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„A” i „the” dla uczniów z wyobraźnią – efekty zastosowania gramatyki kognitywnej w szkole

100%
Król-Markefka A.
Neofilolog
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2010
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issue 35
207-219
EN
The article presents the results of a quasi-experiment, whose aim was to verify the hypothesis about the advantages of grammatical instruction based on cognitive linguistics principles. Two groups of students took part in a series of lessons, undergoing treatment based either on standard or on cognitive rules concerning the use of English articles. The outcomes of the study demonstrate that although both types of instruction brought positive effects immediately after the treatment, the cognitive group outperformed the traditional group on delayed posttes
PL
The article presents the results of a quasi-experiment, whose aim was to verify the hypothesis about the advantages of grammatical instruction based on cognitive linguistics principles. Two groups of students took part in a series of lessons, undergoing treatment based either on standard or on cognitive rules concerning the use of English articles. The outcomes of the study demonstrate that although both types of instruction brought positive effects immediately after the treatment, the cognitive group outperformed the traditional group on delayed posttesting.
2

Influence of Sociocultural Context on Language Learning in Foreign Countries

85%
Pazyura N.
Comparative Professional Pedagogy
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2016
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vol. 6
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issue 2
14-19
EN
Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.
3
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Ocena i samoocena studentów prowadzących zajęcia z języka angielskiego dla słuchaczy Uniwersytetu Trzeciego Wieku

71%
Borkowska A.
Teraźniejszość – Człowiek – Edukacja
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2019
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vol. 22
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issue 2(86)
94-105
EN
The main objective set to the paper is to investigate the most significant factors which ought to be taken into account while teaching third agers. The findings of a study conducted among the English philology students clearly show that the knowledge of senior students’ needs is of pivotal importance, and the success of educational process is based on conscious adaptation of teaching styles. As evidenced in the study, a supportive atmosphere not only helps seniors be more willing to communicate in English, but it also fosters motivation to cooperate actively in different patterns of interaction. What should also be emphasised here is that topics need to be selected precisely to match seniors’ interests, and the choice of vocabulary is to be limited to the functional one. In a similar vein, didactic materials as well as the teacher’s quality of voice emission must be adapted to potential disorders of hearing or sight since third agers require far more time to process and comprehend foreign language input. In the actual teaching practice, it seems fairly evident that a slower pace of the
PL
Celem niniejszego artykułu jest przedstawienie wyników badania dotyczących oceny i samoceny zajęć z języka angielskiego dla seniorów prowadzonych przez studentów filologii angielskiej w ramach praktyk pedagogicznych. Analiza wyników dowiodła, że sukcesem procesu dydaktycznegojest z całą pewnością dopasowanie stylu nauczania do potrzeb osób w trzecim wieku. Mowa tutaj przede wszystkim o zwróceniu uwagi na rozwijanie umiejętności komunikacyjnych na podstawie słownictwa funkcyjnego oraz prostych struktur gramatycznych niezbędnych do interakcji w życiu codziennym. Nauczyciele pracujący z seniorami powinni także pamiętać o prostych poleceniach do zadań oraz o zdecydowanie wolniejszym tempie zajęć, które pozwala na przetworzenie i zrozumienie informacji w języku angielskim. Znamienny jest również fakt, że wspierająca atmosfera wpływa pozytywnie na wysoki poziom aktywnego zaangażowania słuchaczy UTW, umożliwiając im dzielenie się swoją wiedzą językową w grupie.
4
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Příležitosti k rozvíjení interkulturní komunikační kompetence v kontextu řečových dovedností: IVŠV videostudie anglického jazyka

57%
Zerzová J., Šebestová S.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 3
394–422
EN
The empirical study deals with the topic of teaching intercultural communicative competence (ICC) and its integration with the development of language skills in Czech lower-secondary English classes. The aim of the study is to investigate which language skills pupils use when developing their ICC and what their proportion is. The introductory part and the second part of the study introducing its theoretical background and terminology is followed by methodological part (chapter 3) describing the sample (79 English lessons of 25 teachers videotaped in the 7th and 8th grades of Czech lower-secondary classes in three regions within the IRSE Video Study of English project), the way of processing the data (recording, transcription, coding), the research questions and two systems of categories (a system for analyzing teaching ICC and language skills), that were used for analyses of the videotaped lessons. The findings show that developing the ICC may be characterized by employing receptive skills, whereas the occurrence of productive skills seems rather low. The development of the ICC in English lessons is limited to focusing on the cognitive level with almost no attention paid to the behavioral and affective aspects.
5
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The possibility of teaching practices as a community of practice based upon the experiences of student-teachers

57%
Blaszk M.
Neofilolog
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2020
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issue 54/2
305-316
EN
In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), aca-demic supervisor and the academic staff who lead the English teach-ing methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.
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