Search results

1

El enfoque cultural en la enseñanza y el aprendizaje de español como lengua extranjera - ELE

100%

Spychała M.

Studia Romanica Posnaniensia

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2010

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vol. 37

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issue 2

71-83

EN

This paper is devoted to the notion of culture which on account of its omnipresence and multitude of meanings requires a detailed analysis within the context of foreign language teaching. The problems of culture are presented, along with the aims of language, intercultural communication and education in the perspective of Spanish teaching.

2

A língua portuguesa nas traduções do Imperador Dom Pedro II

80%

Romanelli S.

Studia Iberystyczne

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2014

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vol. 13

461-472

EN

In this communication I plan to analyze the relationship between the Portuguese language and the foreign languages in the Emperor of Brazil’s translations. This is one of the projects developed by NUPROC of UFSC. The process documents are made up of manuscripts of translations from various languages made by the Emperor, letters exchanged throughout his life with many European and American intellectuals and pages of his diaries that provide relevant information about his intellectual activity, not only translation. Although many biographies bring the information of this activity in his life, any research group to date had been working on a thorough analysis of his manuscripts, that are now at the Historical Archive in the Petrópolis Museum. This research has been supported by CNPq and has received prominence in the Brazilian national press.

3

Rozwój glottodydaktyki a kształcenie nauczycieli języków obcych

80%

Komorowska H.

Postscriptum Polonistyczne

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2015

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issue 2(16)

11-29

EN

The article presents the results of the latest research in glottodidactics that can be used while planning and organizing professional training for foreign language teachers. It raises questions that have not been fully discussed yet and presents expectations about teachers’ abilities as well as training needs of teachers working in Poland and abroad. The author of the article analyses a development of foreign language teachers training in Poland over past twenty¬¬ five years pointing out its strengths and weaknesses. The author presents the conclusions that could improve teacher education and meet specific needs of foreign language teachers.

4

Necessity of improvement of foreign language teaching in the Slovak Republic

80%

Šarvajcová M., Štrbová M.

Journal of Education Culture and Society

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2021

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vol. 12

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issue 2

251-263

EN

The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.

5

REVISION BY EXPERTS AS A STRATEGY FOR THE IMPROVEMENT AND VALIDATION OF LAMS UNITS

80%

Urgal C. C., Castaño A. B., Gómez G. R., Ruiz M. Á. G., Noche B. G.

Teaching English with Technology

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2012

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vol. 12

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issue 2

147-164

EN

After concluding the design of our didactic unit “My First International Congress” in LAMS format and putting it into practice with our students, we intended to improve its didactic possibilities through the execution of an analysis by experts on language teaching. The collection of data on the assessment and perception of the experts of our unit, the analysis of these data and the results confirmed that tools such as LAMS can be quite useful in the teaching of Foreign Languages. However, it also showed that LAMS should provide teachers with devices with which students could work synchronic speaking interaction.

6

Miejsce tłumaczenia w uczeniu (się) języka obcego w nowej podstawie programowej kształcenia ogólnego

70%

Maziarz M.

Studia Translatorica

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2020

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issue 11

99-114

EN

Modern didactics of foreign languages should be based not only on the training of communication competence, which allows to achieve the most important goal of learning – communication in a foreign language, but also on the training of translation competence, which gives wider possibilities for the use of language, e.g. in language mediation. Mediated communication is often more difficult, requiring trust, intercultural competence, understanding of otherness from all participants as well as the responsibility of intermediaries for the final outcome of communication. Anyone can be a “translator” in everyday situations.

7

ІННОВАЦІЙНІ ПІДХОДИ ДО ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ СТУДЕНТІВ У ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНОЇ МОВИ В НІМЕЧЧИНІ

70%

Бойчевська І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

issue 3(47)

60-66

EN

In the article the author deals with the German students’ communicative competence formation in the process of learning a foreign language in Germany. Germany supports foreign languages study intensification and tries to make possible the study of at least two foreign languages in every higher educational establishment. Foreign languages study in Germany is influenced by the state’s language policy, which depends on political tendencies, the character of economic relations with foreign countries, national traditions, globalization and integration processes as well. The development of the concept «communicative competence» has been observed in the article. So, it has been stated that this concept was introduced by the American sociolinguist D. Hymes in 1972 in order to prove that only grammar knowledge was not enough for communication. It is worth saying that the European style of language education differentiates two kinds of language competence – communicative and linguistic. The latter is said to be the main component of communicative competence. It has been emphasized that the communicative competence is the main aim of foreign language study in Germany. Therefore the communicative competence has been determined as the ability to perform communicative activity through the realization of communicative behavior on the basis of phonological, lexical, grammar and intercultural knowledge in accordance with different communicative situations. To achieve communicative competence German foreign language teachers use innovative teaching methods, which combine communicative and educational aims. These methods are based on the humanistic approach and are aimed at the German students’ individual development and self-improvement, they provide effective studying process in German higher educational establishments. The main tendencies of German students’ communicative competence formation have been analyzed in the article. They include the use of foreign language during the professional subjects study, study and practice abroad, the possibility to receive a double-degree program, international collaboration during scientific research conduction, the use of innovative informational technologies in the process of foreign languages study, students’ participation in European Union projects.

8

Realia poznawania języków obcych przez licealistów w dobie zjednoczonej Europy

70%

Wojciechowska A.

Studia Etnologiczne i Antropologiczne

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2014

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vol. 14

162-172

EN

Currently, development of language and cultural competencies is of fundamental importance. Cultural education (including multiculturalism) enriches and models one’s own culture, prepares for dialogue, creates identity based on the strong sense of national values and roots while respecting and understanding others. The goal of language learning is clear: education should lead to language competence, make cultural intertwining easier and implement the basis for tolerance and openness. Cultural (multicultural) competence is a result of gaining experience (also linguistic experience) which is an ongoing process involving analysis and discovering rules rather than being a skill that one can learn.

9

The Shaping of Applied Linguistics and the Emergence of Glottodidactics

70%

Róg T.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

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2014

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issue 9

117-131

EN

This article focuses on the development of glottodidactics understood as a scientific discipline concerned primarily with teaching and learning foreign languages, as well as language acquisition, foreign language teacher training, and the design of teaching materials. We investigate the origins of glottodidactics and its gradual isolation from applied linguistics, we look at its research areas and problems it encounters as it emancipates from other sciences. Finally, our attention is turned to the achievements of glottodidactics in Poland.

10

Education of Foreign Languages Examined Using the Semantic Differential

70%

Tokárová B., Simon L., Páleniková K., Maryanovich D., Jenisová Z.

Journal of Education Culture and Society

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2023

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vol. 14

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issue 2

227-241

EN

Aim. The main aim of our project is to find out the opinions of selected groups of respondents about the teaching of foreign languages. Methods. For verification, we chose to apply the research method of semantic differential and matched it in relation to psycholinguistics. Semantic differential is a research method aimed at verifying how respondents perceive concepts. We focused on verifying what the term language teaching evokes in three different groups of respondents (pupils/students, parents, and teachers). 16 bipolar terms were chosen, which the respondents had to evaluate on a scale of 1 to 7. The given term was evaluated more positively, the smaller the value of the number was. Didactic research was attended by 231 respondents who were divided into three basic groups: teacher, parent, and pupil/student. Then, the experimentally obtained data was statistically analysed and compared using post-hoc tests to determine which of the groups showed any results of significance. Results. Of the used terms, only 3 were statistically significant: contemporary - outdated, valuable - worthless and cheerful- sad. The statistically significant difference was manifested in the two groups of pupils/students and parents. Pupils/students evaluated the teaching of foreign languages as contemporary, valuable, and fun. By contrast, parents are inclined to answer that teaching foreign languages is outdated, less valuable and sad. Conclusion. The results evoke the implementation of new innovative based methods, for example, on integrated teaching (CLIL method) or new activating teaching methods.

11

„Wychowawca! O jakaż wzniosła musi to być dusza!” Prywatne guwernantki dziewcząt w czasach stanisławowskich

70%

Kowalczyk M. E., Janicka J.

Biuletyn Historii Wychowania

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2018

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issue 39

19-34

EN

In Stanislaw August Poniatowski’s time, the upbringing and education of wealthy noblewomen were commonly entrusted to foreign governesses. There was a strong conviction in the Polish-Lithuanian Commonwealth that command of foreign languages was the foundation of proper and careful upbringing of young women. Many parents were not discerning clients when it came to selecting a governess. Oftentimes, foreign origin sufficed. As a result of attaching so much importance to command of foreign languages accompanied by acquiring foreign manners, costumes and customs, young Polish women grew indifferent to their mother tongue, native culture and traditions. There was also a lack of sense of responsibility for the country’s future.

12

Learning Strategies Facilitating the Processes of Language Learning in Adult Education

70%

Gunišová D.

International Journal on Language, Literature and Culture in Education

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2016

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vol. 3

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issue 2

24-32

EN

The issue of learning must be based on the latest knowledge of various sciences and also respond to the needs of society. The meaning of life of adults lies in satisfying their needs as well as their self-realization in personal and career direction. In this paper, we focus on the issue of adult language education. Success in acquiring foreign language skills of adults depends on several factors, the level of cognitive functions is different from children, and therefore it is necessary to respect this fact when teaching adults. The way to succeed in this is to teach how to search for information, to sort and use them logically in practice. A precondition is to teach how to learn, how to use metacognitive strategies and learn how to plan the learning. The aim of this paper is to point to learning strategies, such as concept maps through which it comes to the development of metacognition and building a comprehensive knowledge structure in adult education.

13

Multiple Impact of International Cooperation in the Language Education of Children in Ukraine after 1991

61%

Misechko O. Y.

Multidisciplinary Journal of School Education

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2017

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issue 12

139-157

EN

The article analyses the issue of international partnership in plurilingual language education as a prerequisite of creating common grounds for productive communication in a pan-European area, part of which Ukraine is. In this context, the past and present day practices in teaching and learning foreign languages in Ukraine have been described. The historical retrospection in the regular practice of language school education in the 19th-20th centuries proves that although plurilingualism has been a constant trend of the individual existence a multilingual and multicultural setting of the Russian Empire and the Soviet Union, it has never been really valued as a factor of personal, academic or professional development of an individual and the society as a whole. New social and individual perspectives that have opened in Ukraine after proclaiming state independence in August 1991 inspired the demand for real-life communicative skills in foreign languages. The key intention of the paper is to show how significantly foreign language education has been facilitated by a start of active cooperation with Western educational and cultural institutions. The narration ends with conclusions that stress the necessity of reciprocal efforts on the part of Ukraine and its partners to get a synergetic effect of their collaboration.

14

ФОРМУВАННЯ МОТИВАЦІЇ ДО ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ЯК ЗАПОРУКА МАЙБУТНЬОГО ПРОФЕСІЙНОГО УСПІХУ ШКОЛЯРІВ ЄВРОПЕЙСЬКИХ КРАЇН

61%

Купчик Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 3(47)

83-90

EN

The article deals with motivation, defining it as a prerequisite of successful learning at school or higher educational institutions. It is stressed that the actuality of the motivational element in the course of foreign language education is recognized in the world today. The learners at school or at other educational institutions do not very often realize the necessity to master foreign languages; and when they do it happens too late. The researchers underline that there are different types of motivation to learning; one of them being the fact how the acquired knowledge can be applied and what improves personal welfare. It is also distinguished that globalization greatly influences the choice of English as a first foreign language at schools of Ukraine and other European countries. Оn the basis of research data collected by leading European institutions it is analyzed that the need for European citizens to acquire foreign language competence that belongs today to key qualifications required for personal development, social integration and professional activity due to the growing internationalization of economics. The study focuses on the necessity to know foreign languages and reveals the demand for different European and non-European languages at the EU enterprises, which offer better career prospects and higher remunerations for their employees that certainly form a significant motivational incentive for schoolchildren, students and adults to learn different foreign languages (not only English). It is also stressed that the well-known opinion «English is enough» can lead to futile economic future, as people will not be able to compete on the global labour market. There are some perspectives distinguished that would help to develop foreign language learning on the territory of Europe and that it could also be introduced into the Ukrainian context as geographically, politically, culturally and economically it is situated in Europe. Summing it all up, the learners at different educational levels, possessing positive motivation to foreign language learning can benefit on the global labour market.

15

Edukacja wielokulturowa na lekcjach języka obcego w klasach niższych. Propozycje praktycznych rozwiązań dla nauczycieli

61%

Pastuszka K.

Edukacja Międzykulturowa

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2017

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vol. 6

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issue 1

196-205

EN

This article concerns the introduction of multicultural education contents as a part of foreign language classes in primary schools. It presents some practical solutions which may help teachers prepare attractive lessons, get their students interested and encourage them to active participation. These suggestions will allow them to expand their multicultural awareness which, in a culturally diverse world, is the basis for fascination and tolerance towards other cultures.

PL

Artykuł dotyczy kwestii związanych z wprowadzaniem treści z zakresu edukacji wielokulturowej na lekcjach języka obcego w klasach niższych. Zostały w nim przedstawione praktyczne rozwiązania, dzięki którym nauczyciel może uatrakcyjnić zajęcia, zaciekawić uczniów, a tym samym zachęcić ich do aktywnego udziału. Pozwoli im to na poszerzenie swojej świadomości wielokulturowej, która we współczesnym, zróżnicowanym kulturowo świecie jest podstawą do fascynacji, akceptacji i tolerancji wobec innych kultur.

16

Instrumenty pracy w glottodydaktyce

61%

Polok K.

Linguodidactica

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2016

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vol. 20

PL

Artykuł odnosi się do szeregu kwestii dotyczących sposobów przekazu wiadomości językowych w zakresie języka obcego przy wykorzystaniu szeregu instrumentów, które oferuje nauczycielowi języka glottodydaktyka. Artykuł wskazuje bardziej szczegółowo na dwa główne instrumenty glottodydaktyczne, jakimi są psycholingwistyka i dydaktyka, ale w oddali widać wyraźnie szereg instrumentów pozostałych, takich jak glottofilozofia, kultura języka czy semantyka.

EN

The paper discusses a number of issues relating to the transference of language-orientated L2 issues with the help of a number of instruments that are offered by glotto-didactics to any L2 teacher. More importantly, the paper looks at the two glotto-didactic instruments, i.e. psycholinguistics and didactics, not forgetting about such instruments – appearing in distanced twilight - as glotto-philosophy, language culture, or semantics, that are also being mentioned in the paper.

17

The Significance of Cultural Component in Foreign Language Teaching

61%

Łazicka M.

Kultura i Edukacja

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2014

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issue 6(106)

204-217

EN

My paper deals with the significance of introducing the cultural component in foreign language teaching as well as the necessity of developing young people’s sensitivity to culture, especially to art and literature. In the article, the basic definitions and relevant terms connected with culture are discussed, according to the current status of glottodidactic knowledge. The question of how and to what extent should the cultural component be introduced in the school is also raised. Moreover, the aims of teaching cultural elements as well as their role and importance in foreign language learning are presented. In the final part of the text I describe an example of a practical pedagogical application of the cultural component, which can be used during English classes. This crosscultural studies project consists of three lessons, focused on a chosen aspect of British culture, namely the creation of two representatives of the 18thcentury art and literature. The presentation of this project supports the thesis that the combination of teaching language together with cultural elements is possible. It also serves as an example of how to achieve this aim and, simultaneously, how to make lessons both educational and untypical, which means more entertaining for the students. All in all, the aim of the article is to emphasise the need for aesthetic education as well as to raise teachers’ and educators’ awareness of the aforementioned problem.

18

Developing the child's multilingualism: the concept of concurrent foreign language learning at the Mały Poliglota Children's University

61%

Szlachta A.

e-mentor

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2018

|

issue 4 (76)

41-49

EN

The author of this paper provides a detailed discussion on the idea of teaching foreign languages to children and youth in the aspect of developing bi- and multilingualism. The main aim of this article is to present the concept of concurrent foreign language learning that has been pursued by the Mały Poliglota Children’s University at the Faculty of Philology at the University of Szczecin (Poland) since 2012. The article involves a description of the concept of the Mały Poliglota Children’s University with due account of the latest research in the field of language education and guidelines of modern language policy (in the European Union and in Poland). The paper presents methodological solutions which have been applied and the obtained implementation results. Moreover, the author refers to the specificity of teaching in a unique region of Poland, namely, West Pomerania, a border area, and discusses local conditions that affect the suggested foreign language teaching offer. The main idea of the creators of the Mały Poliglota Children’s University is to promote and develop the child’s and young people’s multilingualism by allowing them to participate in regular professional language classes organized at a higher education institution, conducted by well-qualified language instructors – academic teachers, and implemented based on the original curricula. The project concept covers concurrent teaching of two foreign languages supported by cultural and general development activities. Educational offer of Mały Poliglota currently involves the following language groups: English and Russian, German and Spanish, and Norwegian and Italian. This offer not only makes the Mały Poliglota Children’s University stand out in the market of language classes for the youngest in Szczecin but is also unique in Poland. The described principles are currently implemented as part of the Mały Poliglota Children’s University project, co-financed by the European Union with the funds of the European Social Fund (project no. POWR.03.01.00-00-U032/17).

19

“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

61%

Calafato R.

Studies in Second Language Learning and Teaching

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2021

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vol. 11

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issue 4

579-606

EN

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.

20

Peculiarities of Distant Learning Organization for Philology Students

61%

Ulishchenko V.

Intercultural Communication

|

2018

|

issue 4

87-99

EN

In the article the views of V. Bykov, N. Morze, V. Kukharenko have been elucidated in reference to organizational principles of distance interactive format of studying subjects at a higher educational institution on the basis of different platforms for placing educational material – Moodle, A Tutor, Prometheus. Purpose: To analyze how under conditions of limited contact hours and tendencies of ecouranging students’ independent work a high-quality interaction between participants of educational process in a network can be organized. Methods: During the research methods of developmental teaching, methods of analysis, synthesis, comparison, connection, quantitative and qualitative analysis, test and other methods have been used. Conclusions: Up-to-date distant learning is one of the topical and top requested forms of educational interaction between a lecturer and his/her students by means of computer and telecommunication technologies. It gives an opportunity to combine methods used for presentation of educational material (mini-modules containing quintessence of the theoretical meaning with hyperlinks to textbooks, study guides, schemes etc.) with means of student’s independent work (texts for listening and comprehending, video clips, interactive tables and schemes). Distant learning appears to be a deep motivator for individuals’ personal growth as far as it gives an opportunity to differentiate those who are able to organize themselves and work fruitfully from those who are unfortunately not able to. Practice of preparing mini-modules for philology students causes difficulties. As a rule, it is connected with the technicalities, designing of interactive (moving) tables and hyperlinks as well as with the design of mini-modules.

Refine search results

El enfoque cultural en la enseñanza y el aprendizaje de español como lengua extranjera - ELE

A língua portuguesa nas traduções do Imperador Dom Pedro II

Rozwój glottodydaktyki a kształcenie nauczycieli języków obcych

Necessity of improvement of foreign language teaching in the Slovak Republic

REVISION BY EXPERTS AS A STRATEGY FOR THE IMPROVEMENT AND VALIDATION OF LAMS UNITS

Miejsce tłumaczenia w uczeniu (się) języka obcego w nowej podstawie programowej kształcenia ogólnego

ІННОВАЦІЙНІ ПІДХОДИ ДО ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ СТУДЕНТІВ У ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНОЇ МОВИ В НІМЕЧЧИНІ

Realia poznawania języków obcych przez licealistów w dobie zjednoczonej Europy

The Shaping of Applied Linguistics and the Emergence of Glottodidactics

Education of Foreign Languages Examined Using the Semantic Differential

„Wychowawca! O jakaż wzniosła musi to być dusza!” Prywatne guwernantki dziewcząt w czasach stanisławowskich

Learning Strategies Facilitating the Processes of Language Learning in Adult Education

Multiple Impact of International Cooperation in the Language Education of Children in Ukraine after 1991

ФОРМУВАННЯ МОТИВАЦІЇ ДО ВИВЧЕННЯ ІНОЗЕМНИХ МОВ ЯК ЗАПОРУКА МАЙБУТНЬОГО ПРОФЕСІЙНОГО УСПІХУ ШКОЛЯРІВ ЄВРОПЕЙСЬКИХ КРАЇН

Edukacja wielokulturowa na lekcjach języka obcego w klasach niższych. Propozycje praktycznych rozwiązań dla nauczycieli

Instrumenty pracy w glottodydaktyce

The Significance of Cultural Component in Foreign Language Teaching

Developing the child's multilingualism: the concept of concurrent foreign language learning at the Mały Poliglota Children's University

“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

Peculiarities of Distant Learning Organization for Philology Students