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El papel de las emociones en la enseñanza intercultural del español como lengua extranjera (ELE)

100%
Spychała-Wawrzyniak M.
Studia Romanica Posnaniensia
|
2019
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vol. 46
|
issue 4
163-172
PL
Emotions, both positive and negative, are part of our lives. However, until the 1960s, little attention was paid to the role they played in learning foreign languages. It all changed with the development of humanistic psychology, which focused, among others, on the integration of cognitive and affective teaching. Emotions also accompany encounters of individuals representing two different cultures. Intercultural communication is a complex process, which often involves culture shock, conflicts and various types of interpersonal relations. The aim of this paper is to accentuate the role of emotions in foreign language teaching. We will put forward several proposals concerning affective learning viewed from the perspective of intercultural communication. Finally, we will present the results of the study conducted among learners of Spanish, which illustrates the importance of affective factors in constructing students’ positive attitudes towards language and culture.
2
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Podejście konstruktywistyczne a rola nauczyciela w nauczaniu zdalnym języków obcych na przykładzie uczelni wyższej

100%
Spychała-Wawrzyniak M.
Neofilolog
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2023
|
issue 61/1
133-148
EN
The aim of the article is to present the main directions of research in the field of constructivism and how we can use this educational model in remote language teaching. It should be noted that although constructivism is not a new approach in the theory of psychology and didactics, it turns out that it is not yet sufficiently present in educational practice, as we could see during the pandemic crisis. We pay special attention to the foreign language teacher who acts as a linguistic and cultural mediator. We assume, among other things, that a teacher, using constructivist ideas, can help heir students develop communication skills even more actively during remote classes. We will analyze the skills and characteristics of teachers who, above all, encourage and motivate their students to independently construct linguistic and cultural knowledge. Finally, we present the results of a pilot study conducted among first-year students of various philologies who have experienced remote language learning.
3
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La motivación de los alumnos polacos para el aprendizaje del español como lengua extranjera

63%
Spychała-Wawrzyniak M., Bustinza L. S.
Studia Romanica Posnaniensia
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2016
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vol. 43
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issue 3
85-102
EN
Over the past several years the number of students learning Spanish as a foreign language has doubled in Poland. The present article is an attempt at answering the following questions: Why is Spanish so popular in Polish schools and what are the reasons for choosing this language by Polish students? The authors wish to analyze the situation from the point of view of two types of motivation: internal (integral) motivation and external (instrumental) motivation. The results of our study have been compared to the results of corresponding studies carried out among Polish students learning German. At the opening of our deliberations we present the definitions and typical features of motivation. Next the typology and origin of motivation is discussed, which incorporates both the cognitive and affective approach. Finally, we submit the results of a pilot study performed among Polish middle school and high school students who learn Spanish.
4
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La competencia intercultural y la competencia pragmática en la enseñanza de español como lengua extranjera (ELE)

63%
Spychała-Wawrzyniak M., Suñén Bernal M. d. C.
Studia Romanica Posnaniensia
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2021
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vol. 48
|
issue 2
5-17
EN
The main purpose of this article is to present the development and evolution of two fundamental components of the communicative competence in the teaching of foreign languages: pragmatics and interculturality. We will analyze different visions of pragmatic competence and intercultural competence, which are sometimes treated as synonymous concepts. We will focus our attention on the problems observed in class as a consequence of the great diversity of cultural contexts in which Spanish is learned, highlighting the importance of activating the development of both competences in class and the need to learn to negotiate linguistic and cultural meanings within a cultural context different from that of the target language. Finally, we will present the results of a study carried out with students from a Polish and a German university, whose objective was to analyze the previous attitudes of students from different faculties towards two competences that should always go hand in hand: pragmatics and interculturality.
5
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La problemática y el tratamiento de la competencia sociolingüística y la competencia pragmática en la clase de ELE desde un enfoque novedoso

63%
Spychała-Wawrzyniak M., Barros Díez E.
Studia Romanica Posnaniensia
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2023
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vol. 50
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issue 3
113-123
EN
The purpose of our article is to analyze the main differences between sociolinguistic competence and pragmatic competence, integrated within communicative competence. Firstly, we will try to define, characterize, and exemplify the tools inherent to sociolinguistic competence in comparison with pragmatic competence. We will present that courtesy formulas in language teaching should be included within the pragmatic competence and not sociolinguistic as it has been done usually. To do this, we will use the multilingual competence on which the CEFR-CV (2020) places considerable emphasis. Likewise, the concepts of sociolinguistic and pragmatic competences will be explained taking as a starting point the components of communicative competence which, in turn, encompasses intercultural competences. On the other hand, we will also deal with the role and challenges of the intercultural speaker as a mediator  of pragmatic, sociolinguistic and sociocultural meanings. In the last part of the article, we will focus on the field of teaching Spanish as a foreign language (hereinafter ELE), specifically, on the development of communicative competence from a sociolinguistic and pragmatic perspective. We will analyze some ELE manuals to reflect on and show the work proposals related to pragmatic and sociolinguistic knowledge (especially at level A1) carried out by their authors.
6
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Nota de los editores

51%
Spychała-Wawrzyniak M., Pascual-López X.
Studia Romanica Posnaniensia
|
2016
|
vol. 43
|
issue 3
3-3
ES
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