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Die kognitive Dimension des Unterrichtsdiskurses im Fremdsprachenunterricht

100%
Myczko K.
Studia Germanica Gedanensia
|
2013
|
issue 29
231-237
EN
Educational discourse is a specific form of communication which is related to achievement of learning objectives. Traditional education focused on the discourse from the teacher’s perspective, whereas nowadays much attention is given to learners. This is due to the perception of the learning process as a construction of knowledge. The aim of this article is to indicate the important roles of proper discourse management in the classroom and of organizing discourse in student-student interactions, as well as to emphasize the positive impact of balancing teaching activities in these two spheres.
PL
Poznawczy wymiar dyskursu edukacyjnego w kształceniu obcojęzycznym Dyskurs edukacyjny jest specyficzną formą komunikacji, która związana jest z realizacją celów nauczania. Tradycyjna dydaktyka koncentrowała się na ujęciu dyskursu z pozycji nauczającego. We współczesnej dydaktyce zwraca się dużą uwagę na uczącego się. Wynika to z postrzegania procesu uczenia się jako konstruowania wiedzy. Celem artykułu jest wskazanie na istotną rolę odpowiedniego kierowania dyskursem w klasie i organizowania dyskursu w zakresie interakcji uczeń-uczeń oraz na pozytywny wpływ wyważenia działań dydaktycznych w tych dwóch zakresach.
2
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Wie viel Reflexion braucht der Fremdsprachenlerner?

100%
Myczko K.
Glottodidactica
|
2015
|
vol. 42
|
issue 2
45-59
EN
This paper attempts to answer the question about the scope of reflection in foreign language teaching. The starting point is the assumption that through reflection on language and its use one can support language learning processes. The above considerations apply to the learner's perspective and they relate to process of fostering the development of language awareness and cultural awareness. Additionally, the article contains a list of instruments whose function is to facilitate student reflection in the process of developing learning awareness. At the end selected factors determining the scope of reflection in learning a foreign language are indicated.  
DE
This paper attempts to answer the question about the scope of reflection in foreign language teaching. The starting point is the assumption that through reflection on language and its use one can support language learning processes. The above considerations apply to the learner's perspective and they relate to process of fostering the development of language awareness and cultural awareness. Additionally, the article contains a list of instruments whose function is to facilitate student reflection in the process of developing learning awareness. At the end selected factors determining the scope of reflection in learning a foreign language are indicated.
3
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Transfer im Fremdsprachenunterricht aus didaktischer Sicht

100%
Myczko K.
Studia Germanica Posnaniensia
|
2013
|
issue 33
89-99
DE
Transfer im Fremdsprachenunterricht aus didaktischer Sicht
4
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Zur Stellung und Funktion des Hörverstehens im sprachpraktischen Unterricht polnischer Germanistikstudenten

100%
Myczko K.
Studia Germanica Posnaniensia
|
1991
|
vol. 17
199-206
DE
The position of listening (oral comprehension) at German studies and the functions which it performs in the teaching process are determined by the level of foreign language mastery of the students. This level makes it that developing of a complex ability of oral comprehension, thus oriented to the reception of the meaning contained in the text, is connected in the course of teaching with developing of the other language skills and with the work on the subsystems of the language and in particular on the lexical subsystem. The general remarks contained in the first part of the article are in the course of further considerations the basis for differentiation of the position and functions of listening skill (oral comprehension) in specific years of studies.
5
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Auswendiglernen in der Perspektive der gegenwärtigen Fremdsprachendidaktik

100%
Myczko K.
Scripta Neophilologica Posnaniensia
|
2009
|
issue 10
55-65
PL
Auswendiglernen in der Perspektive der gegenwärtigen Fremdsprachendidaktik
6
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Vorwort

63%
Mikołajczyk B., Myczko K.
Studia Germanica Posnaniensia
|
2013
|
issue 33
5-11
7
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WSPOMNIENIE - Profesor Józef Darski, Przewodniczący PTN w latach 1989-1992

63%
Mikołajczyk B., Myczko K.
Neofilolog
|
2016
|
issue 46/1
9-10
PL
.
8
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Das generative Prinzip im Fremdsprachenunterricht. Sprachen lernt man, indem man von endlichen Mitteln unendlichen Gebrauch macht

63%
Butzkamm W., Myczko K.
Studia Germanica Posnaniensia
|
2002
|
vol. 28
123-138
9
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Zu Problemen des frühen Fremdsprachenunterrichts

63%
Myczko K.
Studia Germanica Posnaniensia
|
2000
|
vol. 26
199-210
10
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Informationen und Berichte

51%
Mionskowski A., Myczko K., Wolting M.
Convivium. Germanistisches Jahrbuch Polen
|
2011
487-502
DE
„Nur eine Fußnote der Geschichte – bleibt? Gegenlesarten.“ Małkocin, 19.-21.11.2010 „Fremdsprachenunterricht – omnimedial?“ Internationale Tagung. Poznań, 25.-26.3.2011 „Sich-Erinnern ist gegen den Strom schwimmen ‒ Christa Wolf und ihr Werk“. Wissenschaftlicher Workshop am Zentrum für Deutschsprachige Gegenwartsliteratur und Medien an der Universität Zielona Góra, 16.-18.6.2011  
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