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Conscience et autoconscience dans l’enseignement / apprentissage d’une langue-culture : pourquoi ? quoi ? comment ?

100%
Smuk M.
Glottodidactica
|
2022
|
vol. 49
|
issue 1
7-14
EN
The article introduces different approaches to (self-)awareness, as presented in this issue of Glottodidactica. Its first part discusses the advantages of developing (self-)awareness – in relation to the foreign language teacher and the foreign language learner. The general concept of savoir-être competence (existential competence) is also mentioned. In the second part possible research perspectives in this area and examples of research are given. The third part lists techniques and tools which can be used to stimulate teacher and student self-awareness.
2
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BARIERY W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZĄCYCH SIĘ

100%
Smuk M.
Neofilolog
|
2016
|
issue 47/2
171-185
EN
This article’s main aim is to present the results of research concerning the barriers in foreign language learning. It analyses various obstacles indicated by 342 students from both philological and non-philological departments. Those factors have been subdivided into three groups, each dealing with a different type of barriers: external objective barriers, barriers associated with behavior and competence of the teacher as well as concerning language courses, and, finally, cognitive, affective, and personality related barriers.
3
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Compétence de savoir-être dans l'apprentissage des langues. Redéfinitions, applications, défis

100%
Smuk M.
Glottodidactica
|
2018
|
vol. 45
|
issue 1
133-146
FR
This article deals with the notion of savoir-être (existential competence) and the meanings that can be attributed to it in the teaching of foreign languages. After discussing the most important, sometimes contradictory, definitions and their possible interpretations, we propose our conception of the competence of savoir-être. The categories of savoir-être (4ACS model) are listed, classified and discussed, the sub-competencies that are part of it, its stakes and its relations with other competences qualified as general. The description of the model is accompanied by terminological explanations concerning the impact of individual variables on language learning.
4
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Autentyczność w glottodydaktyce w perspektywie badawczej

100%
Smuk M.
Neofilolog
|
2009
|
issue 33
123-132
EN
This paper aims at presentation of a few reflections concerning the organisation and conducting of the research on authenticity in foreign language didactics. Several aspects of research, such as methodological challenges, choice of methods applied, participants’ attitudes have been analysed. The core analysis concerns the supporting methods, i.e. interview and observation, beeing prior to the elaboration of the questionnaire used. The special attention is paid to the assumptions concerning the content of the questionnaire, nature of selected questions, as well as the use of adequate rating scales.
5
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Audyt językowy w nauczaniu osób dorosłych

100%
Smuk M.
Neofilolog
|
2011
|
issue 37
133-143
EN
Among the various means used for assessing the general language competences of adult learners, the audit is one of the most popular tools. Apart from its main purpose, which is the diagnosis of current language proficiency, during the audit the learner’s various needs might be as well analyzed. Additionally, we may use this tool to recognize the non-language competences such as: cognitive styles, dominant type of intelligence or learner’s beliefs, attitudes and habits. Thus, the interdisciplinary character of the audit allows, in an exquisite way, to optimize the content of the foreign language course for adults.
6
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WPROWADZENIE

63%
Smuk M., Sobańska J.
Neofilolog
|
2016
|
issue 46/2
133-135
7
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Importance de la norme linguistique dans l’autonarration des étudiants en philologie romane

63%
Smuk M., Sujecka-Zając J.
Studia Romanica Posnaniensia
|
2019
|
vol. 46
|
issue 2
111-122
EN
The aim of this article is to analyse the attitude towards the linguistic norm of the first-year students of Romance Philology in Warsaw through the auto-narration. By this tool, belonging to the qualitative methodology, the learner performs a retrospective introspection and thus ‘evaluates’ the learning, in our context – his learning of grammar. The stories of students-future philologists will be analysed according to the following aspects: the importance given to the linguistic norm (understood here as the need for grammatical correction), the perception of its ‘utility’ in relation to other competences and language subsystems, the relationship between awareness of the norm and the effectiveness / quality of communication in a foreign language.
8
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Les représentations et la place de la littérature française/ francophone dans les pratiques de lecture des étudiants des universités européennes

51%
Krawczyk D., Obszyński M., Smuk M.
Academic Journal of Modern Philology
|
2023
|
issue 20
119-131
EN
The aim of this article is to present the results of research carried out within the European perspective on Literature, Culture, Language and Certification (EpoLCLC) project, according to three main axes: contemporary reading practices and the image of French literature among contemporary readers in a sociological approach; reading strategies of foreign language texts in a psycholinguistic approach; the place of translations and the representation of the role of the literary translator among contemporary readers in the light of conceptions related to cultural transfers and the global circulation of literature. The analysis and interpretation of the data collected during the course of the project will make it possible to compare the image we have of literature and the reader in our time with a set of real practices and beliefs, as defined by the people questioned during the study. More generally, it will be a question of drawing up, again from the data collected, a portrait of the European student as a reader and of defining the place that French and Francophone literature occupies in his or her daily practices.
9
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Wprowadzenie

51%
Jaroszewska A., Smuk M.
Neofilolog
|
2016
|
issue 47/1
5-8
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