illuminate the epistemological background to this terminology by focusing on a number of linguistically relevant communication approaches. Underlying this discussion is the differentiated use of the concept as outlined here, as well as a holistic view of spoken language, grounded in a theory of action. Finally, the practical value of the term Rhetorische Kommunikation, will be emphasized, underlining the fact that its content serves as a provable basis for the systematic and goal–oriented use of rhetoric as a theme in the teaching of German as a foreign language. The following discussion proceeds from the concept of Rhetorische Kommunikation.
Źródło:
Acta Universitatis Lodziensis. Folia Germanica; 2015, 11; 31-46
2449-6820
Pojawia się w:
Acta Universitatis Lodziensis. Folia Germanica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Student Heterogeneity and Differentiation: Professional Challenges for Teachers of Foreign Languages
Autorzy:
Jazbec, Saša
Powiązania:
https://bibliotekanauki.pl/articles/1964047.pdf
Data publikacji:
2021-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
heterogeneity
homogeneity
diff erentiation
foreign language teaching and learning
Opis:
Student heterogeneity in (foreign language) instruction is a problem and a major professional challenge in both theory and practice. This problem/ challenge will be discussed in the contribution as a paradox of pedagogical and didactic work from its beginnings onwards. This is followed by a reflection on the institutional and structural frameworks for differentiation as a conceptual option for appropriate treatment of student heterogeneity. The empirical part, stimulated by the students’ statements during a didactics seminar, presents the results of a qualitative analysis of statements by foreign language teachers about differentiation, possibilities of differentiation, dilemmas, and pitfalls. Finally, suggestions are presented through which differentiation could find its way from theory to practice.
Źródło:
The New Educational Review; 2021, 63; 137-148
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing Individual Language Competences via Task-Based Learning and Content and Language Integrated Learning (CLIL)
Autorzy:
Ebenberger, Astrid
Powiązania:
https://bibliotekanauki.pl/articles/605868.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
Individualiaation
differentiation
CLIL
task-based-learning
foreign-language-teaching
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
In Austria optional English language teaching (ELT) starts in kindergarten. It becomes obligatory and curriculum based in the first year of primary school. The first two years language teaching happens in an integrative way and lasts around 20 minutes per week. It gets expanded to one single lesson per week in the 3rd and 4thgrade of primary school. Schools are allowed to decide autonomously if they offer – depending on their financial and human resources – additional courses for gifted and interested young learners. Therefor the outcomes and competences of learners after four years of obligatory ELT sometimes differ tremendously when children proceed to secondary education. Dealing with a heterogeneous group of language learners and teaching according to individual needs, competences and pre-knowledge seems to be one of the most important and most difficult challenges each teacher, even primary school teachers, has to focus. The aspects of differentiation and individualisation have become crucial for the success of a teaching and learning process. Concepts like task-based learning and especially content and language integrated learning (CLIL) support the increase of proficiency, accuracy and fluency in English as a foreign language. The methods force the preparation of different material and different exercises due to different pre-knowledge, different depths of knowledge and different interests of learners.  According to these aspects the paper (and the talk) presents examples and material that supports the development of individual language competences. 
Le numéro contient uniquement les résumés en anglais.
Том не содержит аннотаций на английском языке.
Źródło:
Lublin Studies in Modern Languages and Literature; 2017, 41, 1
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TABU W PODRĘCZNIKACH DO NAUCZANIA JĘZYKA SŁOWEŃSKIEGO JAKO OBCEGO
TABOO IN TEXTBOOKS OF SLOVENE AS A FOREIGN LANGUAGE
Autorzy:
Bednarska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/697043.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Opolski
Tematy:
taboo; Slovene as a foreign language; teaching culture; textbooks
Opis:
The article deals with the problem of some taboo topics that are present in Slovenian society and should be understood by foreigners who wish to participate in the Slovenian culture. By analyzing six modern textbooks of Slovene as a foreign language (levels A1 to B1), considering such topics as intimate body parts, relationships, death or illnesses, the author seeks for problematic content, describes the way the textbooks deal with it and lists out vocabulary that can be acquired. The author concludes that the majority of analyzed textbooks avoid taboo topics.
Źródło:
Studia et Documenta Slavica; 2019, 1; 43-52
2658-1620
Pojawia się w:
Studia et Documenta Slavica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Cognitive Grammar tools in teaching English tenses - the case of present perfect
Autorzy:
Drożdż, Grzegorz
Powiązania:
https://bibliotekanauki.pl/articles/577066.pdf
Data publikacji:
2011
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
profile
base
Cognitive Grammar
Present Perfect
foreign language teaching
Opis:
The article discusses an application, within the sphere of foreign language pedagogy, of one of the psychological mechanisms omnipresent in language – construal (Langacker 2008: 4-5, Tomasello 2003: 13). In the first part, the article takes up two major issues: a more detailed characterization of the construal aspects in question: profile and base, as well as the problems often encountered in pedagogical grammar while referring to the uses of one of the English tenses – Present Perfect: the number of uses, the manner of defining them, and the level of schematicity at which the description should take place. The second part of the article is devoted to an analysis of the uses of Present Perfect by means of the presented Cognitive Grammar tools. In the conclusions this analysis is reviewed from the perspective of the above-mentioned problems and some pedagogical implications flowing from the model proposed by the author are discussed.
Źródło:
Linguistica Silesiana; 2011, 32; 213-228
0208-4228
Pojawia się w:
Linguistica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wybrane aspekty metodyki nauczania języków obcych
Selected Aspects of Foreign Language Teaching Methodology
Autorzy:
Śniadkowski, Mariusz
Krysa, Elżbieta
Jankowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1811107.pdf
Data publikacji:
2015
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
metoda nauczania
nauczanie języków obcych
teaching method
foreign language teaching
Opis:
Znajomość języków obcych z różnych względów staje się nieodzowna we współczesnym świecie. Obecnie szkoły oraz klasy językowe cieszą się sporą popularnością i zainteresowaniem. W bogatej ofercie lubelskich szkół językowych odnajdziemy reklamę stosowania różnych metod nauczania, które mają na celu wzbudzić zainteresowanie potencjalnych klientów i przyciągnąć uczniów. Powstaje więc pytanie o stosowane przez szkoły językowe metody nauczania oraz ich efektywność w procesie nauczania języka obcego.
There are many reasons for which proficiency in foreign languages has become indispensible in today's world. Language schools and classes are enjoying ever growing popularity. The rich offer of language schools in Lublin advertises a wide spectrum of teaching methods with the aim of attracting new clients and enticing potential students. This abundance begs the question of how effective the methods employed by those schools really are in the process of foreign language teaching.
Źródło:
Roczniki Pedagogiczne; 2015, 7(43), 2; 39-61
2080-850X
Pojawia się w:
Roczniki Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Policy Making in Foreign Language Teaching towards Globalization: the Act on the Promotion of Education of Critical Foreign Languages in Korea
Autorzy:
Park, Kyungeun
Park, Jeong Kyung
Choi, Sungeun
Koh, Taejin
Powiązania:
https://bibliotekanauki.pl/articles/1968211.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
education policy
critical foreign languages
Korea
glocalization
foreign language teaching
Opis:
This study focuses on the implications of the enactment of the Act on the Promotion of Education of Critical Foreign Languages in Korea. This act is a legal institutionalization of the state’s responsibilities for and roles of teaching less commonly taught foreign languages. Foreign language education policy in the country has focused on English and a few major foreign languages. However, the Korean government came to realize the importance of teaching numerous languages that had been considered minor ones to cope with “glocalization”. With the enactment of this Act, the Korean government officially recognized the importance of education related to various foreign languages within its legal framework for public education. The objective of this study is to review the background and outline of the Act and examine the implementation of the projects associated with it. This paper also discusses the expected effectiveness of the Act for teaching diverse foreign languages and issues in the implementation process.
Źródło:
The New Educational Review; 2019, 56; 139-147
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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