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ANALIZA DYSKURSU W GLOTTODYDAKTYCE SPECJALISTYCZNEJ: KRYTERIA DOBORU MODELI TEORETYCZNYCH DLA POTRZEB DYDAKTYKI SZKOLNEJ

100%
Gajewska E.
Neofilolog
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2013
|
issue 41/1
21-35
EN
The recent decision of the Polish Ministry of National Education to make specialized language a compulsory part of vocational training sets the context of this argument. Teachers of professional secondary schools will now face new methodological challenges, so it is important to give them appropriate tools to address these. This paper examines the best known models of genre analysis used in the study of LSP : Bhatia (1993); Askehave and Swales (2000), and the Analyse Différentielle des Discours: Mourlhon-Dallies (2008), reflecting on the possibilities of their practical use in the teaching of LSP.
2
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Pourquoi les théories discursives peuvent avoir du mal à entrer en classe de langue(s) étrangère(s)

100%
Gajewska E.
Studia Romanica Posnaniensia
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2017
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vol. 44
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issue 2
11-26
EN
The fact that verbal expression is subject to both language and social norms is indisputable. However, the advances of discursive theories are slow to be integrated into didactic practice in a systematic way. The article attempts to identify reasons underlying such a state of affairs. It is argued here that the overabundance of reference theories and the different scientific traditions lead to the fragmentation of the object of the study and create false terminological friends. The use of units of conceptualization and analysis of discourse, such as the genre or type of discourse, sometimes poses problems in didactic practice. Finally, discursive norms evolve continuously, often creating hybrid forms. One of the solutions to the above-mentioned problems, proposed in this article, is to make learners aware of discursive phenomena rather than try to provide ready-made solutions.
3
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L’analyse du discours et l’enseignement des LE sur objectifs spécifiques

100%
Gajewska E.
Romanica Cracoviensia
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2011
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vol. 11
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issue 1
PL
Discours analysis and teaching foreign languages for specific purposes In foreign language teaching a more and more frequent opinion is that communicative and task approach should be supplemented with linguistic analysis, specifically discourse analysis. It seems particularly useful in teaching foreign languages for specific purposes, where teachers must develop the course content and didactic materials on their own. Unfortunately, the term “discourse analysis” may convey a variety of meanings. Also in teaching LSP in different language regions the traditions of defining discourse analysis vary. Analysis of teaching materials used in practical training of teachers of Français sur Objectifs Spécifiques reveals the vagueness of both the notion of discourse analysis and the ways of its application. Therefore the actual implementation of discourse-approach in class practice would require a conscious choice from among the available discourse analysis methodologies and their popularisation among the teachers.
4
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Metodologia konstrukcji kursu języka obcego dla potrzeb zawodowych

63%
Gajewska E., Sowa M.
Neofilolog
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2010
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issue 35
243-253
PL
Some of the solutions employed in the field of teaching languages for special purposes have turned out to be useful also in the field of general didactics, e.g. the task-oriented approach. What is particularly valuable in the legacy of teaching languages for special purposes is its eclectic nature, which gives one the possibility to choose and combine the best-tested methods depending on the individual characteristics of every learner. Such an undogmatic approach and search for the best possible technique, which takes into account individual characteristics of each student, appears to be a particularly valuable and enriching one in the days of certain reluctance towards an overtly rigidly defined concept of communicative approach in foreign language teaching.
5
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Le texte et la formation des romanistes au Français sur Objectifs Spécifique

63%
Gajewska E., Sowa M.
Academic Journal of Modern Philology
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2023
|
issue 20
51-61
EN
The study of philology (including Romance studies) has opened up very widely to specialized communication, introducing LSP classes into the curricula. The basis of language content programming for professional purposes is essentially a text (specialized text). Despite its many definitions, it is necessary, first of all, to pay attention to those that treat the text as a material manifestation of discourse and genre, and use it to conduct an analysis of the communicative and linguistic needs of learners. This article discusses the problem of the (in)presence of specialized text in philological education preparing for professional activity. Based on the analysis of philological study programs in Poland, it can be seen that they use text to varying degrees and extents in the teaching of various LSP. Text is certainly part of the names of the subjects (especially translation classes), but to a small extent it is possible to notice its presence in the analysis of needs and conceptualization of content in terms of communicative practices in the target work environment.
6
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REFLEKSYJNA PRAKTYKA W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO

63%
Gajewska E., Sowa M.
Neofilolog
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2014
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issue 42/2
155-165
EN
Compared to colleagues teaching foreign languages for general purposes, who can use ready-made syllabuses or programs, the LSP teacher has to reflect on methodology at the level of course planning. The scope and nature of the proposed course content is tailored to the specific needs of a student. The analysis of these needs is based on interviews and questionnaires. There are many examples of such tools, but none of them are universal or exhaustive, nor can they be. The purpose of this article is to propose a set of parameters to facilitate investigation of the educational context, which could be a starting point for the development of question-naires tailored to specific education needs.
PL
Compared to colleagues teaching foreign languages for general purposes, who can use ready-made syllabuses or programs, the LSP teacher has to reflect on methodology at the level of course planning. The scope and nature of the proposed course content is tailored to the specific needs of a student. The analysis of these needs is based on interviews and questionnaires. There are many examples of such tools, but none of them are universal or exhaustive, nor can they be. The purpose of this article is to propose a set of parameters to facilitate investigation of the educational context, which could be a starting point for the development of questionnaires tailored to specific education needs.
7
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L’exploitation des tice au service de l’enseignement des langues à objectif spécifique

63%
Gajewska E., Sowa M.
Studia Romanica Posnaniensia
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2014
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vol. 41
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issue 3
17-32
EN
The so-called latest technologies in the world of today constitute an indispensable component of teaching or learning foreign languages. Given as an obvious element of social life, they are regarded by teachers as effi cient tools for acquiring and perfecting various skills, such as communicative ones. The dynamic development of the multimedia, also in the area of language teaching, incessantly faces language teachers with new challenges, whose aim is to fully utilise the potential of the latest technologies in the process of language teaching that respects learners’ individual needs. The aim of this article is to present possible ways of using the multimedia, helpful in drawing language lesson plans for vocational language groups. The article deals with the area of communication and information technologies used in the classroom as these have recently undergone changes. Also, a discussion is presented of the advantages and disadvantages of the latest multimedia used in the didactic process. The article also seeks to answer the question how much the latest technologies cater for the needs of specialist glottodidactics.
8
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SPOSOBY KSZTAŁCENIA NAUCZYCIELI JĘZYKÓW SPECJALISTYCZNYCH: OD RZECZYWISTOŚCI EDUKACYJNEJ DO ROZWIĄZAŃ SYSTEMOWYCH

63%
Gajewska E., Sowa M.
Neofilolog
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2015
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issue 44/2
221-235
EN
The job of the teacher of Language for Specific Purposes (LSP) requires the ability to teach learners of diverse profiles. Diversity of target groups in training entails diversity of language and learning needs. This paper aims to answer the question: how should LSP teachers be educated so that they can fulfil these needs and expectations? It is suggested that this can be done by preparing and implementing a suitable teaching programme which takes into account the specific character of different educational contexts. The reflections presented here are based on analysis of the Polish educational situation in LSP training. On the basis of these observations, several practice-oriented proposals will be formulated, which could be implemented in the process of language teacher training. Consideration is given, among other issues, to the pedagogical instruction that future LSP teachers need (which depends on the educational context of their future work), the scope of specialist knowledge in the given field that they will find indispensable, and the amount of knowledge of discourse and genre analysis with which they have to be equipped.
9
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Gospodarstwa rodzinne w systemie obrotu nieruchomościami rolnymi w Polsce

63%
Gajewska E., Iwaszkiewicz P.
Przegląd Prawa Rolnego
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2015
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issue 1 (16)
159-178
EN
The article presents a family farm as a key legal institution when it comes to the trad-ing in agricultural property in Poland. An analysis of the regulations of the law of 11 April 2003 on the shaping of the agricultural regime shows that the normative construction of a family farm lacks coherence and does not serve implementation of the goals identified in the act. What is more, the construction of the concept and the elements that form the sub-jectivity of a family farm (an individual farmer) and its objectivity (and in particular the minimal area size of 1 ha) fail to provide a guarantee that focus will be put on farms with the most effective form of management, which ensure and maintain a source of fair income for a family of farmers. The same will also be true of the property from the Agricultural Property Resources of the State Treasury.
IT
L’obiettivo della pubblicazione è di presentare l’azienda a conduzione familiare come istituto giuridico cruciale nell’ambito della mediazione immobiliare agricola in Polonia. Tuttavia l’analisi delle norme, determinate dalle disposizioni di legge dell’11 aprile 2003 sul profilarsi dell’ordinamento agrario rivela che la costruzione normativa dell’azienda a conduzione familiare manchi di coesione, come anche essa non serve a realizzare le fi-nalità indicate nell’atto giuridico riportato. Inoltre, gli elementi che costituiscono la parte-soggetto dell’azienda a conduzione familiare (agricoltore individuale) e la parte-oggetto (soprattutto la superficie minima di 1 ettaro) non portano a garantire l’orientamento della mediazione immobiliare agricola, tra cui anche gli immobili agricoli facenti parte dell’Agenzia fondiaria agricola Tesoro di Stato, a favore delle aziende che rappresentano la più efficace forma di gestione e che sono in grado di garantire un decente livello di sos-tentamento per la famiglia agricola.
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