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1

L’anxiete langagiere en classe de français: les attitudes des lyceens polonais envers l’enseignement/apprentissage de l’oral

100%

Lipińska J.

Neofilolog

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2021

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issue 57/1

101-117

EN

While learning a foreign language, students have to practise speak-ing through different in class activities. Unfortunately, speaking is often a challenge for students not only due to linguistic difficulties, but most importantly because of the stress caused by using a foreign language in front of their classmates. This phenomenon, called language anxiety, makes it impossible for some students to participate actively, thus to develop their speaking skills. It is therefore important to understand which types of tasks cause the highest level of anxiety as well as to find out what can help students overcome their anxiety. To answer these questions, we conducted a research among Polish high school students learning French. They were asked about their attitudes towards different speaking activities in class as well as about the atmosphere in the classroom. The results indicate that students are the most stressed while speaking in front of their peers and prefer interaction in small groups. Language games also appear to lower the level of anxiety during speaking. In addition, positive atmosphere and lack of judgment help students overcome their fear, but they do not eliminate it completely for every person.

2

Metoda sióstr Agazzi w wychowaniu przedszkolnym

80%

Kuchnicka K. E.

Kultura i Wychowanie

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2020

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vol. 17

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issue 1

165-192

EN

Italy was not interested in children’s education for a very long time. The first center for them was founded in 1828 in Cremona by Fr. Ferrante Aporti. In the years 1895-1917, another institution was opened by the Agazzi sisters in Nave, a small province of Brescia. The children they dealt with came from a very difficult environment. They told young teachers that their job was delicate and often involved all personal resources, requiring physical energy, attitudes and strong character. According to Agazzi, the teacher should be prepared to perform humbly her work without showing signs of resentment in the presence of children. Agazzi used poor and commonly materials when working with children, the child could create from scratch and do something independently with his own hands and imagination. Those which we colloquially call „needlework” today had great educational value. They accompanied the child in discovering the world through the ability to build and create more consciously. Playing with everything that was natural offered the child the opportunity to fully express his creativity. Organizing and washing hands was also an ideal way to have fun and learn. This is how was created „Rupieciarnia”. This method proved to be a great success and began to expand in many kindergartens in Italy.

PL

Włochy przez bardzo długi okres nie interesowały się edukacją dzieci. Pierwsze centrum opieki nad nimi zostało założone w 1828 roku w Cremonie przez ks. Ferrante Aportiego. W latach 1895–1917 kolejną instytucję otworzyły siostry Agazzi w Nave, niewielkiej prowincji Bresci. Dzieci, którymi się zajmowały, pochodziły z bardzo trudnego środowiska. Założycielki powtarzały młodym nauczycielkom, że ich zadanie jest delikatne i często angażujące wszystkie osobiste zasoby, wymagając przy tym fizycznej energii, niezłomnych postaw i silnego charakteru. Według Agazzi, nauczycielka powinna być przygotowana do spełniana z pokorą zadań, bez okazywania w obecności dzieci oznak niechęci. Agazzi w pracy z dziećmi wykorzystywały proste i powszechnie używane materiały, dziecko mogło tworzyć od zera i robić coś samodzielnie własnymi rękoma i wykorzystując wyobraźnię. Czynności, które dziś potocznie nazywamy robótkami ręcznymi, miały wielką wartość edukacyjną. Towarzyszyły dziecku w odkrywaniu świata, kształtując umiejętność budowania i coraz bardziej świadomego tworzenia. Zabawa wszystkim tym, co naturalne, oferowała dziecku możliwość pełnego wyrażania swojej kreatywności. Również porządkowanie, mycie rąk – były idealnym sposobem na zabawę i naukę. W taki sposób powstała „rupieciarnia”. Metoda ta okazała się wielkim sukcesem i zaczęła być stosowana w wielu przedszkolach na terenie Włoch.

3

Le feedback est-il toujours motivant? Les attitudes des bacheliers polonophones de classes bilingues envers la rétroaction corrective écrite

80%

Lipińska J.

Neofilolog

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2021

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issue 56/1

39-54

EN

Feedback is one of the key tools used to regulate the process of learning.In order to be effective, it must provide the students with accurate information and guidelines concerning their work by not only showing them mistakes, but also pointing out what they already know and giving advice to help them improve their skills. Poorly executed feedback may damage the students’ motivation instead of reinforcing it. Thus, it is important to know how students perceive different feedback techniquesand how they react to them. To answer these questions, we led a research among Polish bilingual high school students learning French. We asked them about their preferences concerning feedback and about its perceived influence on their motivation. The results show students prefer detailed comments which show them positive and negative aspects of their work, without harming their self-esteem, i.e. by giving feedback in front of their peers. Such practices, according to students, have a beneficial effect on their motivation.

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2 Neofilolog

1 Kultura i Wychowanie

2 Lipińska J.

1 Kuchnicka K. E.

2 2021

1 2020

L’anxiete langagiere en classe de français: les attitudes des lyceens polonais envers l’enseignement/apprentissage de l’oral

Metoda sióstr Agazzi w wychowaniu przedszkolnym

Le feedback est-il toujours motivant? Les attitudes des bacheliers polonophones de classes bilingues envers la rétroaction corrective écrite