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1

PREFIXAL INTERCHANGEABLE DERIVATION OF POLISH VERBS (IN THE LIGHT OF NEST DATA) (Derywacja prefiksalna wymienna w czasownikach polskich (w swietle danych gniazdowych))

100%

Wisnicki M.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2009

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issue 1(7)

139-150

EN

The article describes derivative technique which is not yet fully recognized - a prefixal interchangeable derivation. The material comes from 'Slownik gniazd slowotwórczych wspólczesnego jezyka ogolnopolskiego' (Dictionary of derivational nests of contemporary Polish language). The author presents numerical data concerning this technique in contemporary Polish. The most important semantic relations between base and derivative were described and nine semantic groups were distinguished. Finally the article presents problems and perspectives of researches in the area.

2

The Natives are Revolting! Moving Beyond the NNEST/NEST Dichotomy in English Language Teaching

70%

Shaw A.

Edukacja Elementarna w Teorii i Praktyce

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2017

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vol. 12

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issue 1(43)

115-124

EN

The issue of Native-Speakerism periodically rears its head in English Language Teaching and the profession as a whole is riven by a perceived split between “Native English Speaker Teachers” or NEST and “Non-Native English Speaker Teachers” or NNEST. Whilst in the early days of ELT there was a considerable bias towards the former and being a “native” enjoyed a considerable cachet, this article claims that the reality has changed dramatically and now we are only divided by the terms we use to describe ourselves rather than the reality. Drawing on data provided by Cambridge English and the author’s own research, the article examines the claims of Marek Kiczkowiak with regard to initial teacher training programmes and finds them based on an outmoded and outdated picture of the profession and the programmes themselves. Finally, the article argues for the reappropriation of the term native in order to end the harmful NEST/NNEST dichotomy in ELT.

PL

Zagadnienie „Native-Speakerism” osadzone jest w obszarze Nauczania Języka Angielskiego (ELT). Wykonywanie zawodu nauczyciela języka angielskiego ulega podziałowi na dwie kategorie: pierwszą odzwierciedla pojęcie „Native English Speaker Teachers” – NEST; drugą jest „Non-Native English Speaker Teachers” – NNEST. Warto zauważyć, iż w początkowym rozumieniu pojęcia ELT było ono ukierunkowane i związane jednocześnie z zastosowaniem terminu „native”, które cieszyło się wyraźnym prestiżem. Artykuł ukazuje iż rzeczywistość w tym zakresie zmieniła się radykalnie i obecnie ten podział obszarowy odnosi się do określenia siebie w tych kategoriach a nie wspomnianej rzeczywistości. Sięgając do informacji zawartych w Cambridge English, oraz badań własnych autora, autor artykułu rozpatruje stwierdzenia postawione przez Marka Kiczkowiaka w związku z początkowo konstruowanymi programami nauczania języka angielskiego i odnajduje je w oparciu o przestarzały i nieaktualny już obraz wykonywanego zawodu nauczyciela języka angielskiego i programu jego nauczania. Podsumowując, autor artykułu podnosi kwestię ponownego, odpowiedniego zastosowania pojęcia „native” w celu zakończenia szkodliwej dychotomii terminów NEST/NNEST w ELT.

3

Intercultural Communicative Competence: Obstacles Faced by NESTs, NNESTs and Learners

70%

Branigan S.

Academic Journal of Modern Philology

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2022

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vol. Special Issue

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issue 18

23-36

EN

This paper looks at three possible actors in the ELT classroom: learners, non-native English speaking teachers (NNEST) and native English speaking teachers (NEST). Each particular group has a need to acquire the skill of intercultural competence. For the learners, it is a necessary element alongside their knowledge of the language to be effective in real-life intercultural communications. For the teachers, it is to be sensitive to their learners from other cultures, to have a neutral bias to whichever of the L1 or L2 cultures is not their own, and also to enable incorporation of intercultural content effectively into the English lesson. The paper examines the obstacles to achieving Intercultural Communicative Competence (ICC) encountered by each group. Some are unique to that group, such as the comparative disparity of the influence of the globally dominant culture of the NEST, and some are common among two or all three, for example, culture shock whilst abroad. By understanding these obstacles, it is possible to make suggestions on how to overcome them in each particular group. Some examples of recommendations are for ICC building skills to be included in teacher training courses as well as foreign exchange trips for both learners and teacher trainees. Finally, some observations are made as to how L1 and intercultural aspects can be included in the lessons themselves.

Refine search results

1 Academic Journal of Modern Philology

1 Edukacja Elementarna w Teorii i Praktyce

1 LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

1 2022

1 2017

1 2009

1 Branigan S.

1 Shaw A.

1 Wisnicki M.

PREFIXAL INTERCHANGEABLE DERIVATION OF POLISH VERBS (IN THE LIGHT OF NEST DATA) (Derywacja prefiksalna wymienna w czasownikach polskich (w swietle danych gniazdowych))

The Natives are Revolting! Moving Beyond the NNEST/NEST Dichotomy in English Language Teaching

Intercultural Communicative Competence: Obstacles Faced by NESTs, NNESTs and Learners