Wyniki wyszukiwania - Biblioteka Nauki

Ten serwis zostanie wyłączony 2025-02-11.

Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl

Ograniczanie wyników

Znaleziono wyników: 3

Liczba wyników na stronie

Wyniki wyszukiwania

Sortuj według:

Ogranicz wyniki do:

Międzykulturowa kompetencja komunikacyjna wyzwaniem dla glottodydaktyki

100%

Siek-Piskozub T.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

2012

nr 5

95-108

The concept of language competence has evolved over the decades from linguistic competence (Noam Chomsky) via communicative competence (Dell Hymes) to intercultural communicative competence (Michael Byram). The process of communication has attracted attention of numerous researchers from different disciplines: linguistics and applied linguistics, language education, ethnography and cross-cultural communication. The popular communicative-language-teaching (CLT) approach has been recently criticised for the concept of the language competence it is based on. Some international researchers point to a too narrow native-speaker-based idea of the competence which does not guarantee success in the cross-cultural encounters. Researchers observe the tendency to develop communication survival skills. Teaching materials which for many language teachers are the main source of target culture are usually concerned with what is referred to as objective culture. In the article we discuss different concepts of language competence which needs to be extended to an intercultural communicative competence (ICC), if interlocutors originating from different cultures are to achieve their communication goal in the process of cross-cultural communication. Some selected studies attempting to evaluate ICC of language teachers are referred to. On the basis of the studies one may conclude that our knowledge on the levels of ICC in foreign language teachers in Poland and abroad is still unsatisfactory. Teaching materials are not always helpful in this respect either.

JOLANTA SUJECKA-ZAJĄC KOMPETENTNY UCZEŃ NA LEKCJI JĘZYKA OBCEGO. WYZWANIA DLA GLOTTODYDAKTYKI MEDIACYJNEJ

100%

Siek-Piskozub T.

Neofilolog

2018

nr 51/2

237-243

Metafora jako technika badawcza w glottodydaktyce

63%

Strugielska A. , Siek-Piskozub T.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

2009

nr 1

213-226

The overall aim of the present article is to evaluate the potential of conceptual metaphors as reliable research tools to be applied in glottodidactics. The main premise adopted is the cognitive principle of inseparability between conceptual mechanisms on the one hand, and the richness of human experience on the other. Consequently, man and his language are viewed through the prism of multifarious and multi-layered encounters involving individual as well social aspects (see T. Siek-Piskozub i A. Strugielska 2007, 2008, 2008a and A. Strugielska i T. Siek-Piskozub 2008). This, in turn, is closely intertwined with the main tenets of ecophilosophy, which highlights interdependencies between biological, social and mental occurrences and language studies. The interdisciplinary character of linguistic research has been evidenced, among others, in publications by Ronald Langacker and George Lakoff. Undoubtedly, the theory of conceptual metaphor has offered a particularly promising testing ground for applied linguistics. The question, however, remains which of the many versions of Conceptual Metaphor Theory should, if at all, be transferred to usage-oriented studies. Therefore, the more specifi c aim of the current paper is to postulate that the classic version of metaphor theories, most frequently exploited by applied linguists (see, for instance, L. Cameron 2003), is not the most valid model. Instead, we propose that metaphor should reflect the dynamics and multicontextuality of human experience. Consequently, there is a need for a more syncretic and systematic bottom-up approach, which does not necessarily validate the results of the dominant deductive theories. Instead, our approach offers a qualitative presentation of data situated within a multitude of relevant contexts.