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Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context

100%
LaBontee R.
Studies in Second Language Learning and Teaching
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2019
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vol. 9
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issue 2
313-348
EN
This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.
2
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Trening kompetencji międzykulturowej na podstawie analizy podręcznika do nauki języka szwedzkiego dla uczniów na poziomie średniozaawansowanym Rivstart B1+ B2

88%
Iwaniak K.
Scripta Neophilologica Posnaniensia
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2021
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vol. 21
93-108
EN
The aim of the article is to reflect upon the conveying of cultural content in the foreign language classroom that contributes to the development of intercultural competence. It has been attempted to systematize the multitude of aspects which characterizes the use of cultural studies in language classes. It has been done by drawing attention to reasons for taking into consideration this sort of knowledge while preparing the lessons and teaching methods that are in favour of an insightful contact with a cultural content. Attention has been primarily drawn to the coursebook Rivstart B1 +B2 that is intended for intermediate students of Swedish language. The coursebook has been subjected to a comprehensive analysis with regard to the cultural learning.
3

Filmowa kronika dzieciństwa. Dolina Issy w przekładzie na język szwedzki i norweski

75%
Horbowicz P., Skrzypek D.
Przekładaniec. Półrocznik Katedry UNESCO do Badań nad Przekładem i Komunikacja Miedzykulturowa UJ
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2011
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issue 25
290-307
EN
The Issa Valley by Czesław Miłosz is a childhood chronicle inspired by the author’s own experiences in contemporary Lithuania, which used to be part of Poland in his youth. His narrative is rich in stylistic devices, which render it film-like: the background information is provided in the simple present tense (even when such details are presented in the middle of a paragraph formulated in the past tense); nominal phrases and sentences lack predicates, which makes them similar to stage directions. Miłosz also uses a number of dialectal expressions (the so-called Lithuanian Polish). In the existing Swedish and Norwegian versions of the novel the dialectal elements are not translated adequately. Moreover, most of the stylistic devices are lost: the grammatical tense is changed so as to fi t the rest of the paragraph, nominalizations are presented as verb phrases and predicates are inserted where there were none in the original. Even if readable, the Swedish and Norwegian texts are not as creative as Miłosz’s prose.
4
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Bilingwizm drugiej generacji migrantów a problem kształtowania się ich poczucia narodowego

75%
Laskowski R.
Zeszyty Naukowe PUNO
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2015
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issue 3
49-66
EN
Following Poland’s entry into the EU, over 2 million people have emigrated, most of them young people and future parents. During the next few years, the Polish Diaspora will grow as thousands of children are born outside of their parents’ homeland. These children will have to accept their Polish roots and find their place in their new adopted country. Language is the key to understanding their inherited culture and the culture of their adopted country. There is a growing generation of children who are brought up from birth with two languages and two cultures. The task of parents, teachers and the Polish government is to ensure that this bilingualism is an asset to both the children, and the countries. This requires thoughtful support from parents and, moreover, an understanding of the different types of language transfer / linguistic interference common when ‘living in two languages’.
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