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Kompetencja komunikacyjna a glottodydaktyka

100%
Janowska I.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
|
2015
|
issue 20
41-54
EN
The concept of the communication competence originating from the linguistic science is now commonly used in the glottodidactics discourse. Numerous didactic models of the concept have been elaborated to suggest contents, methods and foreign language teaching techniques for several years. Today, a document that sets language teaching standards is the Common European Framework of Reference for Languages (2001), elaborated by the European Council, which offers a description of the activity-based communication competence. The activity-based teaching implies not only linguistic communication competences but also transversal competences of the language user. The purpose of the paper is to present the evolution of the key concept in the foreign language teaching didactics and the presentation of its interpretation in contemporary glottodidactics.
2

Wpływ europejskiej polityki językowej na dydaktykę języka polskiego jako obcego

100%
Janowska I.
Język Polski
|
2018
|
vol. 98
|
issue 2
105-122
PL
Celem artykułu jest przedstawienie wpływu, jakie miała i ma nadal europejska polityka językowa na kształtowanie się dydaktyki języka polskiego jako obcego. W pierwszej części opracowania zaprezentowano główne etapy rozwoju europejskiej myśli dydaktycznej, a także programy i narzędzia Rady Europy, które stały się wyznacznikiem nowoczesności i innowacyjności w kształceniu językowym. Druga część to analiza działań i publikacji z zakresu glottodydaktyki polonistycznej, które można uznać za przykłady przenikania europejskich tendencji metodologicznych do nauczania polszczyzny.
EN
The purpose of the paper is to present the impact that the European language policy has exerted on the shaping of teaching Polish as a foreign language. The first part of the text presents the major developmental stages of the European didactic thought as well as the European Council programs and tools which have become indicators of modernity and innovation in language education. The second part of the paper includes an analysis of activities and publications in the field of Polish language education which can be considered as examples of the penetration of the European methodological trends into the Polish language teaching.
3
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Proces przystosowania materiałów dydaktycznych z języka polskiego jako obcego do zasad podejścia zadaniowego

100%
Janowska I.
Postscriptum Polonistyczne
|
2012
|
issue 2(10)
177-198
EN
Reading CEFR texts that use the task¬ based approach to teaching/learning foreign languages enables teachers to develop a critical approach towards the teaching aids that they have at their disposal and the ways they can be used in didactic process. In order to be up¬ to¬ date and teach Polish as a foreign language according to the rules of task¬ based approach the teacher must prepare the teaching aids on his own. However, older textbooks must not nec-essarily be banned and rejected. They often contain interesting examples of exercises that can be used during language classes. The main topic of the article is to present several ways of adapting the traditional textbooks to teaching and learning through the task¬ based approach. The author of the article asserts that it is not the type of textbook that decides about the method of teaching; on the contrary, with a little effort the teacher can apply a task¬ based approach using ‘traditional’ materials.
4
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Planowanie jednostek lekcyjnych i metodycznych – modele i schematy

100%
Janowska I.
Postscriptum Polonistyczne
|
2015
|
issue 2(16)
63-88
EN
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.
5
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Błędy metodyczne w planowaniu i prowadzeniu lekcji

100%
Janowska I., Katedra Języka Polskiego jako Obcego W. P., iwona.janowska@uj.edu.pl
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2015
|
vol. 22
PL
Niniejszy artykuł nie jest repertuarem błędów nauczycielskich, chociaż o nich wielokrotnie mowa. Odwołując się do schematu działań nauczyciela w różnych momentach procesu dydaktycznego, nakreślonego w "Europejskim Portfolio dla studentów – przyszłych nauczycieli języków" koncentrujemy się głównie na takich pytaniach jak: co powinien robić nauczyciel w danej, niekiedy trudnej sytuacji; jaka powinna być jego rola, postawa; czego powinien się wystrzegać, o co szczególnie zabiegać etc. Najbardziej typowe niedociągnięcia i uchybienia (ponieważ wszystkich nikt nie jest w stanie, ani policzyć ani przewidzieć) zostały przedstawione w kontekście negatywnych konsekwencji jakie powodują oraz środków zaradczych, które należy podjąć, by móc uniknąć podobnych nieprawidłowości. Remedium, które okazuje się skuteczne w rozwiązywaniu problemów dydaktycznych spotykanych na co dzień, jest szeroko pojęta refleksja nad własnym warsztatem pedagogicznym oraz doskonalenie zawodowe.
EN
This paper is not a simple enumeration of teachers’ mistakes although it discusses them often. Referring to the operational framework for teachers at various stages of the didactic process outlined in the European Portfolio for Student Teachers of Languages, we mainly focus on questions such as what teachers should do in specific – sometimes difficult – situations, what their roles or attitudes should be, what they should avoid, what they should pay special attention to, etc. The most typical drawbacks and shortcomings (as they are not countable or predictable) are presented in the context of negative consequences they cause as well as the remedies to be applied in order to prevent such anomalies in the future. A remedy that is often found effective in solving didactic issues we encounter in our daily work is a widely understood reflection on our own educational competencies and professional improvement.
6
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Tekst i jego rozumienie w podejściu zadaniowym

100%
Janowska I., Jagielloński U.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2010
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vol. 17
7
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40 koncepcji dobrych lekcji, red. A. Rabiej, H. Marczyńska, B. Zaręba

100%
Janowska I., Centrum Języka i Kultury Polskiej w Świecie W. P., iwona.janowska@uj.edu.pl
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2012
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vol. 19
8

Lekcja mówienia – rozwijanie ustnych działań językowych w ujęciu działaniowym

63%
Janowska I., Grzegorczyk K.
Kwartalnik Polonicum
|
2019
|
issue 31/32
27-37
EN
The importance of oral production in language learning has been changing over the history of foreign language teaching and learning. An action-oriented approach recommends developing speaking skills by performing tasks embedded in environmental and situational contexts. During tasks performance learners undertake different types of language activities such as role playing, creating texts, mediating in communication and in this way they use language in authentic situations. The paper presents approaches to teaching speaking skills with particular focus on task-based language learning. Theoretical considerations are illustrated by an example of a task-based lesson scenario aimed at developing oral language skills.
9
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ANALIZA WYBRANYCH PODRĘCZNIKÓW DO NAUCZANIA JĘZYKA POLSKIEGO JAKO OBCEGO W KONTEKŚCIE EDUKACJI SENIORÓW

63%
Fiema M., Janowska I.
Neofilolog
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2017
|
issue 49/1
133-150
EN
The main aim of the article is to direct attention towards the specific educational needs of elderly people who are learning a foreign language. One of the main points of this paper is to describe seniors and present biological, psychological, cultural and social factors that affect their SLA (Second Language Acquisition) process. Course books used for the process of learning Polish as a foreign language have also been analyzed on the basis of their usefulness for seniors. The analysis of the course books was conducted on the basis of specially prepared criteria for the evaluation of language teaching materials.
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