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1
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Nauka języka obcego jako składnik rewalidacji mowy

100%
Karpińska-Szaj K.
Scripta Neophilologica Posnaniensia
|
2006
|
issue 8
49-58
PL
Nauka języka obcego jako składnik rewalidacji mowy
2
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Vers un modèle pédagogique de compréhension des textes

100%
Karpińska-Szaj, K.
Studia Romanica Posnaniensia
|
2003
|
vol. 30
83-94
EN
The interactive reading model deals with the capacity for reading in terms of text reception in a native language. In the article, we try to place the interactive reading model in the foreign language learning/teaching situation, assuming that mental operations carried out by a foreign language reader learner can be described as strategies of understanding. By showing the specific nature of such strategies and distinguishing a superior strategy (the one that controls the use of the others), we attempt to build a didactic model of text reception in a foreign language.
3
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Avant-propos

100%
Karpińska-Szaj K.
Studia Romanica Posnaniensia
|
2011
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vol. 38
|
issue 2
3-3
FR
Słowo wstępne redaktora naukowego, przedstawiające tematykę tomu, krótko omawiające zebrane artykuły oraz opowiadające o pracach naukowych, których numer XXXVIII/2 Studia Romanica Posnaniensia jest efektem.
4
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Uczniowie z niepełnosprawnością w szkołach ogólnodostępnych: nauczanie języków obcych

100%
Karpińska-Szaj K.
Neofilolog
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2011
|
issue 36
67-80
EN
At present the main purpose of school integration is the pursuit of dialogue and ways of ensuring integration which concerns both disabled learners and the ones who do not exhibit special educational needs. In this paper, the is-sue will be incorporated into the framework of teaching foreign languages to disabled pupils attending public schools. The present author will depict L2 teaching goals in relation to education shared by pupils with and without specific learning difficulties as well as to problems with implementing the idea of integration in foreign language classroom. These questions will be discussed with reference to the opinions of gleaned from public school teachers with experience in working with disabled learners.
5
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PRZYGOTOWANIE DO PRACY Z UCZNIAMI O SPECJALNYCH POTRZEBACH EDUKACYJNYCH: JĘZYKOWE NARZĘDZIA DIAGNOSTYCZNE W PRAKTYCE NAUCZYCIELSKIEJ

100%
Karpińska-Szaj K.
Neofilolog
|
2015
|
issue 45/2
187-201
EN
Adapting foreign language teaching to the requirements of studentswith special educational needs requires prior diagnosis of the developmentalpotential of the pupils concerned. Because of the educationaland rehabilitative character of foreign language learning in studentswith language and speech deficiencies, the diagnosis addresses thepossibilities of using foreign language learning in developing generaland linguistic competencies in both languages (native and foreign). Thearticle presents the aims of diagnosing linguistic communicative competenciesin the context of foreign language teaching. The differencesbetween speech diagnosis and diagnosis performed for the needs of foreignlanguage teaching are discussed, based on cases of pupils with deficienciesin their native language (Polish). The evaluation of the students’competencies involved reformulation as an instrument of linguistic diagnosis;learning strategies were also considered in the assessment.
6
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Dialog w metodzie indywidualnych przypadków

100%
Karpińska-Szaj K.
Neofilolog
|
2010
|
issue 34
79-90
EN
An individual case study is a research procedure and at the same time a practical approach which makes it possible to apply a variety of data gathering instruments. One such instrument is dialogue, which is described in this article as a tool meant for the diagnosis and treatment of difficulties in foreign language learning as experienced by students with special educational needs who have disturbed development in their native language.
7
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Recenzja książki Mieczysława Gajosa pt. Podsystemy języka w praktyce glottodydak-tycznej. Fonetyka. Łódź: Wydawnictwo Uniwersytetu Łódzkiego, 2010, str. 130.

100%
Karpińska-Szaj K.
Neofilolog
|
2011
|
issue 37
229-231
PL
Recenzja książki Mieczysława Gajosa pt. Podsystemy języka w praktyce glottodydak-tycznej. Fonetyka. Łódź: Wydawnictwo Uniwersytetu Łódzkiego, 2010, str. 130.
8
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Expertise en écriture académique – entre acculturation et conscience disciplinaire

63%
Wojciechowska B., Karpińska-Szaj K.
Studia Romanica Posnaniensia
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2022
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vol. 49
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issue 2
7-19
EN
As an intellectual task, academic writing is not reducible solely to language skills or adequate writing tech-niques. The paper aims to compare the research results related to the cognitive and discursive aspects of expertise in academic writing to determine the key elements that contribute to its special character. These elements are intended to lay the foundation for the teaching of academic writing in tertiary education. The analysis focuses on the development of cognitive skills among novice researchers.
9
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PRZEFORMUŁOWANIE W PRZYSWAJANIU I UCZENIU SIĘ JĘZYKÓW: SPECYFIKA I FUNKCJE ODTWARZANIA OPOWIADANIA

63%
Karpińska-Szaj K., Wojciechowska B.
Neofilolog
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2016
|
issue 46/1
109-125
EN
This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The re-search concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Frame-work of Reference for Languages, 2003) in Polish and French (the for-eign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ dis-course competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data col-lected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a sto-ry as a learning strategy.
PL
This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The research concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Framework of Reference for Languages, 2003) in Polish and French (the foreign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ discourse competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data collected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a story as a learning strategy.
10
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LA PERFORMANCE MORPHOSYNTAXIQUE DANS LES TÂCHES DE REFORMULATION ÉCRITE. CAS D’ÉTUDIANTS DÉBUTANTS DE FLE

63%
Karpińska-Szaj K., Wojciechowska B.
Neofilolog
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2015
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issue 44/1
73-89
EN
In this article the relation between the discourse production dynamic and the linguistic competence development is discussed. This problem is considered with regard to two types of language activities based on reformulation tasks: 1) written reconstruction of a story heard, 2) written production of the end of the story. The analysis of experimental data shows that in the second case the approach to the discourse is more complete which positively influences application of complex morphosyntactic structures in students production.
11
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La narration en didactique des langues. Présentation

63%
Karpińska-Szaj K., Wojciechowska B.
Studia Romanica Posnaniensia
|
2019
|
vol. 46
|
issue 2
3-5
FR
La narration en didactique des langues. Présentation
12
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La reformulation du récit : relations texte ‒ discours ‒ langue dans l’optique didactique

51%
Karpińska-Szaj K., Lewandowska A., Wojciechowska B.
Studia Romanica Posnaniensia
|
2019
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vol. 46
|
issue 2
123-140
EN
The interweaving of textual, discoursal and linguistic narrative data depends on the pedagogical aims and characteristics of the learner, for whom working with a text is an opportunity to develop linguistic communicative competences and learning competence. The aim of the article is to assess the pedagogical value of the experimental procedure focused on the task of reformulation of narrative texts (stories) offered in two pedagogical contexts at beginners’ level. The analysis addresses text characteristics (the narrative scheme) and the language structures used in the performance of the reformulation task, which, in its particular context, has the value of strategic learning/teaching.
13
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Słowo wstępne

44%
Karpińska-Szaj K.
Neofilolog
|
2011
|
issue 36
5-6
14
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Słowo wstępne

44%
Karpińska-Szaj K.
Neofilolog
|
2010
|
issue 35
5-6
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