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1
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How advanced is advanced when it comes to speaking?

100%
Gráf T.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2014
|
vol. special issue
65-77
EN
The huge achievement of becoming advanced in a language is often undermined by the feeling shared by the learners and their teachers that whilst there still is considerable progress to be made it is difficult to see what concrete steps to take. The study explores different ways of describing advancedness — using CEFR descriptors, the AdLs’ self-perceptions, the views of their teachers and, finally, through a sample analysis of spoken production of advanced learners. The study argues that in order to prevent the advanced learner from remaining stranded on a plateau an active approach is to be taken by both the learners and their teachers using analyses of learner and native-speaker language and challenging the learners to use complex and idiomatic language well beyond the boundaries of their habitual language use.
2
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Međukulturalnost i kako nas vide drugi

100%
Ćavar A., Pasini D.
Studia z Filologii Polskiej i Słowiańskiej
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2015
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vol. 50
EN
Intercultural competence, or how the others see usThe goal of learning and mastering foreign languages is to develop com­municational competence. Apart from liguistic, sociolinguistic and pragma­ linguistic, this also involves cultural competence. According to the CEFR, cultural competence is aquired by improving skills such as open-mindedness, curiosity and tolerance. These skills help learners to connect the foreign culture with their own and to play the role of a muticultural mediator.One of the crucial preconditions to achieving intercultural competence is overcoming collective as well individual stereotypes. In order to find out whether there are any stereotypical images about Croatia and Croatians among foreign students, the authors conducted surveys among Slavic/Croatian philology students at foreign universities. The goal of this research was to facilitate the implementation of an intercultural instruction approach for Croatian as a foreign language.  Kompetencja międzykulturowa albo jak nas widzą inniRozwój komunikacyjnych kompetencji językowych jest celem uczenia się i opanowania języków obcych. Oprócz językowych, socjolingwistycznych i pragmatycznych komponentów obejmuje rozwój kompetencji międzykulturowych. Według CEFR kompetencje kulturowe nabywane są poprzez rozwijanie umiejętności takich jak otwartość, ciekawość i tolerancja, które obejmują zdolność do tworzenia relacji między obcą a własną kulturą i odgrywania roli mediatora.Jednym z istotnych warunków osiągnięcia kompetencji międzykultu­rowych jest przezwyciężenie zbiorowych oraz indywidualnych stereotypów. Aby dowiedzieć się, czy istnieją stereotypowe obrazy/stereotypy o Chorwacji i Chorwatach wśród studentów zagranicznych, przeprowadziłyśmy ankietę wśród studentów slawistyki/kroatystyki na uczelnich zagranicznych. Celem badania było ułatwienie wprowadzenia podejścia międzykulturowego w naucza­niu języka chorwackiego na uniwersytetach.
3
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Společný evropský referenční rámec pro jazyky a český znakový jazyk

89%
Hudáková A., Nováková R.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2016
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vol. 7
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issue 2
115-125
EN
Sign linguistics have a relatively short history of approximately 20 years in the Czech Republic. Therefore, although we have some experience in Czech Sign Language (CzSL) teaching and learning, we have no research outputs or theoretical background in this area. At present, we do not possess any know-how in CzSL assessment. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) could prove to be a very useful tool for us in our situation. The Czech Republic has taken part in the international project named PRO-Sign (Sign Languages and the Common European Framework of Reference for Languages. Descriptors and Approaches to Assessment) and has the opportunity to continue in this cooperation by participating in the follow-up project Pro-Sign 2. We intend to use the experience with and outcomes of these two projects in order to begin creating a CEFR for CzSL. It should be applicable mainly for CzSL as an L2 (for hearing students, parents, interpreters etc.), nevertheless it is conceivable that it could be applied to CzSL as an L1 (for Deaf children).
4
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Mediacja komunikacji w podręcznikach do nauki języka francuskiego dla szkół ponadpodstawowych

88%
Chmiel-Bożek H.
Applied Linguistics Papers
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2022
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vol. 26
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issue 4
9-24
EN
The concept of mediation in language teaching and learning, which has been functioning for more than 20 years in glottodidactic discourse, was only clarified in 2018 with the publication of the Companion volume to the Common European Framework of Reference for Languages, which has not yet been translated into Polish. This article is devoted to the ‘mediating communication’, which is part of the mediation activities defined in the companion volume to the CEFR. The first part of the article is devoted to theoretical considerations on the mediation and mediating communication in foreign language teaching, while the second part presents examples of specific exercises aimed at improving the competences in the mediating communication, which were identified as a result of the analysis of eighteen textbooks for French language teaching for secondary schools.
5

It Will/Must/May Be a Modal Auxiliary

88%
Ilc G.
Romanian Journal of English Studies
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2012
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vol. 9
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issue 1
49-59
EN
The English modal verb system has proved to be a difficult linguistic concept even for advanced EFL students. Their comprehension/usage problems may be of purely morpho-syntactic and semantic nature or may also involve sociolinguistic dimensions. The paper examines the question of polysemy, sociolinguistic factors and the role of ELT models.
6
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Mediation als soziokulturelles Sprachhandeln im Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen

88%
Hartwich P.
Studia Translatorica
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2020
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issue 11
27-33
EN
The Common European Framework of Reference for Languages (CEFR) had a lasting impact on all areas of foreign language teaching not only in Europe but also worldwide. Although activities and strategies of language mediation were already included in its action-oriented approach, no empirically developed scales and descriptors were made available for them. As a result, language mediation has found its way into European classrooms to different degrees in the last two decades. The Companion Volume with New Descriptors seems to close this gap by rendering the concept of mediation more precisely, on the one hand, and extending it, on the other hand. This article outlines and critically assesses the concept of mediation as developed in the CEFR Companion Volume, compared to the earlier concept.
7
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The verb jít as a representative of a motion event in space in texts by non-native speakers of Czech

88%
Škodová S.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2020
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vol. 11
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issue Special Issue
88-111
EN
The aim of this paper is to offer an analysis of the uses of the verb jít ‘go’ by non-native speakers of Czech. Using quantitative and qualitative analysis based on data drawn from the CzeSL corpus, we will point out the specifics of use of this important verb in the written communication of non-native speakers of Czech. This research is not concerned with error analysis, but instead focuses on the overall picture of semantic uses of this verb by non-native speakers of Czech. The resulting analysis should contribute to a methodical description of the teaching of the verb jít within the grammatical and lexical system of Czech for foreigners. The current paper is based on a learner corpus of Czech as a foreign language, the CzeSL-SGT (Czech as a Second Language). The CzeSL corpus contains 12,388 texts (960,000 words) and offers both linguistic and error annotation; the error annotation is based on two target hypotheses. From these texts, 5,785 occurrences of use of the verb jít were excerpted and analysed for their valency and semantic patterns, prepositional co-occurrence, collocation and lexical use. The results of the analysis are discussed in the context of the individual levels of the Common European Framework of Reference.
8

Testing and Assessing English Word-Formation

88%
Stopar A.
Romanian Journal of English Studies
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2014
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vol. 11
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issue 1
290-297
EN
The paper discusses the testing/assessment of word-formation skills in thresholdlevel (B1) learners. To determine the suitability and use of productive gap-fill exercises at this level, an example of a word-formation exercise is addressed from the following perspectives: word frequency (corpus data), morphological complexity (morpheme types and wordformation processes), syntactic environments (typical sentence and/or phrase patterns), analysis of statistical data (facility values) and test-takers’ errors. The text also addresses some implications of the findings for the instruction of lexis.
9
Content available remote

Kompetencja komunikacyjna a glottodydaktyka

88%
Janowska I.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
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2015
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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.
10
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CRITICAL ISSUES IN THE EVALUATION OF AN INTERNATIONAL PROJECT DEDICATED TO TECHNOLOGY-MEDIATED TBLT (PETALL)

88%
Lopes A.
Teaching English with Technology
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2015
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vol. 15
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issue 2
4-18
EN
The CEFR encourages teachers to resort to task-based activities in the language classroom. However, some resistance has been offered to this approach, due to lack of appropriate training and difficulty in meeting some basic practical conditions, as well as in finding resources and examples of good practices, as shown in a survey conducted within the scope of ETALAGE. PETALL (Pan European Task-based Activities in Language Learning [2013-2016]) seeks to construct a transnational strategy for ICT-based task design management and aims to design tasks that can be implemented in different educational contexts. This paper offers an overview of the internal evaluation procedures to be followed at different levels and stages of the project, and discusses the objectives, underlying principles and criteria applied.
11
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Mediation im Fremdsprachenunterricht – die neuen Deskriptoren des Gemeinsamen europäischen Referenzrahmens für Sprachen zum Bereich Mediation und ihr Potenzial für den DaF-Unterricht an polnischen Schulen

88%
Hartwich P.
Studia Translatorica
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2020
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issue 11
35-50
EN
The Companion Volume to the Common European Framework of Reference for Languages (CEFR), published in German translation in 2020, introduces new scales and descriptors that expand and clarify some of the key concepts of the CEFR. Mediation – one of four communication modes besides reception, production and interaction – is given a prominent role in foreign language teaching and learning processes. This article tries to outline the structure of the concept of mediation as developed in the Companion volume on the basis of the new descriptors, and to discuss it in the context of current program specifications for foreign language teaching in Poland. The aim is to explore the concept’s potential for institutional teaching of German as a foreign language in Polish schools.
12

On Linguistic Abilities, Multilingualism, and Linguistic Justice

88%
Iannàccaro G., Dell’Aquila V.
Acta Universitatis Sapientiae, European and Regional Studies
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2016
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vol. 9
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issue 1
49-54
EN
The notion of linguistic justice should be related to the concept of linguistic ease, by which we mean the full social and communicative freedom of concern of the speaker in a given social interaction involving the use of language(s) present in the society, according to the social norms of use. To acquire an acceptable degree of linguistic ease, the knowledge of at least one L2 is considered important. But the acquisition of a L2 is interfered by the previous linguistic skills of the learner/speaker who, in many cases, does not have a suitable competence even of the languages of the society in which he/she lives.
13
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Pojęcie kompetencji fonologicznej vel fonetycznej – rozważania terminologiczne

75%
Biernacka M., Łódzki U.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2013
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vol. 20
PL
Celem artykułu było sprecyzowanie pojęcia kompetencji fonologicznej na gruncie nauczania języka polskiego jako obcego. Na przykładzie polszczyzny wyróżniono subskładniki kompetencji fonologicznej, zwrócono uwagę na potrzebę stworzenia odpowiednich programów nauczania, uwzględniających czynniki implikujące jej prawidłowy rozwój. Analizie poddano także sam termin, wymieniany często z określeniami kompetencja fonetyczna i sprawność fonetyczna, zbieżnymi aczkolwiek nietożsamymi (przedstawiono argumenty za stosowaniem terminu wyróżnionego przez ESOKJ oraz odróżnianiem go od pozostałych).
EN
The aim of this article is to specify the term phonological competence with reference to teaching Polish as a foreign language. The author identifies the subingredients of the phonological competence, emphasizes the need to create suitable curricula, which would take into consideration the correct development of the phonological competence. She also analyzes the very term phonological competence, which is often used interchangeably with the terms phonetic competence and general phonetic awareness and skills. The author presents arguments for the use of the term phonological competence and emphasizes the need to distinguish it from the other terms.
14
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Approche communicative ou perspective actionnelle – état des lieux de l’enseignement/apprentissage des langues vivantes en Pologne

71%
Sowa M.
Neofilolog
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2012
|
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.
15
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Médiation de concepts avec la nouvelle méthode de français : C’est parti!

63%
Chmiel-Bożek H.
Neofilolog
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2021
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issue 56/2
223-236
EN
The concept of mediation in foreign language teaching and learning is becoming increasingly present in literature, but due to the evolving nature of this term, many studies do not include all of its aspects. Since the publication of Common European Framework of Reference for Languages in 2001, the notion ofmediation has been considerably developed and the scope of mediation activities has been extended. This article is devoted to the term “mediating concepts”, which is used in Companion Volume from 2018, which updates the CEFR 2001. On the basis of the latest studies, we would like to discover what is understood by the latest idea of “mediating concepts” and what are the practical applications of these theoretical considerations, using the example of a new method of teaching French: C’est parti!
16
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O kompetencjach użytkownika języka na poziomie C2

63%
Janowska I.
Postscriptum Polonistyczne
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2022
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vol. 30
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issue 2
1-24
EN
Language proficiency indicators (A1–C2) contained in The Common European Framework of Reference for Languages (published in English and French in 2001, in Polish in 2003) are the main value and the main axis of the Council of Europe document. They were soon accepted by the recipients and applied in language-teaching methodology. Often, however, the description of skills at individual levels have been the subject of understatements and misinterpretations. This is also the case with level C2, which is often identified with the competences of an educated native speaker of a language. Iwona Janowska’s aim in this article is to give a comprehensive and updated characterization of the highest level of language proficiency, described in the CEFR (2001; 2003), and clarified and extended in the CEFR – Companion Volume (2020). Experts of the Council of Europe, while maintaining the philosophy and structure of the CEFR, modified and supplemented the descriptor scales contained in it and adapted them to the contemporary context of language use. The description of level C2 in the 2020 document has been significantly expanded in comparinson to its original version, as it contains the characteristics of new skills and competences of the language user. The results of quantitative and qualitative analyses of descriptors for the highest level of proficiency on the scale of the Council of Europe presented in the article may be helpful in creating didactic materials and exam tests.
PL
Wskaźniki biegłości językowej (A1–C2) zawarte w Europejskim systemie opisu kształcenia językowego (wyd. w j. angielskim i francuskim: 2001, w j. polskim: 2003) to zasadnicza wartość i główna oś dokumentu Rady Europy. Zostały one bardzo szybko zaakceptowane przez odbiorców i zastosowane w dydaktyce językowej. Nierzadko jednak opis umiejętności na poszczególnych poziomach był przedmiotem niedomówień i błędnych interpretacji. Dotyczy to m.in. poziomu C2, który niejednokrotnie utożsamiany jest z kompetencjami wykształconego native speakera. Celem artykułu jest kompleksowa i zaktualizowana charakterystyka najwyższego poziomu biegłości językowej, opisanego w ESOKJ (2001; 2003), a doprecyzowanego i rozszerzonego w CEFR – Companion Volume (2020). Eksperci Rady Europy, zachowując filozofię i strukturę ESOKJ, zmodyfikowali i uzupełnili zawarte w nim skale deskryptorów oraz dostosowali je do współczesnego kontekstu posługiwania się językiem. Opis poziomu C2 w dokumencie z 2020 roku został znacznie rozszerzony w porównaniu z jego pierwotną wersją, zawiera bowiem charakterystykę nowych umiejętności i kompetencji użytkownika języka. Zaprezentowane w artykule wyniki ilościowych i jakościowych analiz deskryptorów dla najwyższego poziomu biegłości w skali Rady Europy mogą być pomocne w tworzeniu materiałów dydaktycznych oraz testów egzaminacyjnych.
17
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Kształcenie postawy proekologicznej na lekcjach języka obcego w szkole ponadpodstawowej (na przykładzie materiałów do nauczania języka francuskiego jako drugiego/kolejnego języka obcego)

63%
Półtorak E.
Z Teorii i Praktyki Dydaktycznej Języka Polskiego
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2022
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vol. 31
1-18
EN
Ewa Półtorak’s aim in this article is to reflect on how to incorporate elements of ecological education into the foreign-language teaching / learning process, as implemented in the third level of the Polish education system. Półtorak focuses on methods used to develop communicative language competences at school, especially on the example of teaching / learning French as a second / subsequent foreign language.
PL
Celem artykułu jest refleksja nad sposobami włączenia elementów edukacji ekologicznej do kształcenia językowego realizowanego w polskim systemie szkolnictwa w ramach trzeciego etapu edukacyjnego. Podjęta problematyka została przedyskutowana w kontekście procesu kształcenia językowych kompetencji komunikacyjnych na zajęciach drugiego / kolejnego języka obcego na przykładzie materiałów do nauczania języka francuskiego.
18

Wpływ europejskiej polityki językowej na dydaktykę języka polskiego jako obcego

63%
Janowska I.
Język Polski
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2018
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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.
19
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ZADANIE JAKO FORMA WSPIERANIA REFLEKSYJNEGO NAUCZANIA GRAMATYKI

62%
Janowska I., Rabiej A.
Neofilolog
|
2014
|
issue 43/2
235-247
EN
The paper discusses the issues of form-focused instruction in foreign language pedagogy with the special emphasis on the task-based language teaching. There is a growing realization among the researchers and the language educators that the formal aspects of the target language need to be incorporated into the language teaching in order to facilitate the learners’ in achieving high levels of accuracy as well as communicative effectiveness. The authors point out to different techniques and procedures that are used in task-based language teaching to stimulate learners’ reflection on the formal aspects of the target language and to develop their capacity of noticing the linguistic forms as they are engaged in meaning focused activities.
20
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INICJATYWY RADY EUROPY I KOMISJI EUROPEJSKIEJ NA RZECZ WSPIERANIA REFLEKSYJNOŚCI NAD PROCESEM UCZENIA SIĘ I NAUCZANIA JĘZYKA OBCEGO

54%
Jedynak M.
Neofilolog
|
2014
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issue 43/1
95-109
EN
In the era of globalisation a command of foreign languages is regarded as a priority. For this reason, the Council of Europe and the European Commission promote language learning and linguistic diversity. A focal point in their language policy is reflection, which is recognized as a key feature of an employee’s professionalism. Therefore, the importance of reflection is stressed throughout all the years of language education. The objective of this paper is to give information about the documents, tools and actions which support a reflective approach to language learning and teaching in Europe.
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