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ADOLESCENCE AS CHANGE AND SELF-CREATION. THE NEEDS OF THE SUPORTED - THE COMPETENCES OF THE SUPPORTING (Dojrzewanie jako zmiana i autokreacja. Potrzeby wspomaganego - kompetencje wspierajacego)

100%
Czerska B.
Horyzonty Wychowania
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2011
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vol. 10
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issue 20
113-132
EN
Communicative competence of pedagogues/teachers/tutors determines the ways of building relations with their charges. Appropriate atmosphere of cooperation being the result of exhibiting certain interpersonal skills, including the communicative determines the possibility to support the development of people in care. Lacks within this scope pose major threat to the intellectual and emotional growth of children and youth, in extreme cases leading to enslavement. The communicative character of pedagogue's work involves specific consequences for the mode of student training for this profession. Training which, regardless of the general concept adopted, always remains a process. Its effects depend on the mutual activities of students and academic teachers as well as a number of determinants. On the part of the students, one of the most significant ones is the internal image of the world (the results of their personal experiences) that young people begin their studies with. If disturbed, it hinders 'becoming' a pedagogue preventing them from maturing to this role and their own self-creation. Making experience a point of departure, the author attempts to present the complexity of the processes of adaptation to the role of a pedagogue. She draws attention to the significance of interpersonal relations with the family for the role of a student and dealing with going through the crisis of adolescence and early adulthood falling exactly on the period of studies. Undertaking them, the students are exactly at that moment of their lives the ones who need to cope with a wide range of their early, late childhood and youthful experiences not only for them, but also for others, if - in their later pedagogical work - they want to consciously support the development of their charges. Paraphrasing Ghandi's words, one can say that aspiring to change the world and others, they need to become a change themselves. They know nothing about it on the threshold of their studies.
2

IDA KURCZ'S CONCEPTION OF COMMUNICATIVE COMPETENCE

100%
Bobryk J.
Kolokwia Psychologiczne (Psychological Colloquia)
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2006
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vol. 15
35-48
EN
The paper presents and evaluates Ida Kurcz's conception of communicative competence and its place in contemporary psycholinguistics. The conception is evaluated from the point of view of Jürgen Habermas' critical theory and his theory of communicative action. :
3
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Drama na lekcjach języka obcego – o potencjale metody

80%
Marko A.
Homo Ludens
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2014
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issue 1(6)
87-100
EN
Drama in education is an approach that uses theatrical means for didactic aims yet focuses on the very process of learning, not on the result of classroom activities (e.g. preparing a theatrical performance). This method allows for combining the development of particular language skills with general educational aims, such as teaching tolerance, empathy and candour. Drama, usually associated with the kindergarten or primary school education, with teaching native language and literature, or with teaching history, can be successfully applied in the foreign language classroom, too. This article outlines the advantages of introducing drama in foreign language teaching: improving the communicative and intercultural competence, supporting the work on literary texts, or teaching culture.
4
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Etnolingwistyka praktyczna

80%
Zgółka T.
Etnolingwistyka. Problemy Języka i Kultury
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2006
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vol. 18
129-134
PL
Etnolingwistyka zdaniem autora ma – obok naukowego – ważny wymiar praktyczny, ściślej: dydaktyczny. Odkrycie, że za językiem stoi cała wizja świata, oddaliło lingwistykę od paradygmatu strukturalistycznego, zbliżyło do antropologii kulturowej i skłoniło do nowego zdefiniowania kompetencji komunikacyjnej, z uwzględnieniem obok komponentu gramatycznego także komponentu kulturowego. Założenia etnolingwistyki – z centralnym pojęciem językowego obrazu świata – są przydatne w nauczaniu języków obcych oraz w teorii i praktyce przekładu. Dla tradycji filologii model etnolingwistyczny stwarza szanse na odnowę.
EN
A claim is made in the article that ethnolinguistics, apart from its scientific value, has an important didactic aspect. The discovery that language encodes a vision of the world has distanced linguistics from the structuralist paradigm, has brought it closer to cultural anthropology and to a new definition of communicative competence, with not only the grammatical but also the cultural component. The tenets of ethnolinguistics, with its linguistic worldview conception, are useful in the teaching of foreign languages, as well as in the theory and practice of translation. The ethnolinguistic enterprise is a chance for the revival of traditional philology.
5

LANGUAGE AS A SYSTEM OF GROUNDED SYMBOLS: RELATIONS BETWEEN LINGUISTIC AND COMMUNICATIVE COMPETENCES

80%
Raczaszek-Leonardi J.
Kolokwia Psychologiczne (Psychological Colloquia)
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2006
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vol. 15
49-60
EN
The following article is an attempt to understand crucial notions for modern psycholinguistics (and thus also for works of Kurcz 2000, 2005) of 'linguistic competence' and 'communicative competence' in the light of relatively new theories of grounding and embodiment of linguistic symbols. This perspective allows for seeing the independence of the two competences in a new light. Grounding and embodiment of linguistic symbols also enables seeing the characteristic features of language (systematicity and compositionality) as stemming from communicative competence and not only - as often thought - from linguistic. Although it is possible that language learning based solely on the latter competence could lead to a communicative system, it is suggested that such a system would be characterized by a rigid, inflexible semantics.
6
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Формирование межкультурной коммуникативной компетенции у будущего инженера средствами иностранного языка

70%
Клеменцова Н.
General and Professional Education
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2011
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issue 2
14-18
EN
Intercultural communicative competence is considered in the paper as being developed in foreign language classroom and through the use of the authentic texts. The notions of intercultural and communicative competence are viewed in the article. The concepts of achievement culture, behavior culture, cultural awareness are touched upon. The role of texts in competence development is analyzed. Forms of work at the text and possible tasks are discussed.
7
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Сущность, понятие и роль профессионально-коммуникативной компетентности в профессиональной подготовке будущих специалистов железнодорожного транспорта

70%
Панченкова М.
General and Professional Education
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2011
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issue 2
40-46
EN
Problems of defining the professional communicative competence are discussed in the paper. Development in professional training of railway transport specialists is disclosed. Special stress is placed on vocationally oriented language learning of railway transport specialists. The role of the professional communicative competence in the professional training is shown.
8
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Uwarunkowania rodzinne kompetencji do komunikacji międzykulturowej współczesnej młodzieży

61%
Bajkowski T.
Pogranicze. Studia Społeczne
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2013
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vol. 21
59-72
EN
Current processes of globalization and increased mobility of people have caused that the competencies for intercultural communication become a condition for proper functioning of society. Together with a group of researchers from the Faculty of Pedagogy and Psychology, University of Bialystok, we undertook a research on conditions of intercultural communication competence of young people in the Northeastern Poland. These competencies result from four dimensions: knowledge of cultural differences, reaction to situations involving cultural differences, position on the continuum of ethnocentrism - relativism and attitudes toward cultural diversity. In the text, I present the analysis of selected factors that influence the family which result in the development of communicative competence in the studied group. The main idea is that family, in spite of social changes, is still the most important socializing group which creates life attitudes of young people.
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LANGUAGE AS THE MAIN TOOL IN THE SERVICE OF THE MIND

61%
Kurcz I.
Kolokwia Psychologiczne (Psychological Colloquia)
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2006
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vol. 15
15-34
EN
The article starts from the notion of the human mind as the main topic of all branches of scientific psychology and specifies its general functions, namely, to represent the external and internal worlds and to influence and control both these worlds. Language is treated here as the best tool or medium to fulfill these functions: representational and pragmatic. A model of language knowledge as a component of the individual human mind is presented. In this model, language knowledge is composed of two competences: purely linguistic competence that fulfills the representational function, and communicative competence with its communicative (pragmatic) function. Each of these competences has its independent biological basis: Universal Grammar (UG) being a biological endowment of linguistic competence and Theory of Mind (ToM) playing the same role for communicative competence. Different genetically-based disturbances are specific for each of these competences, such as Specific Language Impairment (SLI) for language competence and autism for the communicative (pragmatic). The socio-cultural influences on the development of the two competences are realized through the acquisition of meta-linguistic and meta-pragmatic skills.
10

Audiovisual Media in the Context of Communicative and Ethical Competences - Media Theology Approach

61%
Laskowska M., Marcyński K.
Communication Today
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2015
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vol. 6
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issue 2
4–19
EN
The following case study presents the most important references to the transmission of auditive and visual information in the context of communicative and ethical competences that can be found both in the Bible and in the Magisterium of the Church. The authors apply the media theology approach and will show that media theology discipline has its origins in the Bible. The conducted research analyses the Bible-theological sources of using audiovisual media to communicate messages. The goal of the research is an attempt to answer the following questions: How does the Bible refer to the transmission of a word, image, sound and silence? To what extent does the Catholic Church contemporarily carry out the scientific reflection on the audiovisual media and also communicative and ethics competences? How does it fulfil the most important demands of the Second Vatican Council related to this issue? What kind of challenges, regarding the media research, awaits the contemporary theology? Where are the foundations of media theology discipline? The whole article is divided into six sections: the introduction, biblical basis of the visual and auditive transmission, audiovisuality in the teaching of the Church, communicative and ethical competences, media theology – theology of communication, and conclusions.
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