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ROZWÓJ KOMPETENCJI DYSKURSYWNEJ: EWALUACJA EFEKTÓW JEJ KSZTAŁCENIA

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Pędzisz J.
Neofilolog
|
2013
|
issue 40/1
145-156
EN
Developing students’ discourse competence: evaluation of a course.The purpose of this paper is to investigate the concept of discourse competence. The major part of the paper will be occupied by a summary of the findings of a qualitative study into the perceptions of discourse competence and ways it was developed with students of applied linguistics at the Maria Curie-Skłodowska University in Lublin (UMCS).
PL
Developing students’ discourse competence: evaluation of a course. The purpose of this paper is to investigate the concept of discourse competence. The major part of the paper will be occupied by a summary of the findings of a qualitative study into the perceptions of discourse competence and ways it was developed with students of applied linguistics at the Maria Curie-Skłodowska University in Lublin (UMCS).
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Wpływ kompetencji dyskursywnej na rozwój sprawności translatorskich w zakresie tłumaczenia symultanicznego

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Pędzisz J.
Applied Linguistics Papers
|
2018
|
issue 25/1
181-192
EN
Drawing on the concept of discourse competence this paper asks about the possibility of the incorporation of the discourse analysis with the development of the translation skills in the simultaneous interpreting field. The paper sets out to show, how to solve problems arising from the simultaneous interpreting based on lack of knowledge about discourse competence and skills necessary for the discourse analysis.
3
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Analiza interakcyjna jako narzędzie opisu dyskursu medialnego

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Pałuszyńska E., Łódzki U.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2013
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vol. 20
PL
Autorka upatruje w analizie interakcyjnej narzędzie opisu, które jest w stanie uchwycić specyfikę konkretnego typu dyskursu. Interakcja konstytuuje komunikację i stanowi podstawę odróżnienia głównych form mowy: monologu i dialogu. Jej istotą jest koordynacja, współpraca, zestrajanie aktywności rozmówców i dynamiczne zmiany kontekstu. Elementem interakcji jest również relacja interpersonalna, która podlega parametryzacji ze względu na dwa kryteria: siłę i ustosunkowanie. Celem artykułu jest opis tych uwarunkowań interakcji, które mają decydujący wpływ na jej przebieg w medialnym dyskursie politycznym. Z badań wynika, że pod uwagę należy wziąć: publiczny charakter kontaktu (w opozycji do kontaktu prywatnego), występowanie rozmówców w rolach społecznych oraz masowy charakter komunikacji.
EN
The author presents the way inteactive analysis can be used as a means (mode, tool) of discriminate various types of discourse. Ahe understands the interaction as the coordination of the interlocutors, their cooperation and mutual adjustment in the process of dialog construction. The aim of the article is to describe the most important interactional conditionings in the political discourse in the mass media. According to the author‟s research, these include the public character of the interaction, the social roles of the interlocutors and the mass character of communication.
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PROFESJONALIZM NEOFILOLOGA JAKO NAUCZYCIELA AKADEMICKIEGO WOBEC ZJAWISKA WIELODYSKURSYWNOŚCI W GLOTTODYDAKTYCE

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Karpińska-Musiał B., Orchowska I.
Neofilolog
|
2015
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issue 45/2
245-257
EN
The paper presents and discusses the concept of the discourse competenceof an academic FL teacher as a researcher and a professional. For the sakeof theoretical argument we also investigate the different kinds of discoursecompetence present in FL teaching and learning.We propose that discourse competence should be the object of continuousdevelopment for teachers who aspire to develop their disciplinaryand epistemological awareness: two components of a teacher’s professionalismwe consider indispensable in the teaching and learning process.
5
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La triangulación múltiple en la investigación-acción con ejemplos de investigación propia

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Majewska R.
Neofilolog
|
2020
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issue 54/2
223-243
EN
The aim of the article is to reflect upon the possibilities offered by triangulation in qualitative research, with particular emphasis placed on action research. Various types of triangulation have been presented, including the most recommended multiple triangulation. A variety of advantages and functions of triangulation have been shown, first and foremost the ones which refer to dynamic, systemic and multicausal phenomena. All the theoretical considerations have been illustrated by the author’s own research conducted in Poland, in one of the bilingual sections with Spanish language in the secondary school. The research concerned the development of students’ discursive competence within the genre of an intercultural comparison, and its conditioning. The research used multiple triangulation: of data sources, of researchers, of methods and of data analysis, as well as temporal and special triangulation. The investigation is finished with conclusions of methodological nature.
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PRZEFORMUŁOWANIE W PRZYSWAJANIU I UCZENIU SIĘ JĘZYKÓW: SPECYFIKA I FUNKCJE ODTWARZANIA OPOWIADANIA

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Karpińska-Szaj K., Wojciechowska B.
Neofilolog
|
2016
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issue 46/1
109-125
EN
This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The re-search concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Frame-work of Reference for Languages, 2003) in Polish and French (the for-eign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ dis-course competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data col-lected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a sto-ry as a learning strategy.
PL
This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The research concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Framework of Reference for Languages, 2003) in Polish and French (the foreign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ discourse competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data collected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a story as a learning strategy.
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LA PERFORMANCE MORPHOSYNTAXIQUE DANS LES TÂCHES DE REFORMULATION ÉCRITE. CAS D’ÉTUDIANTS DÉBUTANTS DE FLE

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Karpińska-Szaj K., Wojciechowska B.
Neofilolog
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2015
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issue 44/1
73-89
EN
In this article the relation between the discourse production dynamic and the linguistic competence development is discussed. This problem is considered with regard to two types of language activities based on reformulation tasks: 1) written reconstruction of a story heard, 2) written production of the end of the story. The analysis of experimental data shows that in the second case the approach to the discourse is more complete which positively influences application of complex morphosyntactic structures in students production.
8
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Pragmatyczne znaczenia predykatu modalnego móc w konstrukcjach konwersacyjnych dzieci przedszkolnych

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Brzdęk E.
Socjolingwistyka
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2016
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issue 30
245-259
PL
W pracy koncentrujemy się głownie na określeniu zakresu użycia pragmatycznych wariantów znaczenia predykatu modalnego moc w konstrukcjach konwersacyjnych dzieci przedszkolnych. Opis konkretnych realizacji orzeczeń modalnych w wypowiedzeniach dotyczy niektórych aspektów modalności zdaniowej i fakultatywnej oraz wybranych zagadnień systemowych, sytuacyjnych i interakcyjnych języka. Biorąc pod uwagę kontekst pragmatycznojęzykowy i interakcyjny konstrukcji modalnych i innych, obecnych w tekstach, zwracamy uwagę na jakość kompetencji dyskursywnej dzieci przedszkolnych.
EN
The paper concerns the analysis of the modal logic and intentional constructions with the modal verb móc in preschool discourse. Some aspects of pragmalinguistic and systemic-functional theory provide tools to characterize the ways in which children use constructions in the colloquial-conversational language and text. Our analysis is focused on the sense of predicate móc in particular applications and on the process of creation of indirect acts of speech. It also provides information on the development of discourse competence of children.
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