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Ocenianie kompetencji studentów – przyszłych nauczycieli języka obcego przez nauczycieli – opiekunów praktyk

100%
Grabowska M.
Neofilolog
|
2019
|
issue 53/2
195-211
EN
The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of the trainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.
2
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Évaluer les connaissances implicites et explicites en français langue étrangère par les tests de jugement de grammaticalité : analyse des outils et présentation des résultats de la recherche

100%
Piegzik W. A.
Neofilolog
|
2020
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issue 54/2
205-221
EN
The aim of this paper is to evaluate implicit and explicit knowledge among Polish speaking students studying French as a foreign language in the academic environment. In the first part, we discuss a timed grammaticality judgment test (TGJT) as an instrument for measuring implicit knowledge and an untimed grammaticality judgment test (UGJT) as a tool for evaluating explicit knowledge and we propose solutions to sidestep some of the weaknesses of both these instruments which were observed in our research. The second part focuses on the presentation of the research results, leading to the conclusion that the group of students at A2 level develop implicit and explicit knowledge in a fairly balanced way.
3
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Teaching Affects in French as a Foreign Language. A Trial Focusing on Intensifiers in Collocations

80%
Cavalla C.
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
|
2017
|
issue 2
EN
This article suggests creating networks of lexical items in the field of affects, in the context of teaching French as a foreign language. After a lexico-semantic study of some intensifiers present with certain lexical items from the field of affects, we will look at what kind of networks should be developed in order to help students memorise lexicon and associated collocates of intensity. The underlying hypothesis is that building these networks should enable learners to better memorise the lexical associations of the field in question.
FR
This article suggests creating networks of lexical items in the field of affects, in the context of teaching French as a foreign language. After a lexico-semantic study of some intensifiers present with certain lexical items from the field of affects, we will look at what kind of networks should be developed in order to help students memorise lexicon and associated collocates of intensity. The underlying hypothesis is that building these networks should enable learners to better memorise the lexical associations of the field in question. 
PL
W artykule autorka proponuje utworzenie sieci relacji między jednostkami leksykalnymi w polu nazw uczuć w kontekście dydaktyki języka francuskiego jako obcego. Leksykalno-semantyczna analiza kilku intensyfikatorów występujących z niektórymi leksemami z wyżej wymienionego pola pozwala zaobserwować, jaki typ sieci należy rozwinąć, aby wspomóc zapamiętywanie nazw ze współwystępującymi intensyfikatorami. Wyjściowym założeniem badań jest teza, że konstruowanie tych sieci przez uczących się powinno wspomagać zapamiętywanie związków leksykalnych z pola, o którym mowa.
4

Rozwijanie kompetencji medialnej w podejściu uczenia się przez całe życie

80%
Górecka J.
Roczniki Humanistyczne
|
2015
|
vol. 63
|
issue 10: Glottodydaktyka
5-19
PL
W przedstawianym badaniu zakładamy, że odwołania do wyznaczników kompetencji medialnej sprzyjają modelowaniu rozwoju indywidualnej kompetencji komunikacyjnej zgodnemu z wymaganiami formalnymi proponowanymi dla poziomu zaawansowanego. Artykuł przedstawia wybrane wnioski z przeprowadzonego badania w działaniu, którego celem było wyodrębnienie i opisanie skutecznych działań doboru oraz interpretacji francuskojęzycznych zasobów medialnych. Umiejętności te, właściwe dla kompetencji medialnej i niezbędne dla rozwijania autonomii uczeniowej, rozwijane były w zadaniach dyskusja online, zorientowanych zarówno na doskonalenie sprawności komunikacyjnych, jak i na realizację złożonych celów poznawczych, powiązanych z konstruowaniem wiedzy.
EN
The present paper rests on the assumption that elaborating the determinants of media competence facilitate the conceptualization of the individual communicative competence development in accordance with formal requirements for teaching/learning at advanced L2 levels. The paper presents the chosen conclusions of my action-research project, whose major aim was to elaborate the determinants of constructive learning actions involving the selection and proper interpretation of media resources in French. These skills, inherent to media competence and necessary for the learner autonomy development, were trained in discussion tasks aimed at improving communicative skills and accomplishing cognitive goals connected with knowledge construction.
5
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PARATAXE ET HYPOTAXE DANS L’ACQUISITION DU FLE PAR DES APPRENANTS POLONOPHONES. APPROCHE LONGITUDINALE

51%
Paprocka-Piotrowska U.
Neofilolog
|
2015
|
issue 44/1
91-110
EN
This paper focuses on the acquisition of the second language (L2) and the development of syntactic competence in communication. The topic is discusses in relation to syntactic structure of narratives produced by Polish learners of French L2. The author observes in detail how language learners build simple and complex sentences (coordinating/subordinating conjunctions, complex/simple sentences ratio, para- and hypotactic sentence structures) at the three different moment of SLA: 6th, 12th and 35th month of their classroom learning/teaching (developmental and comparative approach).
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