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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:
Les multiples valeurs du jeu au service de l’enseignement-apprentissage du FLE
Multiple advantages of game in the teaching / learning French as a foreign language
Autorzy:
Moreau, Anne-Claire
Powiązania:
https://bibliotekanauki.pl/articles/1050817.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language class
playful activities
students interaction
language teaching-learning
Opis:
The present paper is designed to show how playful activities, practised in a language class, are likely to enhance both teacher – students and students – students interaction. First, it is demonstrated how plays might increase the atmosphere of confi dence during class hours. Then, it is shown in what respects plays are essential to establish interaction. Finally, plays are dealt with as a device that can be conveniently deployed in language teaching-learning conceived of as an action.
Źródło:
Studia Romanica Posnaniensia; 2014, 41, 3; 87-100
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
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:
Question du feedback en didactique des langues étrangères : quelques réflexions théoriques
The Issue of Feedback in the Context of Foreign Language Teaching: a Few Theoretical Reflections
Autorzy:
Półtorak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/919710.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Feedback
Foreign language teaching/learning
Computer-assisted teaching/learning
Traditional and electronic types of corrective feedback
Opis:
The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 31-42
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
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:
Nauka języków obcych osób w wieku senioralnym – przegląd nurtów badawczych i postulaty badawcze
Autorzy:
Niewczas, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/2141910.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
foreign language geragogy
language teaching and learning
third-age language learners
Opis:
Celem niniejszego artykułu jest przedstawienie aktualnego stanu wiedzy na temat nauczania języków obcych wśród seniorów, przegląd światowych i krajowych nurtów w tym obszarze i wskazanie na tym tle nowych potrzeb badawczych. Uwzględnione zostały różne perspektywy badawcze, przy czym nacisk został położony na omówienie kwestii najczęściej poruszanych w dyskusjach, takich jak, podtrzymanie lub poprawę poprawa zdolności poznawczych seniorów oraz socjologiczny aspekt uczęszczania osób starszych na kursy językowe. Selekcji literatury przedmiotu dokonano poprzez wyszukiwanie opracowań zawierających słowa kluczowe uznane za istotne dla zagadnienia, a następnie poprzez weryfikację abstraktów zebranych tekstów. Ostatecznie analizie poddano 27 polsko- i angielskojęzycznych publikacji z lat 2011-2019. Badacze zgodni są co do tego, że coraz większe zainteresowanie nauką języków obcych odbiorców senioralnych jest aktualnie ważnym wyzwaniem dla dydaktyki języków obcych, a potwierdzane korzyści z takiej aktywności umysłowej motywują do poszukiwania coraz lepszych rozwiązań w kontekście interdyscyplinarnym. W perspektywie dokonanych analiz jedną z najpilniejszych potrzeb badawczych wydaje się wypracowania propozycji (strategii, modeli) metodycznych i dydaktycznych dopasowanych do możliwości i oczekiwań osób w starszym wieku podejmujących naukę języków obcych.
The aim of the paper is to present the current state of knowledge in the field of teaching foreign languages to third-age learners as well as suggest some directions for future research. The selection of the studies to be included in the paper was done by choosing the most important keywords and in the second stage verifying the abstracts of the studies found. After the initial search, 27 papers were found for the analysis. The results show the growing interest in the subject among the researchers both in Poland and abroad, but they also pinpoint the challenges connected to working with this age group.  In the light of the presented research studies,  developing methods and strategies of teaching third-age learners seem crucial and in longer term preparing materials adjusted to third-age learners needs.
Źródło:
Acta Neophilologica; 2022, 2, XXIV; 111-120
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La reformulation du récit : relations texte ‒ discours ‒ langue dans l’optique didactique
Reformulation of a story: interconnections between text, discourse and language from the pedagogical perspective
Autorzy:
Karpińska-Szaj, Katarzyna
Lewandowska, Agata
Wojciechowska, Bernadeta
Powiązania:
https://bibliotekanauki.pl/articles/1048262.pdf
Data publikacji:
2019-07-09
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language learning/teaching
reformulation
story
learning strategies
Opis:
The interweaving of textual, discoursal and linguistic narrative data depends on the pedagogical aims and characteristics of the learner, for whom working with a text is an opportunity to develop linguistic communicative competences and learning competence. The aim of the article is to assess the pedagogical value of the experimental procedure focused on the task of reformulation of narrative texts (stories) offered in two pedagogical contexts at beginners’ level. The analysis addresses text characteristics (the narrative scheme) and the language structures used in the performance of the reformulation task, which, in its particular context, has the value of strategic learning/teaching.
Źródło:
Studia Romanica Posnaniensia; 2019, 46, 2; 123-140
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Współczesne ujęcia kategorii rodzaju gramatycznego w polszczyźnie a praktyka (glotto)dydaktyczna – wprowadzenie
Autorzy:
Stefańczyk, Wiesław Tomasz
Seretny, Anna
Powiązania:
https://bibliotekanauki.pl/articles/511573.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
grammatical gender
noun
Polish language teaching and learning
pedagogical grammar
Opis:
In contemporary Polish linguistics, there are two approaches to determining grammatical gender classes: the traditional and the contemporar formal. According to the traditional concept, derived from the classical school, the nominative case is the basis for the division into gender classes. In modern Polish language, the traditional approach distinguishes the following classes: masculine, feminine, and neutral and in the plural form there is also the masculine‑personal and non‑masculine‑personal. On the other hand, in the contemporary approach the basis for division into gender classes is the accusative case, and less frequently, the genitive case. In didactic practice however, and especially in teaching Polish as a foreign language, the traditional approach is applied as it is the most transparent, understandable and accessible to learners.
Źródło:
Postscriptum Polonistyczne; 2017, 1 (19) W kręgu badań językoznawczych; 71-85
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
« J’ai l’impression d’être la seule à aimer l’allemand » : Perceptions et représentations d’étudiants face à leur apprentissage de l’allemand en Alsace
“I feel like I’m the only one who likes German”: Perceptions et représentations d’étudiants face à leur apprentissage de l’allemand en Alsace
Autorzy:
Faucompré, Chloé
Putsche, Julia
Powiązania:
https://bibliotekanauki.pl/articles/15024222.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
border context
Alsace
German language teaching and learning
social representations
perception
Opis:
This contribution proposes a reflection on the representations and perceptions that Alsatia students have of their German language learning in the context of the Upper Rhine. After explaining the challenge of teaching and learning German in this cross-border context, we will present some significant quantitative and qualitative results in order to establish a sort of diagnosis of the decline in bilingualism observed by interregional institutions.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 69-85
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
E-LEARNING W KSZTAŁCENIU KOMPETENCJI MIĘDZYKULTUROWYCH NA POZIOMIE UNIWERSYTECKIM – W STRONĘ KODEKSU DOBREJ PRAKTYKI
Developing intercultural competences on the university level in e-learning: towards a code of good practice
Autorzy:
Półtorak, Ewa
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/1036555.pdf
Data publikacji:
2018-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
ICT
e-learning
foreign language teaching/learning process
Intercultural Communicative Competence
TIK
proces nauczania/uczenia się języków obcych
kompetencja międzykulturowa
Opis:
The purpose of the present paper is to describe selected self-study learning environments focused on target language culture for university students. After reviewing introductory concepts of intercultural competence, the results of the external audit of a corpus of e-learning courses will be presented. Conclusions reached may pave the way for future development of interactive materials for intercultural instruction.
Źródło:
Neofilolog; 2016, 46/2; 199-219
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La preposizione in e i suoi corrispettivi polacchi – uno studio cognitivo
Autorzy:
Malinowska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/638358.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
preposition, prototype, cognitivism, teaching, learning, Italian language
Opis:
Prepositions are highly polysemous items i.e. they are used in various semantic and syntactic contexts. In the theory elaborated by Johnson (1987) and Lakoff (1987), image schemas have been applied to the analysis of the meaning of prepositional phrases. These structured wholes allow for the interpretation of the prepositional phrases both in spatial contexts (locational and directional) and in their metaphorical extensions. The analysis of the preposition in in Italian in spatial contexts leads to the conclusion that the unit in is a linguistic tool that engenders the container schema in whatever spatial context (static or dynamic) it appears. In dynamic contexts the container schema structures only the final location of the trajector which is located in the inner part of the landmark. Directional movement is structured with a path schema built up into the verb stem. The in phrases out of the context (without a static or dynamic predicate) can receive both in or into interpretation. There is only a partial overlap between the uses of the preposition in in Italian and in Polish, which is due to different categorisations of spatial relations in both languages. The Polish equivalents of in phrases in Italian are the following: w+loc, w+acc, na+loc, na+acc i do+gen. They involve different image schemas including the container schema. The first structure w+loc is modelled by the container schema, the second in+acc by the path and container schema, the third na+loc by the support and contiguity schema, the fourth na+acc by the path and support and contiguity schema and the fifth do+gen by the endpoint schema. These correspondences may result useful in the teaching/learning process of prepositional units.
Źródło:
Romanica Cracoviensia; 2013, 13, 1
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Innowacyjny nauczyciel, czyli kto? Próba definicji pojęcia
What does it take to make an innovative teacher? Establishing a definition
Autorzy:
Półtorak, Ewa
Gałan, Beata
Powiązania:
https://bibliotekanauki.pl/articles/442851.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
foreign language teaching/learning process; pedagogical innovations; innovative competence
proces nauczania/uczenia się języków obcych; innowacje pedagogiczne; kompetencja innowacyjna
Opis:
Innovativeness constitutes one of the core elements of modern education development. The phenomenon in question can be analysed in the context of the actions taken by each of the participants of the learning/teaching process. The paper is focused mostly on the teacher’s activity. On the basis of an empirical study, the Authors aim at defining the notion of an innovative teacher, and, more specifically, a language teacher.
Źródło:
Neofilolog; 2018, 51/1; 43-58
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jak uczyć (się) języka ojczystego, czyli szkolne interakcje z językiem (czeskim)
How to Teach (Learn) the Mother Tongue, or School Interactions with the (Czech) Language
Autorzy:
Niesporek-Szamburska, Bernadeta
Powiązania:
https://bibliotekanauki.pl/articles/1627331.pdf
Data publikacji:
2020-12-29
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
communication
language teaching/learning communication model
constructivism
three-phase model of learning and teaching
komunikacja
komunikacyjny model nauczania/uczenia się języka
konstruktywizm
trójfazowy model uczenia się i nauczania
Opis:
The author describes an innovative project of teaching/ learning the native language (Czech), emphasizing modern features of the concept, such as: the use of constructivist indications; text-centricity; student activation; respect for their communication needs; application of the criterion of usefulness of acquired skills in the extracurricular life of students; basing the educational process on students’ preconcepts, introducing language learning into a function- al and communicative framework. The author also points to the observance of the language teaching principles that determine the concept, such as: complexity; the relationship between the student’s cognitive and linguistic development, including basing of teaching on a three- -phase model of learning and teaching which uses a constructivist framework of learning (evocation – awareness of meaning – reflection (evokace – uvědomění si významu – reflexe: E-U-R). The further principles are: orientation on learner and the principle of topicality of linguistic knowledge. All of them condition the appropriate innovative concept of language acquisition as a fresh and effective proposal – ready for implementation.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2020, 11, 315; 228-237
2082-0909
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills
Autorzy:
Luka, Ineta
Powiązania:
https://bibliotekanauki.pl/articles/628110.pdf
Data publikacji:
2019
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
adult teaching/learning, language competence, 21st century skills, blended-learning
Opis:
Aim. The aim of the study is to research ways of developing adult learners’ 21st century skills in a culture-based language learning course applying innovative teaching/learning tools and methodologies considering adult learners’ specific needs and special educational treatment required to overcome learning barriers. Methods. Data collection methods include teachers’ accounts in the form of reflective essays on their pedagogical experience collected from 14 teachers. For data analysis and interpretation constant comparative method to elicit themes/categories and create construct mapping to make connections between ideas and themes has been used. Results and conclusion. An on-line learning course for adult learners, including blended-learning, must be based on classic adult learning principles considering the given socio-cultural context, learners’ backgrounds, needs, motivation, learning styles and strategies. The adult learners’ skills developed and cultural knowledge increased will help them in enriching their knowledge and competences, thus leading to higher upskilling and higher employability and quality, as well as becoming true lifelong learners. Research restrictions. The current paper deals with the analysis of the first stage of the research – teachers’ feedback and course creation. The second stage comprising observation and feedback obtained during the course piloting eliciting learners’ and teachers’ data will be analysed in a later article. Practical application. The research findings are useful in selecting suitable methodologies and approaches for language learning courses for adult learners, possibly for other courses as well. Originality/Cognitive value. The current research enables understanding adult learning context and specifics to secure special educational treatment required to overcome learning barriers and develop adult learners’ 21st century skills in a culture-based blended-learning course.
Źródło:
Journal of Education Culture and Society; 2019, 10, 2; 151-169
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers
Autorzy:
Katherine, MacCormac,
Powiązania:
https://bibliotekanauki.pl/articles/890413.pdf
Data publikacji:
2019-07-12
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
makerspace
professional development
experiential and co-operative learning
second language teaching and learning
digital multimedia technologies
professional learning
Opis:
The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(1); 94-106
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
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