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Czy milczenie zawsze jest złotem? Percepcja ciszy i milczenia na zajęciach z praktycznej znajomości języka angielskiego

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Wiśniewska D.
Neofilolog
|
2012
|
issue 38/1
61-76
EN
Formal foreign language teaching involves verbal and non-verbal interactions among the participants of language classes. The nature of these interactions may play a decisive role in the success or failure in language learning. The research described in this paper attempted to gain insight into students' perceptions of silence occurring during classroom language learning, to identify its causes and effects, and to appraise its potential value for learners.
2
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Dialog interkulturowy na lekcji języka angielskiego w kontekście polskim

100%
Sobkowiak P.
Neofilolog
|
2012
|
issue 38/1
107-128
EN
This article attempts to persuade the reader that in order to prepare our learners for using foreign languages (FL) efficiently in the global, multicultural world, FL pedagogy needs to reconsider its long-established goals of teaching and adopt a more openended, intercultural (IC), processoriented approach. Thus, the objective of language training, apart from the traditional work on the four skills, should be raising awareness of difference and diversity between representatives of various cultures and engaging learners in the process of decentering, acquiring desirable attitudes to otherness, fostering empathy, developing their ability to mediate, promoting tolerance, and benefiting rather than suffering from IC experi­ence. The dialogic approach, which will be discussed in the paper, seems to be tailormade to achieve this. In the empirical part of the article, the author reports the results of qualitative research which involved observations of English lessons in several high schools in Poznań, Poland. The study aimed at answering the questions whether and to what degree a homogeneous FL classroom in Poland is conducive to developing IC sensitivity and competence. The results demonstrate that IC dialogue plays a marginal role and teachers do not engage learners in discussion, analysis or reflection about the interrelationships between language, identity, culture and communication. If culture appears in the classroom, it is taught in a very traditional way, namely it is limited mostly to transferring declarative knowledge about various aspects of foreign culture/s.
3

Lekcja języka angielskiego z perspektywy uczniów klas trzecich gimnazjów

100%
Gajewska-Dyszkiewicz A., Kutyłowska K., Kulon F., Paczuska K., Rycielska L., Szpotowicz M.
Edukacja
|
2012
|
issue 3(119)
87-104
PL
Wyniki Europejskiego badania kompetencji językowych (ESLC) pokazały, że w Polsce lekcja w szkole jest dla wielu uczniów jedyną okazją do regularnego kontaktu z językiem obcym. Autorzy niniejszego tekstu podjęli próbę przeanalizowania informacji dotyczących lekcji językowych, a zebranych wśród gimnazjalistów uczestniczących w badaniu ESLC. Celem artykułu jest omówienie danych kwestionariuszowych dotyczących lekcji języka w świetle aktualnego stanu wiedzy teoretycznej i praktycznej związanej z nauczaniem języków obcych oraz założeniami podstawy programowej. Podjęto również próbę odpowiedzi na pytanie, czy lekcja, której obraz wyłania się z odpowiedzi uczniów, pozwala na realizację podstawowego celu edukacji językowej, jakim jest komunikacja w języku obcym.
EN
Results from the European survey on Language Competences (ESLC) show that regular exposure to a foreign language for many Polish pupils is limited to language classes at school. in this light, the authors of this article took a closer look at the Polish ESLC findings. With a discussion on current theoretical approaches, good practice in foreign language teaching and national core curriculum requirements, the paper presents an analysis of student responses to a questionnaire about English lessons at lower secondary school. it also aims to describe how the school language class, as students describe it, achieves its basic goal in language education – communication in a foreign language.
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