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(Polish title: Zabawa w teatr. Ksztalcenie jezykowe z wykorzystaniem perspektywy neurobiologicznej i psychoruchowych predyspozycji uczniow). Introducing elements of drama techniques into the process of teaching foreign languages has a neurobiological justification. Research shows that several month old babies demonstrate linguistic sensitivity and readiness for linguistic expression. (L.A. Petitto, S. Holowka) This linguistic readiness is asserted through gestures and facial expressions. They are the first attempts at establishing a dialogue with the immediate environment. Taking advantage of theatrical activities during linguistic tasks aids the smooth transition from bodily communication to speech production, as it consolidates both forms of expression mentioned above. Research published in 'Psychological Science' demonstrates that gestures can play an important role in learning languages, directly affecting students, as gestures activate different sources of conveying meaning than speech itself. Words having visual-spatial meanings can be more easily expressed through gestures and movements rather than speech. (Iverson, Goldin-Meadow) Foreign language teachers can provide students with a greater range of self-expression by allowing them to use gestures and movements as well as introducing elements of drama techniques.
Content available remote Zabawy rozwijające sprawność mówienia w języku obcym
How can we encourage students to communicate in a foreign language despite their linguistic and psychological barriers? In an attempt to answer this question, the paper suggests a range of language games which, by addressing cognitive, emotional and social factors, facilitate the development of students' speaking skills. In particular the article addresses three categories of such activities, as distinguished by the author, namely accuracy-oriented games, fluency-oriented games and games with a potential for anxiety reduction and group integration.
The article encourages foreign language teachers to present grammar rules in an unconventional way. It describes a creative approach by the teacher. The author presents the process of creating 'Teaching Games', aided by examples of a student-friendly introduction to the present tense in the Spanish language. In the article an original story as well as an adaptation of the game 'Jungle Speed' were used. They make the preparation of the teaching exercises possible and help stimulate the students' motivation.
(Polish title: Koncepcja relacji wspomagajacej C.R. Rogersa jako inspiracja dla glottodydaktyki na kierunkach neofilologicznych. O roli nauczyciela akademickiego i technikach ludycznych). The article presents the characteristics of a helpful relationship as designed by C.R. Rogers, in which the teacher, through appreciation, the broader expression and use of the latent internal resources of his students, helps them to build faith in their own abilities, act authentically in a foreign language, function more independently and achieve better results in learning. The academic teacher should aim to secure mental comfort for the students through building a helpful relationship and shaping subjective interpersonal contacts within the group based on respect, acceptance and authenticity. The ludic activities mentioned in the article are a helpful tool in building the trust and cohesion of the group and in breaking emotional barriers - interactive games, the technique of role-playing games, role playing.
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