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Recenzja książki Marioli Jaworskiej: „Nauczanie i uczenie się języków obcych młodzieży z dysleksją”

100%
Karpińska-Szaj K.
Neofilolog
|
2019
|
issue 53/2
351-354
2
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Beata Gałan LA METHODE D’ENSEIGNEMENT A DISTANCE DANS LE DEVELOPPEMENT DE LA COMPETENCE REDACTIONNELLE EN LANGUE ETRANGERE

100%
Karpińska-Szaj K.
Neofilolog
|
2018
|
issue 51/1
123-126
3
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DIALOG DYDAKTYCZNY W UCZENIU SIĘ JĘZYKA OBCEGO

63%
Karpińska-Szaj K., Sujecka-Zając J.
Neofilolog
|
2019
|
issue 52/1
61-73
EN
The article presents ‘didactic dialogue’ against the background of other interactive forms of remediation in foreign language learning. Drawing on the works of Antoine de La Garanderie, Reuven Feuierstein and Pierre Vermersch, three didactic approaches have been analyzed. Theoretical considerations have been illustrated with conclusions for-mulated on the basis of own studies on the use of dialogues in differ-ent educational contexts, which included: the diagnosis and remedia-tion of language deficits of special educational needs students, reme-diation in the case of school failure in foreign language learning, and an interview after completing a task of retelling a story.
4
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PRZEFORMUŁOWANIE JAKO NARZĘDZIE BADAWCZE W AKWIZYCJI JĘZYKA I GLOTTODYDAKTYCE

63%
Karpińska-Szaj K., Wojciechowska B.
Neofilolog
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2018
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issue 50/1
11-28
EN
The subject of this article is the use of reformulation, the instrument of language acquisition research, in studies on language teaching and learning. Incorporating reformulation into the methodological repertoire of language education research requires a clear definition of differences in the subject-matter and in objectives of research between the two disciplines, in order to clearly capture the potential and limitations of this tool. This article will consider the innovative potential of reformulation at both the research level and the didactic level, at various stages of development of communicative competencies in a foreign language.
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Przyswajanie złożoności językowej przez uczniów z deficytami języka i mowy w nauczaniu włączającym

63%
Karpińska-Szaj K., Lewandowska A.
Neofilolog
|
2021
|
issue 56/2
259-281
EN
The article reports on an action research study which uses reformulation as its key instrument. The aim of the study was to identify the individual characteristics of acquisition of complex structures in Polish (native language) and English (foreign language) by children with speech and language deficits, learning in an inclusive environment at the upper primary level. The analysis of the gathered data focuses on Polish and English structures used by special needs students and mainstream students in their inclusive educational environment, and on the students’ ability to build/reconstruct a narrative structure – according to the unique qualities of the input text. The observed trends help to plan and organise the teaching process, which also includes the rehabilitation of speech and language in a foreign language lesson.
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