Skocz do pozycji: 1.

Tytuł:

Rozwijanie języka edukacji szkolnej na przykładzie streszczenia
Developing the language of school education as exemplified by a summary

Autorzy:

Szymańska, Marta

Powiązania:

https://bibliotekanauki.pl/articles/782330.pdf

Data publikacji:

2020

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

language of school education
summary
language education
teaching language

Opis:

The author of the article defines school communicative situation as the one requiring from the student an ability to use specialised language known as the language of school education. According to regulations currently in force, improving the fluency in the said language is a task of teachers of all school subject because knowing it is one of the conditions of attaining educational success. The article presents a proposal to work on a summary that includes the determinants of school education language.

Źródło:

Z Teorii i Praktyki Dydaktycznej Języka Polskiego; 2020, 29; 123-138
0208-5011
2353-9577

Pojawia się w:

Z Teorii i Praktyki Dydaktycznej Języka Polskiego

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

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

/5

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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

/5

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Skocz do pozycji: 4.

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

/5

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Skocz do pozycji: 5.

Tytuł:

Teaching Languages Remotely: Issues, Hurdles and Successes
Zdalna nauka języków: problemy, przeszkody i sukcesy

Autorzy:

Pichette, Francois
Gagné, Nancy

Powiązania:

https://bibliotekanauki.pl/articles/2138953.pdf

Data publikacji:

2022-10-27

Wydawca:

Krakowskie Towarzystwo TERTIUM

Tematy:

second language teaching
online language teaching
nauka języka obcego
zdalna nauka języka

Opis:

The COVID-19 pandemic forced countless colleges and universities worldwide to switch to online teaching, and many language instructors delivered their course content the usual way but remotely. This synchronous solution was motivated by the urgency of the situation but also by the common belief that languages cannot be learned efficiently without the simultaneous presence of the teacher and other learners. However, new technologies at our disposal increasingly dispel this myth by rendering asynchronous language teaching very efficient despite a few challenges. This paper presents data from Université TÉLUQ, the world's oldest French-speaking distance university, offering remote language courses for more than 40 years in a minority setting, namely a French-speaking province in English-speaking North America. We present challenges posed by teaching asynchronously in remote settings and various solutions to circumvent or overcome these challenges.
Pandemia COVID-19 zmusiła niezliczone uczelnie i uniwersytety na całym świecie do przejścia na nauczanie zdalne, a wielu nauczycieli językowa prowadziło swoje kursy w zwykły sposób, choć zdalnie. To synchroniczne rozwiązanie było motywowane pilnością sytuacji, ale także powszechnym przekonaniem, że języków nie można efektywnie uczyć się bez jednoczesnej obecności nauczyciela i innych uczniów. Jednak nowe technologie, którymi dysponujemy, w coraz większym stopniu obalają ten mit, sprawiając, że asynchroniczne nauczanie języków jest bardzo wydajne pomimo szeregu wyzwań. Niniejszy artykuł przedstawia dane z Université TÉLUQ, najstarszego na świecie francuskojęzycznego uniwersytetu, gdzie nauczanie prowadzone jest na odległość, od ponad 40 lat oferującego zdalne kursy językowe w środowisku mniejszości, a mianowicie we francuskojęzycznej prowincji, która znajduje się w anglojęzycznej Ameryce Północnej. Przedstawiamy wyzwania stawiane przez nauczanie asynchroniczne w systemie zdalnym oraz różne rozwiązania mające na celu obejście lub przezwyciężenie tych wyzwań.

Źródło:

Półrocznik Językoznawczy Tertium; 2022, 1; 81-97
2543-7844

Pojawia się w:

Półrocznik Językoznawczy Tertium

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Major principles of teaching Latin at the Departments of Veterinary Medicine in Ukrainian Agrarian Universities

Autorzy:

BALALAJEVA, Olena

Powiązania:

https://bibliotekanauki.pl/articles/457208.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet Rzeszowski

Tematy:

Professional education
Latin language teaching

Opis:

The article deals with didactic aspects teaching Latin at the departments of Veterinary Medicine of Ukrainian agrarian universities. Author analyzes the ways of linguoprofessional principles implementation in the process of teaching Latin, such as: consideration of the requirements of social and professional environment, advanced professional development, integrativity, double determination of content training, functionality, selectivity etc.

Źródło:

Edukacja-Technika-Informatyka; 2013, 4, 1; 529-534
2080-9069

Pojawia się w:

Edukacja-Technika-Informatyka

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

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

/5

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Skocz do pozycji: 8.

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

/5

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Skocz do pozycji: 9.

Tytuł:

Kilka uwag o tendencjach leksykalnych w nauczaniu języka polskiego jako obcego
A Few Remarks on Prevailing Lexical Dispositions in Teaching Polish as a Foreign Language

Autorzy:

Tambor, Jolanta

Powiązania:

https://bibliotekanauki.pl/articles/510713.pdf

Data publikacji:

2012

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

Polish as a foreign language
evolution of Polish language teaching Polish language
lexicon
inflexion

Opis:

The article presents the most important language rules and tendencies in teaching Polish as a foreign language. The author fully discusses word lists that are obligatory on different levels of proficiency in Polish language, pointing out to their advantages and disadvantages. She reminds about the necessity of completing such lists caused by intensive globalization and computerization. The article presents also problems concerning language used by young peo-ple nowadays, that is not only under the process of constant changes but it also becomes ‘out of date’ very quickly. Using fashionable words and words that have become commonly used as an example the author of the article proves the importance of language intuition while preparing lists of vocabulary for a certain level of language proficiency. The author concen-trates also on describing problems concerning methods of teaching Polish as a foreign lan-guage that are connected with the rapid evolution of the language.

Źródło:

Postscriptum Polonistyczne; 2012, 2(10); 41-54
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Zum Stellenwert des Schreibens in der Geschichte des Fremdsprachenunterrichts

Autorzy:

Machowicz, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/606026.pdf

Data publikacji:

2010

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

German language teaching
writing instruction

Opis:

The aim of this paper is to discuss the changing role and status of writing skills in the methodology of German language teaching, as well as to sketch the most recent trends which point to this issue. Allowing for the idea of autonomy of language teaching, which has been thoroughly discussed during debates concerning foreign language teaching in recent years, an attempt to select and highlight particular competence which should distinguish a student being able to develop writing skills in a foreign language in an autonomous way, has been undertaken in the article. Moreover, the most novel trends in methodology, which can be taken into account in the problem raised in the article, have been briefly presented.

Źródło:

Lublin Studies in Modern Languages and Literature; 2010, 34; 112-129
0137-4699

Pojawia się w:

Lublin Studies in Modern Languages and Literature

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

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

/5

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Skocz do pozycji: 12.

Tytuł:

Praktyka (glotto)dydaktyczna z perspektywy naukowej: poszukiwanie nowych inspiracji, rozwiązań i metod w procesie kształcenia
Teaching polish as a non-native language from a scientific perspective: searching for new inspirations, solutions and methods in the educational process

Autorzy:

Pałuszyńska, Edyta
Gaze, Mateusz

Powiązania:

https://bibliotekanauki.pl/articles/2034538.pdf

Data publikacji:

2021-12-30

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

glottodydaktyka
metodyka nauczania
poziomy biegłości językowej
nauczanie specjalistyczne
tekst w nauczaniu
nauczanie zdalne
teaching Polish as a non-native language
language teaching methodology
levels of language proficiency
teaching specialist language variants
text in language teaching
remote teaching

Opis:

W artykule zostały przedstawione założenia, tezy, koncepcje i postulaty prac zamieszczonych w 28. tomie czasopisma „Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców” zatytułowanym Komunikacja – język – kultura. Nowe ścieżki w glottodydaktyce polonistycznej. Autorzy omawianych tekstów koncentrują się na takich kwestiach, jak: diagnozowanie poziomów biegłości językowej, komunikacja międzykulturowa, nauczanie grup pochodzących z określonych krajów i kręgów kulturowych, nauczanie grup o specjalnych potrzebach edukacyjnych, nowe rozwiązania w metodyce nauczania podsystemów i sprawności, gatunki, teksty i treści nauczania, nowe techniki w nauczaniu zdalnym.
The article presents the assumptions, theses, concepts and postulates of the papers published in the 28th volume of the “Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców” journal under the title “Komunikacja – język – kultura. Nowe ścieżki w glottodydaktyce polonistycznej”. The authors of the discussed texts focus on such issues as: diagnosing the levels of language proficiency, intercultural communication, teaching groups from specific countries and cultures, teaching groups with special educational needs, new solutions in the methodology of teaching subsystems and skills, genres, texts and content teaching, new techniques in remote teaching. 

Źródło:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2021, 28; 9-19
0860-6587
2449-6839

Pojawia się w:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

Trudności w uczeniu się terminologii specjalistycznej
Difficulties in learning specific vocabulary in a foreign language

Autorzy:

Kic-Drgas, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/426183.pdf

Data publikacji:

2015-06-30

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

foreign language
specific vocabulary
language teaching process

Opis:

The article aims to raise the issue of acquiring a specific vocabulary in a foreign language, which is a vital part of specific language education. Insufficient knowledge of a specific vocabulary has an influence on its future use in professional life, and can lead to the production of inadequate statements, as well as misunderstandings. In research based on a questionnaire with open and closed questions, 80 students of Economics and European Studies at the Koszalin University of Technology shared their opinions about the most common problems they face while learning specific vocabulary. Analysis of the research and the resulting conclusions can be applied to the language teaching process in order to increase its efficiency. The study has indicated that the majority of students questioned had problems with specific vocabulary, and that learning English for Specific Purposes is much more difficult than learning General English. The most frequently repeated causes of this situation were problems with finding an accurate equivalent of a word and problems using the new vocabulary in its context.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 3 (60); 17-22
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

Jaki jest piesek? Śliczny. O recepcji twórczości Wisławy Szymborskiej wśród japońskich studentów
What Is a Dog Like? Lovely? On Reception of Wisława Szymborska’s Writings Among Japanese Students

Autorzy:

Morcinek, Barbara

Powiązania:

https://bibliotekanauki.pl/articles/510979.pdf

Data publikacji:

2012

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

Wisława Szymborska
contemporary poetry
contextualization
teaching second language

Opis:

Poetry analysis is never easy. Especially when someone’s literary output is observed and read from a perspective of few thousands kilometers and completely different cultural and philo-sophical background. Such situation takes place when one attempts to read Wisława Szymborska’s poetry in Japan. Language and literature specialists are able to trace numerous connections between her texts and their own reading experience; but for students who have just learned Polish and attempt to become familiar with our culture it is an outstanding chal-lenge. They have to conquer the barrier of language, culture and poetical presentation. But when they do that, their adventure with Polish poetry is just about to begin.

Źródło:

Postscriptum Polonistyczne; 2012, 2(10); 275-283
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Teaching English to Adults

Autorzy:

Michalska, Martyna

Powiązania:

https://bibliotekanauki.pl/articles/1194004.pdf

Data publikacji:

2015

Wydawca:

Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN

Tematy:

learning process more effective
students
teaching English language

Opis:

This thesis deals with a complicated matter of teaching English language to adults. Teaching is highly challenging, intellectually demanding and emotionally rewarding. A teacher has in his hands welfare of his students and it is his responsibility to instill knowledge into them. Adult learners have characteristics that distinguish them from “traditional” school or college learners. They are considered to be very demanding students because they already have experiences on the education al and working field so the organized learning plan seems to be essential for them. Teachers choose suitable methods of teaching with deliberation taking into account adults' styles of learning because the right choice makes the teaching and learning process more effective.

Źródło:

World Scientific News; 2015, 8; 82-96
2392-2192

Pojawia się w:

World Scientific News

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Assessing instructional effects of proficiency level EFL pronunciation teaching under connected speech-based approach

Autorzy:

Euler, Sasha S.

Powiązania:

https://bibliotekanauki.pl/articles/780840.pdf

Data publikacji:

2014-12

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

English language teaching
EFL
pronunciation teaching
prosody

Opis:

This article discusses the assessment of pronunciation instruction under a new approach to pronunciation teaching centered on the role of connected speech in the prosodic system of English. It also offers a detailed discussion of various empirical problems in teaching-oriented L2 pronunciation research and suggests ways of addressing them in intervention studies. A new explanatory sequential mixed-methods design was developed for this study, which was used to assess 10 advanced EFL learners in Germany before and after 13 weeks of instruction. The results revealed co-occurring developments in learners’ use of prosody and connected speech in line with the rationale of the approach. The findings lead to various implications for language teaching and assessment. For future research, ways are suggested to increase the validity and predictiveness of L2 pronunciation research from both empirical and pedagogical perspectives.

Źródło:

Studies in Second Language Learning and Teaching; 2014, 4, 4; 665-692
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

Enhancing the role of pragmatics in primary English teacher training

Autorzy:

Glaser, Karen

Powiązania:

https://bibliotekanauki.pl/articles/912405.pdf

Data publikacji:

2018-12-07

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

EFL
English Language Teaching
pragmatics
pragmatic awareness
language teacher training
primary school
Primary English Language Teaching (PELT)

Opis:

Teaching EFL in primary school is no longer a novelty but firmly established in the education landscape throughout Europe and many countries worldwide. Primary English language teaching (PELT) is a unique branch of ELT insofar as it entails both the teaching of children and beginners. While PELT teachers and PELT teacher educators largely agree that this concurrence of ‘young plus beginning’ requires a focus on vocabulary, speaking and listening, introduced and practiced through songs, games, stories, roleplaying and embodiment techniques such as Total Physical Response, pragmatic aspects often take a backseat in PELT teacher training and by extension in the PELT classroom, even though it has been established that pragmatics instruction is necessary and feasible on all proficiency levels, right from the beginning. This article discusses possible reasons for this omission and illustrates with authentic examples why pragmatics should play a bigger role in the training of primary English teachers

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 119-131
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

Overcoming Polish Adult Learners’ of English Anxiety in Speaking

Autorzy:

Rogińska, Maja

Powiązania:

https://bibliotekanauki.pl/articles/1193033.pdf

Data publikacji:

2016

Wydawca:

Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN

Tematy:

teaching of strange language
teacher
schoolboy

Opis:

It may seem natural that speaking constitutes the most significant element of general L2 competence since the ability to use language in speech in a variety of situations and successful communication are the main indicators of a considerably high level of L2 proficiency. However, developing speaking skills constitutes a long and complicated process involving not only learners’ cognitive potential but also their affective domain. The affective factors, in turn, differ with reference to learners’ age, and so, as far as adult students are concerned, affective domain and mental preparation for the classroom setting might be crucial factors determining spoken interaction and readiness of learners to speak. This thesis focuses on the relationship between the process of developing speaking skills and speaking anxiety which affects learners’ performance making the entire process more challenging for both learners and teachers.

Źródło:

World Scientific News; 2016, 43, 2; 56-103
2392-2192

Pojawia się w:

World Scientific News

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

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

/5

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Skocz do pozycji: 20.

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

/5

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Skocz do pozycji: 21.

Tytuł:

Semiotics and language teaching (teaching English to Kurd students)

Autorzy:

Zamani, Sirvan

Powiązania:

https://bibliotekanauki.pl/articles/1190163.pdf

Data publikacji:

2016

Wydawca:

Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN

Tematy:

Semiotics
language teaching
context
sign
symbol

Opis:

The world today calls a common language as a code to ease communication among different language speakers and almost this language is English which is being taught in four corners of world .For teaching languages there are many barriers of which the most important ones come to the structural and inherent differences, for several years teaching English to Kurd students it has been substantiated that in many cases the Kurd speaker encounters severe problems to understand what differences structural differences among languages exert. Some while these differences block the process of message transfer. Relying on semiotic iconic fragments many of these troublesome obstacles appear to be eliminated thoroughly it seems that there are shortages in quantity of structures to convey a message from a mind to one another: in order to understand what exactly the role of structures are I am going to illustrate the tense FUTURE which splits into (simple, progressive, perfect and perfect continuous in English) which are shown in one form in Kurdish thus a Kurd speaker would confront severe problems to think by those structures and consequently his or her perception of an English speaker using those structures might be challenged. Hence throughout this article it has been substantiated to get the significance of structure acquaintance known and likewise to imply how this trend could fruitfully push the Kurd learners to overwhelm the English structures grabbed and eventually will have them completely interact and interchange messages in English: knowing the structures and senses they have will dramatically enhance Kurd’s perception and uttering quality in English

Źródło:

World Scientific News; 2016, 42; 293-305
2392-2192

Pojawia się w:

World Scientific News

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

Contribución de la prensa a la adquisición del vocabulario
Contribution of the press to the acquisition of vocabulary

Autorzy:

Santos Díaz, Inmaculada Clotilde
Trigo Ibáñez, Ester
Romero Oliva, Manuel Francisco

Powiązania:

https://bibliotekanauki.pl/articles/1395757.pdf

Data publikacji:

2021-07-13

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

language teaching
lexical competence
media
sociolinguistics

Opis:

The press brings the reader closer not only to the news of a community but also to its language and culture. The objective of this study is to know the relationship between press consumption and lexical competence. Specifically, the weekly time spent by 171 graduate students from Malaga reading the press and its relationship with two lexical tests in Spanish – mother tongue – and French or English – foreign language – will be analysed. The results show that there is no significant relationship between available vocabulary and press consumption. Instead, the relationship is significant with the ability to identify technicalities when the data refer to the foreign language of the informants. These findings invite us to continue promoting didactic applications that integrate press reading both to improve lexical competence and to integrate the sociopragmatic component of the language.

Źródło:

Studia Romanica Posnaniensia; 2021, 48, 2; 97-108
0137-2475
2084-4158

Pojawia się w:

Studia Romanica Posnaniensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

INVESTIGATING TEACHERS’ USE OF COMPUTERS IN TEACHING ENGLISH: A CASE STUDY

Autorzy:

Darus, Saadiyah
Luin, Ho Wai

Powiązania:

https://bibliotekanauki.pl/articles/569740.pdf

Data publikacji:

2008

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

ESL
IT in language education
English language teaching

Opis:

In Vision 2020, Malaysia aspires to become a fully developed country by the year 2020 (The Malaysian Dream: Vision 2020). Later, the Multimedia Super Corridor (MSC) was announced in August 1995 to spearhead a number of nationwide IT projects that are intended to transform major sectors of Malaysian society including education using IT. One of the IT projects that was implemented was the Smart School project. Among its objectives was to prepare Malaysian citizens for the information age through an innovative education delivery process. This study specifically investigates teachers’ use of computers in teaching English as a second language (ESL) in a public school in Malaysia. It examines teachers’ attitudes, the challenges that they faced in using computers in teaching English, and their suggestions in order to overcome these challenges. Feedback gathered from questionnaires show that they faced many challenges that demotivate them from using computers in the classroom. The results of the study suggest that there must be strong support of both the instructional and administrative aspects of IT in the school so that teachers will be able to embrace IT fully in teaching English in their classroom.

Źródło:

Teaching English with Technology; 2008, 8, 1
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Material culture of multilingualism and affectivity

Autorzy:

Aronin, Lisa

Powiązania:

https://bibliotekanauki.pl/articles/780759.pdf

Data publikacji:

2012-06

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

material culture
multilingualism
affectivity
language use
language teaching

Opis:

Affectivity is an important dimension in humans’ social and individual lives. It is either a stimulating or hindering aspect of language learning. This article aims to draw attention to material culture as a powerful, but mostly neglected source of data on the use and acquisition of languages, and demonstrates the close and intricate links between affectivity and material culture. It is hoped that revealing these interrelationships will assist in understanding and managing language diversity. It will allow practitioners and teachers to carry out social and private encounters, events and language teaching with more care, understanding and expertise. Researchers will be encouraged to join the investigation of yet one more important facet of multilingualism – material culture.

Źródło:

Studies in Second Language Learning and Teaching; 2012, 2, 2; 179-191
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

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

/5

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Skocz do pozycji: 26.

Tytuł:

Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions

Autorzy:

Szyszka, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/22446697.pdf

Data publikacji:

2023

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

pre-service language teachers
beliefs
language teaching
language learning

Opis:

The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.

Źródło:

Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-20
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Teacher language awareness or language teacher awareness?

Autorzy:

Komorowska, Hanna

Powiązania:

https://bibliotekanauki.pl/articles/15015407.pdf

Data publikacji:

2022-06-30

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

awareness
consciousness
language learning
language teaching
teacher education

Opis:

The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 125-140
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

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

/5

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Skocz do pozycji: 29.

Tytuł:

Od toastu okolicznościowego do przemówienia. Program nauczania retoryki na Pekińskim Uniwersytecie Języków Obcych
From an occasional toast to a speech: Curriculum of rhetoric classes at the University of Beijing

Autorzy:

Ruszer, Andrzej

Powiązania:

https://bibliotekanauki.pl/articles/30146721.pdf

Data publikacji:

2022

Wydawca:

Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego

Tematy:

China
language teaching
rhetoric
Chiny
glottodydaktyka
retoryka

Opis:

Zajęcia z retoryki w ramach specjalności polonistycznej w Pekinie mają niedługą, bo zaledwie dwuletnią tradycję. Zajęcia obejmują przygotowanie słuchaczy do wygłaszania krótkich i długich tekstów retorycznych, opanowania technik perswazji oraz mowy ciała i gestów. Są to zajęcia praktyczne z podbudową teoretyczną ograniczoną do zarysu historycznego retoryki Kwintyliana, funkcji nakłaniającej i jej dwóch odmian – perswazyjnej i manipulacyjnej oraz stylistyki. Niezwykle ważną częścią kursu jest poznawanie przez chińskich polonistów toposów i archetypów kultury śródziemnomorskiej oraz odnajdywanie ich ekwiwalentów lub wariantów w ich kulturze rodzimej. W tekście omówiono podstawowe gatunki retoryczne oraz zaprezentowano przykładową analizę przemówienia publicznego. Przedstawiono ponadto treści kształcenia zawarte w sylabusie przedmiotu oraz kryteria oceniania, zwracając uwagę na genezę zajęć retorycznych na studiach polonistycznych w Pekinie.
Rhetoric classes within the Polish language and culture specialization in Beijing have a short, merely two year tradition. The classes prepare the students to deliver short and long rhetoric speeches, master persuasion techniques and the body and gesture language. The classes are practical, with the theoretical foundation limited to a historical outline of the Quintilian rhetoric, explaining the inductive function and its two varieties, persuasive and manipulatory, as well as the stylistics. Particularly important part of the course is learning of the topoi and archetypes of the Mediterranean culture by the Chinese students and finding their equivalents or variants in their native culture. In the article, the basic genera of rhetoric were described and hypothetical analysis of a public speech was presented. Furthermore, described were the educational content included in the syllabus and the criteria of evaluation, with particular attention paid to the origin of the rhetoric classes within the Polish language and culture studies in Beijing.

Źródło:

Studia Językoznawcze; 2022, 21; 143-152
1730-4180
2353-3161

Pojawia się w:

Studia Językoznawcze

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

ONLINE ENGLISH LANGUAGE LEARNERS’ PERCEPTIONS OF PORTFOLIO ASSESSMENT

Autorzy:

Baturay, Meltem Huri

Powiązania:

https://bibliotekanauki.pl/articles/955862.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

assessment
language teaching
online learning
perceptions
portfolio

Opis:

Portfolio assessment has been implemented in many core disciplines for quality assurance and consistent assessment of learner outcomes. For English language learning, for which varying proficiency levels of learners exist, portfolios are suggested to assess individual learners’ progress. The current study was carried out in an online English language course at a higher education institution in Turkey. After the portfolio implementation, the researcher collected learners’ perceptions regarding it as an assessment tool through open ended questions. The findings indicated that learners had very positive feelings towards portfolio use in the course because it helped them to see how they were using the target language. They were able to reflect on what they learned, acquired ownership of their work, and took responsibility of their learning process with enthusiasm and enhanced motivation towards the online English language course.

Źródło:

Teaching English with Technology; 2015, 15, 4; 16-28
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

HOW SAMR-BASED VOCABULARY TEACHING SHAPES VOCABULARY LEARNING STRATEGIES

Autorzy:

Istiarto Djiwandono, Patrisius

Powiązania:

https://bibliotekanauki.pl/articles/955955.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

SAMR
digital technology
language teaching
vocabulary strategies

Opis:

The study was aimed at identifying the learners’ vocabulary learning strategies as they were engaged in tasks assigned along the SAMR model. A class of EFL learners was taught vocabulary with the assignments following SAMR. The model led them through four stages: substitution, augmentation, modification, and redefinition. The results showed that the learners increasingly used digital technology to accomplish their tasks. Their strategies were relatively more diverse, too. The metacognitive and social strategies, however, did not emerge substantially in their report.

Źródło:

Teaching English with Technology; 2020, 20, 4; 41-58
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

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

/5

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Skocz do pozycji: 33.

Tytuł:

La preposizione in e i suoi corrispettivi polacchi – uno studio cognitivo

Autorzy:

Malinowska, Maria

Powiązania:

https://bibliotekanauki.pl/articles/638358.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

preposition, prototype, cognitivism, teaching, learning, Italian language

Opis:

Prepositions are highly polysemous items i.e. they are used in various semantic and syntactic contexts. In the theory elaborated by Johnson (1987) and Lakoff (1987), image schemas have been applied to the analysis of the meaning of prepositional phrases. These structured wholes allow for the interpretation of the prepositional phrases both in spatial contexts (locational and directional) and in their metaphorical extensions. The analysis of the preposition in in Italian in spatial contexts leads to the conclusion that the unit in is a linguistic tool that engenders the container schema in whatever spatial context (static or dynamic) it appears. In dynamic contexts the container schema structures only the final location of the trajector which is located in the inner part of the landmark. Directional movement is structured with a path schema built up into the verb stem. The in phrases out of the context (without a static or dynamic predicate) can receive both in or into interpretation. There is only a partial overlap between the uses of the preposition in in Italian and in Polish, which is due to different categorisations of spatial relations in both languages. The Polish equivalents of in phrases in Italian are the following: w+loc, w+acc, na+loc, na+acc i do+gen. They involve different image schemas including the container schema. The first structure w+loc is modelled by the container schema, the second in+acc by the path and container schema, the third na+loc by the support and contiguity schema, the fourth na+acc by the path and support and contiguity schema and the fifth do+gen by the endpoint schema. These correspondences may result useful in the teaching/learning process of prepositional units.

Źródło:

Romanica Cracoviensia; 2013, 13, 1
2084-3917

Pojawia się w:

Romanica Cracoviensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

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

/5

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Skocz do pozycji: 35.

Tytuł:

Glottodidaktik und ihre Entwicklung

Autorzy:

Skowronek, Barbara

Powiązania:

https://bibliotekanauki.pl/articles/915278.pdf

Data publikacji:

2014-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

glottodidactics
learning and teaching of foreign language

Opis:

Glottodidactics as a scientific discipline related to the theory and practice of teaching foreign langueges in Poland. It is originated in Poland, at Adam Mickiewicz University, was created by Professor Ludwik Zabrocki, who founded an international journal Glottodidactica dealing with applied linguistics in 1966.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2014, 41, 1; 21-35
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

Le coaching trouvera-t-il sa place dans le développement des compétences créatives des enseignants du FLE en Pologne?
Can coaching techniques be successfully implemented in working up creative skills of Polish FFL teachers?

Autorzy:

Blachowska-Szmigiel, Marzena

Powiązania:

https://bibliotekanauki.pl/articles/1050839.pdf

Data publikacji:

2014-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

coaching
creative competences
French language teaching profession

Opis:

The teaching profession, including the language teaching profession, requires that teachers should constantly enhance their professional competences. Among those competences, the creative ones occupy a fixed position. In this paper, I am going to consider the possibility of optimizing their development by the use of coaching. In spite of controversies aroused by this work method, it can offer a signifi cant support in developing the creative competences of French language teachers.

Źródło:

Studia Romanica Posnaniensia; 2014, 41, 3; 3-15
0137-2475
2084-4158

Pojawia się w:

Studia Romanica Posnaniensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

Identity Behaviours of Australian and European Communities of Schools with Polish as the Teaching Language – a Comparative Study

Autorzy:

Ogrodzka-Mazur, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/1969069.pdf

Data publikacji:

2018-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

identity
feeling of identity
identity behaviours
schools with Polish as the teaching language
comparative study

Opis:

The study comprises the presentation of an authorial approach to cultural identity, viewed from the perspective of the communities (consisting of children, parents and teachers) of schools with Polish as the teaching language in Australia and some selected European countries (Austria, France, the Czech Republic). In reference to the culturalistic model of identity, the characteristics of the most frequent identity behaviours of these communities were provided in the ethnic, national, integrative and mixed dimension. The author also indicates the contemporary contexts of identity shaping, which are determined by migration processes and multiculturalism. By formulating the most important conclusions resulting from the research, the need is indicated for implementing intercultural education in schools with Polish as the teaching language. Among other things, this will enhance the shaping of a multidimensional feeling of identity.

Źródło:

The New Educational Review; 2018, 54; 29-40
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

Zadaniowa koncepcja kształcenia językowego w materiałach do nauczania języka polskiego jako obcego

Autorzy:

Janowska, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/1042425.pdf

Data publikacji:

2020-12-23

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

materiały dydaktyczne
zadanie
podejście zadaniowe
nauczanie języków obcych
nauczanie języka polskiego jako obcego
teaching materials
task
task-based language teaching
foreign language teaching
teaching Polish as a foreign language

Opis:

Pod koniec minionego stulecia w ramach metodologii komunikacyjnej zrodziła się potrzeba dostosowania systemu nauczania języków obcych do wymogów zmieniającej się rzeczywistości. Europejski system opisu kształcenia językowego Rady Europy (2003) zaprezentował nową wizję komunikacji i nowe ujęcie kompetencji użytkowników języka: komunikacja jest działaniem. Stąd zrodziło się pojęcie podejścia ukierunkowanego na działanie. W podejściu tym zaproponowano specyficzny sposób rozwijania sprawności komunikacyjnych, który polega na wykonywaniu zadań osadzonych w kontekstach środowiskowych i sytuacyjnych. Zasady nauczania i uczenia się zadaniowego od kilku lat przenikają do dydaktyki języka polskiego jako obcego. Niestety, mimo dość dobrze rozbudowanej bazy teoretycznej podejścia ukierunkowanego na działanie i zadaniowego brak jest nadal kompleksowych materiałów praktycznych i podręczników, które rozpropagowałyby założenia europejskiej polityki językowej w glottodydaktyce polonistycznej. Artykuł pokazuje, jak zastosować podejście zadaniowe w praktyce pedagogicznej. Zaprezentowana zostanie koncepcja podręczników zadaniowych, powstających w Centrum Języka i Kultury Polskiej w Świecie Uniwersytetu Jagiellońskiego, która wpisuje się w najnowsze tendencje współczesnej glottodydaktyki. Odpowiada ona potrzebie uczenia języka żywego, autentycznego, który jest przede wszystkim narzędziem do wykonywania rozmaitych zadań o charakterze społecznym.
At the end of the last century, as part of the communicative methodology, there arose the need to adapt foreign language teaching system to the requirements of the changing reality. The Council of Europe’s Common European Framework of Reference for Languages (2001) presented a new vision of communication and a new approach to the competence of language users: communication is an activity. Thence, the concept of an action-oriented approach originated. This approach proposes a specific way of developing communication skills which involves performing tasks embedded in environmental and situational contexts. The principles of task-based teaching and learning have been penetrating the didactics of Polish as a foreign language for several years. Unfortunately, despite the rather well-developed theoretical base of the activity-oriented and task-based approach, there is still a lack of comprehensive practical materials and textbooks that propagate the assumptions of European language policy in Polish language glottodidactics. This article shows how to apply a task-based approach in teaching practice. The concept of task-based textbooks created at the Jagiellonian University’s Centre for Polish Language and Culture in the World, which is part of the latest trends in contemporary glottodidactics, is presented. The idea behind the textbooks corresponds to the need to teach a living, authentic language, which is primarily a tool for performing various social tasks.

Źródło:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2020, 27; 505-526
0860-6587
2449-6839

Pojawia się w:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

Intercultural Teaching Competence of Student Teachers of English – Some Initial Remarks on Portfolio Assessment of Teaching Skills

Autorzy:

Krajka, Jarosław

Powiązania:

https://bibliotekanauki.pl/articles/2081169.pdf

Data publikacji:

2017

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

teacher training
intercultural teaching
self-assessment
portfolio
language teaching

Opis:

With increased student mobility, exchange programs and migrations, language teachers are more likely to face the challenge of delivering instruction to multilingual classes, either at home or abroad. Thus, intercultural teaching competence should find its place into teacher training programs, in order to prepare a new generation of language teachers. The paper will report a questionnaire study investigating the perceived level of intercultural teaching competence.

Źródło:

Kwartalnik Neofilologiczny; 2017, 1; 23-38
0023-5911

Pojawia się w:

Kwartalnik Neofilologiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

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

/5

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Skocz do pozycji: 41.

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

/5

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Skocz do pozycji: 42.

Tytuł:

The Change in Approach to Preparing Children to Learn to Read and Write

Autorzy:

Jagiełło, Ewa
Klim-Klimaszewska, Anna

Powiązania:

https://bibliotekanauki.pl/articles/454172.pdf

Data publikacji:

2016

Wydawca:

Akademia Ignatianum w Krakowie

Tematy:

natural language teaching
method
pre-school
education

Opis:

Readiness to learn to read must be shaped at the level of preschool education. One of the innovative methods of teaching pre-school children to read is the natural language teaching method developed by Wenda Pye. The programme consists in the teaching of listening, speaking, reading and writing using games and creative activities. The learning process is accompanied by children’s creative activity. Therefore, the natural language teaching method is perceived not only as the process of language learning but also, and most importantly, as educating through language, where language is both a means of communication and a thinking tool. The concept is based on the belief that child’s language is a specific phenomenon determined, on the one hand, by natural child development and, on the other hand, by child’s interactions with the environment. Consequently, child’s language education should be enhanced by a subtle help from an adult, who – by the use of provocation, arrangement and gentle encouragement to take actions – opens up a new, unknown space to the child, i.e. the world of writing. Language plays a role of a factor that integrates various fields of knowledge and different types of child’s activity in reality perception and acquisition. Natural situations used in the teaching of reading, which create occasional educational situations, inspire the child and simultaneously introduce him into the world of writing. Thus, learning to read should be accompanied by learning to write. The discovery of new values that the novel language of signs has with regards to information acquisition increases child’s motivation to verbalise his own thoughts and to learn to read and write. Emotional engagement facilitates memorizing a story or new vocabulary. It sensitizes the child to the graphical, phonological and semantic dimension of a given word by making a direct link between the graphical representation and the sound. A point of departure for natural language teaching is a short and simple text and illustrations that highly relate to it. Texts form stories included in little books entitled “Sunshine Library”. There is a series of 40 books designed for pre-school children self-study of reading. The books are graded at four levels of difficulty. Didactic aids used in the series are very well organised and introduce already consolidated semantic structures, providing new contents regarding language competence at a slow pace. Each book is composed of three stories. Typically, the first story includes one text with carefully selected new language structures. The following two stories serve the purpose of material consolidation. The essence of the books are pictures, which should be in line with the text because the basis of reading is to associate an image with its graphical representation. The print used in the books is large, legible, the words are clearly separated, and every sentence starts with a new line. The stories are simple and presented with repetitive sentence patterns. Natural language teaching develops and deepens child’s natural willingness to speak, read or draw graphical symbols. Speech is here not only the foundation of child’s expression and learning to read and write, but also a support for child’s paralanguage activity. The article presents the use of the natural language teaching method in pre-school children education.

Źródło:

Multidisciplinary Journal of School Education; 2016, 9; 71-88
2543-7585

Pojawia się w:

Multidisciplinary Journal of School Education

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

EXAMINING THE EFFECTIVENESS OF DIGITAL VIDEO RECORDINGS ON ORAL PERFORMANCE OF EFL LEARNERS

Autorzy:

Göktürk, Nazlınur

Powiązania:

https://bibliotekanauki.pl/articles/569596.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

speaking
digital video
assessment
perception
language teaching

Opis:

This study reports the results of an action-based study conducted in an EFL class to examine whether digital video recordings would contribute to the enhancement of EFL learners’ oral fluency skills. It also investigates the learners’ perceptions of the use of digital video recordings in a speaking class. 10 Turkish EFL learners participated in this study. To determine the impact of digital video recording on EFL learners’ oral performance, the speaking module of IELTS was modified as pre- and post-test. In addition to the analysis of the scores assigned to the learners by two raters using an analytic scale, an analysis of learners’ discourse in pre- and post-test was undertaken to determine whether measures of fluency in learners’ output differ as a result of the video recording. The results suggest that the incorporation of digital video recordings into speaking classes improved the learners’ overall speaking proficiency; however, it did not lead to a significant improvement in learners’ oral fluency. Yet, the analysis of the qualitative data showed that the utilization of digital video recordings may not only bolster the learners’ self-confidence, but also encourage them to take risks with the target language.

Źródło:

Teaching English with Technology; 2016, 16, 2; 71-96
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business

Autorzy:

Kirkham, Deak

Powiązania:

https://bibliotekanauki.pl/articles/1040164.pdf

Data publikacji:

2015-12-30

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II

Tematy:

language teaching
content-based instruction
academic English

Opis:

This article reports on the successful implementation of a content-based instruction (CBI) approach to a 6-month pre-sessional academic English for business and management course at a UK university. While recognising that CBI is not a ‘cure-all’ and indeed that the approach brings with it particular issues, such as instructor competence in the content, the article argues CBI offers both significant and wide-ranging benefits as a language teaching approach and as such should be given greater prominence in the language teaching industry.

Źródło:

Linguistics Beyond and Within; 2015, 1; 134-151
2450-5188

Pojawia się w:

Linguistics Beyond and Within

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

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

/5

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Skocz do pozycji: 46.

Tytuł:

Mały teatrzyk wielkiego przełomu wieków
A Small-Scale Theatre in the Large-Scale Transition between the Centuries

Autorzy:

Szwed, Anna

Powiązania:

https://bibliotekanauki.pl/articles/511180.pdf

Data publikacji:

2013

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

Polish language teaching
educational theatre
Polish poetry

Opis:

The article presents an account of how the Polish language course taught by Polish lecturers at Sofia University at the end of the twentieth–and the beginning of the twenty-first century resulted in the establishment of the educational theatre as an unconventional, creative and extremely successful form of improving the students’ knowledge and practice of Polish lan-guage by staging literary works in a creative way with literary studies, theatrical skills and language studies coming together in this venture. In 2000 the theater staged the play A Win-dow Open to the Wind based on poems by the Polish Sappho-like poetess Maria Pawlikowska- Jasnorzewska. The play was performed to celebrate the opening of the Polish studies room at the University. The next performance staged the play Eutedemis. A Manuscript Found on the Internet based on a poem by the young poetess Małgorzatа Kapicа. These performances fulfill multiple aims and first and foremost they do help develop practical language skills.

Źródło:

Postscriptum Polonistyczne; 2013, 2(12); 287-293
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

Triggering students’ learning autonomy using the combination of m-learning and gamification: a case study at Nguyen Tat Thanh University

Autorzy:

Le Nhat Pham, Linh
Tan Nguyen, Hoang
Thi Kieu Le, Van

Powiązania:

https://bibliotekanauki.pl/articles/2085224.pdf

Data publikacji:

2021

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

gamification
m-learning
learner autonomy
language teaching

Opis:

M-learning is usually thought of as based on videos, digital materials, and high technology. Nonetheless, it is not a complete perspective of this new educational trend. Mobile devices with many functions can be an effective tool to support learning. Furthermore, learners nowadays, who were born in the 4.0 movement, are more familiar with mobile devices than notebooks. They spend much time on their mobile phones interacting on social media and playing mobile games. Hence, if educators can integrate those interests into traditional lesson plans, added value would appear for learners’ academic performance and learner autonomy. This paper proposes the idea of combining m-learning, gamification, and other factors influencing learning motivation into a mobile application to reinforce students’ learner autonomy. With a case study at Nguyen Tat Thanh University, we take a closer look at the effectiveness of the application on students’ language acquisition and a detailed description of how to best use the application along with lessons at schools. Using experimental methods with surveys and tests, this paper draws a bonding connection between students’ personal interest in the subject and their performance. The study provides thoughtful insights into utilizing m-learning and gamification to improve students’ learner autonomy and modernize language learning classrooms in this technological context.

Źródło:

Teaching English with Technology; 2021, 21, 2; 66-91
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Global challenges and local solutions: A cross-country comparative perspective on teaching legal English

Autorzy:

Mroczyńska, Katarzyna
Michta, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/36214344.pdf

Data publikacji:

2023-10-03

Wydawca:

Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie

Tematy:

comparative education
legal English
language teaching
LSP

Opis:

The established role of English as a legal lingua franca has led to a growing demand for legal English education, presenting a unique set of challenges. Although these challenges are global, they call for local solutions, tailored to the specific needs of students This article draws on available accounts of teaching legal English at the tertiary level in the UK, the USA, Israel and Poland to offer a cross-country perspective on these challenges and the adopted strategies. The article concludes that legal English students form a highly heterogenous group with varying needs. This state of affairs influences the organization of legal English courses, the materials used, and the responsibilities of teachers.

Źródło:

Studia z Teorii Wychowania; 2023, XIV(3 (44)); 235-257
2083-0998
2719-4078

Pojawia się w:

Studia z Teorii Wychowania

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study

Autorzy:

Gosiewska-Turek, Bogusława Maria

Powiązania:

https://bibliotekanauki.pl/articles/2053536.pdf

Data publikacji:

2022-01-28

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

dyslexia
self-efficacy
foreign language instruction
language learning
language teaching

Opis:

The aim of the research is to investigate the interdependence between dyslexia, self-efficacy, and foreign language instruction. The author of the study applied a mixed-method: quantitative and qualitative. The quantitative data were collected through self-efficacy questionnaires filled out by dyslexic and non-dyslexic students, and the qualitative data were collected during a case study conducted with a dyslexic student. The research findings in the first quantitative part of the study reveal that self-efficacy in dyslexic students is substantially lower than in non-dyslexic students. According to the results of the second mixed, quantitative - qualitative part of the study encompassing a case study, foreign language instruction has an impact on dyslexic students’ self-efficacy and appropriate language instruction rises self-efficacy in students with dyslexia.

Źródło:

Theory and Practice of Second Language Acquisition; 2022, 8, 1; 71-84
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 50.

Tytuł:

Nuvo lessico nella sociolinguistica e nella didattica dell’italiano per stranieri

Autorzy:

Santipolo, Matteo
Torresan, Paolo

Powiązania:

https://bibliotekanauki.pl/articles/638161.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

Sociolinguistics, Teaching Italian as a foreign or second language, Language Teaching Methodology

Opis:

This article introduces and illustrates a series of concepts and terms that the authors have developed in recent years in the area of teaching Italian as a foreign or a second language. More in particular, such new concepts refer to Italian sociolinguistics and its teaching and to methodological issues in general.

Źródło:

Romanica Cracoviensia; 2013, 13, 2
2084-3917

Pojawia się w:

Romanica Cracoviensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 51.

Tytuł:

Sprachliche Fehler und deren Auffassung im Wandel der Geschichte des Fremdsprachenunterrichts
Language Errors in Different Foreign Language Teaching Perspectives

Autorzy:

Pawłowska, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/917075.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

didactic process
language error
language teaching methods
learner autonomy

Opis:

The article focuses on the problem of language errors that – more often than not – still tends to be regarded as a marginal phenomenon which does not deserve any particular attention. An attempt is made at analyzing the concept of a language error and tracking the approach to it adopted in selected language teaching methods, arriving finally at the language error theory in modern language teaching.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 165-177
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 52.

Tytuł:

Les multiples valeurs du jeu au service de l’enseignement-apprentissage du FLE
Multiple advantages of game in the teaching / learning French as a foreign language

Autorzy:

Moreau, Anne-Claire

Powiązania:

https://bibliotekanauki.pl/articles/1050817.pdf

Data publikacji:

2014-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

language class
playful activities
students interaction
language teaching-learning

Opis:

The present paper is designed to show how playful activities, practised in a language class, are likely to enhance both teacher – students and students – students interaction. First, it is demonstrated how plays might increase the atmosphere of confi dence during class hours. Then, it is shown in what respects plays are essential to establish interaction. Finally, plays are dealt with as a device that can be conveniently deployed in language teaching-learning conceived of as an action.

Źródło:

Studia Romanica Posnaniensia; 2014, 41, 3; 87-100
0137-2475
2084-4158

Pojawia się w:

Studia Romanica Posnaniensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 53.

Tytuł:

Od dydaktyki tekstów specjalistycznych do dydaktyzacji potrzeb i działań komunikacyjnych. Kierunki i koncepcje glottodydaktyki specjalistycznej
From the didactics of specialist texts to the didactisation of communication needs and actions. A synthesis of directions and concepts of specialist glottodidactics

Autorzy:

Gębal, Przemysław E.

Powiązania:

https://bibliotekanauki.pl/articles/680183.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

glottodydaktyka specjalistyczna
nauczanie języka dla potrzeb zawodowych
profile kompetencji językowych
badania potrzeb językowych i komunikacyjnych
foreign language teaching
teaching language for professional purposes
language competence profiles
research on linguistic and communication needs

Opis:

Teaching foreign language for professional purposes is subjected to constant alterations, following changes in the standards of language teaching and new teaching techniques focused on taking linguistic actions. In the past decades, it has evolved from lexically-oriented didactics of specialist texts to open forms of teaching, taking into account actual communicative and action needs resulting from the execution of specific professional tasks. More and more frequent consideration of requirements stated in competence profiles for specific occupations in course programmes influences even broader integration of knowledge and technical competence with linguistic actions taken in the social context. The article provides an overview of the development of glottodidactic discussion in the field of professional language didactics. It also deals with selected results of research on linguistic needs, conducted as part of the project JASNE-Alles klar! in more than 330 companies of Central Europe, and presents language competence profiles for designated occupational groups compiled on the basis of aforementioned research.
Nauczanie języków obcych dla potrzeb zawodowych podlega ciągłym przemianom, podążając za zmieniającymi się standardami kształcenia językowego i nowymi technikami nauczania ukierunkowanymi na podejmowanie działań językowych. W ciągu ostatnich dziesięcioleci przeszło ewolucję od zorientowanej leksykalnie dydaktyki tekstów specjalistycznych do otwartych form nauczania, uwzględniających realne potrzeby komunikacyjne i działaniowe wynikające z realizacji konkretnych zadań zawodowych. Coraz częstsze uwzględnianie w programach kursów wymagań określonych w profilach kompetencyjnych dla poszczególnych zawodów wpływa na jeszcze szerszą integrację wiedzy i kompetencji merytorycznych z podejmowaniem działań językowych w kontekście społecznym. Artykuł stanowi przegląd rozwoju myśli glottodydaktycznej na polu dydaktyki języków zawodowych. Omawia także wybrane wyniki badań potrzeb językowych, przeprowadzonych w ramach europejskiego projektu JASNE-Alles klar! w ponad 330 firmach regionu środkowoeuropejskiego oraz prezentuje opracowane na ich podstawie profile kompetencji językowych dla wybranych grup zawodowych.

Źródło:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2016, 23; 19-33
0860-6587
2449-6839

Pojawia się w:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 54.

Tytuł:

Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study

Autorzy:

Abenoja, Zarina Marie Krystle M.
DeCoursey, Matthew

Powiązania:

https://bibliotekanauki.pl/articles/780645.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

language teaching
drama activities for L2 learning
teaching French

Opis:

The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students’ abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.

Źródło:

Studies in Second Language Learning and Teaching; 2019, 9, 4; 711-736
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 55.

Tytuł:

CLT in Pandemic Remote Teaching – How Communicative are Group Tasks in Synchronous Online Environments?
CLT w nauczaniu zdalnym w czasie pandemii – komunikatywność zadań grupowych w synchronizowanych środowiskach online

Autorzy:

Krajka, Jarosław

Powiązania:

https://bibliotekanauki.pl/chapters/2192945.pdf

Data publikacji:

2022

Wydawca:

Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej

Tematy:

pandemic teaching
Communicative Language Teaching
ComputerMediated Communication
online learning platforms

Opis:

Once COVID-19 pandemic struck the world in spring 2020 and continued for two more years, it exerted an enormous (negative and tragic, unfortunately) impact on the way people lived, worked and studied. New ways of coping with apparently well-established and familiar tasks had to be invented, often at quite a cost of time, money and effort. One could even say that in many domains the pandemic moved back the development of humankind a number of years backward. The purpose of the paper will be to highlight the way Communicative Language Teaching was implemented in the reality of online teaching in the first (March-June 2020) and second wave (November 2020-June 2021) the pandemic in Poland. The paper reports upon a study in which primary and secondary school teachers’ perceptions towards teaching communication in the online medium, lesson models used as well as opportunities and limitations of different online platforms in terms of their suitability for organising communicative tasks were gained insight into through observation, lesson plan analysis and interview.

Źródło:

Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 17-31
9788364881893

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 56.

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

/5

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Skocz do pozycji: 57.

Tytuł:

SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?

Autorzy:

Byrne, Jason

Powiązania:

https://bibliotekanauki.pl/articles/955499.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

CALL
English Language Teaching
MALL
Mobile Learning
TEFL

Opis:

This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.

Źródło:

Teaching English with Technology; 2016, 16, 3; 74-84
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 58.

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

/5

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Skocz do pozycji: 59.

Tytuł:

Immersion learning activities: developing communicative tasks in the community

Autorzy:

Pinto, Jorge

Powiązania:

https://bibliotekanauki.pl/articles/783254.pdf

Data publikacji:

2018

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

language learning
out-of-class activities
task-based language teaching

Opis:

This paper examines the out-of-class Portuguese language teaching activities for foreign students learning Portuguese at the Faculty of Arts of the University of Lisbon and their results in the output of learners. Even in contexts of immersion, students have a tendency to focus only on class activities and not on community activities that involve face-to-face contact with native speakers. To change this situation, we have created a new subject, built on task-based language teaching, called "Immersion Activities", for the Portuguese Foreign Language Annual Course. We present the preliminary results of a study carried out with eighty students and twelve teachers, whose objective is to verify up to what extent this subject translates into a more effective learning of the language and if students' perceptions, at the end of the semester, regarding the learning outcomes, coincide or not with those of the teachers. From the results, it is possible to observe that the students’ and teachers’ opinions converge in the same sense: immersion activities provide a better development of students' communicative competence in Portuguese.

Źródło:

Theory and Practice of Second Language Acquisition; 2018, 4, 1
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 60.

Tytuł:

К вопросу о функциональной организации лексического минимума на основе метода коммуникативных задач

Autorzy:

Walczak, Jakub
Drużyłowska, Dorota

Powiązania:

https://bibliotekanauki.pl/articles/1022950.pdf

Data publikacji:

2019-09-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

lexical minimum
Russian as Foreign Language
Task-based Language Teaching

Opis:

This paper is the result of the work on the lexical minimum of Russian language for bachelors of Russian philology within the context of Task-based Language Teaching method. The text provides a definition of the lexical minimum, presents the main principles of the Task-based Language Teaching. The main part of the article is devoted to the presentation of the principles of selection and organization of the language material included in the proposed lexical minimum.

Źródło:

Studia Rossica Posnaniensia; 2019, 44, 2; 371-378
0081-6884

Pojawia się w:

Studia Rossica Posnaniensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 61.

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

/5

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Skocz do pozycji: 62.

Tytuł:

Nauka języków obcych osób w wieku senioralnym – przegląd nurtów badawczych i postulaty badawcze

Autorzy:

Niewczas, Sylwia

Powiązania:

https://bibliotekanauki.pl/articles/2141910.pdf

Data publikacji:

2022-06-30

Wydawca:

Uniwersytet Warmińsko-Mazurski w Olsztynie

Tematy:

foreign language geragogy
language teaching and learning
third-age language learners

Opis:

Celem niniejszego artykułu jest przedstawienie aktualnego stanu wiedzy na temat nauczania języków obcych wśród seniorów, przegląd światowych i krajowych nurtów w tym obszarze i wskazanie na tym tle nowych potrzeb badawczych. Uwzględnione zostały różne perspektywy badawcze, przy czym nacisk został położony na omówienie kwestii najczęściej poruszanych w dyskusjach, takich jak, podtrzymanie lub poprawę poprawa zdolności poznawczych seniorów oraz socjologiczny aspekt uczęszczania osób starszych na kursy językowe. Selekcji literatury przedmiotu dokonano poprzez wyszukiwanie opracowań zawierających słowa kluczowe uznane za istotne dla zagadnienia, a następnie poprzez weryfikację abstraktów zebranych tekstów. Ostatecznie analizie poddano 27 polsko- i angielskojęzycznych publikacji z lat 2011-2019. Badacze zgodni są co do tego, że coraz większe zainteresowanie nauką języków obcych odbiorców senioralnych jest aktualnie ważnym wyzwaniem dla dydaktyki języków obcych, a potwierdzane korzyści z takiej aktywności umysłowej motywują do poszukiwania coraz lepszych rozwiązań w kontekście interdyscyplinarnym. W perspektywie dokonanych analiz jedną z najpilniejszych potrzeb badawczych wydaje się wypracowania propozycji (strategii, modeli) metodycznych i dydaktycznych dopasowanych do możliwości i oczekiwań osób w starszym wieku podejmujących naukę języków obcych.
The aim of the paper is to present the current state of knowledge in the field of teaching foreign languages to third-age learners as well as suggest some directions for future research. The selection of the studies to be included in the paper was done by choosing the most important keywords and in the second stage verifying the abstracts of the studies found. After the initial search, 27 papers were found for the analysis. The results show the growing interest in the subject among the researchers both in Poland and abroad, but they also pinpoint the challenges connected to working with this age group.  In the light of the presented research studies,  developing methods and strategies of teaching third-age learners seem crucial and in longer term preparing materials adjusted to third-age learners needs.

Źródło:

Acta Neophilologica; 2022, 2, XXIV; 111-120
1509-1619

Pojawia się w:

Acta Neophilologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 63.

Tytuł:

Creating a Culture-Based Language Learning Course for Developing Adult Learners’ 21st Century Skills

Autorzy:

Luka, Ineta

Powiązania:

https://bibliotekanauki.pl/articles/628110.pdf

Data publikacji:

2019

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

adult teaching/learning, language competence, 21st century skills, blended-learning

Opis:

Aim. The aim of the study is to research ways of developing adult learners’ 21st century skills in a culture-based language learning course applying innovative teaching/learning tools and methodologies considering adult learners’ specific needs and special educational treatment required to overcome learning barriers. Methods. Data collection methods include teachers’ accounts in the form of reflective essays on their pedagogical experience collected from 14 teachers. For data analysis and interpretation constant comparative method to elicit themes/categories and create construct mapping to make connections between ideas and themes has been used. Results and conclusion. An on-line learning course for adult learners, including blended-learning, must be based on classic adult learning principles considering the given socio-cultural context, learners’ backgrounds, needs, motivation, learning styles and strategies. The adult learners’ skills developed and cultural knowledge increased will help them in enriching their knowledge and competences, thus leading to higher upskilling and higher employability and quality, as well as becoming true lifelong learners. Research restrictions. The current paper deals with the analysis of the first stage of the research – teachers’ feedback and course creation. The second stage comprising observation and feedback obtained during the course piloting eliciting learners’ and teachers’ data will be analysed in a later article. Practical application. The research findings are useful in selecting suitable methodologies and approaches for language learning courses for adult learners, possibly for other courses as well. Originality/Cognitive value. The current research enables understanding adult learning context and specifics to secure special educational treatment required to overcome learning barriers and develop adult learners’ 21st century skills in a culture-based blended-learning course.

Źródło:

Journal of Education Culture and Society; 2019, 10, 2; 151-169
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 64.

Tytuł:

Vertalen in het vreemdetalenonderwijs: Wikipedia als didactisch hulpmiddel?
Translating in the Teaching Foreign Languages: Wikipedia as a Didactic Tool?

Autorzy:

Waterlot, Muriel

Powiązania:

https://bibliotekanauki.pl/articles/1872939.pdf

Data publikacji:

2021-10-12

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

tłumaczenie
Wikipedia
nauczanie języków obcych
dydaktyka przekładu
dydaktyka
glottodydaktyka
translation
Foreign Language Education (FLE)
translation didactics
foreign language teaching
language teaching

Opis:

Dit artikel betreft de didactiek van het vreemdetalenonderwijs (hierna afgekort ‘vto’) en presenteert de resultaten van een vooronderzoek dat verricht werd om na te gaan in hoeverre Wikipedia als didactisch hulp- en leermiddel kan worden ingezet in de vertaalcolleges van de masteropleiding neerlandistiek aan de Johannes Paulus II Katholieke Universiteit van Lublin. Met het oog op de vrije toegang van deze online encyclopedie en de rijkdom aan teksten (in het Pools en het Nederlands) met een culturele inhoud die Wikipedia aanbiedt, onderzochten we in hoeverre Wikipedia-vertaling ingezet kan worden in vertaalcolleges in het vreemdetalenonderwijs (hierna: vto-vertaalcolleges) om de talige en niet-talige competenties van de Poolse taalleerders te bevorderen. Het toenemende belang van technologische hulpmiddelen (zoals elektronische woordenboeken, terminologische databanken en software voor automatische vertaling) die vertaling ondersteunen en het gebruik ervan in het taalonderwijs enerzijds, en het feit dat Poolse afgestudeerden in de neerlandistiek vaak als vertaler aan de slag gaan anderzijds, vormden de aanzet voor dit onderzoek dat werd verricht als voorfase (casestudie) van een uitgebreidere studie naar de praktische toepassing van Wikipedia-vertaalactiviteiten in taalverwervingscolleges.
Niniejszy artykuł jest usytuowany w obszarze dydaktyki nauczania języków obcych i przedstawia wyniki wstępnego badania przeprowadzonego w celu określenia stopnia, w jakim Wikipedia może być wykorzystywana jako pomoc dydaktyczna i narzędzie do nauki w zajęciach translatorskich L2 w nauczania języków obcych na studiach magisterskich na Katolickim Uniwersytecie Lubelskim Jana Pawła II. Ze względu na, z jednej strony, swobodny dostęp do tej internetowej encyklopedii, z drugiej zaś bogactwo tekstów (w języku polskim i niderlandzkim), zawierających treści kulturowe, zbadaliśmy, w jakim stopniu tłumaczenie Wikipedii może być z powodzeniem wykorzystywane jako narzędzie w zajęciach z przekładu L2. Rosnące znaczenie narzędzi technologicznych (takich jak słowniki elektroniczne, terminologiczne bazy danych i oprogramowanie do tłumaczenia maszynowego) dla tłumaczeń i ich wykorzystania w nauczaniu języków obcych z jednej strony, a także fakt, że polscy absolwenci filologii niderlandzkiej często pracują jako tłumacze z drugiej strony, stanowiły punkt wyjścia dla tych badań, które zostały przeprowadzone jako wstępna faza (studium przypadku) szerszych badań nad praktycznym zastosowaniem działań tłumaczeniowych Wikipedii na lekcjach akwizycji języka.
This article relates to the field of the didactics of foreign language teaching, and presents the results of a preliminary study carried out in order to determine the extent to which Wikipedia can be used as a didactic aid and learning tool in the translation lectures of foreign language teaching in the Master’s degree in Dutch at the John Paul II Catholic University of Lublin (Poland). In view of the free access to this online encyclopedia, on the one hand, and the richness of texts (in Polish and Dutch) with a cultural content on the other, we investigated to what extent Wikipedia translation can be successfully used as a tool in L2 translation classes. The increasing importance of technological tools (such as electronic dictionaries, terminological databases, and machine translation software) for translation and its use in language teaching, on the one hand, and, on the other, the fact that Polish graduates in Dutch philology often work as translators, were the starting point for this research, which was conducted as a preliminary phase (case study) of a more extensive study into the practical application of Wikipedia translation activities in language acquisition classes.

Źródło:

Roczniki Humanistyczne; 2021, 69, 5 Zeszyt Specjalny / Speciale Uitgave; 81-94
0035-7707

Pojawia się w:

Roczniki Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 65.

Tytuł:

Different Perspectives on the Use of L1 inTeaching English to the Elderly

Autorzy:

Słowik, Agata

Powiązania:

https://bibliotekanauki.pl/articles/954194.pdf

Data publikacji:

2016

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

seniors
language teaching
teacher perceptions
L1 in English teaching

Opis:

Own-language use has commonly been discouraged by language teachers worldwide ever since the Grammar Translation method gave place to other methods. In the last decade, however, there has been a visible shift in the use of mother tongue and, what is notable, an increasing number of methodologists have begun to point that the use of students’ mother tongue may in fact facilitate the process of learning. Despite the long awaited return of own-language use students’ learning preferences regarding the use of L1 are still often dismissed by teachers either due to lack of experience or to some reservations. Such attitudes may be especially harmful to a group which often demands own-language use in the classroom environment and which remains understudied – the elderly.            Therefore, the primary objective of the proposed paper is to highlight the differences between various teacher perceptions of whether or not own-language use does facilitate the process of older adult students’ learning and to collate them with older adult students’ own answers. The secondary objective is to present a possibly wide spectrum of various views reflecting the issues connected with the use of students’ own language and the related influence of teachers’ experiences and perceptions. The disparity between the answers provided by inexperienced teachers, experienced teachers and the elderly learners, especially while taking into account the use of students’ L1, is aimed at drawing some conclusions that may point to alternative directions in the future studies of own-language use in the classroom environment

Źródło:

Journal of Education Culture and Society; 2016, 7, 2; 199-216
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 66.

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

/5

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Skocz do pozycji: 67.

Tytuł:

The hidden reefs in foreign language teaching: on the presence and instruction of discourse markers in textbooks for teaching Polish as a foreign language

Autorzy:

Toffel, Sandra

Powiązania:

https://bibliotekanauki.pl/articles/911989.pdf

Data publikacji:

2019-07-29

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

teaching Polish as a foreign language
discourse markers
methodology of teaching Polish as a foreign language
textbooks for teaching Polish as a foreign language

Opis:

Discourse markers (DMs), represented by words and phrases such as but, you know, moreover, have for many years been a widely discussed topic in linguistics in Poland and abroad. However, no attention has been paid yet to DMs in teaching Polish as a foreign language (PFL). The paper explores this neglected issue by analysing the modes of presentation of DMs in the three most popular series of textbooks for teaching PFL (levels A1-B1). The textbooks were analysed manually to identify DMs and the ways in which they are taught. The results show that the textbooks differ in the number of DMs appearing in them. However, four common problematic aspects of the instruction of DMs in the analysed textbooks were identified: translation of DMs, usage of homographs of DMs, the mechanical nature of exercises and lack of sufficient input

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 1; 197-220
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 68.

Tytuł:

Katarzyna Sowa-Bacia, Artur Kubacki (red.) Wybrane zagadnienia z glotto- i translodydaktyki 1. Wydawnictwo Naukowe UP, Kraków 2018.
Katarzyna Sowa-Bacia, Artur Kubacki (red.) Selected issues in glottodidactics and translation didactics 1. Wydawnictwo Naukowe UP, Kraków 2018.

Autorzy:

Łomzik, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/973407.pdf

Data publikacji:

2019-06-24

Wydawca:

Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej

Tematy:

teaching foreign language in kindergarten
teacher training
teaching written translation
training of sworn translators

Opis:

The reviewed book comprises six articles on foreign language teaching and written translation as well as the development of academic teachers’ and translators' competences. The book is intended not only for teachers. Students will also find valuable information, consisting an introduction to issues associated with the profession of a teacher and translator. The advantage of the book is the inclusion of different stages of teaching: from teaching a foreign language in kindergarten, through the training of foreign language students and teachers, developing translation skills at the collegiate and academic level, to non-academic education in the field of competence development of a sworn translator.

Źródło:

Applied Linguistics Papers; 2019, 26/2; 117-119
2544-9354

Pojawia się w:

Applied Linguistics Papers

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 69.

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

/5

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Skocz do pozycji: 70.

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

/5

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Skocz do pozycji: 71.

Tytuł:

Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020

Autorzy:

Qin, Jie
Lei, Lei

Powiązania:

https://bibliotekanauki.pl/articles/2143624.pdf

Data publikacji:

2022-09-27

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

task-based language teaching
bibliometric analysis
research trend

Opis:

This study offers a bibliometric analysis of research trends in task-based language teaching (TBLT) from 1985 to 2020. The analysis covers research questions related to the publication trends, venues for publication, productive authors, highly cited articles and references and, more importantly, the most frequently explored TBLT-related topics and their developmental patterns across the past 35 years. Results showed that TBLT was still mostly approached from the traditional cognitive-interactionist and psycholinguistic perspectives with a focus on tasks, individuals (i.e., learners and teachers), task-related variables (e.g., task complexity and task repetition), task performance, and the resultant linguistic forms. While this field of research has witnessed a growing interest in learners’ individual differences and computer-mediated, technologies-assisted learning, a decreasing trend has been observed in topics related to error and recast. Implications for task-based research, pedagogy, and research methodologies are discussed.

Źródło:

Studies in Second Language Learning and Teaching; 2022, 12, 3; 381-404
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 72.

Tytuł:

Renata Czaplikowska, Artur Dariusz Kubacki, Kleines Fachlexikon der DaF-Didaktik. Theorie und Unterrichtspraxis, Wydawnictwo Biuro Tłumczeń Kubart, Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie, Chrzanów – Kraków 2019, 248 s.

Autorzy:

Sowa-Bacia, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/1036443.pdf

Data publikacji:

2021-03-31

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

teaching German as a foreign language
language teaching terminology in German
language teaching terminology in Polish
language teaching terminology in English
dydaktyka języka niemieckiego jako obcego
terminy glottodydaktyczne w języku niemieckim
terminy glottodydaktyczne w języku polskim
terminy glottodydaktyczne w języku angielskim

Źródło:

Neofilolog; 2021, 56/1; 149-151
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 73.

Tytuł:

Deutsch lernt man meistens auf Niederländisch. Zielsprachengebrauch im schulischen Fremdsprachenunterricht in den Niederlanden. German you learn mostly in Dutch. Target language use in language teaching at schools in the Netherlands
German you learn mostly in Dutch. Target language use in language teaching at schools in the Netherlands

Autorzy:

Jentges, Sabine

Powiązania:

https://bibliotekanauki.pl/articles/914797.pdf

Data publikacji:

2016-06-20

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

German as a foreign language (GFL)
contrastive language teaching
teaching material
target language use
Netherlands.

Opis:

Teaching German as a foreign language in the Netherlands is mostly contrastive in nature – at all language levels. It is repeatedly argued that this is due to the close proximity of the two languages. Therefore, Dutch GFL textbooks use both target and source language throughout. At the same time, both learners and teachers repeatedly state that too little German is spoken in GFL-teaching in the Netherlands. This paper discusses the target language use at schools in the Netherlands by critically analysing (a selection of) GFL teaching materials. And the situation of German teaching in general.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 107-121
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 74.

Tytuł:

DESIGN OF THE SUBJECT O F WEATHER REPORT AS A COURSE UNIT IN LANGUAGE TEACHING

Autorzy:

Coşkun, Hasan

Powiązania:

https://bibliotekanauki.pl/articles/628131.pdf

Data publikacji:

2020

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

weather report
German language teaching
lesson planning
development of teaching materials

Opis:

Aim. In Turkey, in connection with the Bologna process, German is a foreign language course. In this study, the subject of a weather report (forecast) was planned for the German courses. The purpose of this study is the preparation, implementation and evaluation of a sample lesson to describe the selection of the subject of a weather report for the German courses taught at schools and universities.    Methods. This study was conducted by qualitative research (Yıldırım & Şimşek, 2008, pp. 187-193). During the 2019 / 2020 academic year, I taught the subject of a weather report students in German courses and 38 students in master courses. Result and Conclusion. It was observed that participants talk about the weather in their hometown and in the places where they go on vacation. In addition to the subject discussed in class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of this interest. Origin. The students who were in German speaking countries under the Erasmus program participate in German courses to maintain their fluency in German language. In order to conduct German courses effectively for different purposes, and for participants coming from different countries and students with different levels of fluency, a suitable method should be developed.

Źródło:

Journal of Education Culture and Society; 2020, 11, 2; 183-198
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 75.

Tytuł:

Evolución de la metodologia de la enseñanza de las lenguas extranjeras

Autorzy:

Janowska, Karolina

Powiązania:

https://bibliotekanauki.pl/articles/1397443.pdf

Data publikacji:

2018-12-31

Wydawca:

Ateneum - Akademia Nauk Stosowanych w Gdańsku

Tematy:

foreign language teaching
method
approach
didactic techniques
task-based language teaching
traditional method or grammar-translation method
Cognitive and Constructivist Paradigm

Opis:

This article reviews the evolution of the most popular methods of teaching foreign languages in Europe. The history of language teaching was marked by continuous methodological changes resulting from the search for an ideal teaching method and various language currents and psychological approaches prevailing at the time of their occurrence. This discipline went through various stages, the most significant of which took place in the twentieth century, to develop a new method for more effective learning, which led to the development of a methodology that would provide clarification of answers to questions raised in the field of language learning. In recent years, what has been distinguished is a task-based language teaching field that provides students with ideal opportunities for developing communication skills and effective learning.

Źródło:

Forum Filologiczne Ateneum; 2018, 6, 1; 145-157
2353-2912
2719-8537

Pojawia się w:

Forum Filologiczne Ateneum

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 76.

Tytuł:

A JEŚLI UCZEŃ WIE WIĘCEJ – TRUDNA INTERAKCJA NA ZAJĘCIACH Z JĘZYKA SPECJALISTYCZNEGO
And when the student knows more? Difficult interactions in the LSP class

Autorzy:

Kic-Drgas, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/442929.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

teaching language for specific purposes
interaction
classroom
educational expectations
nauczanie języka specjalistycznego
interakcja
klasa szkolna
oczekiwania edukacyjne

Opis:

Interaction between the learner and teacher in the context of Foreign Language for Specific Purposes (FLSP) is characteristic in that often the learner has greater specialist knowledge than the teacher for reasons of experience, or because they work professionally in the field. The purpose of this article is to define the factors impacting on this relationship and analyze possible difficulties for the teacher. The empirical part describes a pilot study with the aim of analyzing responses from eight FLSP teachers.

Źródło:

Neofilolog; 2017, 49/2; 207-216
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 77.

Tytuł:

Fachlichkeit, Fachsprachlichkeit und Fachsprachendidaktik
Special and specialist languages: characteristics and teaching strategies

Autorzy:

Schwenk, Hans-Jörg

Powiązania:

https://bibliotekanauki.pl/articles/917022.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

common language
special language
specialist language
special and specialist language teaching
terminology

Opis:

The present paper deals with languages for special purposes with special attention paid to teaching problems. It could be shown that there is a difference between special languages on the one hand and specialist languages on the other hand, that only the latter deserve to be named “languages”, whereas the former contain elements which do not constitute a language of its own, i.e. a language within a language, but have to be considered as being part of the common language. The author points out that a new teaching strategy that takes into account the fact that special words do not automatically belong to a special language may well be warranted.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 69-82
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 78.

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

/5

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Skocz do pozycji: 79.

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

/5

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Skocz do pozycji: 80.

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

/5

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Skocz do pozycji: 81.

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

/5

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Skocz do pozycji: 82.

Tytuł:

AFFECTIVE AND MOTIVATIONAL FACTORS IN ENGLISH AS A SECOND LANGUAGE IN SPAIN

Autorzy:

GARCÍA-SAMPEDRO, MARTA
AGUDO PRADO, SUSANA

Powiązania:

https://bibliotekanauki.pl/articles/628114.pdf

Data publikacji:

2020

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

affective factors, motivation, English as a second language teaching

Opis:

Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training Faculties (Spain and the United Kingdom). The categories of analysis were previously established according to the research aims. Results and conclusion. The results obtained through the analysis of categories indicated that the participant teachers consider affective factors and motivation as fundamental aspects in the process of teaching and learning a second language. In addition they agreed with prestigious experts on the matter, such as Dörnyei, Ushioda or Chomsky, that these aspects are crucial to improve students' linguistic oral competence. The teachers demonstrate their opinions based on their professional experiences and educational philosophy constituting altogether a valuable bunch of information for other experts and researchers.

Źródło:

Journal of Education Culture and Society; 2020, 11, 1; 163-173
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 83.

Tytuł:

Planning, implementation and evaluation of the subject of professions in the German courses

Autorzy:

Coşkun, Hasan

Powiązania:

https://bibliotekanauki.pl/articles/628383.pdf

Data publikacji:

2019

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

vocational training
profession
study
German language teaching
lesson planning

Opis:

Aim. In Turkey, in connection with the Bologna process, German is also taught in Turkish universities as an elective course. There is an important relationship between the selection of the subject in the elective German courses, detailed planning of the courses, and the implementation of the appropriate method. In this study, the subject of professions was planned for the elective German courses. The purpose of this study is the preparation, implementation and evaluation of a sample lesson to describe the selection of the subject of professions for the German course taught as an elective course in the universities. Concept and Methods. This study was conducted by qualitative research. The document research technique was used in the study (Yıldırım & Şimşek, 2008). During the 2018/2019 academic year, I taught about the subject of profession selection in my German courses. I prepared, implemented and evaluated the subject of professions according to the lesson planning model I had previously developed (Coşkun, 2018). I prepared the materials used in this course according to this model. Result and Conclusion. The success of the lesson planning model mentioned above was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with the Bologna process exerted efforts in establishing contact with the instructor and the students attending the class. It was observed that the participants introduced themselves, mentioned the field or the branch in the university where they were studying, and were interested to gain experience abroad in order to be successful in their professions. In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the lesson according to the method, play an important role in the continuation of this interest. Therefore, effective lesson planning models and unique methods should be developed. Origin. Students from all the departments of the university may attend the elective German language classes opened in connection with the Bologna process. The condition for participation in the courses “German for Erasmus” and “German for Communication” which I teach, is to learn German at the A1 level. It is frequently observed that the participants speak German at different levels. The overseas experience of the participants, the quality of the German and other language education they had received from primary to high school and university play an important role in this. In the recent years, the number of participants from German and other foreign language speaking countries has increased. The students who had been in German-speaking countries under the Erasmus program participate in the German courses also to maintain their fluency in the German language. In order to execute the German courses effectively for different purposes, for different fields and participants coming from different countries and students with different levels of fluency, a suitable method should be developed. It is believed that this inter-disciplinary study will contribute to the active German courses.

Źródło:

Journal of Education Culture and Society; 2019, 10, 1; 93-121
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 84.

Tytuł:

Inojezična kazališna radionica: prednosti trivijalnoga žanra u dramsko-kazališnom pristupu

Autorzy:

Kodrić Gagro, Ana

Powiązania:

https://bibliotekanauki.pl/articles/677491.pdf

Data publikacji:

2018

Wydawca:

Polska Akademia Nauk. Instytut Slawistyki PAN

Tematy:

language teaching
theatre
libretto
screenplay
soap opera
“trivial literature”

Opis:

Theatre workshop as a foreign language teaching tool: advantages of “trivial literature” in the dramatic-theatrical approach The aim of this paper is to demonstrate the advantages of dramatic-theatrical approach to foreign language teaching as exemplified by the use of popular culture, namely an adapted television format (soap opera). In order to achieve this aim, the paper presents the characteristics of the genre that render it useful in foreign language education. The genre’s usability in practical work is exemplified by two successfully implemented theatre workshops. The first one was organized in the Croaticum Centre for Croatian as a Second Language at the Faculty of Humanities and Social Studies, University of Zagreb, in 2006, for students of Croatian as a foreign language. The second workshop was held in 2010 at the Institute of Western and Southern Slavic Studies at the University of Warsaw for students of Bulgarian as a foreign language. Both workshops achieved excellent results in raising language competencies of foreign language speakers. Considering the continued presence of the mentioned genre in popular culture, its use in teaching does not lose its relevance. Warsztat teatralny w nauczaniu języka obcego: zalety literatury popularnej w podejściu dramatyczno-teatralnym Celem artykułu jest wykazanie zalet dramatyczno-teatralnego podejścia do nauki języków obcych na przykładzie kultury popularnej, czyli adaptowanej formy telewizyjnej – telenoweli. Aby osiągnąć ten cel, przedstawiono cechy gatunku przydatne w nauce języków obcych. Przykładami użyteczności podejścia w praktycznej pracy są dwa pomyślnie zrealizowane warsztaty teatralne. Pierwszy z nich został zorganizowany w Centrum języka chorwackiego jako obcego „Croaticum” na Wydziale Nauk Humanistycznych i Społecznych w Zagrzebiu w 2006 roku dla studentów języka chorwackiego jako obcego, a drugi w Instytucie Slawistyki Zachodniej i Południowej Uniwersytetu Warszawskiego dla studentów języka bułgarskiego jako obcego w 2010 roku. Oba warsztaty osiągnęły doskonałe wyniki w podnoszeniu kompetencji językowych osób posługujących się językami obcymi. Biorąc pod uwagę stałą obecność wspomnianego gatunku w kulturze popularnej, jego użycie w nauczaniu nie traci znaczenia.

Źródło:

Slavia Meridionalis; 2018, 18
1233-6173
2392-2400

Pojawia się w:

Slavia Meridionalis

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 85.

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

/5

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Skocz do pozycji: 86.

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

/5

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Skocz do pozycji: 87.

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

/5

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Skocz do pozycji: 88.

Tytuł:

Hindernis oder Brücke? Der Beitrag der Angewandten Linguistik zur Erforschung des Lehrens und Lernens von Fremdsprachen.
Obstacle or bridge? The contribution of Applied Linguistics to the study of the teaching and learning of foreign languages

Autorzy:

Königs, Frank G.

Powiązania:

https://bibliotekanauki.pl/articles/914501.pdf

Data publikacji:

2016-06-20

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Applied Linguistics
interdisciplinary
Language Teaching Research
mediation
multilingualism
second language acquisition.

Opis:

There is no doubt that Applied Linguistics has firmly established itself as an independent scientific field. However, there are thematic overlaps in some areas concerning other disciplines. Language Teaching Research is a prime example of how linguistic features can be applied in an instructional context. In a first step, the author investigates both the similarities and differences of Applied Linguistics and Language Teaching Research, before dealing with related topics such as second language acquisition, multilingual didactics, mediation, competences, and sensitivity regarding (foreign) language use. Finally, a response is formulated to the question of whether the field of Applied Linguistics functions as a bridge or an obstacle.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 29-45
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 89.

Tytuł:

Metodologia konstrukcji kursu języka obcego dla potrzeb zawodowych
Methodology of constructing a foreign language course for specific purposes

Autorzy:

Gajewska, Elżbieta
Sowa, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/1037711.pdf

Data publikacji:

2020-07-21

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

teaching language for specific purposes
planning a foreign language course
task-based approach
nauczanie języka specjalistycznego
planowanie kursu języka obcego
podejście zadaniowe

Opis:

Some of the solutions employed in the field of teaching languages for special purposes have turned out to be useful also in the field of general didactics, e.g. the task-oriented approach. What is particularly valuable in the legacy of teaching languages for special purposes is its eclectic nature, which gives one the possibility to choose and combine the best-tested methods depending on the individual characteristics of every learner. Such an undogmatic approach and search for the best possible technique, which takes into account individual characteristics of each student, appears to be a particularly valuable and enriching one in the days of certain reluctance towards an overtly rigidly defined concept of communicative approach in foreign language teaching.

Źródło:

Neofilolog; 2010, 35; 243-253
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 90.

Tytuł:

Między gramatyką a słownikiem – słowotwórstwo w perspektywie glottodydaktycznej
Between grammar and vocabulary – word formation in glottodidactics

Autorzy:

Seretny, Anna
Stefańczyk, Wiesław

Powiązania:

https://bibliotekanauki.pl/articles/510919.pdf

Data publikacji:

2015

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

teaching Polish language as a foreign/second
derivation
reception
production
system-based teaching
item-based teaching

Opis:

Knowledge of word formation is an important element of the grammatical competencies of native speakers. Studying forms and functions of derivates and practising using them is also extremely important for foreigners studying Polish. This article contributes to the discussion about the position and function of word formation in the process of education. The authors claim that a specific system of derivation must determine the way in which it is taught. Critical analysis of solutions that have been used in glottodidactics, suggest a new approach, which would place the didactics of word formation ‘between’ grammar and vocabulary.

Źródło:

Postscriptum Polonistyczne; 2015, 2(16); 45-61
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 91.

Tytuł:

English language teaching in times of crisis: teacher agency in response to the pandemic-forced online education

Autorzy:

Thumvichit, Athip

Powiązania:

https://bibliotekanauki.pl/articles/2085228.pdf

Data publikacji:

2021

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

teacher agency
English language teaching
online teaching
higher education
COVID-19

Opis:

Teacher agency occurs when teachers demonstrate a capacity to solve pedagogical and curriculum challenges. This article delves into how tertiary English teachers in Thailand practice their agency in response to the abrupt conversion to online teaching amid the COVID-19 pandemic. This study drew on teachers’ responses to a questionnaire (n=162) and semi-structure interviews (n=3) to identify their positioning and agentic actions. The results suggest that teachers’ positioning as being professionally responsible for students’ learning outcomes remains intact, even though the situation restricted them from going beyond their fundamental responsibilities. From a pedagogical standpoint, teachers’ agentic actions identified were endeavoring to create an interactive learning environment; implementing social media platforms to compensate for the loss of face-to-face communication; working with students to adjust their teaching practices; promoting autonomous learning; and incorporating formative assessment approaches. Teachers might find themselves struggling to achieve their pedagogical goals, but once they become familiar with the new learning environment and master suitable teaching methods, online learning can be a viable option for formal language education, even in the normal situation.

Źródło:

Teaching English with Technology; 2021, 21, 2; 14-37
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 92.

Tytuł:

Integrating Language Skills in a Foreign Language: From a Traditional to an Online Perspective
Integracja umiejętności językowych w języku obcym: pomiędzy nauczaniem tradycyjnym a zdalnym

Autorzy:

Chodkiewicz, Halina

Powiązania:

https://bibliotekanauki.pl/chapters/2192944.pdf

Data publikacji:

2022

Wydawca:

Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej

Tematy:

teaching English as a foreign language
the four language skills
the discrete skills approach
skills integration
online language teaching
reconceptualization of language skills

Opis:

Since the wide acceptance of the traditional conceptualization of the four skills in EFL methodology – that is listening, reading, speaking and writing – in the 1960s and 1970s, it has become clear that the framework for foreign language skill instruction requires further professional modification. In fact, over the years a range of questions have been put forward in order to explain potential relationships between them and suggest their ordering, coordination, integration or interdependence in working out practical solutions. The undertaken debates have contributed to launching the use of the terms of ‘integrating language skills’ or ‘integrated skills’. The goal of this chapter is to provide an overview of evolving standpoints taken by ELT specialists on the issue of integrating language skills, primarily referred to the four language skills. However, since the audiolingualists’ support given to the traditional model of the four skills, both theoreticians and practitioners have brought about into the forefront a range of new ideas, many of them connected with the growing significance of ICT and online activities implemented in L2/FL teaching and learning. The considerations of language skills integration have proved crucial for materials and course designers as well as practicing teachers responsible for lesson planning and task construction. A recently proposed division of language skills into reception, production, interaction and mediation (Council of Europe, 2001, 2018) has reduced the status of the traditional conceptualization of the four language skills and offered a broader, more comprehensive view of language skills and the links holding between them.

Źródło:

Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 33-45
9788364881893

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 93.

Tytuł:

Nauczanie gramatyki języka obcego a podejście zadaniowe
Teaching grammar in a foreign language and task-based instruction

Autorzy:

Pawlak, Mirosław

Powiązania:

https://bibliotekanauki.pl/articles/2098467.pdf

Data publikacji:

2021-09-28

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

grammar instruction
task-based language teaching
task-supported language teaching
communicative tasks
nauczanie gramatyki
podejście zadaniowe
podejście wspierane zadaniami
zadania komunikacyjne

Opis:

While there is a consensus that teaching grammar is now indispensable in most educational contexts, there still exist numerous controversies as to how this should most beneficially be done. They concern, among others, such issues as the choice of instructional options to be used in order to introduce and practice grammar structures or to provide corrective feedback on errors made in the use of such structures (cf. Loewen, 2020; Nassaji, 2017; Pawlak, 2014, 2020a). On a more general level, a question arises as to the optimal way of organizing the material to be taught, with consequences for the overall approach to grammar instruction. One influential alternative to a structural syllabus, in which case grammar structures are carefully preselected and sequenced, is task-based language teaching, which can be conceptualized and implemented in various ways (cf. Ellis, 2017, 2018). The paper discusses the role of grammar in the task-based approach, also taking into account techniques and procedures that can be employed for this purpose. An overview of existing empirical evidence will be presented and an attempt will be made to highlight the way in which communicative tasks can be used to assist grammar teaching in the Polish educational context.  

Źródło:

Neofilolog; 2021, 57/1; 79-100
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 94.

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

/5

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Skocz do pozycji: 95.

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

/5

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Skocz do pozycji: 96.

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

/5

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Skocz do pozycji: 97.

Tytuł:

Indonesian Efl Learners’ Attitude And Perception On Taks-Based Language Teaching

Autorzy:

Sholeh, Muhammad Badrus
Salija, Kisman
Sahril, -

Powiązania:

https://bibliotekanauki.pl/articles/2056770.pdf

Data publikacji:

2021

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej

Tematy:

EFL learner
Task-based Language Teaching
attitude
perception
Indonesia

Opis:

Task-based Language Teaching in Asia, especially Indonesia, was more popular in foreign language English teaching. The approach that focuses on the student is regarded to be more efficient than the traditional one. This study was undertaken so as to find out the attitude and perspective of learners regarding implementing language teaching based on tasks (TBLT). 96 learners of the Islamic Junior high school in Indonesia were randomly selected. In order to investigate participants' attitudes and perceptions a task based questionnaire has been designed. By employing the Likert Scale, data were evaluated quantitatively. The results of the study demonstrate that most EFL Indonesian learners have generally good attitudes and views concerning TBLT and so most of them like to join in TBLT English class. In other words, EFL learners are ready to adapt to a new methods of language learning because they are willing to apply TBLT successfully. In this study, some major issues highlighted by the results will be examined and some significant suggestions made by the results are discussed. 

Źródło:

Lublin Studies in Modern Languages and Literature; 2021, 45, 3; 109-127
0137-4699

Pojawia się w:

Lublin Studies in Modern Languages and Literature

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 98.

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

/5

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Skocz do pozycji: 99.

Tytuł:

I PromessI Sposi in 10 minuti. Materiale autentico per attività didattica
The Betrothed in 10 minutes. Authentic materials in language teaching

Autorzy:

Santoliquido, Serafina

Powiązania:

https://bibliotekanauki.pl/articles/446528.pdf

Data publikacji:

2013-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

lexicon
vocabulary
language teaching
learner’s motivation
lexical approach

Opis:

The teaching of grammar cannot be separated from the teaching of vocabulary, but it is often the case that teachers fail to treat vocabulary with due importance and prefer to focus on explaining grammar instead. Very often the same attitude is reflected in textbooks, which do not teach lexicon in a systematic and organized manner, offering merely sporadic exercises presenting new words and neglecting those aimed at retention and re-use of newly acquired vocabulary. Recently, many scholars in the field of Italian as SL/L2 have undertaken regular studies on the “living language” and its application in teaching. In fact, authentic materials present various examples of language, registers, dialects, regional variations, diversity of styles and multiple thematic situations. What is more, contextualisation of the language increases the level of comprehension and, in consequence, learner’s motivation. The aim of the article is to present a proposal of using a video material available on youtube, which summarizes the historical novel par excellence of Italian literature, for didactic purposes.

Źródło:

Italica Wratislaviensia; 2013, 4; 99-115
2084-4514

Pojawia się w:

Italica Wratislaviensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 100.

Tytuł:

Deutsch als Fremdsprache, ökokratisches Konzept

Autorzy:

Skowronek, Barbara

Powiązania:

https://bibliotekanauki.pl/articles/917992.pdf

Data publikacji:

2011-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Conception of language
Language learning / language acquisition
Inter-
trans- language relations
German as a foreign language in teaching the third language

Opis:

According to F. Grucza’s anthropocentric conception of language, learning a foreign language consists in the acquisition and reconstruction of linguistic knowledge by learners, therefore nobody can be taught a language. Relations between languages can take the form of interrelations or transrelations. Does the prestige of a particular language influence the motivation or demotivation for learning it? Which perspective (inter- or trans-) is adopted nowadays in Poland for teaching German as a foreign language?

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 129-140
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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