Ludyczność w (glotto)dydaktyce
Ludicity in (Glotto)Didactic
Contributor(s): Michalina Biernacka (Editor), Paulina Kaźmierczak (Editor), Agnieszka Banach (Editor)
Subject(s): Language and Literature Studies, Applied Linguistics, Philology
Published by: Wydawnictwo Uniwersytetu Łódzkiego
Keywords: ludicity; glottodidactic; didactic; Polish as a foreign language; activating teaching methods
Summary/Abstract: Publikacja dotyczy różnych perspektyw postrzegania ludyczności. Znajdują się w niej teksty zarówno o aspektach teoretycznych pojęć gra, zabawa, ludyczność, jak i na temat konkretnych technik wykorzystywanych podczas zajęć z uczniami na odmiennych poziomach zaawansowania oraz w różnym wieku. Autorzy prezentują szerokie spektrum nie tylko zastosowania strategii ludycznych oraz istniejących w jej obrębie technik, lecz także analizy semantycznej czy społecznej głównych zagadnień, które zostały poruszone w książce. Redaktorki Monografia jest cenną pozycją budującą dyskurs glottodydaktyczny zarówno w kontekście teoretycznym, Jak i praktycznym. Otwiera nowe przestrzenie poszukiwań badawczych – związanych z analizą procesów nabywania języka oraz praktycznych – wiążących się z odkrywaniem efektywnych i atrakcyjnych metod nauczania języków obcych. Mimo iż nie wyczerpuje wszystkich zagadnień z zakresu nauczania ludycznego, stanowi swoiste kompendium dydaktyczne z perspektywy tej metodologii. Autorzy zachęcają nauczycieli do kreatywności i odwagi w przełamywaniu schematów, pokazują, że uczenie przy zastosowaniu metod ludycznych świetnie się sprawdza w nauczaniu języków obcych we wszystkich grupach wiekowych oraz podpowiadają sposoby wykorzystania różnych technik ludycznych na zajęciach. Z recenzji prof. dr hab. Anny Dunin-Dudkowskiej
- E-ISBN-13: 978-83-8220-115-4
- Print-ISBN-13: 978-83-8220-114-7
- Page Count: 222
- Publication Year: 2020
- Language: Polish
Ludyczność w (glotto)dydaktyce – stan badań i rozwój metody
Ludyczność w (glotto)dydaktyce – stan badań i rozwój metody
(Ludicity in (Glotto)Didactic – State of Research and Evolution of the Method)
- Author(s):Paulina Kaźmierczak, Agnieszka Banach
- Language:Polish
- Subject(s):Language and Literature Studies
- Page Range:11-19
- No. of Pages:9
- Keywords:ludicity; glottodidactic; didactic; ludic method
- Summary/Abstract:The article consists of two parts. The first one presents previous research on ludicity in teaching inter alia foreign languages. It shows merits and drawbacks of using the ludic methods, which is going to be more and more popular in contemporary didactic. The second part contains descriptions of particular articles included in the volume and thereby helps to learn what the publication contains.
Homo loquens a homo ludens. Glottodydaktyczne refleksje nad koncepcją kultury Johana Huizingi
Homo loquens a homo ludens. Glottodydaktyczne refleksje nad koncepcją kultury Johana Huizingi
(Homo Loquens Versus Homo Ludens. Glottodidactic Reflections on Johan Huizinga’s Concept of Culture)
- Author(s):Grzegorz Rudziński
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies
- Page Range:23-32
- No. of Pages:10
- Keywords:language learning/teaching; play; culture
- Summary/Abstract:As far as teaching/learning of foreign languages belongs to the area of culture, it is a form of play as well as (according to J. Huizinga’s point of view) the politics, drama and war are. There are several parallels between a language course and a game. Most of Huizinga’s claims about the essence of play can be rewritten with the substitution: instead of the noun “a fun” we can write an expression “a learning a language” – without losing their meaningfulness. When we identify language acquisition as fun we can describe the first in terms of the second. The success in playing and learning a language is given to those who join both enthusiastically, treat both seriously, spare no effort, respect the rules, actively participate in them and play fair.
Ucząc bawić, bawiąc uczyć – o wykorzystaniu gier i zabaw na lekcjach języka polskiego jako obcego
Ucząc bawić, bawiąc uczyć – o wykorzystaniu gier i zabaw na lekcjach języka polskiego jako obcego
(To Play While Teaching, to Teach While Playing – about Using Games and Plays during Polish Classes for Foreigners)
- Author(s):Agnieszka Banach
- Language:Polish
- Subject(s):Language and Literature Studies
- Page Range:33-47
- No. of Pages:15
- Keywords:ludicity; games and plays; glottodidactics
- Summary/Abstract:Contrary to a common statement games and plays are not only for children and they are not only a form of entertainment in one’s free time. Numerous psychologists’ studies show that use of ludicity techniques in teaching supports the improvement of didactic effects. The article presents the results of a questionnaire survey carried among people learning Polish as a foreign language and their lecturers. They show how they interpret particular ludicity elements.
Gry językowe dla cudzoziemców vs. gry językowe dla rodzimych użytkowników języka – analiza jakościowa wybranych zbiorów
Gry językowe dla cudzoziemców vs. gry językowe dla rodzimych użytkowników języka – analiza jakościowa wybranych zbiorów
(The Differences in the Types of Linguistic Games for Foreigners and Native Speakers)
- Author(s):Paulina Zwolińska
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Foreign languages learning
- Page Range:49-62
- No. of Pages:14
- Keywords:linguistic game; first language; second language; foreign language
- Summary/Abstract:The article presents a comparison of linguistic games teaching Polish to both foreigners and native speakers. Differences result from various methodologies applied while teaching both types of learners. The analysis of linguistic games dedicated to various recipients can exhibit competences emphasized by their authors.
Wykorzystanie technik ludycznych w nauczaniu języka polskiego jako obcego dzieci w wieku szkolnym (refleksje po kursie letnim w Mołdawii)
Wykorzystanie technik ludycznych w nauczaniu języka polskiego jako obcego dzieci w wieku szkolnym (refleksje po kursie letnim w Mołdawii)
(Implementation of Activating Methods of Teaching Polish as a Foreign Language to Children (Reflections about a Summer Course of Polish in Moldova))
- Author(s):Michalina Pokorska
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies
- Page Range:65-76
- No. of Pages:12
- Keywords:glottodidactics; Polish as a foreign language; activating teaching methods; learning by doing; Polish Diaspora in Moldova
- Summary/Abstract:This article regards to author’s didactic experience concerning her teaching children on a Polish course in Moldova. The first part is a presentation of the Polish diaspora in this country. Next it provides a description of the Association “Polski Dom w Bielcach”, whose main goal is to integrate The Polish community in Moldova and give it a permanent contact with the Polish language and culture. The author writes about specificity of teaching children referring to Development Psychology. The major part of the text includes a presentation of the activating methods of teaching implemented by the author on a course of Polish to children in Moldova. She used primarily lively songs and educational games with motor activities. The pupils satisfaction and engagement proved that the applied teaching methods were appropriate and efficient.
Gry jako źródło mowy spontanicznej w kontekście ćwiczenia wymowy przez polskich średnio zaawansowanych uczniów języka angielskiego jako obcego
Gry jako źródło mowy spontanicznej w kontekście ćwiczenia wymowy przez polskich średnio zaawansowanych uczniów języka angielskiego jako obcego
(Game-Based Elicitation of Spontaneous Speech in the Context of Pronunciation Practice Among Polish Intermediate Learners of English as a Foreign Language)
- Author(s):Klaudia Gajewska
- Language:Polish
- Subject(s):Language and Literature Studies, Foreign languages learning
- Page Range:77-92
- No. of Pages:16
- Keywords:games; spontaneous speech; reading aloud; presentation; storytelling; pronunciation
- Summary/Abstract:The objective of the current article is to find out which of the three genres differing in the level of the spontaneity – a read-aloud task, presentation or spontaneous speech – has a positive influence on the quality of the students’ pronunciation with regard to a set of selected lexical items. Moreover, it aims to discover whether the types of utterances produced by EFL learners affect their emotional well-being during foreign language speech production. The article has been divided into two complementary parts. The first one introduces theoretical background to the issue of speaking, pronunciation and elicitation of oral language with the help of visuals and storytelling. The second one, on the other hand, describes the procedure as well as the results of the experimental study and a questionnaire survey that were conducted with a group of 15 secondary school students. The data point to the advantage of presentations over other types of oral performance both with respect to speaking and pronunciation practice as well as the students’ mental state. However, further research is necessary to prove the correctness of the above-mentioned statement.
Wujek GOOGLE ma dziś próbę chóru – o ludycznych technikach wprowadzania i utrwalania słownictwa na lekcjach języka obcego
Wujek GOOGLE ma dziś próbę chóru – o ludycznych technikach wprowadzania i utrwalania słownictwa na lekcjach języka obcego
(Uncle GOOGLE Has a Choir Rehearsal Today – About Ludical Technics of Introducing and Consolidating Vocabulary During Foreign Language Classes)
- Author(s):Jakub Sroka
- Language:Polish
- Subject(s):Language and Literature Studies, Foreign languages learning
- Page Range:93-101
- No. of Pages:9
- Keywords:linguistics; teaching foreign languages; glottodidactics; didactics
- Summary/Abstract:The article presents the ludic technics the author uses during introducing and consolidating vocabulary in a foreign language classes. It provides a description of what these methods are about, how they were created, under what circumstances they could be used and what didactics could achieve thanks to them. The Conclusions show relevant reflections about using several introducing and consolidating vocabulary technics, comments and suggestions for teachers that will help them in the implementation task with the use of chosen methods.
Wykorzystanie storytellingu i digital storytellingu w nauczaniu języka polskiego jako obcego dzieci i młodzieży w Wielkiej Brytanii
Wykorzystanie storytellingu i digital storytellingu w nauczaniu języka polskiego jako obcego dzieci i młodzieży w Wielkiej Brytanii
(The Power of Storytelling and Digital Storytelling in Teaching Polish to Learners in UK)
- Author(s):Dorota Hrycak-Krzyżanowska
- Language:Polish
- Subject(s):Language and Literature Studies
- Page Range:103-115
- No. of Pages:13
- Keywords:storytelling; digital storytelling; constructive; creative comprehension; mental process
- Summary/Abstract:Using stories for educational purposes is an effective teaching strategy especially for teaching languages. Most learners enjoy listening to stories. Stories have a power, which can bring students into a world of imagination and draw a colourful picture with interesting characters. Storytelling is one of the most useful techniques to attract students in the learning process effectively. Telling stories provides learners with an opportunity to discover experiences of real life and the language learning together. Storytelling is a teaching method which can help young learners to acquire knowledge, literacy, imagination, creativity and critical thinking. Therefore, storytelling would be very useful in teaching the Polish language in UK.
Elementy ludyczne w kształceniu lektorów języka polskiego jako obcego
Elementy ludyczne w kształceniu lektorów języka polskiego jako obcego
(Ludicity Elements in Education of Teachers of Polish as a Foreign Language)
- Author(s):Paulina Kaźmierczak
- Language:Polish
- Subject(s):Language and Literature Studies, Foreign languages learning
- Page Range:119-127
- No. of Pages:9
- Keywords:ludicity; glottodidactics; academic teaching; lector; games
- Summary/Abstract:The article aims at introduction of ludic elements in the process of teaching teachers of the Polish language to foreigners. The author shows examples of lessons conducted by using ludicity methods. The main topics of this lessons includes: pre-classes, internet in teacher’s work, lessons for children and youth, and the ability to adapt games for lessons of a foreign language. The article describes basic advantages and disadvantages of using ludicity methods at the university and proves that they are necessary elements of the didactic process.
Konkurs „Recensiamo ItaliAMO” – o współzawodnictwie zachęcającym do nauki języka i poszukiwań literaturoznawczych
Konkurs „Recensiamo ItaliAMO” – o współzawodnictwie zachęcającym do nauki języka i poszukiwań literaturoznawczych
(The Competition “Recensiamo ItaliAMO” – About Rivalry that Encourages to Study Language and Explore Literature)
- Author(s):Justyna Groblińska, Katarzyna Kowalik
- Language:Polish
- Subject(s):Language and Literature Studies, Studies of Literature, Italian literature
- Page Range:129-141
- No. of Pages:13
- Keywords:Italian language; Italian literature; book review; the didactics of foreign languages; philological studies
- Summary/Abstract:The observations of creative forms of teaching foreign languages and literature included in this article are based on experiences gained thanks to organization of two editions of competition “Recensiamo ItaliAMO” at University of Łódź in 2018 and 2019. The competition invites students to create reviews of Italian literary works published after 2000. The first part presents didactic motivations that led us to propose such a form of optional activities to students and a description of the competition rules. The following analysis of the collected material allows to find out about students’ literary choices and to estimate their positive role in the didactic process and broadening of cultural skills. It provides also a possibility to observe such a negative phenomenon as neophilological students’ difficulties with composing a linguistically correct text or lack of capacity to use the book review’s genre rules. All these aspects provide precious knowledge that can be employed later in didactic work to plan lessons of practical language and literature.
Elementy ludyczne w nauczaniu związków frazeologicznych – analiza wyników ankiety przeprowadzonej wśród studentów romanistyki
Elementy ludyczne w nauczaniu związków frazeologicznych – analiza wyników ankiety przeprowadzonej wśród studentów romanistyki
(Teaching Phrasemes by Applying Ludic Elements)
- Author(s):Zuzanna Świątek
- Language:Polish
- Subject(s):Language and Literature Studies, Phraseology
- Page Range:143-154
- No. of Pages:12
- Keywords:phraseology; idiomatic expression; ludic strategy; memory techniques
- Summary/Abstract:It should be noted that phrasemes are usually difficult to remember, which is why it is vital for the teacher to choose the appropriate methods. Regardless of the age group, the use of a ludic strategy should be a significant element of foreign language lessons when teaching idiomatic phrases in order to improve the learning process. The aim of this paper is to examine the knowledge that students of Roman philology have in the field of phraseology of the French language and their knowledge of the accelerated learning techniques, very often used in the ludic strategy. The introduction of memory techniques during classes contributes to a lasting memorization of a given idiomatic expression, as well as the development of student’s creativity. Play-based learning also encourages students to actively participate in lessons, which translates into didactic effects. The research investigated the knowledge of certain idiomatic phrases among the students of Roman studies as well as their individual learning techniques. The analysis of the survey shows that students do not have enough knowledge in the field of foreign language phraseology. What is more, most of them have never encountered any exercises based on memorization techniques. Apart from the didactic, the linguistic aspect is also presented to help understand the differences and similarities between the phraseological compounds.
Potencjał gry językowej czasowników polskich (głównie w twórczości Jeremiego Przybory)
Potencjał gry językowej czasowników polskich (głównie w twórczości Jeremiego Przybory)
(Potential of Language-games in Polish Verbs)
- Author(s):Agnieszka Karolczuk
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies
- Page Range:157-165
- No. of Pages:9
- Keywords:language-game; verbal humour; irony; Polish verb; Jeremi Przybora
- Summary/Abstract:The aim of this paper is to show Polish as a source of language-games and verbal humour. It provides a few descriptions of language-game ideas. The main part presents some examples of specific language-game based on the Polish verbal system, with an illustration from Jeremi Przybora’s output.
Ludyczność w nauczaniu wymowy języka polskiego jako obcego/drugiego
Ludyczność w nauczaniu wymowy języka polskiego jako obcego/drugiego
(Ludicity in Teaching Pronunciation of Polish as a Foreign/Second Language)
- Author(s):Michalina Biernacka
- Language:Polish
- Subject(s):Language and Literature Studies, Foreign languages learning
- Page Range:167-176
- No. of Pages:10
- Keywords:ludicity; phonodidactics; teaching Polish as a foreign/second language
- Summary/Abstract:The aim of this paper is to check whether elements of the ludic strategy are used in teaching pronunciation of Polish as a foreign/second language. The results were based on an analysis of phonodidactic materials, including the offer of the publishing market connected with gamification. As a summary, it shows examples of popular games, which can be successfully adapted to practise correct perception and pronunciation.
Wykorzystanie mnemotechnik w wybranych grach i zabawach w dydaktyce języka polskiego i glottodydaktyce polonistycznej
Wykorzystanie mnemotechnik w wybranych grach i zabawach w dydaktyce języka polskiego i glottodydaktyce polonistycznej
(Mnemotechnics and Ludic Strategies in Teaching Polish as a Native and Foreign Language)
- Author(s):Natalia Kuźma
- Language:Polish
- Subject(s):Language and Literature Studies, Studies of Literature
- Page Range:177-187
- No. of Pages:11
- Keywords:art of memory; mnemotechnics; games and plays; ludic strategies; memory processes; remembering; Dixit; Taboo
- Summary/Abstract:Ludic techniques are more and more widely increasingly used in language teaching. In relation to the Polish language, there are no studies focusing on the mnemotechnical use of games and plays. The aim of this article is to present selected games and activities in the context of the role of mnemotechnics in the process of teaching Polish as a foreign language and as a native language. The paper presents the function of mnemotechnics, and a general outline of games and plays. The author presented three different games and the ways of playing them. “Dixit” and “Taboo” games were reviewed, as well as methods of using them them in Polish language lessons in a primary school at all levels of education and high school. In addition, she described examples of using these games in teaching Polish as a foreign language.
Zabaw się w muzeum, czyli jak nie ucząc, uczyć? Wykorzystanie technik ludycznych w nauczaniu języka polskiego jako obcego na wystawie muzealnej (teatralizacja, storytelling, grywalizacja)
Zabaw się w muzeum, czyli jak nie ucząc, uczyć? Wykorzystanie technik ludycznych w nauczaniu języka polskiego jako obcego na wystawie muzealnej (teatralizacja, storytelling, grywalizacja)
(Have Fun at the Museum or How to Teach Without Teaching. The Use of The Ludic Techniques in the Polish as a Foreign Language Teaching Lessons Conducted at the Museum Exhibition (Theatralisation, Storytelling, Gamification))
- Author(s):Katarzyna Žák-Caplot
- Language:Polish
- Subject(s):Language and Literature Studies, Foreign languages learning
- Page Range:189-198
- No. of Pages:15
- Keywords:Polish as a foreign language; theatralisation; storytelling; gamification; museum education; participatory museum; Content and Language Integrated Learning
- Summary/Abstract:When we play, it inspires us to creative activity. Games unite groups of engaged participants and give us the opportunity to express ourselves. At the same time, games allow us to spend a free time pleasantly. Similar goals are set for a modern participatory museum, which wants to create exhibitions, to enter into a dialogue with its recipients and to take into account their historical and cultural experiences. Therefore, it seems natural to conduct museum educational classes based on ludic techniques. The Museum of Warsaw is deeply interested in cooperation with a new group of participants, who are foreigners living in the capital. Their observations and cultural experience will likely make them see Warsaw from a different perspective. However, to cooperate and communicate efficiently a communication channel is needed. For this reason the Museum of Warsaw decided to set up a classes of Polish to foreigners which take place directly at the exhibition. To involve the participants fully a teacher uses a lot of ludic elements like: staging, storytelling or gamification. This article presents the validity of ludic elements in museum and language education. It will also show the methods of their practical application in a language lessons in the Museum of Warsaw.
(Tele)turniej sposobem na udaną lekcję języka polskiego dla obcokrajowców
(Tele)turniej sposobem na udaną lekcję języka polskiego dla obcokrajowców
((Television) Quiz Show as a Way to a Successful Polish Language Lesson for Foreigners)
- Author(s):Monika Nowicka
- Language:Polish
- Subject(s):Language and Literature Studies, Foreign languages learning
- Page Range:199-210
- No. of Pages:12
- Keywords:quiz show; games in glottodidactics; advantages and disadvantages of didactic games
- Summary/Abstract:The use of games in the glottodidactic process is becoming increasingly popular. Their positive influence on the learning outcomes is indisputable. Among them we can single out a quiz show, which should be more appreciated by teachers. The article presents its value and the specific possibilities of using it on Polish classes as a foreign language.
Sposoby wykorzystania piosenki w nauczaniu języka polskiego jako obcego/drugiego
Sposoby wykorzystania piosenki w nauczaniu języka polskiego jako obcego/drugiego
(Ways of Using Songs in Teaching Polish as Foreign/Second Language)
- Author(s):Magdalena Błażejewska
- Language:Polish
- Subject(s):Language and Literature Studies, Foreign languages learning
- Page Range:211-221
- No. of Pages:11
- Keywords:Polish for foreigners; glottodidactic; music; song
- Summary/Abstract:The article disscuses ways of using songs in language teaching, with particular emphasis on Polish for foreigners and learnt second language. The introduction outlines the development of modern technology, which is also related to the development of methods of teaching foreign languages. It also presents a general outline of the theory of multiple intelligences by Howard Gardner, in which the idea of using a song in the process of language teaching perfectly fits in. The main part presents ways of using songs during classes of Polish as a foreign language. They are divided into four categories according the author’s, in terms of the students’ level of language proficiency and the type of audiovisual materials. The next part of the text emphasizes the benefits of using songs in the process of teaching the Polish language. The ending is a summary of the author’s conclusions.
