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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:
Stereotypy etniczne we współczesnej kulturze. Uwagi po lekturze książki „O Polakach i Słoweńcach – w kręgu językowo-kulturowych stereotypów” autorstwa Marii Wacławek i Marii Wtorkowskiej (Lublana 2022)
Ethnic Steteotypes in Contemporary Culture. Remarks after Reading the Book „About Poles And Slovenes – In the Circle of Language and Cultural Stereotypes” by Maria Wacławek and Maria Wtorkowska (Lublana 2022)
Autorzy:
Pałuszyńska, Edyta
Powiązania:
https://bibliotekanauki.pl/articles/47021311.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
foreign language teaching
bilingualism
biculturalism
Slovenian language
stereotype
Opis:
Celem artykułu recenzyjnego jest krytyczna analiza i ocena monografii naukowej autorstwa Marii Wacławek i Marii Wtorkowskiej pt.: O Polakach i Słoweńcach – w kręgu językowo-kulturowych stereotypów, wydanej w Słowenii w 2022 roku. W ocenie pracy wzięto pod uwagę podstawy teoretyczne, zakres i trafność doboru literatury przedmiotu oraz jej aktualność, funkcjonalność narzędzi badawczych w ramach zastosowanej metodologii, podstawę materiałową i rzetelność badań. Elementem oceny była również struktura pracy, podział na rozdziały, wnikliwość zgłębiania podejmowanych wątków, spójność syntetycznych podsumowań. Biorąc pod uwagę powyższe kryteria należy stwierdzić, że monografia wypełnia lukę badawczą na mapie stereotypów narodowych, buduje istotny kontekst kulturowy dla nauczania języka polskiego i słoweńskiego jako obcych. Oprócz wartości glottodydaktycznej książka jest przykładem pracy językoznawczej opartej na bogatym materiale i rzetelnym warsztacie metodologicznym.
The aim of the review article is to critically analyze and evaluate the scientific monograph by Maria Wacławek and Maria Wtorkowska entitled: About Poles and Slovenes – in the circle of linguistic and cultural stereotypes, published in Slovenia in 2022. In the evaluation of the work, theoretical foundations, the scope and accuracy of the selection of literature on the subject and its topicality, functionality of research tools within the applied methodology, material basis and research reliability were taken into account. An element of the evaluation was also the structure of the work, division into chapters, insight into the topics taken, and the consistency of synthetic summaries. Taking into account the above criteria, it should be stated that the monograph fills a research gap on the map of national stereotypes and builds a significant cultural context for teaching Polish and Slovenian as foreign languages. Apart from the didactic value, the book is an example of linguistic work based on rich material and reliable methodological workshop.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2022, 29; 369-375
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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:
Kollokationen in schriftlichen Textproduktionen. Eine empirische Untersuchung bei ungarischen DaF–Lernern
Compensation strategies in the use of collocations by learners of German as a foreign language
Autorzy:
Pintye-Lukács, Erzsébet
Powiązania:
https://bibliotekanauki.pl/articles/52413131.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Collocations
Vocabulary teaching
culture in foreign language teaching
Opis:
The goal of this paper is to test productive collocational competence of German as a foreign language students at the University of Debrecen. The test aims to analyze compensational strategies that are used by students in their texts. In the first part of this paper we take a look at the terms collocation and collocational competence and the second part aims to show the results of the written test.
Źródło:
Neofilolog; 2023, 61/1; 188-204
1429-2173
Pojawia się w:
Neofilolog
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:
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:
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
Tytuł:
Fremdsprachenunterricht als Kommunikation unter Berücksichtigung von gehörlosen Lernern
Foreign Language Teaching as Communication Including Students with Hearing Disfunction
Autorzy:
Zenderowska-Korpus, Grażyna
Powiązania:
https://bibliotekanauki.pl/articles/458619.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
foreign language teaching
communication
students with hearing disfunctions
oralists
Opis:
How do people with the hearing impairments communicate with hearing people? Is it possible for oralists to learn foreign language? These questions are a starting point of the reviewed book. There is a need to broaden the scope of foreign language teaching for students with hearing disfunction as a part of inclusive teaching.
Źródło:
Linguistische Treffen in Wrocław; 2019, 16; 397-402
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O miejscu kompetencji pragmatycznej w glottodydaktyce
The place of pragmatic competence within the field of foreign language teaching
Autorzy:
Serwadczak, Magda
Powiązania:
https://bibliotekanauki.pl/articles/555480.pdf
Data publikacji:
2019-09-23
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
pragmatic competence;
foreign language teaching;
authentic materials;
communication;
pragmatics
Opis:
Providing a broad and detailed definition of pragmatic competence can be a challenging task, mainly due to an interdisciplinary character of pragmatics itself. This article discusses the main characteristics of pragmatic competence and aims at providing a detailed description of how it was perceived by linguist since it was first described. The approaches to foreign language teaching as well as the notion of fluency have transformed throughout the years and so has our perception of pragmatic competence. Rapidly growing popularity of mobile technologies, common access to information as well as the forming of a multi-cultural society make foreign language teaching face new challenges and opportunities. The article focuses on the place pragmatic competence takes in a modern-day language teaching and argues its importance in intercultural communication and achieving proficiency in foreign language.
Źródło:
Applied Linguistics Papers; 2019, 26/3; 77-86
2544-9354
Pojawia się w:
Applied Linguistics Papers
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
Tytuł:
It and their application in languages
Autorzy:
Gluchmanová, Marta
Powiązania:
https://bibliotekanauki.pl/articles/2157016.pdf
Data publikacji:
2014
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
the value of learning
learning environment
foreign language teaching
Opis:
The term blended learning can be applied to a very broad range of language teaching and learning situations. The paper deals with practising information technologies in foreign language learning and teaching. The author states that traditional forms of foreign language teaching at present are not very attractive for university students. It can be commonly applied to a foreign language course where all the students meet with the teacher in a face-to-face class, but in which the language course includes a parallel self-study components.
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2014, 1(13); 25-29
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy jesteśmy gotowi na ekoglottodydaktykę w polskim kontekście edukacyjnym?
Are we ready for eco-Foreign Language Teaching in the Polish educational context?
Autorzy:
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/442952.pdf
Data publikacji:
2020-09-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
eco-linguistics
foreign language teaching
language diversity
language environment ecological-Foreign Language Teaching
ekolingwistyka
uczenie się/nauczanie języka obcego
różnorodność językowa
środowisko językowe ekoglottodydaktyka
Opis:
The trend for eco-linguistics, which has been dynamically develop-ing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does „strong” af-fect the „weak” but “weak” reciprocates? „Weak” has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the „teacher of a code” to the „teacher of meaning”, which has specific didactic consequences in how language activities are ap-proached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?
Źródło:
Neofilolog; 2020, 55/1; 11-26
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mediation im Fremdsprachenunterricht – die neuen Deskriptoren des Gemeinsamen europäischen Referenzrahmens für Sprachen zum Bereich Mediation und ihr Potenzial für den DaF-Unterricht an polnischen Schulen
Mediation in Foreign Language Teaching – The new CEFR descriptors for mediation activities and their potential for GFL teaching in Polish schools
Autorzy:
Hartwich, Patricia
Powiązania:
https://bibliotekanauki.pl/articles/1191705.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
Mediation
language mediation
Companion Volume
CEFR
foreign language teaching in Poland
Opis:
The Companion Volume to the Common European Framework of Reference for Languages (CEFR), published in German translation in 2020, introduces new scales and descriptors that expand and clarify some of the key concepts of the CEFR. Mediation – one of four communication modes besides reception, production and interaction – is given a prominent role in foreign language teaching and learning processes. This article tries to outline the structure of the concept of mediation as developed in the Companion volume on the basis of the new descriptors, and to discuss it in the context of current program specifications for foreign language teaching in Poland. The aim is to explore the concept’s potential for institutional teaching of German as a foreign language in Polish schools.
Źródło:
Studia Translatorica; 2020, 11; 35-50
2084-3321
2657-4802
Pojawia się w:
Studia Translatorica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ecolinguistic approach to foreign language teaching on the example of English
Autorzy:
Wiertlewska, Janina
Powiązania:
https://bibliotekanauki.pl/articles/918001.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Ecolinguistics
Robustness
Foreign language teaching
The triad
Natural language diversity maintenance
Opis:
The paper deals with the problem of balance maintenance of natural languages in the context of foreign language teaching. A new paradigm of foreign language teaching in the following triad: native language – global language – second foreign language is proposed. Translingualism is treated as the only means of maintaining linguistic balance between natural languages viewed from an ecolinguistic perspective.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 141-151
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Identyfikacja i klasyfikacja błędów językowych na lektoracie języka niemieckiego
Autorzy:
Kawka, Janusz
Powiązania:
https://bibliotekanauki.pl/articles/1397441.pdf
Data publikacji:
2018-12-31
Wydawca:
Ateneum - Akademia Nauk Stosowanych w Gdańsku
Tematy:
error
error analysis
mistakes in foreign language teaching
lapsology
glottodidactics
Opis:
Knowledge of foreign languages constitutes one of the key competencies amongst graduates of the Bachelor of Economics. In the era of globalisation, the importance of a high level of proficiency in foreign languages has become self-evident. The empirical part of this article is devoted to the analysis of the most common language mistakes committed by first-year students of the B1 group of Marketing and Management at the University of Economics in Krakow. A portion of the final exams submitted by a group of 13 students has been analyzed. The study focuses on the identification and classification of errors and presents the frequency distribution, as percentages, of errors in individual categories. The author's intention is not to indicate the causes of errors and their assessment, but to present the problems faced by students of the Bachelor of Economics, who learn ‘business language’, which a specialism within the German language studies. The results of the study might act as a starting point for the development of appropriate educational materials to support the process of teaching a wide variety of German language courses.
Źródło:
Forum Filologiczne Ateneum; 2018, 6, 1; 159-169
2353-2912
2719-8537
Pojawia się w:
Forum Filologiczne Ateneum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews
Autorzy:
Tůma, František
Píšová, Michaela
Najvar, Petr
Janíková, Věra
Powiązania:
https://bibliotekanauki.pl/articles/2031656.pdf
Data publikacji:
2014-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
interactive cognition
stimulated recall
pedagogical content knowledge
foreign language teaching
Opis:
The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.
Źródło:
The New Educational Review; 2014, 36; 289-299
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy mówienie o emocjach w języku obcym jest możliwe? O potrzebie rekonstruowania skryptów kulturowych wyrażania emocji dla glottodydaktyki polszczyzny
Is it possible to speak about emotions in a foreign language? On the need to reconstruct cultural scripts of expressing emotion in teaching polish as foreign language
Autorzy:
Łątka, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/47241783.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
emotions
cultural scripts
foreign language teaching
emocje
skrypty kulturowe
glottodydaktyka
Opis:
The ability to talk about emotions is one of the conditions of successful communication. This ability is determined by culture, therefore in order to talk about emotions in a foreign language we need a model. Cultural scripts can serve as such a model. The reconstruction of these scripts can be done through questionnaires and interviews among native speakers.
Umiejętność mówienia o emocjach stanowi warunek sukcesu komunikacyjnego. Mówienie o emocjach jest determinowane kulturowo, dlatego też, aby o nich mówić w języku obcym, potrzebujemy modelu. Modelem takim mogą stać się zrekonstruowane skrypty kulturowe. Na ich odtworzenie pozwalają wywiady i badania ankietowe, przeprowadzane wśród rodzimych użytkowników języka.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2012, 19; 35-43
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tematyka piłkarska w kształtowaniu kompetencji interkulturowej studentów kierunków filologicznych na przykładzie filologii włoskiej
Autorzy:
Godzich, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2131252.pdf
Data publikacji:
2022-05-15
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
football
intercultural competence
Italian as foreign language didactics
foreign philology
football in foreign language teaching
Opis:
The aim of the present article is to offer some reflections on the possibilities of developing intercultural competence in the context of glottodidactics by employing some elements constituting the language of football and sport. It is demonstrated that such elements as football-related lexems, anthroponyms of Italian football players, Italian football and fascism, cultural scripts, and many others can be used to shape students’ awareness as regards Italian culture, society, lifestyle, and customs. Consequently, one facilitates the enculturation process and the achievement of intercultural competence.
Źródło:
Acta Neophilologica; 2022, 1, XXIV; 53-68
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multimodale Analyse von Interaktion im fremdsprachlichen Klassenzimmer
Multimodal analysis of interaction in a foreign language class
Autorzy:
Hoffmann, Sabine
Powiązania:
https://bibliotekanauki.pl/articles/914838.pdf
Data publikacji:
2016-06-20
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
interaction in foreign language classroom
conversation analysis
multimodal analysis
training for foreign language teaching.
Opis:
The article offers a contribution to the interaction research in the foreign language teaching and learning. It starts with an overview of various research approaches to the foreign language teaching and learning, from the 60s to the present days. A multimodal analysis of an excerpt of videorecorded classroom interaction is then provided. The analysis is focused on several aspects of classroom participation and teaching sequences. Some implications of the present research for teachers' training are finally provided.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 123-134
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Past, Present and Future of Language Education
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/915759.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language education
innovation in foreign language teaching
history of FLT
European language policy
Opis:
The article analyses main issues in the present-day SLA and FLT against the background of those aspects of the past of language education which are not particularly well covered by group memory. Emphasis is given to parts forgotten and reinvented, ideas distorted and fields revisited. An attempt is made to examine the role of past and present in shaping the outline of future trends in language policy, language teaching and teacher education.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 7-18
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Валентина Кульпина, Очерки по ономастическому переводу и лингводидактике. Warszawa: BEL Studio, 2013; 160 ss.
Autorzy:
Kiklewicz, Aleksander
Powiązania:
https://bibliotekanauki.pl/articles/678628.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
review
onomasiology
onomastics
translation
foreign language teaching
confrontative linguistics
Polish language
Russian language
Źródło:
Studia z Filologii Polskiej i Słowiańskiej; 2014, 49
2392-2435
0081-7090
Pojawia się w:
Studia z Filologii Polskiej i Słowiańskiej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wybrane aspekty stosowania technologii mobilnych w edukacji językowej
Selected aspects of incorporating mobile technologies into language acquisition
Autorzy:
Dziedzic, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/540674.pdf
Data publikacji:
2015
Wydawca:
Mazowiecka Uczelnia Publiczna w Płocku
Tematy:
ICT in education
foreign language teaching
mobile teaching
mobile technologies
mobile apps
Opis:
The present article deals with selected aspects of using mobile devices as tools supporting language acquisition. It contains definitions of basic terms connected with m-learning as well as indicates the most crucial reasons for employing mobile technologies in education and major problems and difficulties connected with using m-learning. Furthermore, the author shows the most popular types of mobile applications that can be helpful in teaching a foreign language as well as draws the reader’s attention to main tendencies in m-learning development.
Źródło:
Społeczeństwo. Edukacja. Język; 2015, 3; 45-51
2353-1266
2449-7983
Pojawia się w:
Społeczeństwo. Edukacja. Język
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozwijanie kompetencji społecznych na lektoracie w szkole wyższej
Methods of social skills training for foreign language teacher in higher education
Autorzy:
Piwowarczyk, Anna J.
Powiązania:
https://bibliotekanauki.pl/articles/425963.pdf
Data publikacji:
2015
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
social skills training
foreign language teaching methodology
academic education of adults
Opis:
The paper discusses the foreign language teaching methodology at the university. Among the learning outcomes, formulated by the legal regulation of the National Qualifications Framework, next to the categories of knowledge and skills, was a third category of learning outcomes - social competence. Defining, methods of training and verification of social competence could be a challenge for lecturers. The issue of social competence and socialization of students has been present in the literature in the field of academic teaching for many years. Recently it has been formalized and formulated in the form of legal regulation - Regulation of the Minister of Science and Higher Education of 2 November 2011 on the National Qualifications Framework for Higher Education (KRK). During the planning of the learning process, it is important to select properly the content and methods of education, which will enable the training of social competence in accordance with the principles of university education and KRK assumptions. The article provides an overview of definitions of social competence in the social sciences and presents also the understanding of this category in Polish Referencing Report, which is a description of Polish Qualifications Framework. Next, the paper presents examples of training methods to realize teaching assumed target (educatory). It seeks to identify the legitimacy of using active methods of teaching, based on the principles of constructivist teaching. These include mainly the problem solving methods, taking into account the learning cycle of Kolb. The selective choice of the presented methods includes the specificity of academic education of adults, which was also briefly described.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 1 (58); 12-21
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Changing Lives, Changing Languages: Societal Impact on Language Teaching
Autorzy:
Kitzinger, Arianna
Powiązania:
https://bibliotekanauki.pl/articles/454194.pdf
Data publikacji:
2017
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
change
educational challenges
foreign language teaching (FLT)
good practices
teacher-training
Opis:
1989 was a dividing line in the history of Central & Eastern European countries. Not only political systems were re-organized, but also social and cultural relations had to be revisited. It is valid to education as well because it welcomed new structures, subjects and philosophies, very often in new educational environments. In Hungary, language education was in a special situation: due to the changing social demands it had to face new challenges with the introduction of foreign languages not widely taught up to this time. The three pillars of the study are the analysis of the shift from a socialist regime into capitalism and its reflection in language education, the description of the appearance of different languages in public and higher education, and the introduction of new methods and synergies applied in the new era of FLT (foreign language teaching). Illustrations of present results are provided from the two far ends of education, namely, pre-school education and kindergarten teacher-training.
Źródło:
Multidisciplinary Journal of School Education; 2017, 12; 161-179
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung
New trends in teaching German as a foreign language and their consequences for designing new handbooks
Autorzy:
Ciepielewska-Kaczmarek, Luiza
Powiązania:
https://bibliotekanauki.pl/articles/917043.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
German as a foreign language
handbooks
criteria of handbook selection
trends in foreign language teaching
Opis:
The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 107-118
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Study of Student Reactions and Attitudes to Non-traditional Pedagogy in Very Early Language Learning
Autorzy:
Sofronieva, Ekaterina
Powiązania:
https://bibliotekanauki.pl/articles/507037.pdf
Data publikacji:
2012
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
Early foreign language teaching and training
course evaluation
the Narrative Format model
Opis:
This paper presents the introduction of a new instructional tool for Initial Teacher Education in Early Childhood language at “St. Kliment Ohridski” University of Sofia in Bulgaria. The aim of the study was to train university undergraduate students in the Narrative Format model of foreign language teaching and learning, and to conduct research into their opinions and evaluation of the course at the end of the academic year. Our belief was that students’ evaluation of the course that was offered to them would confirm its value as an educational tool. The results proved that Bulgarian students are in search of, and open to new working methodologies and classroom practices. As a result of the positive outcomes and students’ extremely positive evaluation of the model, it has been incorporated into their university studies and nursery practice for another consecutive year.
Źródło:
Journal of Preschool and Elementary School Education; 2012, 1; 43-58
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Einige Probleme zum Schreiben in der Fremdsprachendidaktik
Some problems of the writing process in foreign language teaching
Autorzy:
Krzemińska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/917070.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
writing skills
process of writing
process of text production
foreign language teaching
Opis:
The aim of this article is to stress the role and history of the writing skills in foreign languages teaching. The article attempts to present the definition of a skill in writing and to describe the process of writing in teaching a foreign language. Its main purpose is to show the process of text production as a way of communication between partners when they use the same codes.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 155-164
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hoe tolerant is het vreemdetalenonderwijs jegens vertalen?
How Tolerant is Foreign Language Teaching towards Translation?
Tolerancja w zakresie tłumaczenia w glottodydaktyce
Autorzy:
Waterlot, Muriel
Powiązania:
https://bibliotekanauki.pl/articles/1876094.pdf
Data publikacji:
2020-12-15
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
tłumaczenia
nauczania języków obcych
dydaktyka przekładu
dydaktyka
glottodydaktyka
Foreign Language Education (FLE)
translation didactics
foreign language teaching
language teaching
didactics
Opis:
Zamierzeniem artykułu jest zbadanie, w jakim stopniu dydaktyka języków obcych (JO) w obecnych czasach nadal wykazuje się nietolerancją względem przekładu jako metody pracy dydaktycznej. W tym celu najpierw zostały omówione argumenty przeciwników translacji. Następnie, na podstawie historycznego przeglądu ewolucji różnych metod i podejść glottodydaktycznych naświetlono przyczyny tej nietolerancyjnej postawy. Na koniec zbadano, czy glottodydaktycy nadal są nietolerancyjnie nastawieni wobec tłumaczenia oraz czy nie mogłoby ono zostać zastosowane jako efektywny środek pomocniczy przy zdobywaniu poszczególnych umiejętności zalecanych przez Europejski System Opisu Kształcenia Językowego: uczenie się, nauczanie, ocenianie (ESOK).   Het doel van dit artikel is na te gaan of vertalen tegenwoordig al dan niet getolereerd wordt in het vreemdetalenonderwijs. Om deze vraag te beantwoorden zullen we eerst stilstaan bij de argumenten van de tegenstanders van het vertalen. Daarna zullen we aan de hand van een bondig historisch overzicht van de evolutie van de verschillende taalleermethodes en benaderingen de oorzaken van deze intolerante houding verklaren. Daarna laten we enkele prominente didactici aan het woord die argumenteren dat het vertalen onterecht uit het vreemdetalenonderwijs werd verbannen. Tot slot blijven we stilstaan bij het Europees Referentiekader voor Moderne Vreemde Talen: Leren, Onderwijzen, Beoordelen (ERK) (2008) dat aan het begin van de 21e eeuw voor het vertalen de notie ‘bemiddeling’ introduceerde in de context van de bevordering van het taalleren in een multilinguïstisch en muliticultureel Europa. Op basis hiervan zullen we enkele bedenkingen formuleren aangaande de huidige positie van het vertalen in het vreemdetalenonderwijs.
Het doel van dit artikel is na te gaan of vertalen tegenwoordig al dan niet getolereerd wordt in het vreemdetalenonderwijs. Om deze vraag te beantwoorden zullen we eerst stilstaan bij de argumenten van de tegenstanders van het vertalen. Daarna zullen we aan de hand van een bondig historisch overzicht van de evolutie van de verschillende taalleermethodes en benaderingen de oorzaken van deze intolerante houding verklaren. Daarna laten we enkele prominente didactici aan het woord die argumenteren dat het vertalen onterecht uit het vreemdetalenonderwijs werd verbannen. Tot slot blijven we stilstaan bij het Europees Referentiekader voor Moderne Vreemde Talen: Leren, Onderwijzen, Beoordelen (ERK) (2008) dat aan het begin van de 21e eeuw voor het vertalen de notie ‘bemiddeling’ introduceerde in de context van de bevordering van het taalleren in een multilinguïstisch en muliticultureel Europa. Op basis hiervan zullen we enkele bedenkingen formuleren aangaande de huidige positie van het vertalen in het vreemdetalenonderwijs.
The purpose of this article is to examine to what extent foreign language teaching is still intolerant towards translating as a working method. First, the author consider the arguments of the opponents of translation. On the basis of a historical overview of the evolution of various language learning methods and approaches, she then try to explain the intolerance towards translating. Finally, she determine whether the attitude of foreign language didacticians teaching in the 21st century can be called ‘tolerant’, and whether the integration of translation and translation teaching can be used as an effective tool in acquiring specific skills in foreign language teaching.
Źródło:
Roczniki Humanistyczne; 2020, 68, 5 Zeszyt Specjalny / Speciale Uitgave; 169-182
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Od zajęć tradycyjnych do MOOCów – role nauczyciela języków obcych
From traditional classes to MOOCs – roles of language teachers
Autorzy:
Mokwa-Tarnowska, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/956411.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
support
language teacher
foreign language teaching
e-learning
wsparcie
nauczyciel
nauczanie języków obcych
MOOC
Opis:
E-learning może stać się skutecznym środowiskiem uczenia się i nauczania przede wszystkim dzięki wytężonej pracy kompetentnego nauczyciela. Różne role, jakie musi on wypełniać, związane są z naturą procesu edukacyjnego prowadzonego online, na który ma wpływ przyjęta koncepcja metodyczna, instruktywistyczna lub konstruktywistyczna, liczba uczestników, struktura kursu, typy zasobów i aktywności oraz tematyka całego programu lub modułu. Inne zadania będą stawać przed nauczycielem języków obcych nadzorującym masowe, otwarte kursy internetowe, bowiem jego rolą będzie udzielanie studentom głównie wsparcia wyprzedzającego, a inne przed nauczycielem pracującym z małymi grupami, uczącymi się w środowisku w pełni lub częściowo e-learningowym. Zajęcia takie będą wymagały zastosowania różnych struktur wsparcia zarówno wyprzedzającego, jak i reaktywnego, akademickiego i nieakademickego. Wpływ mechanizmów wsparcia pochodzącego od nauczyciela na skuteczność nauczania i uczenia się języka angielskiego w środowisku e-learningowym zostanie pokazany na przykładzie kursów i modułów internetowych dla grup o różnej liczebności.
Intensive teacher support is the major factor in e-learning being an effective learning and teaching environment. Different teacher’s roles are associated with the specific nature of the online educational process, which results from the adopted educational paradigm, instructive or constructivist, the number of participants, the course structure together with its resources and activities, as well as the subject matter of the e-learning programme or module. The teacher responsible for developing and supervising a massive open online course has to perform more varied activities and tasks than that working with small groups participating in an e-learning or blended learning programme. In the first case their work involves mainly pre-emptive support, in the second one both pre-emptive and many-layered responsive. Therefore their duties may include helping students solve not only their academic problems, but also non-academic ones. The paper shows how teacher support impacts the effectiveness of teaching and learning English during e-learning courses and modules for groups of a limited and unlimited number of participants.
Źródło:
Linguodidactica; 2016, 20; 223-236
1731-6332
Pojawia się w:
Linguodidactica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DER FACHBEZOGENE FREMDSPRACHENUNTERRICHT AN POLNISCHEN HOCHSCHULEN (1953-1989)
Teaching foreign languages for special purposes in Polish schools of higher education (1953-1989)
Autorzy:
Harbig, Anna Maria
Powiązania:
https://bibliotekanauki.pl/articles/1036876.pdf
Data publikacji:
2020-02-17
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Fachsprache
fachbezogener Fremdsprachenunterricht
Fachsprachendidaktik
Fremdsprachenzentren
LSP
language fo specific purposes
special language training
foreign language teaching
Foreign Language Center
Opis:
This article describes the origin and development of the teaching of foreign languages for special purposes in Polish schools of higher education. The time frame in question runs from the setting up of Foreign Language Centers to the turning point year, 1989. The conditions, aims and methods of conducting classes with students of non-philological courses are presented in the context of the development of methodology for teaching foreign languages for special purposes in Poland. The picture is supplemented with an analysis of handbooks for teaching German for special purposes, used in the 80s in classes at the Foreign Language Center, the University of Białystok.
Źródło:
Neofilolog; 2013, 41/1; 7-20
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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