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Les littératies du XXIe siècle face aux littératies académiques : les enjeux de l’enseignement de l’expression écrite pour les natifs du numérique à l’Institut d’études romanes de Wrocław

100%
Grabowska M.
Academic Journal of Modern Philology
|
2020
|
vol. 9
107-118
EN
The aim of this paper is to prove that, following recent social and cognitive changes among native digital students, the teaching of academic literacies to neophilological faculty students in Poland should be linked to their practice of twenty-first-century literacies and general competences acquired thanks to the practice of these literacies during their informal learning in their free time. The language activity that interests us is written production: essential in the philological study program, distinctive (especially at C1/C2 levels), practiced during each semester, regularly assessed and subordinated to the final task of writing the BA or master’s thesis. Our methodology is based on the emic perspective of Pike 1967. We will present, in particular, the results from a survey addressed to the students of the Institute of Romance Studies concerning their learning and writing practice in French/Spanish/Italian and Polish, as well as some tracks of interpretation.
2
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Nauczanie języków obcych specjalistycznych (JOS): standardy kształcenia nauczycieli a programy przygotowania do zawodu

63%
Sowa M.
Neofilolog
|
2023
|
issue 61/1
117-132
EN
A teacher of a foreign language (FL) acquires his/her professional training in the course of higher education in the field of philology, where he/she follows a training program focused on "learning outcomes that include knowledge and skills corresponding to all the requirements of the core curriculum of the teaching subject or the core curriculum of education in the profession, respectively, or the content of the classes taught" (Journal of Laws 2019, item 1450). From the aforementioned provision it should be concluded that FL teachers work in various educational institutions and with audiences with different profiles and needs, including professional ones. The article describes the scope and forms of FL/LSP teacher education in Poland, based on the results of a qualitative analysis of teacher education programs implemented in 2017-2020 at 22 Polish universities. The text presents elements of teacher specialization programs including content specific to specialized glottodidactics at different universities/degrees. They illustrate the diversity of applied educational practices and inspire to implement didactic solutions on a wider scale.
3
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The Last of Us? Czy istnieje przyszłość dla neofilologii?

63%
Grabowska M., Smuk M., Sowa M.
Neofilolog
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2024
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issue 62/1
9-23
EN
The article is about philological studies in Poland. It discusses the results of a survey conducted at 43 programs at philological studies in 13 Polish universities, with the aim of outlining the profile of students starting their studies (first year of bachelor’s and master’s programs) and those completing them (final year of bachelor’s and master’s programs). In the first case, the goal was to understand the motivations for pursuing studies and the expectations associated with them. In the second case, the objective was to determine the level of satisfaction with the completed studies and the reasons for satisfaction or dissatisfaction. In total, nearly 5000 respondents participated in the study. The results allowed us to draw conclusions regarding the profile of contemporary students of foreign philology and to propose some directions in which the programs might evolve.
4
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Nauczanie obcych języków specjalistycznych na poziomach podstawowych. Praca z publikacją Truchcikiem z Kopernikiem. Językowe przebieżki po uniwersytecie w grupach chińskich polonistów na studiach I stopnia

51%
Goszczyńska M., Kubicka E., Olkiewicz F.
Neofilolog
|
2024
|
issue 62/1
213-229
EN
Languages for specific purposes (LSP) are taught in two different contexts – for academic and for professional needs. In the first case, they are primarily tools for acquiring and processing knowledge, which is possible by knowing a number of terms. That is why B2 is indicated as the optimal level for starting their acquisition. LSP for professional purposes are primarily intended for effective communication and can be taught independently from general language proficiency. In this paper, the authors describe the findings of a survey in which Chinese students of Polish language and culture were asked to express their opinions on the publication Truchcikiem z Kopernikiem. The analysis aims to show if this book is a suitable tool for training LSP in an academic context. It covers levels from A to C (CEFR) and offers training of language in higher education for academic purposes as well as practical language training in situations typical for everyday life at the university. The respondents, representing A2-B1+ proficiency levels, found the book useful for language learning (70%) and for studying in Poland (92%). At the same time, however, 45% of them considered that the exercises were too difficult (for 50% they were adequate), which was explained by the high complexity of vocabulary. They also expressed their expectations for a higher number of grammar tasks in the book.
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