Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "teaching task" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 27
Tytuł:
Dydaktyka kultury a podejście ukierunkowane na działanie w nauczaniu języka polskiego jako obcego
Teaching culture versus task-based teaching in the didactics of Polish as a foreign language
Autorzy:
Baran, Marzena
Powiązania:
https://bibliotekanauki.pl/articles/511249.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
intercultural competence
task-based teaching
task
Opis:
The aim of the article is to discuss the possibilities of using the concept of task¬ based teaching and its methodology to improve intercultural competencies of people learning Polish as a foreign language. The author of the article claims that such methods and strategies within CERF can be extremely effective in improving intercultural competencies. The article concludes with a list of tasks suggested by the author as suitable to achieve this goal.
Źródło:
Postscriptum Polonistyczne; 2015, 2(16); 185-194
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LEARNING LSRW SKILLS THROUGH ACTIVE STUDENT-INVOLVEMENT: SCREENING AN EDITED FILM
Autorzy:
John, Divya
Powiązania:
https://bibliotekanauki.pl/articles/955822.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LSRW
film editing
task-based teaching
Opis:
The aim of the present study was to find out whether students’ active involvement in classroom activities can promote language learning. This paper, using practitioner research, examines the active involvement of first-year engineering students in a film activity. The research took place in three phases: (1) the students were divided into five groups and given an assignment each, a month ahead, to edit a full-length movie to one hour without tampering with its story element; (2) the five groups presented five different edited movies on five different days; (3) the data was collected and analysed by the teacher as follows: observing the classroom performance, transcribing the students’ spoken language, and collecting the students’ written transcripts. The research analysis and discussion show that the whole process of the film task provided a rich input in listening and reading, and subsequently a productive language output in speaking and writing. The feedback conducted states that the students enjoyed the video classes thoroughly and the experience was rewarding because of their active involvement in the practice of LSRW skills.
Źródło:
Teaching English with Technology; 2018, 18, 2; 115-128
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Planowanie jednostek lekcyjnych i metodycznych – modele i schematy
Planning lessons and didactic units – models and schemas
Autorzy:
Janowska, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/511642.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
teaching methods
task-based teaching
planning lessons
Opis:
The aim of the article is to point out the risk that lies in the uncontrolled freedom of choosing methods and techniques of teaching foreign languages. The author also tries to find solutions to this problem. In the first part of the article the main methodological conceptions are presented. The need to remain coherent is underlined here. Some of the most commonly used schemas of foreign language lessons are presented by the author. Characteristics of CEFR concludes the first part of the article. CEFR is regarded as an element, which links past and present in glottodidactics. The second part of the article contains hints and remarks on planning lessons and methodological units. The author concentrates on task¬ oriented teaching, she explains the specific character of task¬ based lessons and suggests how to keep such lessons coherent.
Źródło:
Postscriptum Polonistyczne; 2015, 2(16); 63-88
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
Munus docendi biskupa diecezjalnego w prawodawstwie posoborowym
Munus docendi of the diocesan bishop in post-conciliar legislation
Autorzy:
Krauz, Kacper
Powiązania:
https://bibliotekanauki.pl/articles/2042885.pdf
Data publikacji:
2020
Wydawca:
Instytut Teologiczno-Pastoralny im. św. bpa Józefa Sebastiana Pelczara
Tematy:
zadanie nauczania
Słowo Boże
biskup diecezjalny
msza święta
homilia
prezbiterzy
kościół partykularny
teaching task
word of God
diocesan bishop
particular church
holy mass
homily
presbyters
Opis:
The article aims to present the munus docendi, i.e. the task of teaching the diocesan bishop who plays an important role in the Church. With consecration, the bishops are charged with the task of teaching, sanctifying and governing. The diocesan bishop should carry out the task of teaching personally, and coordinate its implementation through his co-workers who support him in proclaiming the Word of God. The article focuses on the subject and style of preaching and the ways of communicating God’s Word. The diocesan bishop, in addition to his personal preaching, is also to care for other proclaimers of the Church’s doctrine. The competences and relations of the diocesan bishop towards the clergy, lay faithful, catechetical teaching, schools, Catholic universities, church universities and faculties, the media of social communication and theologians were presented. Bishops are authentic teachers and, what is worth emphasizing, they remain only an instrument in God’s hand called to teach the Word of God. The preached Word of God must be adapted to the current problems of people, the environment and culture. The bishop must also implement the word of God in his life, because through his testimony the preached Gospel gains value. The entire deposit of faith is to be the subject of the proclamation of the diocesan bishop. The diocesan bishop is to communicate the Gospel to all the faithful, both believers and non-believers, and to those who have departed from religious practice and faith.
Artykuł ma na celu ukazanie munus docendi, czyli zadania nauczania biskupa diecezjalnego, który pełni ważną rolę biskupów diecezjalnych w Kościele. Wraz z konsekracją zostaje nałożony na biskupów obowiązek wypełniania zadania nauczania, uświęcania i rządzenia. Biskup diecezjalny zadanie nauczania powinien wykonywać osobiście, a także koordynować jego realizację przez swoich współpracowników, którzy wspierają go w głoszeniu Słowa Bożego. W artykule została zwrócona uwaga na przedmiot i styl przepowiadania oraz sposoby przekazywania Słowa Bożego. Biskup diecezjalny poza osobistym głoszeniem ma również troszczyć się o innych głosicieli doktryny Kościoła. Ukazane zostały kompetencje oraz relacje biskupa diecezjalnego w stosunku do duchowieństwa, wiernych świeckich, nauczania katechetycznego, szkół, uniwersytetów katolickich, uniwersytetów i fakultetów kościelnych, środków społecznego przekazu oraz teologów. Biskupi są autentycznymi nauczycielami i, co warto podkreślić, pozostają tylko narzędziem w ręku Boga, powołanym do nauczania Słowa Bożego. Głoszone Słowo Boże musi być dostosowane do aktualnych problemów ludzi, środowiska i kultury. Słowo Boże biskup musi również wprowadzać w swoje życie, gdyż przez jego świadectwo głoszona Ewangelia zyskuje na wartości. Przedmiotem przepowiadania biskupa diecezjalnego ma być cały depozyt wiary. Biskup diecezjalny ma przekazywać Ewangelię wszystkim wiernym zarówno wierzącym jak i niewierzącym oraz tym, którzy odeszli od praktyki i wiary religijnej.
Źródło:
Resovia Sacra : Studia Teologiczno-Filozoficzne Diecezji Rzeszowskiej; 2020, 27; 135-150
1234-8880
Pojawia się w:
Resovia Sacra : Studia Teologiczno-Filozoficzne Diecezji Rzeszowskiej
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
Teacher Autonomy in Languages for Specific Purposes – Reflections on LSP Teacher Development Process
Autorzy:
Krajka, Jarosław
Sowa, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/463130.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
Languages for Specific Purposes
teacher training
task-based teaching
curriculum development
Opis:
Training teachers of languages for specific purposes is not an easy task, given the complexity of the process, distinctiveness of LSP vs. general language instruction, scarce time available in modern philology curricula and lack of provisions for practicum. However, with increasing popularity of LSP not only in the corporate sector with adults, but also at secondary level in vocational education, the demand for well-trained LSP teachers is going to soar. The present paper shows the specific nature of LSP teacher training and the important place that is occupied in the process by task-based methodology leading to teacher autonomy. The two cases of LSP teacher training implemented at Romance philology of Catholic University of Lublin and Applied Linguistics of Maria Curie-Skłodowska University in Lublin exemplify how to develop teacher autonomy through integration of in-class instruction and fieldwork.
Źródło:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2017, 22; 65-84
2080-4814
Pojawia się w:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia
Autorzy:
Tusino, -
Faridi, Abdurrachman
Saleh, Mursid
Fitriati, Sri Wuli
Powiązania:
https://bibliotekanauki.pl/articles/1963612.pdf
Data publikacji:
2020-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
hybrid learning
task-based language teaching
critical thinking
writing performance
Opis:
This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.
Źródło:
The New Educational Review; 2020, 61; 109-118
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning
Autorzy:
Bachelor, Jeremy W.
Powiązania:
https://bibliotekanauki.pl/articles/2080386.pdf
Data publikacji:
2022-07-29
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
interlanguage pragmatics
intercultural communication
online learning
motivation
task-based language teaching
Opis:
Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 94, 2; 19-27
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CRITICAL ISSUES IN THE EVALUATION OF AN INTERNATIONAL PROJECT DEDICATED TO TECHNOLOGY-MEDIATED TBLT (PETALL)
Autorzy:
Lopes, António
Powiązania:
https://bibliotekanauki.pl/articles/569709.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Task-based Language Teaching
ICT
European-funded projects
project evaluation
CEFR
Opis:
The CEFR encourages teachers to resort to task-based activities in the language classroom. However, some resistance has been offered to this approach, due to lack of appropriate training and difficulty in meeting some basic practical conditions, as well as in finding resources and examples of good practices, as shown in a survey conducted within the scope of ETALAGE. PETALL (Pan European Task-based Activities in Language Learning [2013-2016]) seeks to construct a transnational strategy for ICT-based task design management and aims to design tasks that can be implemented in different educational contexts. This paper offers an overview of the internal evaluation procedures to be followed at different levels and stages of the project, and discusses the objectives, underlying principles and criteria applied.
Źródło:
Teaching English with Technology; 2015, 15, 2; 4-18
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Goals and an Analysis of Teaching Projects
Autorzy:
Doušková, Alena
Powiązania:
https://bibliotekanauki.pl/articles/28766333.pdf
Data publikacji:
2006-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Teaching goals
teaching project
project analysis
indicator of an operational goal
cognitive ambitions of a goal
the relation “teaching goal – learning task”
Opis:
In the pupil–oriented teaching there is a clearly defined priority of the teaching goal – a concretized teaching requirement as a means for actuation of the development of all the aspects of pupils’ personality and, at the same time, of the control to reach a good level of this development. The author of this article presents the results of an analysis of teaching projects. She pays attention to a qualitative description of content categories – the occurrence of the determined indicators of a teaching goal and the occurrence of teaching tasks.
Źródło:
The New Educational Review; 2006, 9; 53-65
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Wyświetlanie 1-15 z 27

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies