CEEOL - Browse Subjects Result

We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.

ETUDE COMPARATIVE DU FUTUR DANS LE SYSTEME VERBAL DU FRANÇAIS ET DU ROUMAIN CONTEMPORAINS

Author(s): Eudochia Volontir-Sevciuc / Language(s): French Issue: 04/2018

Dans notre communication nous nous proposons de discuter d'un phénomène qui, d'après nous, n'a pas été suffisamment traité par les linguistes français et roumains et qui soulève encore beaucoup de questions. Il s'agit de l'expression du futur en français et en roumains qui se présente différemment d'une langue à l'autre, de comprendre la différence fondamentale entre deux langues avec un futur français plus orienté vers la réalisation de l'action, situé sur l'axe du discours "Moi -Ici- Maintenant "origine T0 ou" Chronologie absolue" et un futur roumain plutôt modal et hypothétique, capable d'exprimer l'éventualité.

More...

Polonistyczne językoznawstwo glottodydaktyczne – stan obecny i perspektywy rozwoju

Author(s): Beata Grochala / Language(s): Polish Issue: 25/2018

In the first part of the article, the author defines teaching Polish as a foreign language (Polish glottodidactics) as a field of scientific research, identifies its subfields, among which she pays to special attention to Polish glottodidactic linguistics. She indicates the possible directions of its development, both in the area of theoretical deliberations and practical studies. The second part of the article discusses the contents of the current volume of this journal.

More...

Dyskurs – dyskursologia – glottodydaktyka polonistyczna

Author(s): Grażyna Zarzycka / Language(s): Polish Issue: 25/2018

The most important goal of the presented article is to show how the concept of discourse, which can be considered as crucial for the humanities in recent decades, has been rooted in Polish-language glottodidactics. In the first part of the article, on the basis of selected works of world and Polish researchers, the definitions, taxonomies of discourse and directions of discourse research were discussed. In the second part of the text, the considerations regarding how to define the glottodidactic discourse were made and the issues requiring further discussion were identified. The aim of the third, analytical part of the article, was to determine the directions of previous discourse research in Polish-language glottodidactics. The conclusions were formulated on the basis of a critical content study of selected scientific works published by representatives of Polish-language glottodidactics; it was carried out by using the keyword search method in the headlines of their articles.

More...

Aspekt polskiego czasownika jako problem przekładu oraz wyzwanie dla uczących się i nauczających języka polskiego jako obcego

Author(s): Beata Terka / Language(s): Polish Issue: 25/2018

The article concerns the issue of Slavonic aspect of Polish verb in the contrastive approach. The base for the contrastive analysis is Polish-German and German-Polish translation. Empirical research could finally be conducted in a complete and systematic way thanks to the new research perspective opened by applying cognitive semantics methods to the relevant issue. Here, the theories of Renata Grzegorczykowa and Volkmar Lehmann (concerning the primary or secondary cognitive character of each aspectual partner) are of particular importance. Conclusions drawn from the analysis focus on the following issues: the repertoire of functional exponents of aspect in German, the relevance of the category in Polish, the true importance of contextual and cognitive indicators of perfectiveness or imperfectiveness of verbs. The results are relevant from the perspective of translators and translation, but they can also be applied to the field of glottodidactics. They can provide a solid base for reopening the discussion on the ways of teaching aspect to students from non-Slavic countries and presenting the relevant issue in course books and other teaching materials.

More...

Ekwiwalencja pozycyjna konstrukcji składniowych w teorii i praktyce glottodydaktycznej

Author(s): Małgorzata Gębka-Wolak / Language(s): Polish Issue: 25/2018

The article discusses the problem of alternative connectivity of lexical units. This phenomenon, which we called positional equivalence, is analyzed from the perspective of teaching Polish as a foreign language (PFL). The paper consists of two parts. The first defines the concept of positional equivalence. The second part analyzes the way positional equivalence is presented and explained in teaching practice. The analysis of PFL teaching materials clearly shows the need to systematize and update the descriptions of syntactic features of different lexical units, taking into consideration their communicative function and stylistic features. It also seems necessary to enrich the existing language exercises with tasks allowing the students to practice their knowledge of alternative syntactic structures and the ability to adjust the structures they use to the type of communicative situation.

More...

Gatunki wypowiedzi w kontekście glottodydaktycznym

Author(s): Anna Dunin-Dudkowska / Language(s): Polish Issue: 25/2018

The objective of the article is to present the achievements of genre studies that might be used in teaching Polish as a foreign language. Assuming that genres of speech are products of particular cultures, while teaching Polish to foreigners we should familiarize them with genre patterns typical of native users of Polish. A description of a genre pattern, based on a concept developed by Maria Wojtak, includes four aspects: structural, pragmatic, cognitive and stylistic. Realization of genre utterances may take the form of a canon variant, and alternative or adaptive variants. A few popular handbooks of Polish to foreigners have been analyzed in terms of presentation of genre patterns. In most works, teaching structural and stylistic aspects prevail, whereas less attention is paid to pragmatic or ontological description.

More...

Językowo-komunikacyjne cechy poleceń w wybranych materiałach dydaktycznych do nauki języka polskiego jako obcego

Author(s): Ewa Szkudlarek-Śmiechowicz / Language(s): Polish Issue: 25/2018

The starting point for this article are postulates presented more than 20 years ago by Anna Burzyńska (1998) in a publication devoted to didactic instruction. The development of linguistics and changes in glottodidactics that have taken place since that time justify the resumption of such research. In the first part of the article, theoretical and descriptive, the genre of instruction is described from the point of view of pragmalinguistics (as a speech act) and its communicative features (in an official and didactic situation). The second part presents the results of the analysis of instructions found in selected textbooks and exercise books for learning Polish as a foreign language at the elementary and intermediate level. Both parts form the foundation for formulating the final conclusions. The main conclusion formulated in the article is that didactic instructions in textbooks and exercise books are potential speech acts, implemented each time in a particular didactic situation, and their schematism is not a disadvantage, but a desirable feature; this applies to the formal features of instructions and names of activities that help in teaching basic language skills, while the objects of these activities (texts, content of exercise and tasks, etc.) are (should be) novel.

More...

Piosenka pomoże na wiele, czyli o alternatywnych sposobach kształtowania kompetencji gramatycznej

Author(s): Paulina Kaźmierczak / Language(s): Polish Issue: 25/2018

The article presents the use of songs in Polish lessons as a part of ludicity strategy. The author shows the methods of introducing students to this way of learning grammar. She presents examples of exercises which can help improve language skills. The article proves that songs are an important part of our environment and there is a need to use them as an element of the didactic process.

More...

Pamiętniki jako źródło wiedzy o kształtowaniu się kompetencji leksykalnej (na przykładzie XVII-wiecznych Les anecdotes de Pologne… F. P. Dalairaca)

Author(s): Rafał Zarębski / Language(s): Polish Issue: 25/2018

The author analyzes the lexical competence of F.P. Dalairac as reflected in the diary Les anecdotes de Pologne… written in French in the 17th century. Dalairac, who was the subject of king John III Sobieski, had written a diary that documented the events of the military expedition in 1683. He included in his diary rich Polish lexical material which was interspersed with the French text throughout the book. The study of this general and specialist vocabulary proves that the author of the diary possessed advanced knowledge of the Polish language. Dalairac was bilingual in French and Polish. His diary is the interesting source for the research on bilingual competence resulting from language influences at the time.

More...

W poszukiwaniu narzędzia diagnostycznego – ocena kompetencji językowej dzieci dwujęzycznych na etapie wczesnoszkolnym

Author(s): Barbara Kyrc / Language(s): Polish Issue: 25/2018

This article is the longitudinal study report. It discusses the development of language competence of bilingual children in preschool and early school years. The author analyzes the results of language competence tests in two bilingual schoolboys (the first measurement took place in 2014, the second one in 2016) proving the development of language competence in case of bilingual children depends on many factors (psychophysical, environmental, emotional etc.). The author also emphasizes that a proper measurement of this competence requires a specially designed tool as those used for diagnosis of monolingual children are not suitable for this purpose.

More...

Tekstowe realizacje wzorca gatunkowego życzeń pisanych przez osoby z dysfunkcją słuchu – perspektywa surdoglottodydaktyczna

Author(s): Katarzyna Jachimowska / Language(s): Polish Issue: 25/2018

In the article, the author draws the attention to how hearing-impaired persons use the genre of wishes. She notices departures from the canonical form of this genre, as well as deviations on the language level. She concludes that that low level of language skills and insufficient genre competency for proficient communication result from deficiencies in language system and low level of genre awareness in the researched persons. This is related to the methods of national language teaching, which are not suitable for educational needs of the hearing-impaired.

More...

Stopień opanowania sprawności pisania u studenta z dysfunkcją słuchu – studium przypadku

Author(s): Karolina Ruta-Korytowska / Language(s): Polish Issue: 25/2018

The aim of the article is to describe selected difficulties with writing in Polish experienced by a hearing-impaired student. The research material comes from a B.A thesis and selected other texts written by a student of Adam Mickiewicz University in Poznań, who attended optional classes in practical knowledge of the Polish language.

More...

Kreatywny trening percepcji przed artykulacją – czyli ćwiczenia fonetyczne uwzględniające prawidłową drogę akwizycji. Uwagi na marginesie książki Ewy Kołaczek, Testuj swój polski – Fonetyka (Prolog, Kraków 2017, ss. 166)

Author(s): Michalina Biernacka / Language(s): Polish Issue: 25/2018

The aim of the article is to review the textbook Testuj swój polski – Fonetyka by Ewa Kołaczek. It is the newest collection of phonetic exercises for Polish as a foreign language at the A1–B1 levels (according to CEFR). The qualitative analysis of the material, the proposed types of exercises and the arrangement of phonetic issues allow for the conclusion that the textbook is an interesting teaching aid which can help develop the phonological and phonetic competencies.

More...

Key Issues for Contextual Education of Legal English in the Conditions of the Slovak Republic

Author(s): Zuzana Kurucová / Language(s): English Issue: 2/2017

The present paper deals with the key issues of teaching English at the faculties of law in the Slovak Republic. Paper is dedicated to finding of answers to various problems, such as the question of whether the subject or focus of teaching English for Lawyers is the foreign language or its substance (i.e. law), or if you can teach Legal English in isolation without any knowledge of English/American law, or the Slovak law and the like. The broader scope of the present paper is devoted to the so-called contrast method of teaching, or comparison of substantive legal sections in teaching Legal English, and also certain other didactic and methodological issues related to teaching of Legal English.

More...

Особенности использования аудиовизуального метода в процессе совершенствования иноязычных профессионально-речевых навыков студентов

Author(s): Irina Soina,Nina Petrusenko / Language(s): Russian Issue: 02/2019

The article analyzes the peculiarities of using the audiovisual method in teaching students a foreign language, examines the linguistic and psychological prerequisites for the creation of the audiovisual method, describes the introduction of innovative technologies in teaching foreign languages into practice, shows the specifics of the use of the audiovisual method in the classroom during the training process.The purpose of the work is to identify the optimal conditions for teaching students special, professionally-oriented vocabulary, as well as to demonstrate the ways of the full disclosure of the students’ research and creative abilities on the basis of the audiovisual method.The article solves the problems of searching 1) the ways of implementing a foreign language lesson by professionally-oriented vocabulary, 2) optimal directions of activating students’ creative activity when using the audiovisual method.The scientific and practical significance of the article is due to the development and introduction of innovative technology of teaching a foreign language in the pedagogical practice.The paper presents tried-and-tested teaching materials on the use of the audiovisual method in teaching foreign languages, as well as an example of the system of exercises, based on a feature film with the use of the audiovisual method. The article focuses on the effectiveness of the audiovisual method as a means of improving language skills and abilities.The results of this study prove that the use of audiovisual materials in combination with audio texts contributes to the process of deeper learning live speech when studying a foreign language.

More...

Developing a Reflective Practitioner through Telecollaboration in Language Teacher Preservice Education - A Bottom-up Perspective

Author(s): Elżbieta Gajek,M. Teresa Calderón-Quindós / Language(s): English Issue: 5/2018

The paper presents the results of a telecollaborative project between BA students of the University of Warsaw and studentsof the University of Valladolid within the framework of the European Erasmus+ EVALUATE project. The aim of that project is tojustify the effectiveness of telecollaborative activities for professional development of future language teachers. The experienceconfirms that initial intercultural competence is essential for undertaking such a project. It also validates the need for blendingprofessional preparation of language teachers so that they realize that the teaching methods and pedagogical approaches whichare introduced in their pre-service courses are very similar or even the same irrespectively where they get their qualifications.Such blended learning activities are complementary to national teacher training programs and to Erasmus+ students exchangeprojects.

More...

Strategiczna samoregulacja w nauce języka drugiego/obcego część II. Nauka zachowań i strategii dobrych uczniów

Author(s): Małgorzata Dąbrowska / Language(s): English Issue: 1/2017

The main aim of this series of three articles is to explore the question of what it is that makes ‘good’ language learners, what individual factors can influence the learner’s success in second/foreign language learning, and what teachers and learners can learn from those who succeed in this complex task. In Part I., the author reviews a number of research studies on the ‘Good Language Learner’ issue conducted since the 1960s; she also attempts to summarize the main characteristics, strategies, and behaviours of successful and unsuccessful learners. Part II. presents an overview of studies focused on the role of selected individual differences and shows how the variables may influence the process and outcomes of language learning; it also indicates which strategies and behaviours of ‘good’ learners can be taught and learnt in the classroom. In Part III., the author explores the issue further and presents the results of her empirical studies aimed at identifying the features and strategies of both successful students of English as a foreign language and learners with lower achievements. The pedagogical implications for language teaching and learning discussed within the series are closely related to the ideas of strategies-based and styles-and-strategies-based instruction in language education, self-regulated or autonomous language learning, and continued lifelong learning.

More...

Głębokie i powierzchniowe strategie uczenia się języka obcego studentów niesłyszących i słabosłyszących

Author(s): Ewa Domagała-Zyśk / Language(s): Polish Issue: 2/2016

The aim of this article is to present and analyze opinions of foreign language teachers of the deaf and hard of hearing students on the students’ learning strategies. The study is based on empirical research of a group of 35 deaf and hard of hearing students. The method used was the SUSNS scale (N. Aharony 2006). The results show that over 70% of students know and use both the deep and surface learning strategies. The results also indicate a need to support the remaining group of 30% of students. Foreign language classes should include not only the language content, but also strategies of foreign language learning.

More...

Teachers as learners: learning to learn through strategy training. Part III. Strategy instruction in teacher education

Author(s): Małgorzata Dąbrowska / Language(s): English Issue: 2/2016

The main aim of this series of three articles is to stress the significance of implementing the learning to learn idea in pre-service teacher education and in the qualified teacher’s career, and encourage educators and learners to develop personalized skills and strategies necessary for further, continued or lifelong learning. In Part I., the author presents formal qualifications, knowledge and skills second/foreign language teachers are expected to acquire in Polish and European teacher training institutions. In Part II., she discusses essential roles and tasks modern language teachers need to be able to perform with regard to strategy training and emphasizes the need for educating ‘strategic’ teachers able to foster learner self-regulated learning. In Part III., the author presents the results of her empirical studies aimed at helping teacher trainees learn to learn by expanding individualized strategy repertoires through explicit and implicit strategy training; she also discusses their pedagogical implications.

More...

Nauczyciel w roli ucznia: nauczyć się jak się uczyć poprzez trening strategii Część II. Kompetencje „strategicznego” nauczyciela

Author(s): Małgorzata Dąbrowska / Language(s): English Issue: 1/2016

This article is the second part of a series of three articles on the importance of implementing the learning to learn idea in pre-service teacher education and in the qualified teacher’s career. It aims to discuss the theoretical foundation of learning strategy instruction, present a number of practical strategy training schemes which can be used in the language classroom, and analyze essential roles and tasks modern second/foreign language teachersneed to be able to perform in order to help learners learn to learn. Since successful teaching necessitates developing personalized skills and strategies necessary for further, continued or lifelong learning, the author emphasizes the need for educating ‘strategic’ language teachers prepared to foster learner self-regulated learning through direct, or fully informed, strategy training.

More...