Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

PL EN


2015 | 12 | 57-67

Article title

Efektywność kreatywnych metod w rozwijaniu kompetencji językowych studentów w zakresie języka angielskiego

Authors

Content

Title variants

EN
The effectiveness of creative methods in the development of university students' linguistic competence in the English language

Languages of publication

PL

Abstracts

EN
The application of innovative methods in modern foreign language teaching ought to result in better effectiveness of learning operationalised as results in standardized tests of achievement. In particular, one expects here high effectiveness of the discursive method which is part of innovative teaching trend, and developed in foreign language teaching as a counterbalance to traditional methods, a good example of which is the classic grammar-translation method. The author of the article presents the results of his research based on a heterogeneous research schema. The results showed that in the initial phase of teaching English the traditional method ought to be applied and communicative approach only once students have reached the level of English proficiency appropriate for them (research 1). The results of research 2 were similar to those of the first one with the only difference being that it was the discursive method that was more effective in the case of intermediate students. On the whole, the research confirmed the effectiveness of the discursive method in developing university students’ language skills in the English language. It turned out, too, that this effectiveness was mostly determined by the initial level of the competence taught, and the sphere of the skills developed.

Year

Issue

12

Pages

57-67

Physical description

Dates

published
2015

Contributors

  • Uniwersytet Warszawski

References

  • Asher, J. (1977), Learning another language through actions: the complete teacher’s guide book. Los Gatos, Calif.
  • Bobbitt, J.F. (1926), Curriculum investigations. Chicago.
  • Brooks, N. (1964), Language and language learning: theory and practice (2nd ed.). New York.
  • Candlin, Ch.N. (1976), Communicative language teaching and the debt to pragmatics, (w:) C. Rameh (red.), Georgetown University Roundtable 1976. Washington D.C. 237–256.
  • Celce-Murcia, M./ E. Olshtain (2007), Discourse and context in language teaching.
  • A guide for language learners. Cambridge.
  • Chomsky, N. (1965), Aspects of the theory of syntax. Cambridge.
  • Chomsky, N. (1966), Cartesian linguistics: a chapter in the history of rationalist thought. New York.
  • Corder, S.P. (1978), Language-learner language, (w:) J.C. Richards (red.), Under-standing second language learning. Rowley, MA. 71–93.
  • Curran, Ch.A. (1972), Counselling-learning: a whole-person model for education. New York.
  • Curran, Ch.A. (1976), Counselling-learning in second languages. Apple River.
  • Dolata, R. (2006), Edukacyjna wartość dodana w komunikowaniu wyników egzaminów zewnętrznych, (w:) Z. Lisiecka (red.), Egzamin. Biuletyn badawczy Centralnej Komisji Egzaminacyjnej. Edukacyjna wartość dodana. 9–19.
  • Ellis, R. (1990), Instructed second language acquisition. Oxford.
  • Ellis, R. (1997), Second language acquisition. Oxford.
  • Gardner, H. (1983), Frames of mind: the theory of multiple intelligences. New York.
  • Gattegno, C. (1972), Teaching foreign languages in schools: The silent way (2nd ed.). New York.
  • Goodman, K. (1986), What’s whole in whole language. Portsmouth, NH.
  • Grucza, F. (red.) (1995), Dein Deutsch 1 – poradnik metodyczny do podręcznika do nauki języka niemieckiego w szkołach średnich. Warszawa.
  • Grucza, F. (2013a), Lingwistyka stosowana. Historia – Zadania – Osiągnięcia. War-szawa.
  • Grucza, F. (2013b), Stratyfikacyjny model budowy i diakryzy języków ludzkich. War-szawa.
  • Hornby, A.S. (1950), The situational approach in language teaching, (w:) English Language Teaching 4. 98–156.
  • Hymes, D.H. (1964a), Language in culture and society. New York.
  • Hymes, D.H. (1964b), Toward ethnographies of communicative events, (w:) P.P. Giglioli (red.), Language and social context. Harmondsworth, Middx. 11–22.
  • Hymes, D.H. (1972), On communicative competence, (w:) J.B. Pride/ J. Holmes (red.), Sociolinguistics: selected readings. Harmondsworth. 269–293.
  • Karwowski, M. (2011–12), Korespondencja mailowa (metodologia). Warszawa.
  • Krashen, S.D./ T.D. Terrell (1983), The natural approach: language acquisition in the classroom. Oxford.
  • Krashen, S.D. (1985), The input hypothesis: issues and implications. London.
  • Kupisiewicz, Cz. (1980), Podstawy dydaktyki ogólnej. Warszawa.
  • Lewis, M. (1993), The lexical approach: the state of ELT and the way forward. Hove.
  • Long, M.H. (1983a), Native speaker/non-native speaker conversation and the negotiation of comprehensible input, (w:) Applied Linguistics 4. 126–141.
  • Long, M.H. (1983b), Linguistic and conversational adjustments to non-native speak-ers, (w:) Studies in Second Language Acquisition 5. 177–193.
  • Lozanov, G. (1978), Suggestology and outlines of suggestopedy. New York.
  • Lynch, T. (1996), Communication in the language classroom. Oxford.
  • Łączek, M. (2014), Creative methods in teaching English. Warszawa.
  • Palmer, H.E. (1923), The oral method of teaching languages. Cambridge.
  • Palmer, H.E. (1934), Specimens of English construction patterns. Tokyo.
  • Piaget, J. (1926), The language and thought of the child. New York.
  • Pittman, G. (1963), Teaching structural English. Brisbane.
  • Prabhu, N.S. (1987), Second language pedagogy. Oxford.
  • Richards, J.C./ T.S. Rodgers (2004), Approaches and methods in language teaching (2nd ed.). Cambridge.
  • Schenck, E.A. (1978), A guide to identifying high school graduation competencies:
  • issues and examples. Portland, Oreg.
  • Styszyński, J.C. (1999), Metoda dyskursywna a nauczanie języka obcego w warunkach szkoły polskiej, Niemiecki w dialogu. Deutsch im Dialog. Warszawa. 107–112.
  • Swain, M. (1985), Communicative competence: some roles of comprehensible input and comprehensible output in its development, (w:) S.M. Gass/ C.G. Madden (red.), Input in second language acquisition. Rowley, MA. 235–253.
  • Common European Framework of Reference for Languages: Learning, teaching, as-sessment (2001), retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf (dostęp: 14.06.2014).
  • Vygotsky, L. (1978), Mind in society. Cambridge, MA.
  • Widdowson, H.G. (1978), Teaching language as communication. Oxford.
  • Widdowson, H.G. (1979), The communicative approach and its applications, (w:) H.G. Widdowson, Explorations in applied linguistics. Oxford. 251–264.

Document Type

Publication order reference

Identifiers

ISSN
2080-4814

YADDA identifier

bwmeta1.element.desklight-68c74900-91a1-4d36-81cd-19f860d71bc2
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.