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1
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GLOTTODYDAKTYCZNE OBSZARY BADAŃ NAD KOMPETENCJĄ MIĘDZYKULTUROWĄ

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Róg T.
Neofilolog
|
2016
|
issue 47/2
133-152
EN
As globalisation promotes cross-cultural approaches to foreign language education, the article scrutinises research on intercultural competence conducted in the field of glottodidactics. It aims at offering a possibly most comprehensive outline of our state-of-the-art knowledge of interculturality in teaching foreign languages. The following parts of the present article will look at pre- and in-service teachers, teaching materials, lesson planning, new technologies, and the age of learners, all with a view to indicating the achievements and challenges of teaching intercultural competence as an element of foreign language education.
2
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LANGUAGE AND CULTURE LEARNING STRATEGIES IN A STUDY ABROAD CONTEXT

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Róg T.
Neofilolog
|
2016
|
issue 46/1
11-27
PL
This article takes a step towards bridging the research gap between language-and-culture learning strategies and SLA-oriented outcomes of study abroad programmes. While studies concerning the impact of studying in foreign countries document various language-related benefits of the experience, only a handful addresses the types of language and culture learning strategies employed by study abroad participants. The present study tracks the use of these strategies by Polish students of English philology participating in a semester-long exchange programme in Portugal and Romania. It is revealed that although the use of language and culture learning strategies does not change significantly over the course of students’ stay abroad, the strategies chosen before their departure are used rather consistently.
3
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POGLĄDY POLSKICH NAUCZYCIELI NA UŻYCIE JĘZYKA PIERWSZEGO W ROZWIJANIU OBCOJĘZYCZNEJ KOMPETENCJI KOMUNIKACYJNEJ

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Róg T.
Neofilolog
|
2014
|
issue 43/2
153-167
EN
Although a dominating paradigm in foreign language teaching in the past decades has been to use foreign language as often as possible, voices are now being raised that there is a place for students’ mother tongue in a language classroom. As the present article shows, both the critics and the supporters of the monolingual principle put forward commonsensical arguments in support of their stands. These arguments are outlined in the first part of the present article together with a brief look at the history of foreign-language-only approaches in language teaching methodology. What follows is a report on a study conducted by the author among 20 teachers in Poland with the aim of finding out the extent of and reasons for using mother tongue. The study demonstrated that on average teacher talking time in 60% comprises foreign language. Students’ first language is primarily used for teaching grammar and translating vocabulary.
4
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Rozwijanie kompetencji komunikacyjnej u ucznia z zespołem Aspergera

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Róg T.
Neofilolog
|
2011
|
issue 36
203-213
EN
The paper reports the findings of a study that the author conducted in order to investigate the possibility of developing communicative compe-tence in a learner with Asperger‟s Syndrome. Information about the dis-order is followed by enquiry into the notion of the theory of mind which is said to determine the ability to communicate effectively. Since patients with Asperger‟s Syndrome do not demonstrate theory of mind, it is be-lieved they are unable to develop communicative competence. However, the literature in the field points to the therapeutic aspects of foreign lan-guage teaching and therefore the author explored the possibility of im-proving communicative skills in the case of a 13-year-old boy diagnosed with Asperger‟s Syndrome.
5
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O źródłach motywacji w kontekście edukacji językowej dorosłych

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Róg T.
Neofilolog
|
2011
|
issue 37
121-132
EN
This paper concerns the teaching of foreign languages to adults with special attention given to the concept of motivation. The present author wishes to present the findings of his small-scale research done on a group of adults and their teachers as regards the sources of motivation in the context of adult language instruction. To begin with, an overview of the notion of mo-tivation is followed by its typology and current state of knowledge about teaching languages to adults is briefly outlined. The second part of the arti-cle demonstrates the procedure and results of the study.
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