Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 13

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  GLOTTODIDACTICS
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

DIDACTICS OF NATIVE LANGUAGE AND GLOTTODIDACTICS. TWO DIMENSIONS OF LINGUISTIC EDUCATION (Dydaktyka jezyka ojczystego a glottodydaktyka. Podwójny wymiar edukacji jezykowej)

100%
Kowalikowa J.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
|
2009
|
issue 1(7)
217-234
EN
Both variants of didactics of Polish language (as a native and as a foreign language) have common linguistic basis. They are united by educational frame and both are aiming at learning and development of linguistic and communicational skills. In their mutual relation we find similarities and differences in such areas as content of program, teaching methods, textbooks, professional qualifications of teachers. Due to close connections of the two kinds of didactics they can exchange their achievements and undertake together researches of theoretical and methodical type.
2
Content available remote

Teacher’s communication competences as a part of pre-gradual preparation

80%
Málková J.
Bohemistyka
|
2010
|
vol. 10
|
issue 3
224-233
EN
Communication is the basis of all our interpersonal relationships. This paper deals with oral communication as a means of realisation of pedagogic interaction. Improving communication skills to achieve required standard of communication competences is an especially important goal of pre-gradual preparation of future teachers. The initial part of the following text provides a short introduction to verbal and nonverbal means of pedagogic interaction realized during the learning process and emphasizes the importance of cultivated communication at school. The central section relates to pre-gradual preparation of future teachers, which includes cultivation of verbal means and purposeful usage of acoustic means. Also some principles of body language with their function are mentioned. This part provides a conceptual framework for communication courses at the college level. The final part is concerned with basic methodological principles which influence the successful pre-gradual preparation.
3
Content available remote

Čeština v roli jazyka cizího – dvacetiletí po Listopadu

80%
Hádková M.
Bohemistyka
|
2010
|
vol. 10
|
issue 1
8-25
EN
The author describes the development of teaching Czech for foreigners from 1989 to present. She depicts the main milestones of development – the reflection of the Common European Framework of Reference for Languages, reference level descriptions for Czech as a foreign language, etc. In order to present the situation of Czech as a foreign language in the Czech Republic she also describes the two concepts of teaching Czech for foreigners – one reflecting and the other not reflecting the prerequisites of the learner.
4
Content available remote

Frazeologie novinového úvodníku: pohled didaktický

80%
Fedoszov O.
Bohemistyka
|
2011
|
vol. 11
|
issue 3
205-222
EN
At 1996 the founder of Czech theory of phraseology František Čermák has published his paper Idioms in Newspaper Editorials. Editorials have been analyzed for the distribution of idioms in sentences, for structural types of idioms, variations of them and pragmatic expressions. This present report is an attempt of analysis the editorials of Jakub Patočka, former chief of Literární noviny between 2006 and 2008. In my paper I discuss the problem of the idiom usage in topics, but my main gool is to show how the students on seminars of phraseology can identify idioms in texts, and study the different working methods. An another problem is how to apply a procedure for the recognition of idioms in text in the case of a large corpus, such as Czech National Corpus.
5
Content available remote

K otázce mediačního jazyka ve výuce češtiny pro cizince

80%
Hrdlička M.
Bohemistyka
|
2010
|
vol. 10
|
issue 3
217-223
EN
In the following article the author defines the range of the so called mediatory language (mediační jazyk), paying attention to its basic factors which have to be taken into consideration when teaching Czech as a foreign language. The very term is defined as a code of communication (first and foremost the natural language, but also the non-verbal means of communication), which serves to enable the didactic process between the teacher and the student. The mediatory language not only acts as an agent in the communication between the teacher and the student, but also has the communicative, contact, cognitive, connotative and metalanguage functions.
6
Content available remote

O češtině v Jižní Koreji

80%
Bozděchová I.
Bohemistyka
|
2011
|
vol. 11
|
issue 1
14-26
EN
This paper uses authentic examples of the expression of Korean students during lessons of practical Czech at Hankuk University of Foreign Studies in Seoul and comments on the linguistic features that represent the greatest problems in the acquisition of Czech. The shortcomings often arise not only from unfamiliarity with the rules of using Czech, but because, with regard to the source language, they are unnatural processes of expression.
7
Content available remote

Inne spojrzenie na czasowniki hiszpańskie w czasie teraźniejszym. Etapy tworzenia gry dydaktycznej

61%
Górska-Wolniewicz W.
Homo Ludens
|
2011
|
issue 1(3)
43-52
EN
The article encourages foreign language teachers to present grammar rules in an unconventional way. It describes a creative approach by the teacher. The author presents the process of creating 'Teaching Games', aided by examples of a student-friendly introduction to the present tense in the Spanish language. In the article an original story as well as an adaptation of the game 'Jungle Speed' were used. They make the preparation of the teaching exercises possible and help stimulate the students' motivation.
8
Content available remote

Zabawy rozwijające sprawność mówienia w języku obcym

61%
Rusek B.
Homo Ludens
|
2010
|
issue 1(2)
151-169
EN
How can we encourage students to communicate in a foreign language despite their linguistic and psychological barriers? In an attempt to answer this question, the paper suggests a range of language games which, by addressing cognitive, emotional and social factors, facilitate the development of students' speaking skills. In particular the article addresses three categories of such activities, as distinguished by the author, namely accuracy-oriented games, fluency-oriented games and games with a potential for anxiety reduction and group integration.
9
Content available remote

Polnische Kultur und Sprache - Seminar. Ein Vorschlag zur Forderung interkultureller Kompetenz der deutschen Studierenden mithilfe von Spielen

61%
Andrzejewska-Kwiatkowska J.
Homo Ludens
|
2011
|
issue 1(3)
21-29
EN
The ongoing development of intercultural competence is of high importance in the present globalised world. This aspect is discussed in the article especially in the context of young people, and more precisely regarding German students who should be encouraged to learn the culture and language of their Eastern neighbours. Workshops are one of the forms used to achieve that goal. The article presents a proposal for workshops with concrete topics and methods which can be used in order to increase the intercultural competence of German students having or coming into contact with Polish culture. Particular attention is paid to intercultural games because they create many possibilities not only to broaden knowledge of a foreign culture but also to be more open toward different cultures.
10
Content available remote

Kulturotwórcza funkcja bajek i gier historycznych - koncepcja nauczania historii dzieci w wieku 1-4 lat

61%
Białek M.
Homo Ludens
|
2009
|
issue 1
41-49
EN
The author presents an innovative concept for teaching history to children aged 1-4 in a way adapted for children and in a friendly form. The concept explains to children events and processes that took place in the past and which were crucial for the development of human civilisation. Such a presentation of history to children creates a background to the further process of collecting information at school and allows children to become fascinated by history before they are forced to learn it.
11
Content available remote

Koncepcja relacji wspomagającej C.R. Rogersa jako inspiracja dla glottodydaktyki na kierunkach neoflologicznych. O roli nauczyciela akademickiego i technikach ludycznych

51%
Hostyński P.
Homo Ludens
|
2009
|
issue 1
85-101
EN
(Polish title: Koncepcja relacji wspomagajacej C.R. Rogersa jako inspiracja dla glottodydaktyki na kierunkach neofilologicznych. O roli nauczyciela akademickiego i technikach ludycznych). The article presents the characteristics of a helpful relationship as designed by C.R. Rogers, in which the teacher, through appreciation, the broader expression and use of the latent internal resources of his students, helps them to build faith in their own abilities, act authentically in a foreign language, function more independently and achieve better results in learning. The academic teacher should aim to secure mental comfort for the students through building a helpful relationship and shaping subjective interpersonal contacts within the group based on respect, acceptance and authenticity. The ludic activities mentioned in the article are a helpful tool in building the trust and cohesion of the group and in breaking emotional barriers - interactive games, the technique of role-playing games, role playing.
12
Content available remote

Wykorzystanie technik ludycznych oraz WebQuest w nauczaniu języka specjalistycznego

51%
Cudzich B.
Homo Ludens
|
2012
|
issue 1(4)
31-44
EN
The aim of this article is to present the wide scope of application of ludic techniques in foreign language teaching, in particular in the teaching of languages for specific purposes (LSP). The history of ludic techniques is depicted, games, simulations and WebQuest are discussed and the concept of LSP is described. Selected ludic techniques are then shown in reference to this concept and examples of their use during an LSP class are given. A rationale for the glottodidactic value of these techniques is also provided.
13
Content available remote

Sylwetka naukowa profesor Izabeli Prokop

41%
Surdyk A.
Homo Ludens
|
2011
|
issue 1(3)
9-17
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.