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Formy adresatywne jako element interkulturowy kompetencji interakcyjnej i dyskursywnej w świadomości studentów języka francuskiego

100%

Grabowska M.

nr 38/2

165-181

The present paper seeks to determine how French philology students eval-uate their intercultural interactive and discursive competence based on their use of address forms in the mother tongue and in the target language. It al-so attempts to establish the impact of students’ knowledge of address forms on classroom interaction and the effectiveness of educational dis-course. The analysis of the data, collected by means of a survey, made it possible to identify prototypical address forms in Polish and French, estab-lish their functions and reveal situations in which they have real relevance.

L’apprentissage informel au service de l’enseignement de la littérature et de la culture à la philologie française

63%

Grabowska M. , Sadkowska-Fidala A.

nr 20

83-94

The aim of the present study is to examine the extent to which French philology students' informal learning – in the area of multimodal literacies and leisure activities – reinforces the gains in French literature and French history and culture courses through creative mediation. We report on an experiment conducted in the years 2020-2022 in five online courses at the French Philology department of the University of Wrocław during the Covid-19 pandemic. In these courses, students were expected to personally mediate the texts or content studied in class and present them on a group Facebook site. The students' projects are classified according to two criteria (intersemiotic and intrasemiotic mediation; mediation of form and content) and prove that the involvement of informally acquired knowledge and skills not only developed the students' creativity, but also promoted interpretative processes by anchoring the formal learning of the course in personal experience.

Aspectos pragmáticos y estratégicos del desarrollo de la destreza de expresión escrita en Filología Española en la tercera década del siglo XXI

63%

Grabowska M. , Krzyżostaniak M.

nr 2

65-75

Written expression is one of the most important skills in philological studies. Subjected to a constant formative and summative evaluation, it plays a distinctive role and shows both the achievements and the shortcomings of the student’s linguistic, sociolinguistic and pragmatic skills. In this analysis, we would like to focus on this last component of communicative competence, but also on the strategies of the learners connected with their practice of various forms of writing in the academic and private sphere. The paper summarizes the results of a survey completed by Spanish philology students from the Department of Romance Philology at the University of Wroclaw during the summer term of 2018/2019 academic year. One of the objectives of the survey was to find out to what extent the PNJH Pisanie program correspondsto the needs and expectations of current students in Poland.