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Nieokreśloność gatunkowa i rozbieżność interpretacji: postmodernistyczne spojrzenie na Salome Oscara Wilde’a

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Słowik A.
Ogrody Nauk i Sztuk
|
2013
|
issue 3
PL
Oscar Wilde. Mistrz ciętej riposty i błyskotliwego aforyzmu a jednocześnie przenikliwy obserwator wyższej klasy społeczeństwa wiktoriańskiego. W swojej twórczości wielokrotnie krytykuje społeczeństwo brytyjskiego dekadentyzmu, jednak nigdy w sposób oczywisty. Najlep-szym tego przykładem jest sztuka Salomé, przez wielu krytyków traktowana jako dramat czy też klasyczna tragedia, będąca jednak zawoalowaną drwiną a nawet metaforą zdegenerowanych wyższych sfer brytyjskiego fi n de siècle. Autor celowo defamiliaryzuje sztukę poprzez osadzenie akcji w czasach biblij nych w celu nie tylko spotęgowania jej odbioru, ale także zapobiegnięcia automatyzacji percypowania. Dzięki temu Salomé jest nie tylko głównym obrazem archetypu femme fatale czyli kobiety fatalnej, ale staje się także samoświadomym i samorefl eksyjnym satyrycznym krytycyzmem. Jednakże taka interpretacja możliwa jest tylko przy postmodernistycznym spojrzeniu na teorię parodii i autoironii reprezentowaną m.in. przez Lindę Hutcheon czy Michele Hannoosh
EN
In his play Salomé, Oscar Wilde provides readers with the veiled commentary on the vices of nineteenth century bourgeois society. He sets the action in Biblical times in order to point out the characteristic qualities of the Victorian man by means of defamiliarization. Wilde manages to heighten the awareness of his reading public, not only by the use of such a ploy, but also - most importantly - by skilful deployment of parody, which once again allows him to delude his contemporaries with a ‘knife in the pillow’ device. Indeed, even though the reading of Salomé in terms of its parodic quality at fi rst might seem as atypical, it reinforces the play’s deeply ironic and critical overtone and allows multi-layered interpretation. Therefore, it is due only to such a post-modernist analysis that the play can be understood as both a self-conscious and self-refl exive criticism, and an extended metaphor of the fi n de siècle upper class society.
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Teaching Listening Skills to Older Second Language Learners: The Students’ Perspective

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Słowik A.
Anglica Wratislaviensia
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2017
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issue 55
139-154
EN
Most modern ELT course books and language courses are designed to address one of four language skills at the time to ensure that enough time and attention is devoted to each one of them. Despite the fact that listening is included as one of these skills, it usually receives the least attention from teachers, who do not utilize the full potential of the exercises. The problem arises from miscategorising listening as a “passive” skill, which can be learnt effortlessly by simple exposure to the target language. In reality, listening can be taught but it is a rather demanding process, requiring more preparation from teachers as well as their willingness to demonstrate and share their extensive knowledge about sounds, decoding strategies and different listening techniques, which in turn aids students in identifying targets for practice. The aforementioned issue, i.e. treating listening as a passive skill and not using all possible teaching strategies associated with listening exercises, applies to all groups of students; however, older adult learners seem to be the most affected by it. The reason why older adults consider listening as one of the most challenging tasks stems from their reduced cognitive abilities and common hearing problems, which results in decreased speech comprehension ability and thus makes learning new languages even more challenging to them. The primary objective of the following article is thus to analyse student feedback in relation to listening exercises and to suggest possible improvements to teaching listening skills. Acquired results and conclusions shall serve as a basis for a possible expansion of the survey by adding teachers’ perspective and observa­tions in the future.
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Listening in Older Second Language Learners: The Teachers’ Perspective

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Słowik A.
Journal of Education Culture and Society
|
2017
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vol. 8
|
issue 1
148-163
EN
There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 
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Different Perspectives on the Use of L1 inTeaching English to the Elderly

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Słowik A.
Journal of Education Culture and Society
|
2016
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vol. 7
|
issue 2
199-216
EN
Own-language use has commonly been discouraged by language teachers worldwide ever since the Grammar Translation method gave place to other methods. In the last decade, however, there has been a visible shift in the use of mother tongue and, what is notable, an increasing number of methodologists have begun to point that the use of students’ mother tongue may in fact facilitate the process of learning. Despite the long awaited return of own-language use students’ learning preferences regarding the use of L1 are still often dismissed by teachers either due to lack of experience or to some reservations. Such attitudes may be especially harmful to a group which often demands own-language use in the classroom environment and which remains understudied – the elderly.            Therefore, the primary objective of the proposed paper is to highlight the differences between various teacher perceptions of whether or not own-language use does facilitate the process of older adult students’ learning and to collate them with older adult students’ own answers. The secondary objective is to present a possibly wide spectrum of various views reflecting the issues connected with the use of students’ own language and the related influence of teachers’ experiences and perceptions. The disparity between the answers provided by inexperienced teachers, experienced teachers and the elderly learners, especially while taking into account the use of students’ L1, is aimed at drawing some conclusions that may point to alternative directions in the future studies of own-language use in the classroom environment
5
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Teaching listening to older second language learners: Classroom implications

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Słowik A.
Journal of Education Culture and Society
|
2017
|
vol. 8
|
issue 2
143-155
EN
Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.
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Adult Learners and the Use of L1 in the Foreign Language Classroom

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Słowik A.
Anglica Wratislaviensia
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2016
|
issue 54
109-125
EN
The aging population is a worldwide phenomenon. An increasing number of older adults are interested in learning languages but they often become disheartened because of strict rules imposed on them by language teachers blindly following the trend of “foreign language only.” For many decades following the end of Grammar Translation method, students’ mother tongue has been banned from language classrooms. Fortunately, however, this trend is beginning to shift giving place to more lenient approaches to teaching based on allowing and encouraging own-language use. Indeed, recent studies prove that there are a number of advantages resulting from permitting the use of translation, whereas it seems that there are hardly any real obstacles besides the ones existing as part of teachers’ own beliefs. Adults are not a homogeneous group and yet it is rarely acknowledged in studies on the use of mother tongue in language classrooms. As in case of any other age group, younger and older adults’ abilities, needs and learning preferences should also be taken into account to make their learning process more effective and more suitable. The aim of this article is to provide a foundation for future research on the adult learners and the use of their mother tongue in the classroom environment.
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