Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 9

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

UCZENIE SIĘ JĘZYKÓW OBCYCH W PROCESIE SAMODOSKONALENIA I ROZWOJU KOMPETENCJI TWÓRCZYCH

100%
Blachowska-Szmigiel M.
Neofilolog
|
2016
|
issue 47/1
81-92
PL
The purpose of this article is to present the learning foreign languages as an activity supporting the self-improvement and the development of creative competences. The article consists of three parts. The subject of the first part is an evolution of the concept of creativity, characteristics of the  research paradigms of creativity and links between the self-improvement and the creative competences. The focus of the second part is neurobiological and intrapsychic basis for self-improvement and development of creative competences. The third part shows the benefits resulting from the activity of learning foreign languages in the context of self-improvement and development of creative competences.
2
Publication available in full text mode
Content available

ZADANIA ZORIENTOWANE NA EKSPRESJĘ TEATRALNĄ JAKO NARZĘDZIE WSPIERAJĄCE ROZWÓJ KREATYWNOŚCI JĘZYKOWEJ STUDENTA FILOLOGII ROMAŃSKIEJ

100%
Blachowska-Szmigiel M.
Neofilolog
|
2013
|
issue 40/1
29-41
EN
The goal of this paper is to outline the possibilities of the use of drama techniques as a tool to support development of the linguistic creativity of students of French. The paper consists of three parts. In parts 1 and 2 the author presents the theoretical foundations of the teaching techniques proposed, and these are then presented in part 3.
3
Publication available in full text mode
Content available

L’atelier théâtral en philologie romane : sources d’inspiration, organisation, agir enseignant

100%
Blachowska-Szmigiel M.
Studia Romanica Posnaniensia
|
2017
|
vol. 44
|
issue 2
99-112
EN
The purpose of this paper is to present theatre workshops as a tool for reducing the linguistic anxiety of students and supporting the development of linguistic competence, discourse competence, personal and interpersonal competence in the context of teaching and learning French as a foreign language at the Romance philology. As a first step, we look at the sources of inspiration and the approach, mission, objectives and conditions of the theatre workshop, then we go on to briefly describe how it works and, finally, we concentrate on the challenges of the Teaching act.
4
Publication available in full text mode
Content available

Le coaching trouvera-t-il sa place dans le développement des compétences créatives des enseignants du FLE en Pologne ?

100%
Blachowska-Szmigiel M.
Studia Romanica Posnaniensia
|
2014
|
vol. 41
|
issue 3
3-15
EN
The teaching profession, including the language teaching profession, requires that teachers should constantly enhance their professional competences. Among those competences, the creative ones occupy a fixed position. In this paper, I am going to consider the possibility of optimizing their development by the use of coaching. In spite of controversies aroused by this work method, it can offer a signifi cant support in developing the creative competences of French language teachers.
5
Publication available in full text mode
Content available

The writing of expositive-explicative and argumentative texts is most difficult in learning French at the advanced level. This is due to the fact that students must have not only a knowledge of language and skills in communication but also (or, perhaps, in the first place) the ability to reason. The difficulties also result from the specific formal-rhetorical nature of the above mentioned types of texts. In this article, we propose to make use of the formal patterns of press texts in order t

100%
Blachowska-Szmigiel M.
Studia Romanica Posnaniensia
|
2003
|
vol. 30
3-11
EN
The writing of expositive-explicative and argumentative texts is most difficult in learning French at the advanced level. This is due to the fact that students must have not only a knowledge of language and skills in communication but also (or, perhaps, in the first place) the ability to reason. The difficulties also result from the specific formal-rhetorical nature of the above mentioned types of texts. In this article, we propose to make use of the formal patterns of press texts in order to develop the capacity for cohesive writing in French at the advanced level.
6
Content available remote

Raconter des histoires pour développer des compétences transversales en FLE

100%
Blachowska-Szmigiel M.
Studia Romanica Posnaniensia
|
2019
|
vol. 46
|
issue 2
99-110
EN
The purpose of this paper is to seek to highlight the usefulness of storytelling skills for the development of transversal competencies in the context of FLE teaching / learning in Romance philology at Adam Mickiewicz University. As a first step we define the importance of transversal competencies in developing the general communicative competence of the student as a participant in social life, then we go on to describe narrative competence as transversal competence and to show its role in managing the ‘SOI’ integrity, finally, we concentrate on developing narrative competence on Roman philology at Adam Mickiewicz University.
7
Publication available in full text mode
Content available

L’anxiété nuisible chez les apprenants du FLE. Le cas des étudiants de la philologie romane en cycle de licence

100%
Blachowska-Szmigiel M.
Glottodidactica
|
2020
|
vol. 47
|
issue 1
7-21
PL
Language anxiety is the feeling of tension and apprehension associated with second / foreign language learning. It manifests itself in two types of emotional reactions: positive (positiveanxiety) and negative (debilitating anxiety). The focus of this article is to explore the debilitating language anxiety of students learning French as a foreign language and to find out its level in thefirst, second and third years of undergraduate studies in Romance philology. The main research problem concerns the need to develop their ability to manage debilitating language anxiety. Forthis purpose, the findings of a FLCAS questionnaire are presented
8

LE B-LEARNING COMME UNE MODALITÉ D’APPRENTISSAGE COMPLÉMENTAIRE DANS L’ATELIER DE CRÉATIVITÉ

63%
Blachowska-Szmigiel M., Pacholczyk S.
Neofilolog
|
2015
|
issue 44/1
39-50
EN
The present paper is based on a research implemented with the second year students of Romance Philology, which took place in winter 2014/2015. Its purpose was to assess efficiency of b-learning used to improve the integration of lexical skills development with divergent thinking during our creative workshops. First of all, we provide the ex-planation of how the work on Moodle was planned. We then propose an analysis of the results of a survey carried out among our students to assess formal and functional level of their work on the platform. Finally, we share our reflections on the benefits, limitations and possible obsta-cles of the implementation of b-learning during a course, as well as some suggestions to optimize the objectives.
FR
The present paper is based on a research implemented with the second year students of Romance Philology, which took place in winter 2014/2015. Its purpose was to assess efficiency of b-learning used to improve the integration of lexical skills development with divergent thinking during our creative workshops. First of all, we provide the explanation of how the work on Moodle was planned. We then propose an analysis of the results of a survey carried out among our students to assess formal and functional level of their work on the platform. Finally, we share our reflections on the benefits, limitations and possible obstacles of the implementation of b-learning during a course, as well as some suggestions to optimize the objectives.
9
Publication available in full text mode
Content available

Le va-et-vient entre le polonais et le français en atelier de la créativité langagière

63%
Blachowska-Szmigiel M., Moreau A.-C.
Studia Romanica Posnaniensia
|
2011
|
vol. 38
|
issue 2
73-85
EN
The aim of this paper is to answer the question of whether the use of the Polish language by students during the workshops of creative language behaviors in philological studies hinders or facilitates students’ learning of French as a foreign language. In the first part of the paper, we specify the properties of creative language behaviors and their development in the learners of French as a foreign language, then we characterize the creative language behavior workshops organized for our students of French as a foreign language, and finally we discuss the results of our research concerning the use of the Polish language by students during the above-mentioned workshops.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.