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1
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Enseigner/apprendre l’oral et l’écrit dans le contexte institutionnel

100%
Sowa M.
Lublin Studies in Modern Languages and Literature
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2006
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issue 29/30
218-235
FR
L’objectif de cet article est de décrire le niveau de la compétence langagière en français langue étrangère des apprenants polonais dans les tâches relatives à la production du message à l’oral et à l’écrit. Les conditions d’appropriation d’une langue étrangère, l’ordre de l’acquisition de l’oral et de l’écrit ainsi que l’expérience et les habitudes langagières des apprenants ne restent pas sans influence sur leur façon de s’exprimer. Partant de ces constations, nous avons formulé les hypothèses concernant les spécificités des productions orales et écrites des apprenants polonais et le rôle de l’enseignement suivi sur la façon de s’exprimer en fonction de la situation de production. Nous les avons ensuite vérifiées au cours d’une enquête transversale basée sur les données empiriques recueillies auprès des polonophones avancés en français partir des supports en images et d’un film vidéo. Comme les résultats obtenus mettent au clair que les différences présentes dans le discours des individus sont liées, avant tout, à la nature et à la situation de l’appropriation du registre donné, nous clôturons nos observations par la formulation de certains postulats didactiques relatifs à l’enseignement/apprentissage de l’oral et de l’écrit, qui nous paraissent très adéquats à l’enseignement institutionnel des langues vivantes en Pologne.
2
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Approche communicative ou perspective actionnelle – état des lieux de l’enseignement/apprentissage des langues vivantes en Pologne

100%
Sowa M.
Neofilolog
|
2012
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issue 39/1
95-105
PL
The presented article reviews changes in the Polish system of foreign language teaching that have or should have occurred in the last half a century. The suggested time span encompasses the utilization of two major didactic methods which have been in use since the 1970s, i.e. the Communicative Method and the Task-Based Approach. The article consists of two major parts. The first one outlines the history and main methodological facets of the Communicative and Task-Based Approaches. The second part provides an analysis of the current state of affairs in Polish schools, based on surveys carried out among Polish teachers and students of foreign languages.
3
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KSZTAŁTOWANIE KOMPETENCJI KOMUNIKACYJNEJ W KLASIE JĘZYKA OBCEGO. PERSPEKTYWA UCZNIA

100%
Sowa M.
Neofilolog
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2013
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issue 40/2
165-181
EN
This article attempts to evaluate the quality and effectiveness of foreign language teaching in Polish schools by giving learners’ views on the process of the teaching of languages. The opinions presented come from a questionnaire carried out among pupils who learn various languages. The results of the survey are intended to show the learning situation as seen by students themselves. Their description and assessment of school learning enable us, to judge whether being taught a language in school satisfies their needs and expectations, and also to assess whether and to what extent this learning is consistent with European language policy.
4
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Défis méthodologiques de la programmation des cours en langues sur objectifs spécifiques

100%
Sowa M.
Glottodidactica
|
2019
|
vol. 46
|
issue 1
146-156
FR
The aim of the text is to discuss issues related to planning LSP courses. The keystages of course design are understandable and clear to most LSP teachers. However, their practical implementation can raise certain doubts or questions. The paper attempts to analyse such problematic aspects of LSP course planning in detail. We will situate these problems at particular stages during course design and show to what extent they can affect the success of LSP education. In our opinion, the diagnosis and analysis of these sensitive areas can be helpful not only in the effective planning of LSP training programmes but also in language teachers’ education for professional purposes.
5
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La tâche pédagogique au service du développement des savoir-faire langagiers et professionnels. Exemple de français des affaires

100%
Sowa M.
Glottodidactica
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2020
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vol. 47
|
issue 1
161-176
PL
Task Based Learning / Teaching focuses on the action dimension of language use, i.e., various tasks performed every day that require cooperation with others and the mobilization of language. Language proves to be the most important instrument of action, even if the objective of this action is not necessarily linguistic. The pedagogical tasks used for language teaching for professional purposes illustrate the link between language and socio-professional action: the learning of the formal language system counts as much as the content of the domain of work. On these theoretical assumptions, the aim of this paper is to examine the degree of integration of linguistic and professional knowledge and skills into tasks designed for the teaching of business French. We will analyse the examples of pedagogical tasks in order to demonstrate to what extent they allow us to teach interdisciplinary content and foreign language
6
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Le lexique transdisciplinaire des écrits scientifiques dans les mémoires de diplôme des étudiants polonophones de français

100%
Sowa M.
Studia Romanica Posnaniensia
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2022
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vol. 49
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issue 2
57-71
EN
The issue that we aim to investigate in this paper is related to the design of lexical resources which Polish university students use in the process of writing an academic text in French. In the course of the research, we concentrate on the transdisciplinary lexis composed of, on the one hand, cross-disciplinary terminology typical of scientific writings, and, on the other hand, of abstract, non-specialised vocabulary. In this regard, special focus is given to transdisciplinary collocations referring to scientific objects and procedures. The research is conducted on a corpus consisting of BA and MA theses written by Polish university students of French in Romance philology and applied linguistics faculties.The work progressed as follows. Firstly, the types of transdisciplinary collocations present in students’ theses were identified. They were then juxtaposed with the lexical resources gathered in the corpus of scientific texts in French (Corpus Écrits scientifiques en français). Finally, the manner in which students used the investigated collocations was analysed so as to identify the possible difficulties faced by non-native students of French. The objectives of this research are linguistic and didactic at the same time. Specifically, it aims to inventorystudents’ lexical resources, their scope and, as a result, to consider pedagogical solutions intended to enrich transdisciplinary vocabulary used in the process of writing scientific texts in university context. The analysis performed shows a weak presence of collocations containing scientific names. The students’ repertoire of lexical resources is relatively poor and not very varied. It is necessary to undertake more indepth work on the linguistic correction of the items mobilized.
7
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SPOSOBY KSZTAŁCENIA NAUCZYCIELI JĘZYKÓW SPECJALISTYCZNYCH: OD RZECZYWISTOŚCI EDUKACYJNEJ DO ROZWIĄZAŃ SYSTEMOWYCH

63%
Gajewska E., Sowa M.
Neofilolog
|
2015
|
issue 44/2
221-235
EN
The job of the teacher of Language for Specific Purposes (LSP) requires the ability to teach learners of diverse profiles. Diversity of target groups in training entails diversity of language and learning needs. This paper aims to answer the question: how should LSP teachers be educated so that they can fulfil these needs and expectations? It is suggested that this can be done by preparing and implementing a suitable teaching programme which takes into account the specific character of different educational contexts. The reflections presented here are based on analysis of the Polish educational situation in LSP training. On the basis of these observations, several practice-oriented proposals will be formulated, which could be implemented in the process of language teacher training. Consideration is given, among other issues, to the pedagogical instruction that future LSP teachers need (which depends on the educational context of their future work), the scope of specialist knowledge in the given field that they will find indispensable, and the amount of knowledge of discourse and genre analysis with which they have to be equipped.
8
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Metodologia konstrukcji kursu języka obcego dla potrzeb zawodowych

63%
Gajewska E., Sowa M.
Neofilolog
|
2010
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issue 35
243-253
PL
Some of the solutions employed in the field of teaching languages for special purposes have turned out to be useful also in the field of general didactics, e.g. the task-oriented approach. What is particularly valuable in the legacy of teaching languages for special purposes is its eclectic nature, which gives one the possibility to choose and combine the best-tested methods depending on the individual characteristics of every learner. Such an undogmatic approach and search for the best possible technique, which takes into account individual characteristics of each student, appears to be a particularly valuable and enriching one in the days of certain reluctance towards an overtly rigidly defined concept of communicative approach in foreign language teaching.
9
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REFLEKSYJNA PRAKTYKA W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO

63%
Gajewska E., Sowa M.
Neofilolog
|
2014
|
issue 42/2
155-165
EN
Compared to colleagues teaching foreign languages for general purposes, who can use ready-made syllabuses or programs, the LSP teacher has to reflect on methodology at the level of course planning. The scope and nature of the proposed course content is tailored to the specific needs of a student. The analysis of these needs is based on interviews and questionnaires. There are many examples of such tools, but none of them are universal or exhaustive, nor can they be. The purpose of this article is to propose a set of parameters to facilitate investigation of the educational context, which could be a starting point for the development of question-naires tailored to specific education needs.
PL
Compared to colleagues teaching foreign languages for general purposes, who can use ready-made syllabuses or programs, the LSP teacher has to reflect on methodology at the level of course planning. The scope and nature of the proposed course content is tailored to the specific needs of a student. The analysis of these needs is based on interviews and questionnaires. There are many examples of such tools, but none of them are universal or exhaustive, nor can they be. The purpose of this article is to propose a set of parameters to facilitate investigation of the educational context, which could be a starting point for the development of questionnaires tailored to specific education needs.
10
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L’exploitation des tice au service de l’enseignement des langues à objectif spécifique

63%
Gajewska E., Sowa M.
Studia Romanica Posnaniensia
|
2014
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vol. 41
|
issue 3
17-32
EN
The so-called latest technologies in the world of today constitute an indispensable component of teaching or learning foreign languages. Given as an obvious element of social life, they are regarded by teachers as effi cient tools for acquiring and perfecting various skills, such as communicative ones. The dynamic development of the multimedia, also in the area of language teaching, incessantly faces language teachers with new challenges, whose aim is to fully utilise the potential of the latest technologies in the process of language teaching that respects learners’ individual needs. The aim of this article is to present possible ways of using the multimedia, helpful in drawing language lesson plans for vocational language groups. The article deals with the area of communication and information technologies used in the classroom as these have recently undergone changes. Also, a discussion is presented of the advantages and disadvantages of the latest multimedia used in the didactic process. The article also seeks to answer the question how much the latest technologies cater for the needs of specialist glottodidactics.
11
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Le texte et la formation des romanistes au Français sur Objectifs Spécifique

63%
Gajewska E., Sowa M.
Academic Journal of Modern Philology
|
2023
|
issue 20
51-61
EN
The study of philology (including Romance studies) has opened up very widely to specialized communication, introducing LSP classes into the curricula. The basis of language content programming for professional purposes is essentially a text (specialized text). Despite its many definitions, it is necessary, first of all, to pay attention to those that treat the text as a material manifestation of discourse and genre, and use it to conduct an analysis of the communicative and linguistic needs of learners. This article discusses the problem of the (in)presence of specialized text in philological education preparing for professional activity. Based on the analysis of philological study programs in Poland, it can be seen that they use text to varying degrees and extents in the teaching of various LSP. Text is certainly part of the names of the subjects (especially translation classes), but to a small extent it is possible to notice its presence in the analysis of needs and conceptualization of content in terms of communicative practices in the target work environment.
12

Enseignement des langues de spécialité en Pologne et en France. Regards croisés

51%
Sowa M., Djordjevic S., Komur-Thilloy G.
Roczniki Humanistyczne
|
2015
|
vol. 63
|
issue 10: Glottodydaktyka
135-161
EN
Our presentation aims at analyzing Polish and French teaching contexts of trainings in languages for specific purposes. First, we will consider the modalities for trainings in languages for specific purposes at secondary school and high school levels in order to extract features specific for educational environment in each country. Then, we will compare the results of Polish and French teaching contexts analyses to identify common and divergent points of trainings in languages for professional (specific) purpose provided in Poland and France respectively.
PL
Celem niniejszego tekstu jest analiza kontekstu nauczania języków specjalistycznych w Polsce i we Francji. W artykule omówione zostaną warunki kształcenia w zakresie języków specjalistycznych na poziomie szkół średnich i wyższych pod kątem specyficznych cech charakteryzujących obserwowane środowiska edukacyjne. Podjęta również zostanie próba porównania polskiego i francuskiego kontekstu nauczania tak, aby wyłonić podobieństwa i różnice istniejące w ofercie językowego kształcenia dla potrzeb zawodowych w obydwu wskazanych krajach.
FR
L’article a pour objectif d’analyser les contextes d’enseignement des langues de spécialité en Pologne et en France. Nous examinerons les modalités de formation en langues de spécialité au niveau des écoles secondaires et supérieures en vue d’en extraire des traits spécifiques relatifs à chacun des milieux éducatifs en question. Nous mettrons ensuite en comparaison les résultats de l’analyse des contextes d’enseignement polonais et français afin d’identifier les éléments communs ou divergents des formations langagières à objectif professionnel qui sont proposées dans les deux pays en question.
13
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Introduction

32%
Sowa M.
Neofilolog
|
2013
|
issue 41/1
5-6
14
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Wprowadzenie

32%
Sowa M.
Neofilolog
|
2013
|
issue 41/2
97-98
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