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  1. 3 Neofilolog

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  1. 3 Półtorak E.

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  1. 2 2022

  2. 1 2019

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Podejście do błędu w nauce języków obcych – perspekty-wa ucznia

100%
Półtorak E.
Neofilolog
|
2019
|
issue 53/2
263-280
EN
The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.
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Quelques réflexions sur l’intégration de la littératie numérique dans le processus d’enseignement- apprentissage des langues vivantes (à l’exemple de manuels de FLE pour grands adolescents et adultes)

100%
Półtorak E.
Neofilolog
|
2022
|
issue 59/2
43-57
EN
The aim of the article is to propose some reflections on digital literacy. The concept of digital literacy will be discussed in the context of foreign language teaching-learning process, especially in the context of teaching-learning French as a second/subsequent language at B1 level. The author will propose to analyse some coursebooks for teaching-learning French to adolescents and adults and she will focus her investigations on activities dedicated to develop the digital literacy of students.
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O zjawisku lęku językowego z perspektywy uczących się drugiego/kolejnego języka obcego online

80%
Półtorak E.
Neofilolog
|
2022
|
issue 58/1
43-64
EN
The aim of the paper is to reflect on the problem of language anxiety in the foreign language teaching-learning process. The concept of language anxiety in the online language teaching-learning context is discussed, with particular relation to synchronous communication tools. The context is the learners’ perspective of adult beginners at the university level learning French as a second/subsequent language. The research group included 85 students of the first and second years of French at the University of Silesia in Katowice. To collect the data participants were asked to complete the Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), and to respond to six additional questions, related to the online language teaching-learning context. Results showed that language anxiety is a phenomenon that may accompany the regular online teaching-learning process of a second/subsequent foreign language.
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