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Wyświetlanie 1-10 z 93
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:
Translanguaging: Implications for the language classroom derived from the revised version of the CEFR
Autorzy:
Lankiewicz, Hadrian Aleksander
Powiązania:
https://bibliotekanauki.pl/articles/911736.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
translanguaging
linguistic hybridity
ecolinguistics
foreign language learning and teaching
the CEFR
Opis:
One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 137-152
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
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:
What motivates older adult learners in Poland to study foreign languages in later life?
Autorzy:
Słowik-Krogulec, Agata
Powiązania:
https://bibliotekanauki.pl/articles/2032539.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
motivation
Foreign Language Geragogy (FLG)
late-life foreign language learning and teaching
lifelong learning
older adults
Opis:
Older adult cohorts (aged 60 and older) currently represent approximately 24% of the population of Poland. It is expected that by 2050 this proportion will increase to 40.4% of the overall population. The demographic change is also reflected in the continuing widespread popularity of various courses designed for this age group and the resulting rise of the number of Universities of the Third Age and other senior centres. However, in order to offer propitious and motivating learning environment for this age group, more research into the participants’ expectations and goals is needed. Three major findings were identified in this study: (a) older adults take up learning languages in later life in order to communicate while travelling (also with their families who live abroad); to socialise and get to know new people and cultures; to maintain intellectual abilities and to develop cognitively; (b) the instructor and other learners are key components in improving older adults’ motivation; and (c) stereotypes related to senescence and to Foreign Language Geragogy should be challenged to make classes relevant and interesting for this age group.
Źródło:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft; 2020, 9; 153-171
2657-4799
Pojawia się w:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
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:
Zarządzanie wiedzą w ekonomii i dydaktyce języków obcych
Knowledge Management in Economic and Foreign Language Teaching
Autorzy:
Rozenberg, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/463401.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
knowledge
management
management functions
foreign language learning/teaching teacher
wiedza
zarządzanie
funkcje zarządzania
nauczanie/uczenie się języków obcych
nauczyciel
Opis:
Every branch of science, including foreign language teaching, is connected with different disciplines. Interdisciplinary relations, on the one hand, seem to be a challenge since methodological approach and interpretation of scientific issues do not always help to solve the problems of the other scientific discipline. Yet, on the other hand, building the scientific relations that cross the boundaries of disciplines has undoubtedly its cognitive values. An attempt to present such a boundary between foreign language teaching and economical sciences is made in this article. The author presents the concept of knowledge management ponders over its transfer from economical science to foreign language teaching. Considering the broadness of the concept, the author limits herself to discussing “knowledge” and “management” as the two creating it components. A certain attempt to explicate the concept of foreign language teaching management is presented in the conclusion.
Źródło:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2017, 22; 85-99
2080-4814
Pojawia się w:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
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:
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:
Zastosowanie oraz rola bajek i baśni w nauczaniu języka obcego dzieci w wieku wczesnoszkolnym – wskazania studentów kierunku pedagogiczno-językowego
The use and role of fairy tales in foreign language teaching to primary school children – implications of students of pedagogy and language studies
Autorzy:
Krawiec, Marek
Lipiejko, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/559725.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
fairy tales
narrative texts
foreign language learning and teaching
primary school children
perceptions of students of pedagogy and language studies
Opis:
The authors of this article concentrate on the use and role of fairy tales in foreign language teaching to primary school children. They discuss these notions on the basis of scholarly literature and questionnaire responses of 2nd- and 3rd-year students of pedagogy and language studies at Wielkopolska University of Social and Economic Studies in Środa Wielkopolska. Apart from pointing to the necessity of introducing fairy tales in education, particularly foreign language education, they identify and describe in their account a number of tools which can be helpful for the presentation and discussion of content from fairy tales in a foreign language class at the primary school level. They also enumerate a number of effects which children’s work with fairy tales brings and in the end they draw conclusions with regard to the subject in question.
Źródło:
Orbis Linguarum; 2019, 53; 355-368
1426-7241
Pojawia się w:
Orbis Linguarum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BADANIA BIOGRAFICZNE JAKO ŹRÓDŁO REFLEKSJI NAD PROCESAMI NAUCZANIA/UCZENIA SIĘ JĘZYKÓW OBCYCH
Biographical studies as a source of reflection on the process of foreign teaching and learning
Autorzy:
Jaroszewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036705.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
biographical studies
reflection
foreign language learning and teaching
glottodidactics
badania biograficzne
refleksja
nauczanie i uczenie się języka obcego
glottodydaktyka
Opis:
If reflection is the necessary condition for successful development of all participants of the process of foreign language teaching and learning, as well as for the evolution of the scientific discipline, as we may now call glottodidactics, it is worth looking for all possible examples of it. In the light of this, the author of this article develops the thesis that appropriately designed studies based on biographies may provide rich and useful material for reflection on foreign language learning and teaching. The author also attempts to explain why biographical research is so rarely used in Polish glottodidactic studies and if this state of affairs could be changed.
Źródło:
Neofilolog; 2014, 42/1; 51-61
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 93

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