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1
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KOMPETENCJA MIĘDZYKULTUROWA – KONCEPCJE I WYZWANIA

100%
Siek-Piskozub T.
Neofilolog
|
2016
|
issue 46/2
137-152
EN
One of the goals of foreign language education is to prepare learners to the role of intercultural mediators, as indicated in such documents as Na-tional Standards for Foreign Language Education or The Common Eu-ropean Framework of Reference for Languages. Research on culture and its relation to language has a long tradition and reveals a complex and al-so dynamic nature of the concept. Culture has also been present, alt-hough to a different extent, in the long practice of foreign language teaching. However, our understanding of cultural competence in a multi-cultural and multilingual European Union, which sets goals in the area of education in its Member States, has been evolving. In the article we will discuss different concepts of culture proposed by such researchers as Hofstede (1980, 1991), Binnett (1993), Weaver (2001), and Byram (1997), as well as various concepts of approaching culture in the foreign language education context. We will also look at challenges faced by Polish learners and teachers in the foreign language classroom.
PL
One of the goals of foreign language education is to prepare learners to the role of intercultural mediators, as indicated in such documents as National Standards for Foreign Language Education or The Common European Framework of Reference for Languages. Research on culture and its relation to language has a long tradition and reveals a complex and also dynamic nature of the concept. Culture has also been present, although to a different extent, in the long practice of foreign language teaching. However, our understanding of cultural competence in a multicultural and multilingual European Union, which sets goals in the area of education in its Member States, has been evolving. In the article we will discuss different concepts of culture proposed by such researchers as Hofstede (1980, 1991), Binnett (1993), Weaver (2001), and Byram (1997), as well as various concepts of approaching culture in the foreign language education context. We will also look at challenges faced by Polish learners and teachers in the foreign language classroom.
2
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Uczeń dyslektyczny: czy nauczyciele są na niego przygotowani

100%
Siek-Piskozub T.
Neofilolog
|
2011
|
issue 36
243-253
EN
The present paper deals with the problem of teaching dyslexic learners in EFL classroom. A brief discussion about the nature of the learning prob-lems of dyslexic learners is followed by a report of a survey carried out among 26 EFL teachers of different teaching experience. The question-naire addressed such issues as contacts of the EFL teachers with learners diagnosed as dyslexic, their awareness of the problems such learners en-counter while learning another language, ways of treating dyslexic learners to enhance learning and an availability of the professional advice in that matter etc. The data show that not all of the surveyed EFL teachers feel prepared to the problems emerging from teaching dyslexic learners; some of the ways they choose to overcome the problem are controversial. Many do not know related literature. However, majority of them can rely on the assistance of a school pedagogue or psychologist. Yet, the fact that less than half of the respondents had training in teaching learners with dyslexia during their professional education, whereas at the same time they all report having dyslexic learners in their class, points to the need of introducing the topic to the professional training of foreign language teachers as an obligatory component.
3
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On developing ICC: EFL teacher-educator’s reflections

100%
Siek-Piskozub T.
Scripta Neophilologica Posnaniensia
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2017
|
issue 17
283-299
PL
On developing ICC: EFL teacher-educator’s reflections
4
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The compatibility of positive psychology and the Ludic strategy in foreign language education

100%
Siek-Piskozub T.
Glottodidactica
|
2016
|
vol. 43
|
issue 1
97-106
EN
The Ludic strategy, an approach to foreign language teaching (FLT), popularised by the present author since the 1990’s which acknowledges the value of a humanistic approach, yet also emphasises an emergence of positive feelings, while engaging in the ludic tasks for FLT purposes, is in line with the claims of positive psychology. For the analysis the most popular model of the well-being theory, Seligman’s PERMA model will be used. Referring to research in FLT on language competence, I will analyse the benefits of applying LS in the FL classroom, and by using the PERMA model I will show that LS can be treated as a useful tool for FLT congruent with the claims of positive psychology, and that the model can be used in planning FLT research.
5
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Developing ICC within the Activity Theory

100%
Siek-Piskozub T.
Glottodidactica
|
2017
|
vol. 44
|
issue 1
149-162
EN
The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical
6
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Autonomy, Experience and Concepts: A Study in Educational Discourses

63%
Siek-Piskozub T., Strugielska A.
Poznań Studies in Contemporary Linguistics
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2008
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vol. 44
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issue 4
597-616
EN
The aim of this article is to investigate the impact of educational reforms launched in Poland in the last decade upon the notion of learner autonomy as evidenced by the results of a crosssectional study. Necessarily, standard definitions of the concept of autonomy will be re-defined against the background of socio-political reforms in the country and their reflections in syllabuses and curricula. Re-evaluating the notion of learner independence in the Polish context will be primarily viewed from the perspective of the learner; however, relevant comparisons with teachers' perceptions will be also provided. Employing methodological guidelines offered by Conceptual Metaphor Theory, conclusions will be drawn concerning the practicability of fostering learner autonomy in the Polish milieu.
7
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ZNACZENIE PRAKTYK W ROZWIJANIU KOMPETENCJI NAUCZYCIELSKIEJ – PERSPEKTYWA PRAKTYKANTA I MENTORA

63%
Siek-Piskozub T., Jankowska A.
Neofilolog
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2015
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issue 44/2
209-220
EN
Teaching practice is an important stage in prospective foreign language teacher development. It is an opportunity for reflection on the teaching process as well as for (self) evaluation of one’s teaching competence. Trainees approaching their practicum should be prepared by their educational institutions for the challenges they may face in a real school context. In the article we report on two studies undertaken to obtain an insight into the practicum from the trainee perspective and from the school-based mentor perspective in the hope of identifying areas which require improvement. Descriptions of the design of the two studies and the analyses of their results are preceded by a discussion of the importance of reflection on foreign language teacher competence and the place of practicum in the development of competence.
8
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Wielopłaszczyznowy charakter lekcji języka obcego

63%
Siek-Piskozub T., Wach A.
Studia Rossica Posnaniensia
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2013
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issue 38
231-244
RU
A foreign language lesson is an interesting and complex event, with a specific structure, social roles ascribed to the participants, and a set of relevant objectives which it aims to fulfill as part of a certain teaching methodology. Following the various perspectives on a lesson which were identified by Prabhu1, the article aims to emphasize the multidimensional nature of a foreign language lesson. Therefore, a lesson is scrutinized as a basic unit of a syllabus, as a way of operationalizing a teaching method, as a social event, as a scene of social interaction, and as an experience fostering the development of teachers’ competence.
9
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Learners’ personal narratives on their way to EFL competence: The impact of teachers on learners’ development

63%
Siek-Piskozub T., Jankowska A.
Glottodidactica
|
2018
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vol. 45
|
issue 2
243-268
EN
In this paper, the authors present an analysis of students’ narratives on their way to becoming competent English as a foreign language (EFL) users. Before presenting our study we refer to the ecological perspective on language learning/teaching, which may show the important impact of the learners’ environment for EFL development. We refer to studies which point to the importance of the environment for language learning and which used various methods of research. In our study, we apply a narrative approach. The collected corpus of narratives is analysed following the grounded theory within the psychological model of wellbeing, i.e. the PERMA model. Eventually, we decided to concentrate on the impact teachers have on learners’ emotions, engagement, meaning, relationships and accomplishment.
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