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1

Implementation of IT Tools as a Method of Improving Language and Communication Skills of Bi- and Trilingual Students

100%

Widła H.

International Journal of Research in E-learning IJREL

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2019

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vol. 5

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issue 2

33-48

PL

This article gives some examples of students’ systematic semi-autonomous work in the multimedia master’s seminar, which enhances their language competencies as well as strictly technical skills. The theoretical background, based on the results of research carried out by the author in 2005–2019, demonstrates how knowledge of learners’ first and second languages is advantageous during the acquisition of a third language. Seeing that this process is individual (every learner has his or her different “linguistic biography”), it is difficult take this fact into account in the coursebooks. E-learning courses, which allow students to work in semi-autonomy, become helpful in this situation. Accommodating the needs of biand trilingual students, prospective foreign-language teachers and translators create their own multimedia resources that fill gaps in the didactic offerings. Moreover, the unusual forms of learning by teaching (LdL – from the German phrase Lernen durch Lehren) improve the quality of the learning process, helping students achieve the desired language and communication skills.

2

Évaluation formative par le biais de pratiques „Lernen durch Lehren” destinées aux étudiants de niveau avancé

71%

Widła H.

Neofilolog

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2020

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issue 54/1

155-169

EN

This article illustrates ways of assessing students’ work in the Multimedia master’s seminar and compares the benefits of formative and summative evaluations in this context. During the Multimedia seminar, prospective foreign language teachers and translators create their own multimedia resources, which fill a gap in teaching materials on offer. This allows the students to become specialists in particular areas. This article illustrates ways of assessing students’ work in the Multimedia master’s seminar and compares the benefits of formative and summative evaluations in this context. Students appreciated the importance of formative assessment, recognizing its advantage over summative evaluation. Systematic semi-autonomous work subjected to continual verification proved to be key to the achievement of the desired skills. The results also demonstrated how knowledge of learners’ first and second languages is advantageous, as it allows teachers to more accurately identify and evaluate the difficulties learners face during the acquisition of a third language. These unusual forms of learning by teaching requireconsiderable time and sufficient motivation but notably improve the quality of the learning process.

3

KONCEPCJA UCZENIA SIĘ PRZEZ NAUCZANIE INNYCH (LDL) W KSZTAŁCENIU NAUCZYCIELI JĘZYKA NIEMIECKIEGO

67%

Białek M.

Neofilolog

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2015

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issue 45/1

57-71

EN

The subject of this article is the concept of learning by teaching used forthe training of teachers of German. Foreign language teacher training iscurrently no doubt one of the most important challenges resulting fromthe educational policies of countries within the European Union. In Poland,the necessity for remedial, preventive or promotional actions withregard to the teaching of foreign languages seems to pertain first of allto the teachers of German (and their training facilities), as the justificationfor German’s presence in the Polish schools is increasingly beingquestioned. Unfortunately, there are numerous examples in schoolpractice which show that the contemporary approach to the teaching ofGerman as a foreign language continues to follow a traditional, transmissionmodel, with great perseverance and consistency.In order to change this situation, it is necessary to find some effectiveeducational solutions for foreign language teacher training. The searchshould focus on those educational tools which will enable teachers-tobeto meet their teaching goals and conduct the teaching process in linewith the current theories of language teaching. One of many such tools,which I have decided to examine more closely, is the concept of learningby teaching (Lernen durch Lehren), initiated by Jean Pol Martin.This paper presents the main assumptions of the concept of LdL and describesa training programme (developed following the LdL approach) carriedout with the students of faculty of German who are future teachers ofGerman. The conclusions drawn seem quite promising for teacher training.

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2 Neofilolog

1 International Journal of Research in E-learning IJREL

2 Widła H.

1 Białek M.

1 2020

1 2019

1 2015

Implementation of IT Tools as a Method of Improving Language and Communication Skills of Bi- and Trilingual Students

Évaluation formative par le biais de pratiques „Lernen durch Lehren” destinées aux étudiants de niveau avancé

KONCEPCJA UCZENIA SIĘ PRZEZ NAUCZANIE INNYCH (LDL) W KSZTAŁCENIU NAUCZYCIELI JĘZYKA NIEMIECKIEGO