Wyniki wyszukiwania - Biblioteka Nauki

1

Space Conceptualization and Motion Verbs in Polish and French as Foreign Languages

100%

Paprocka-Piotrowska U.

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nr 10

77-94

EN

The following text compares the acquisition of French and Polish as second languages. The empirical research (target group includes Polish and French native speakers, Polish students of French and French students of Polish) is designed to answer certain questions concerning, among others, the extent of language categorisation, the characteristics of the mother tongue and real communication of adult learners of typologically different foreign languages. The research results show that 1) the major difficulty in constructing a new system of meaning stems from the necessity of building a new type of relation, 2) constructing new dictionary resources is a function of learners’ knowledge of given language tools, and 3) comparison of the learners’ transition from Polish to French and vice versa implies the existence of certain stages of acquisition particular to a deconstruction of its own and construction of a new system of language devices.

2

Teaching the Nation: Literature and History in Teaching English

100%

Colăcel O.

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nr 2

43-53

EN

Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

3

POGLĄDY POLSKICH NAUCZYCIELI NA UŻYCIE JĘZYKA PIERWSZEGO W ROZWIJANIU OBCOJĘZYCZNEJ KOMPETENCJI KOMUNIKACYJNEJ

89%

Róg T.

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nr 43/2

153-167

EN

Although a dominating paradigm in foreign language teaching in the past decades has been to use foreign language as often as possible, voices are now being raised that there is a place for students’ mother tongue in a language classroom. As the present article shows, both the critics and the supporters of the monolingual principle put forward commonsensical arguments in support of their stands. These arguments are outlined in the first part of the present article together with a brief look at the history of foreign-language-only approaches in language teaching methodology. What follows is a report on a study conducted by the author among 20 teachers in Poland with the aim of finding out the extent of and reasons for using mother tongue. The study demonstrated that on average teacher talking time in 60% comprises foreign language. Students’ first language is primarily used for teaching grammar and translating vocabulary.

4

Komunikacyjny i symboliczny wymiar edukacji językowej na Śląsku Opolskim – przypadek języka niemieckiego

88%

Sobieraj I.

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2016

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tom 27 cz. 2

EN

Mother tongue is one of the most important aspects of preserving identity of national or ethnic minority. Being in force since 2005 the Law on National and Ethnic Minorities and Regional Language minorities in Poland secures the right to preserve and maintain their language and to introduce it as an assistant language in municipalities. In the Opole province this refers to the German language, which also in the whole country dominates in teaching minority languages. Analysis of statistical data on the size of the German minority in Poland tends to reflect on the double meaning of the German language in the Opole Silesia. Is learning German as a minority language, fulfil such a role? To what extent German is ‘sui generis’ and to what extent „lingua franca” in the Opole Silesia? To answer this questions, the Education Information System data, the data of the National Population and Housing Census 2002 and 2011, as well as the statements of representatives of German minority were analysed.

5

Input w dyskursie klasowym na przykładzie języka niemieckiego jako obcego w szkołach ponadgimnazjalnych

75%

Białek M.

Linguodidactica

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2015

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tom 19

PL

Przedmiotem rozważań niniejszego artykułu jest input w dyskursie klasowym na przykładzie języka niemieckiego jako obcego w szkołach ponadgimnazjalnych. W części teoretycznej dokonano krótkiego przeglądu literatury na temat roli i znaczenia prymarnych danych językowych w procesie uczenia się języka obcego w warunkach formalnych. Porównano również procesy akwizycji języka pierwszego z procesami uczenia się języka obcego. Ponadto przedstawiono opozycyjne stanowiska badaczy na temat stosowania języka ojczystego i języka obcego w procesie glottodydaktycznym. W części empirycznej przedstawiono wyniki badań, których celem było przeanalizowanie jakości inputu charakterystycznego dla dyskursu klasowego na lekcji języka obcego w szkołach licealnych. Przeprowadzone badanie pokazało, że polscy germaniści nie są ekspertami w kreowaniu środowiska immersyjnego na lekcji języka obcego. Okazało się, że bardzo często wiele sekwencji lekcyjnych odbywa się w języku ojczystym. Ponadto nauczyciele rzadko stosują techniki pracy i materiały, które w sposób szczególny zapewniają tzw. dobry input. Co szczególnie dziwi, germaniści nie często zachęcają młodzież do kontaktu z językiem niemieckim w warunkach pozalekcyjnych. Nauczyciele wydają się nie dostrzegać potencjału dostępnych materiałów i mediów w tym zakresie. Bardzo rzadko umożliwiają uczniom słuchanie niemieckiej muzyki i oglądanie niemieckojęzycznych filmów. Ponadto wyniki badania nie pozwalają zauważyć, jakoby nauczyciele w jakiś szczególny sposób dbali o odpowiednią jakość i ilość inputu na lekcji języka niemieckiego. Ich świadomość w tym zakresie wydaje się być niewielka. Artykuł kończy postulat o potrzebie prowadzenia bardziej szczegółowych badań w opisywanym zakresie.

EN

This article focuses on language input presented in any class discourse during classes of German language taught as a foreign language in upper-secondary schools. In the theoretical part of the article a short review of literature discussing the role and meaning of primary linguistic data in the process of learning a foreign language in formal conditions was conducted. Next processes which occur during first language acquisition were compared to the processes involved in foreign language acquisition. Moreover, contrary attitudes of the researchers towards applying mother tongue and foreign language in foreign language teaching were presented. In the empirical part the results of the research were presented. The aim of the research was to analyze the quality of typical class discourse input provided during a foreign language lesson in comprehensive upper-secondary schools. The research showed that Polish teachers of German language are not experts on creating immersive environment during foreign language classes. It occurred that frequently many lesson sequences are carried out in the mother tongue of students and a teacher. Teachers rarely apply teaching techniques and use materials which provide enough good language input. It is also astonishing that German language teachers do not encourage young learners to come into contact with real German language in out-of-the classroom situations. They seem not to take into account how great the advantages of using available materials and media might be. Furthermore, they do not enable their students to listen to German music or watch German films, either. The results of the research reveal that teachers of German are not greatly concerned with appropriate quality and amount of language input during lessons. Their awareness of all these issues is not deep enough. The main conclusion of the article is to imply the necessity of conducting more detailed research in the described area.

6

Peculiarities of professional plurilingual competence of future international business activities managers

75%

Piskurska G.

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tom 39

119-128

EN

The article focuses on one of the trends in modern language education, i.e. the plurilingual approach towards language teaching, since one of the important components of IBA managers’ professional competence is their ability to function and communicate in a foreign language environment successfully. Modern high-grade professional training for IBA managers and principles of plurilingual education require research into the problem of the formation of IBA managers’ professional plurilingual competence, which presupposes extension of the linguistic repertoire of students. On the basis of a questionnaire survey it was identified that the plurilingual repertoire of the students qualifying in International Business Activities includes the Russian, Ukrainian, English, and German (or French) languages. Besides, specific features of professional plurilingual competence of IBA managers are also identified, which can be used in further research to elaborate effective methods for professional plurilingual competence formation.

7

Jak uporządkować terminologiczny chaos w glottodydaktyce i po co?

75%

Cockiewicz W.

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nr 15

201-213

EN

The terminology used in language pedagogy does not constitute a coherent system because it is not based on definitions of terms but rather on descriptions of prototypes and illustrating them with examples. As a result, different terms overlap. This is disadvantageous for discourse in language pedagogy, because it enforces terms to be redefined anew in every statement. The current article proposes a way to order and systematize terminology referring to, on the one hand, languages as viewed from the perspective of language pedagogy, and on the other, to the phenomenon of bi- and multilingualism. Based on five systematically employed criteria, a discrete set of terms has been obtained which reflect the language pedagogical (i.e. prepared from the point of view of language pedagogy) classification of languages. The first criterion allows also a bi- or multilingual person to be unambiguously distinguished from a polyglot. The first term describes someone who has acquired two or more native languages, while the second a person who has learned several or many foreign languages. The criteria of competence or of circumstances of use, which have so far been in common use, do not allow for such a clear distinction.

8

Nauka leksyki w języku obcym na przykładzie transferu pozytywnego języka polskiego, angielskiego i niemieckiego

63%

Bawej I.

Linguodidactica

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2016

|

tom 20

PL

Niniejszy artykuł poświęcony jest problemowi wielojęzyczności i pozytywnego transferu w procesie glottodydaktycznym. Uwagę skupiono na pozytywnym transferze wynikającym ze znajomości języka ojczystego oraz dwóch języków obcych. Osoby uczące się języków obcych wykazują naturalną tendencję do tego, aby korzystać z całej swojej posiadanej wiedzy. Dlatego odwołują się one do tego, co już jest im znane, z czym czują się dobrze i pewnie, czyli w pierwszej kolejności do języka ojczystego, a w dalszej do poznawanych języków obcych. Na przykładzie badania przeprowadzonego wśród studentów lingwistyki stosowanej Uniwersytetu Kazimierza Wielkiego w Bydgoszczy, którzy uczą się języka angielskiego jako pierwszego języka obcego oraz języka niemieckiego jako drugiego języka obcego, przedstawiono, jak osoby na zaawansowanym etapie nauki ułatwiają sobie przyswajanie i zapamiętywanie obcojęzycznej leksyki w relacji język polski → język angielski, język polski → język niemiecki, język angielski → język niemiecki oraz język niemiecki → język angielski.

EN

The following article presents the problem of positive language transfer in a foreign language learning process. The paper explores results of an inquiry made among the students of Applied Linguistics at the Kazimierz Wielki University in Bydgoszcz and discusses the question: How do the mother tongue and the first mastered foreign language facilitate the learning of the new vocabulary in the next foreign language? The author explains the problem in relation to Polish → English, Polish → German, English → German and German → English.

9

The geographical and social distribution of native languages in central Ukraine

63%

Zeller J.

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tom 18

105-136

EN

By declaring a language as their native language or mother tongue, people carry out an act of identification with this language, and via this language with people and ideas to whom they assign the same language. This comes to the fore especially when external conflicts are transferred to the linguistic constellation. This is the case in Ukraine, where three languages / codes are at the disposal: the state’s official language Ukrainian, but also Russian, and “suržyk”, a widespread form of speech containing both Ukrainian and Russian elements. Based on a survey from 2014 in the central regions of Ukraine, this article examines which of these languages / codes are chosen as a native language and how this choice is connected with more objective aspects of language use. By means of generative additive mixed-effects modeling, it will be shown how this choice varies both socially and geographically.

10

Jak uporządkować terminologiczny chaos w glottodydaktyce i po co?

51%

Cockiewicz W.

|

nr 1(15)

201-213

EN

The terminology used in language pedagogy does not constitute a coherent system because it is not based on definitions of terms but rather on descriptions of prototypes and illustrating them with examples. As a result, different terms overlap. This is disadvantageous for discourse in language pedagogy, because it enforces terms to be redefined anew in every statement. The current article proposes a way to order and systematize terminology referring to, on the one hand, languages as viewed from the perspective of language pedagogy, and on the other, to the phenomenon of bi- and multilingualism. Based on five systematically employed criteria, a discrete set of terms has been obtained which reflect the language pedagogical (i.e. prepared from the point of view of language pedagogy) classification of languages. The first criterion allows also a bi- or multilingual person to be unambiguously distinguished from a polyglot. The first term describes someone who has acquired two or more native languages, while the second a person who has learned several or many foreign languages. The criteria of competence or of circumstances of use, which have so far been in common use, do not allow for such a clear distinction.

11

Prezydentka Republiki Litewskiej Dalia Grybauskaitė

51%

Buchowski K.

Czasopismo Naukowe Instytutu Studiów Kobiecych

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2017

|

nr 2(3)

92-119

PL

Dalia Grybauskaitė została wybrana na prezydenta Litwy w 2009 r. Od tego czasu używa żeńskiej wersji rzeczownika „president’– prezidentė”. Chociaż prezydent na Litwie ma ograniczone prawa konstytucyjne, to jednak Grybauskaitė zdołała wykorzystać możliwości wzmocnienia swojej pozycji. Mimo że wywodzi się z partii komunistycznej, zawarła sojusz polityczny z litewskimi partiami prawicowymi. Jej priorytetem było zmniejszenie zależności Litwy od USA. Niemniej jednak rozwój sytuacji międzynarodowej po roku 2013 sprawił, że Grybauskaitė zmieniła swoje plany. Od tego czasu znana jest ze swoich wrogich wystąpień przeciwko Rosji. Podczas kampanii prezydenckiej w 2014 r. została oskarżona o agenturalne związki z KGB w okresie przed odrodzeniem niepodległości. Pomimo tych oskarżeń ponownie wygrała wybory.

EN

Dalia Grybauskaitė was elected the president of Lithuania in 2009. Since then there has been used a female version of the noun ‘president’ – prezidentė. The president in Lithuania has limited constitutional rights. However, Grybauskaitė managed to take advantage of the opportunities to strengthen her position. Even though she derives from the communist party, she made political alliance with the Lithuanian right-wing parties. Her priority was to reduce Lithuanian dependence on the USA. Nevertheless, the development of the international situation after 2013 made Grybauskaitė change her plans. Since then she has been renown for her hostile speeches against Russia. During her presidential campaign in 2014 Grybauskaitė was accused of being KGB agent in the past. Nonetheless, despite the accusations Grybauskaitė won the election again.