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1
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KOMPETENCJA MEDIALNA UCZNIÓW I NAUCZYCIELI JĘZYKÓW OBCYCH JAKO CZYNNIK WPŁYWAJĄCY NA POZIOM ICH KOMPETENCJI INTERKULTUROWEJ

100%
Chudak S.
Neofilolog
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2013
|
issue 40/2
251-263
EN
Intercultural competence is an expected outcome in language learning and teaching in our contemporary world. However, studies show foreign language teachers are not always aware of the importance of this goal for many reasons, the most important of which seems to be the low level of their own intercultural competence. The aim of this article is to discuss the possibilities of increasing the intercultural competence of foreign language teachers and students. The correlation between media literacy and the development of intercultural competence is discussed.  
2
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Eigenkulturelle Reflexion im Fremdsprachenunterricht. Zur Stellung und zu den Möglichkeiten der Bewusstmachung eigenkultureller Prägungen der Fremd-sprachenlernenden im Kontext der Förderung ihrer interkulturellen Kompetenz

100%
Chudak S.
Studia Germanica Posnaniensia
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2013
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issue 33
13-27
DE
Eigenkulturelle Reflexion im Fremdsprachenunterricht. Zur Stellung und zu den Möglichkeiten der Bewusstmachung eigenkultureller Prägungen der Fremd-sprachenlernenden im Kontext der Förderung ihrer interkulturellen Kompetenz
3
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Einsatz der Textsorte ,Film' im Fremdsprachenunterricht. Überlegungen zur Stellung von audiovisuellen Unterrichtsmitteln in neueren Lehrwerken für DaF

100%
Chudak S.
Studia Germanica Posnaniensia
|
2008
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issue 31
113-129
DE
Einsatz der Textsorte ,Film' im Fremdsprachenunterricht. Überlegungen zur Stellung von audiovisuellen Unterrichtsmitteln in neueren Lehrwerken für DaF
4
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Erinnerungsorte des Zweiten Weltkrieges erleben und verstehen: Auf der Suche nach Katalysatoren für Reflexions- und Lernprozesse

100%
Chudak S.
tekst i dyskurs - text und diskurs
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2020
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issue 14
35-59
DE
Der vorliegende Artikel versteht sich als ein Beitrag zur Diskussion über die Bedeutung und die Möglichkeiten der Präsentation von historischen Inhalten (insbesondere von sog. Erinnerungsorten) im Kontext des Lehrens und Lernens fremder Sprachen. Sein Ziel ist die Reflexion über die Möglichkeiten der Förderung des Interesses von Lernenden sowie über Aktivitäten, die zur Intensivierung von ihren Lernprozessen beitragen. Als Beispiel dienen hier zwei Studienfahrten nach Halle (Saale), der Besuch von sich dort befindenden Gedenkstätten (dem ehemaligen Gefängnis Roter Ochse und dem Gertraudenfriedhof), Arbeit mit Dokumenten (darunter mit Gerichtsakten), literarischen Texten und auf historischen Fakten basierenden Spielfilmen.
5
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Lernstrategien im Umgang mit Hör-Seh-Texten (Versuch einer Übersicht) Language learning strategies for dealing with audiovisual texts (An Attempt at an overview)

100%
Chudak S.
Glottodidactica
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2012
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vol. 39
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issue 2
87-101
EN
The development of the audiovisual comprehension is in the contemporary mediatized world without a doubt very important foreign language learning and teaching goal. In the recent years the use of audiovisual materials in the classes has become very common. In their spare time many students also try to learn languages with films. The aim of the article is to provide an overview of strategies that are useful while dealing with audiovisual materials in a foreign language. It is likely that the introduction of these strategies into language classes by teachers would help students to become more efficient learners.  
DE
The development of the audiovisual comprehension is in the contemporary mediatized world without a doubt very important foreign language learning and teaching goal. In the recent years the use of audiovisual materials in the classes has become very common. In their spare time many students also try to learn languages with films. The aim of the article is to provide an overview of strategies that are useful while dealing with audiovisual materials in a foreign language. It is likely that the introduction of these strategies into language classes by teachers would help students to become more efficient learners.
6
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Training des Hör-Seh-Verstehens im Zeitalter der Omnimedialität des Fremdsprachenunterrichts (Überlegungen zur Qualität von Hör-Seh-Textdidaktisierungen)

100%
Chudak S.
Glottodidactica
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2013
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vol. 40
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issue 2
47-63
DE
In our modern media-driven world, the development of audio-visual comprehension is an important goal of teaching and learning foreign languages. Nevertheless, teachers do not work on this goal as effectively as they could, often because the textbooks that they use do not always contain adequate audio-visual content. The didactisation of that content in many cases leaves much to be desired, leaving unexploited potential. The aim of the paper is to review the common task typologies for working with different kinds of films as well as to propose various ways of expanding those typologies, with the ultimate goal to improve learners’ film literacy and intercultural competence.
7
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Geschichte erleben im DaF-Unterricht – aber wie? Zu den Zielen und Möglichkeiten der Förderung von Erinnerungserlebnissen durch den Einsatz von Filmen (am Beispiel des Kurzspielfilms „Spielzeugland“)

100%
Chudak S.
Glottodidactica
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2015
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vol. 42
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issue 2
133-151
DE
Intercultural learning requires learners not only to acquire knowledge about everyday life in other countries but also to explore the history of those countries. History is not just a collection of facts about the past. Instead, history is a way of viewing and interpreting those facts. Thus, exploring history must involve people reflecting about the relevance of certain items or events for cotemporary individuals and communities. The aim of this paper is to discuss possible ways to involve learners personally and actively in the process of reflecting on places of memory (Pierre Nora) as well as ways to use film as a pedagogical starting point.
8
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Die Selbstevaluation im prozess- und lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten)

100%
Chudak S.
Glottodidactica
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2000
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vol. 28
49-64
EN
The article concerns the issue of evaluation in the process of teaching a foreign language as its inseparable component. So far evaluation has been perceived as a process having a great importance for the teacher who can use it as a tool for controlling whether his aims have been achieved or not, to plan further work in a better way etc. Such approach to the process of evaluation, however, is not too much beneficial. This is why this article concentrates on the learner’s self - evaluation as the best way to establish his own aims, monitoring his progress, reflection on the chosen method of work and the possibility of changing it according to his needs etc. So the article says about the value of self- evaluation, its aims and possibilities of realization. The problem discussed is especially interesting and valid in the context of changing the approach from the traditional one (concentrated on the outcome of the process of learning) to teaching aimed at learner autonomy (in which more attention is paid to the process of learning itself).
9
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Gesichter des Deutschen in Lehr - und Lernmaterialien für Deutsch als Fremdsprache

63%
Chudak S., Woźnicka M.
Studia Germanica Gedanensia
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2016
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issue 35
196-212
EN
Essential in the process of teaching and learning German language is proper preparation for actual situations of the language use and at the same time sensitizing people to its possible variations. Although German has always been a pluricentric language and despite intensified linguistic research about its pluricentrizm, and numerous demands to take this fact into account, among others, in teaching or translation, its different varieties are still not treated equally. The main purpose of this article is a reflection on the extent to which in textbooks to teach the German language, including those created in Poland and addressed to the Polish audience, its national varieties are taken into account.
PL
Oblicza języka niemieckiego w materiałach do nauczania i uczenia się języka niemieckiego jako obcego Niezwykle istotne w procesie nauczania i uczenia się języka niemieckiego jest odpowiednie przygotowanie do rzeczywistych sytuacji językowych i tym samym uwrażliwienie na jego możliwe odmiany narodowe. Chociaż język niemiecki był zawsze językiem pluricentrycznym oraz mimo zintensyfikowanych badań językoznawczych na temat jego plurizentryzmu, a także licznych postulatów uwzględnienia tego faktu m.in. w dydaktyce czy translacji, jego różne odmiany nadal nie są traktowane równorzędnie. Głównym celem niniejszego artykułu jest refleksja na temat, w jakim stopniu w podręcznikach do nauki języka niemieckiego, w tym także tych powstałych w Polsce i skierowanych do polskiego odbiorcy, uwzględnione zostały jego narodowe odmiany.
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