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La médiation de textes en tant que compétence. Le cas des étudiants se présentant à l’examen de certification en langue étrangère à l’Université de Varsovie

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Kucharczyk R.
Neofilolog
|
2023
|
issue 60/2
417-439
EN
The purpose of this article is to present the results of empirical research conducted with students taking a foreign language certification test. The aim of the study was to diagnose the extent to which the students interviewed are able to mediate texts. In other words, we wanted to examine whether they possess the knowledge and skills necessary to reconstruct the meanings of a text in order to convey the information imposed by the examination task. The article begins with a short presentation of the notion of mediation. It then discusses the place it has been given in the language classroom by the designers of the CEFR. Finally, we present our empirical study: we define its theoretical framework, present the survey questionnaire we used and then proceed to the analysis of the data collected and the discussion of the results.
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L’apprentissage informel au service de l’enseignement de la littérature et de la culture à la philologie française

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Grabowska M., Sadkowska-Fidala A.
Academic Journal of Modern Philology
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2023
|
issue 20
83-94
EN
The aim of the present study is to examine the extent to which French philology students' informal learning – in the area of multimodal literacies and leisure activities – reinforces the gains in French literature and French history and culture courses through creative mediation. We report on an experiment conducted in the years 2020-2022 in five online courses at the French Philology department of the University of Wrocław during the Covid-19 pandemic. In these courses, students were expected to personally mediate the texts or content studied in class and present them on a group Facebook site. The students' projects are classified according to two criteria (intersemiotic and intrasemiotic mediation; mediation of form and content) and prove that the involvement of informally acquired knowledge and skills not only developed the students' creativity, but also promoted interpretative processes by anchoring the formal learning of the course in personal experience.
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