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4 Homo Ludens

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Inne spojrzenie na czasowniki hiszpańskie w czasie teraźniejszym. Etapy tworzenia gry dydaktycznej

100%

Górska-Wolniewicz W.

Homo Ludens

2011

nr 1(3)

43-52

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.

Zabawy rozwijające sprawność mówienia w języku obcym

100%

Rusek B.

Homo Ludens

2010

nr 1(2)

151-169

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.

Koncepcja relacji wspomagającej C.R. Rogersa jako inspiracja dla glottodydaktyki na kierunkach neoflologicznych. O roli nauczyciela akademickiego i technikach ludycznych

84%

Hostyński P.

Homo Ludens

2009

nr 1

85-101

(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.

Sylwetka naukowa profesor Izabeli Prokop

67%

Surdyk A.

Homo Ludens

2011

nr 1(3)

9-17