SŁOWO WSTĘPNE
Przekazujemy Państwu czwarty już tom Neofilologa poświecony metodologii badawczej w glottodydaktyce. Pierwszy z nich, Metody badań w językoznawstwie stosowanym pod redakcją Mirosława Pawlaka (Neofilolog nr 32) oscyluje wokół dwóch zagadnień: Obszary poznania: stan badań i podejścia metodologiczne oraz Metody i narzędzia badawcze: przykłady zastosowań i ograniczenia. Dwa kolejne tomy pod redakcją Haliny Widły: Koncepcje i wdrożenia w glottodydaktyce (Neofilolog nr 33) i Glottodydaktyka jako nauka (Neofilolog nr 34) są kontynuacją i rozwinięciem problematyki podjętej w numerze 32.
Tom 35 nosi tytuł Badania glottodydaktyczne w praktyce i został podzielony na trzy części: Planowanie badań, Przegląd badań i Przykłady rozwiązań praktycznych. Pierwsza część skupia artykuły poddające analizie problemy związane z heterogeniczną naturą badań glottodydaktycznych. W drugiej części znajdują się teksty podsumowujące stan badań oraz przedstawiające badania własne. Trzecia część zawiera przykłady praktycznych rozwiązań dydaktycznych.
Część pierwszą otwiera artykuł Mirosława Pawlaka na temat problemów pomiaru wiedzy językowej. W tę tematykę wpisuje się też artykuł Joanny Sobańskiej-Jędrych, w którym poddano analizie możliwości zastosowania w praktyce narzędzi identyfikacji zdolności językowych. W kolejnym artykule, Andrzej Kaczmarek porusza zagadnienia metodologiczne badań w edukacji dwujęzycznej. Problemy związane z interdyscyplinarnością badań w procesie rozumienia tekstu oraz z modelowaniem procesu czytania podjęte są w tekstach Moniki Kusiak i Agnieszki Kulczyńskiej. Kolejnym zagadnieniem związanym ze specyfiką obszaru badawczego w nauczaniu/uczeniu się języków obcych jest wielojęzyczność, którą sytuuje w polskim kontekście edukacyjnym Bernadeta Wojciechowska, a Regina Strzemeska podejmuje problem przygotowania do wielojęzyczności na etapie wczesnoszkolnym. Kolejne artykuły dyskutują czynniki personalne (afektywne) i społeczne w przyswajaniu języka obcego: Małgorzata Bielicka omawia zagadnienie pamięci autobiograficznej i co się z tym łączy, wagę emocji w działaniach komunikacyjnych, a Monika Janicka upatruje przyczyn sukcesu w promowaniu kreatywności, indywidualizacji i autonomii ucznia. Znaczenie technologii informacji i komunikacji w dydaktyce językowej uwypuklone jest w artykule Doroty Karczewskiej. Pierwszą część numeru zamyka tekst Małgorzaty Kubicy, w którym autorka stara się określić potrzeby i wyzwania związane z nauczaniem sprawności komunikacyjnych w dyskursie specjalistycznym.
Druga część 35. numeru Neofilologa zawiera artykuły prezentujące stan badań i możliwości zastosowania odpowiedniej metodologii badawczej we wczesnoszkolnym nauczaniu języków obcych (Ewa Andrzejewska i Ewa Wieszczeczyńska), w nauczaniu języka obcego uczniów z niepełnosprawnością intelektualną (Małgorzata Burzyńska), w badaniach na temat indywidualnych czynników w uczeniu się języka obcego (Aleksandra Więckowska, Agnieszka Kubiczek i Marzena Karolczuk). W kolejnych artykułach tej części znajdują się podsumowania badań własnych związanych z użyciem ćwiczeń tłumaczeniowych na lekcji języka obcego (Artur Dariusz Kubacki), zastosowaniem gramatyki kognitywnej (Agnieszka Król-Markefka) i wykorzystaniem Internetu w rozwijaniu autonomii ucznia (Mariusz Kruk).
Na trzecią część tomu składają się artykuły prezentujące przykłady zastosowania rezultatów badań i pomysłów dydaktycznych w praktyce. Część tę otwiera artykuł Anny Niżegorodcew, która dzieli się doświadczeniem przy opracowaniu modułów interkulturowych do programu europejskich studiów nauczycielskich II. stopnia. Elżbieta Gajewska i Magdalena Sowa analizują sposób konstruowania programu nauczania języka specjalistycznego. Próby oceny materiałów i technik nauczania języka polskiego specjalistycznego dla cudzoziemców podejmuje się Wiesława Jarosz. Barbara Morcinek prezentuje natomiast sposoby wykorzystania bodźców ikonicznych w zintegrowanym nauczaniu mówienia i pisania.
Pragnę bardzo serdecznie podziękować prof. Jolancie Zając za sporządzenie recenzji tekstów zaproponowanych do numeru Badania glottodydaktyczne w praktyce oraz prof. Krystynie Droździał-Szelest i prof. Mirosławowi Pawlakowi za weryfikację streszczeń w języku angielskim.
atarzyna Karpińska-Szaj
SPIS TREŚCI |
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SŁOWO WSTĘPNE: Katarzyna Karpińska-Szaj |
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I. PLANOWANIE BADAŃ | ||
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Mirosław Pawlak - Problemy pomiaru wiedzy językowej |
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Joanna Sobańska-Jędrych - Narzędzia identyfikacji zdolności do nauki języków obcych, ich analiza i możliwości zastosowania w glottodydaktyce |
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Andrzej Kaczmarek - Zagadnienia metodologiczne w badaniach w klasach dwujęzycznych |
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Monika Kusiak - Interdyscyplinarność w badaniach procesu rozumienia tekstu |
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Agnieszka Kulczyńska - Modelowanie procesu czytania na potrzeby glottodydaktyki |
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Bernadeta Wojciechowska - Wielojęzyczność w polskim kontekście edukacyjnym |
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Regina Strzemeska - Dziecko w Wieży Babel czyli przygotowanie do wielojęzyczności na etapie wczesnoszkolnym |
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Małgorzata Bielicka - Aktywacja pamięci autobiograficznej jako jeden z czynników wspierających afektywne uczenie się na lekcji języka obcego | 85 | |
Monika Janicka - Sukces w uczeniu się i jego społeczne uwarunkowania | 95 | |
Dorota Karczewska - Zmienne oblicza innowacyjności zastosowań ICT w dydaktyce językowej |
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Małgorzata Kubica - Nauczanie i rozwijanie sprawności komunikacyjnych w obcojęzycznym dyskursie specjalistycznym. Potrzeby, wyzwania, innowacje |
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II. PRZEGLĄD BADAŃ | ||
Ewa Andrzejewska - Wczesnoszkolne nauczanie języków obcych - polskie prace empiryczne w świetle aktualnych dyskusji o badaniach przyswajania języka obcego przez dzieci |
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Ewa Wieszczeczyńska - Problematyka sprawności mówienia we wczesnej edukacji językowej w świetle współczesnych niemieckojęzycznych badań empirycznych |
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Małgorzata Burzyńska - Lekcja języka obcego z uczniem niepełnosprawnym miejscem badań metodą indywidualnych przypadków |
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Maria Cichoń - Zdolny uczeń - autonomiczny uczeń: jak rozwijać skuteczne strategie uczenia się na lekcji języka obcego |
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Agnieszka Kubiczek - Zarządzanie uwagą na lekcji języka obcego w fazie percepcji i przetwarzania struktur językowych |
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Marzanna Karolczuk - O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań |
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Artur Dariusz Kubacki - Rola ćwiczeń tłumaczeniowych na lekcjach języka obcego |
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Agnieszka Król-Markefka - „A" i „the" dla uczniów z wyobraźnia - efekty zastosowania gramatyki kognitywnej w szkole | 207 | |
Mariusz Kruk - Wykorzystanie Internetu w rozwijaniu autonomii ucznia - wyniki badania ankietowego |
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Anna Niżegorodcew - Europejskie nauczycielskie studia magisterskie (EMETT) - moduły interkulturowe | 235 | |
Elżbieta Gajewska, Magdalena Sowa - Metodologia konstrukcji kursu języka obcego dla potrzeb zawodowych | 243 | |
Wiesława Jarosz - Nauczanie cudzoziemców polskiego języka specjalistycznego (ze szczególnym uwzględnieniem języka ekonomicznego i języka biznesu) | 255 | |
Barbara Morcinek - Bodźce ikoniczne w zintegrowanym nauczaniu mówienia i pisania | 263 |
Zakład Filologii Angielskiej, UAM Kalisz
A key issue in research projects exploring the effectiveness of foreign language learning and teaching is precise measurement of learners' knowledge of the targeted structure before and after the pedagogic intervention with an eye to determining the value of specific instructional options. Such measurement, however, poses a considerable challenge because traditional tests focusing on grammar or lexis only provide information about explicit, declarative knowledge, which is conscious and can primarily be applied in situations in which learners have sufficient time to plan their responses. For this reason, it is also necessary to measure implicit, procedural knowledge which is subconscious and automatic, thus enabling successful participation in spontaneous communication where limited attentional resources have to be employed in understanding and conveying messages in real time. The aim of this paper is to characterize the two types of linguistic knowledge, present the tools that can be employed in their measurement, and demonstrate how instruments of this kind can be successfully utilized in empirical investigations aiming to verify the effectiveness of techniques and procedures in teaching grammar.
Instytut Germanistyki, Uniwersytet Warszawski
Diagnosis is one of teachers' (including foreign language teachers) key tasks. The teacher should get to know his or her learners and their intellectual abilities before beginning the process of developing their language competence. Unfortunately, Polish teachers lack standard tools of measuring foreign language learning aptitude. Such a situation follows from insufficient knowledge in this field. Another reason is the scarcity with which this issue is discussed. The aim of this article is to discuss the ways of diagnosing foreign language learning aptitude that have been attempted so far both in Poland and abroad. This will constitute the background for the analysis of the present tools for measuring foreign language learning aptitude and the possibilities of applying them in research into foreign language learning and teaching. This analysis takes as a point of reference the current theory of abilities involved in learning a foreign language.
Uniwersytet Zielonogórski
The research in the field of bilingual education has had some specific aims and problems. First, we remind of the quest for the relation between bilingualism and intelligence. Then, we refer to some studies on classroom interaction. Finally, we present some projects focussing on the integration of learning content and language.
Nauczycielskie Kolegium Języków Obcych, Uniwersytet Jagielloński
The paper addresses the emergence of interdisciplinarity in humanities research. In the first section, it looks at various conceptions of interdisciplinarity. Then, it discusses an interdisciplinary nature of reading research, overviewing the concept of reading as explored by different fields of science. Finally, as an example of an interdisciplinary study into reading comprehension, the study conducted by the author of the paper is presented. The process of planning and the initial stages of conducting the study are discussed, along with the advantages of drawing on several disciplines in the study.
Instytut Lingwistyki Stosowanej, Uniwersytet Warszawski
The author investigates the presence of reading models in L2 teaching theory and research. She observes that such models seem to play a rather „ornamental" role. The author is convinced, however, that effective use of reading models would bring positive results, such as facilitating communication between researchers, and more effective planning of research and teaching. The model that might be taken into consideration is that developed by the Quebecois pedagogue J. Giasson.
Instytut Filologii Romańskiej , Poznań UAM
The paper focuses on the discussion on the development of multilingualism in Polish educational context whose distinctive features are: the domination of the Polish language, low percentage of immigrants, and relatively sparse national minorities. Because of this evident distinctness of the Polish situation in the aforementioned domain, the didactic proposals prepared within European projects are analyzed in a critical way. Moreover, an attempt is undertaken to define the aims and the motivation that would take into consideration the characteristics of Polish educational context. On the basis of the definition of multilingual competence, the article aims to define certain basic foundations of multilingual education in Polish schools. Among other proposals, the central one is a postulate of departing from „monolingual methodics" that is from teaching successive languages in isolation from other learned languages (the native tongue included).
Katedra Filologii Germańskiej UMK
The current Polish tendencies to promote only English language in primary schools and various constraints in the „building of multilingualism-friendly environment" in early education call for an urgent action. To meet European appeals for multilingualism from an early age, two languages could be introduced in kindergartens and schools even in the present reality. This would require a new approch to teacher training, teacher co-operation, good administrative decisions, co-operation with parents, and integrated teaching. These statements will be illustrated by positive examples taken from the life of a kindergarten and a primary school in Toruń and Gdańsk, Poland.
Kolegium Języków Obcych, Poznań UAM
The present paper focuses on one of the theories supporting affect in foreign language learning, namely the theory of autobiographical memory. In contrast to mother tongue use, interaction during a foreign language lesson is a one-dimension-phenomenon taking place „here and now" that does not register in the personal history of the learner. Activation of the autobiographical memory could overcome these limitations. After the presentation of the characteristics of autobiographical memory, such as the emotional index and its relation to the time and place of the situation, the ways of activating it during foreign language lessons will be described.
Nauczycielskie Kolegium Języków Obcych, Chełm
The present paper presents two important societal paradigms which are influential in learning cultures and understanding of school achievement. It also highlights the role school plays in socializing students. Finally, the tenets of the Polish school reform are confronted with some research concerning teachers' routines of assessment.
Instytut Lingwistyki Stosowanej, Uniwersytet Warszawski
The article focuses on the analysis of aspects and qualities perceived as innovative in the context of the most modern information and communication technologies applied in foreign language teaching.The first attempts to implement modern technologies in FLT were definitely innovative, shedding an entirely new light on the FLT methodology. Later, concurrently with the development of information technologies and IT infrastructure, as well as publication of new computer programs and teaching aids, the perception of what is innovative underwent certain transformations. The language teachers' growing awareness of opportunities offered by those technological novelties, as well as their increasing levels of professionalism and willingness to adapt to the changing conditions, also contributed to those changes. The author of the article attempts to analyze the transformations in the perception of what is innovative in ICT applications, viewing them in the context of actions undertaken in recent decades regarding implementation of modern technologies, as well as in the context of multi-media FLT materials that are being created by teachers themselves.
Instytut Filologii Romańskiej, Poznań UAM
This paper concerns the teaching of languages for specific purposes to adults. It shows the growing need for this kind of teaching from the European and multicultural perspective. Specialist discourse compared to teaching general language will be described and the implications of such a comparison will analyzed. The paper emphasizes the necessity of determining learners' needs in specialist communication and the use of such educational innovations as the Internet and the language action perspective.
Instytut Filologii Germańskiej, Uniwersytet Gdański
The introduction of compulsory teaching of a foreign language in the early years of education is the most important development in recent accounts of foreign language teaching. The identification of the early start is accompanied by attempts to obtain empirically based concepts aiming to show how to teach children in school conditions in the most effective way. Last 10 years witnessed a considerable progress in the area of learning and teaching foreign languages by/to children. This article presents Polish empirical studies in the light of contemporary research related to teaching a foreign language in the early years of education.
Nauczycielskie Kolegium Języków Obcych, Wrocław
The main goal of this paper is to evaluate recent empirical studies conducted in the German environment which concern the processes of foreign language acquisition by young children in their early school education. The results of these new studies led to the development of new teaching strategies based on the interaction between the teacher and the young learners. Different aspects of the studies reported in the paper are now subject to a widespread debate and they deserve attention in our educational context as well, since Polish schools resemble German ones in many respects. Therefore, the critical overview presented here can be seen as an inspiration for a new research agenda in the area of second language research and teaching methodology for that age group. Moreover, from the practical point of view, it opens new options in developing new teaching methods and teaching materials for young foreign language learners in Polish schools.
Specjalny Ośrodek Szkolno-Wychowawczy im. Marii Grzegorzewskiej w Pile
The article presents preliminary results of research conducted during English language classes, with the case study method, among pupils with intellectual disability attending a primary special needs school. The research was meant to help answer the questions related to the possibility of incorporating foreign language teaching in the comprehensive process of their rehabilitation, and especially the development of individual cognitive skills as well as the mother tongue command. The article emphasizes the advantages of research based on a case study which enables the researcher to apply the principle of individualization and the treatment of every pupil as a subject no matter what the developmental barriers may be.
Uniwersytet Wrocławski
In traditional classrooms, where students are evaluated on the basis of their actions, poor performance is closely linked to the lack of ability. Many students often see failure as a threat to their positive self-image and instead of increasing efforts, apply various ego-protective strategies to shift attention from real or hypothesized lack of ability to other factors influencing unsatisfactory production. In both cases self-worth is protected. This paper aims at performing a motivational analysis of two such strategies, i.e. self-handicapping and defensive pessimism used by secondary school students in achievement context.
Instytut Filologii Germańskiej, UJ Kraków
This paper focuses on the connection between cognitive psychology and foreign language pedagogy in the context of perception and processing of language structures. It describes second language acquisition as the processing of language information, which is influenced by attention focused on language data. The concept of instructed learning assumes the possibility of manipulating learners' attention by the teacher. The paper provides a theoretical background referring to such issues and also examples of how this kind of knowledge can be used in the classroom.
Instytut Filologii Wschodniosłowiańskiej, Uniwersytet w Białymstoku
The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students' native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students' knowledge and skills, which they acquired during their previous learning experiences.
Uniwersytet Śląski w Katowicach
The aim of the article is to present the role of translation exercises during foreign language lessons. On the basis of the questionnaire research conducted at a secondary school, the author tries to prove that those scholars who claim that translation exercises should not be used during foreign language lessons are wrong. Although the grammar translation method, which treated translation as a precondition for mastering a foreign language, was harshly criticised, it is now clear that the mother tongue - and hence translation - plays a significant part in the foreign language acquisition process. My empirical research also confirms that teachers often return to translation exercises during foreign language lessons.
Uniwersytet Jagielloński
The article presents the results of a quasi-experiment, whose aim was to verify the hypothesis about the advantages of grammatical instruction based on cognitive linguistics principles. Two groups of students took part in a series of lessons, undergoing treatment based either on standard or on cognitive rules concerning the use of English articles. The outcomes of the study demonstrate that although both types of instruction brought positive effects immediately after the treatment, the cognitive group outperformed the traditional group on delayed posttesting.
Zespół Szkół Zawodowych w Słupcy
The aim of the article is to show the extent to which the use of the Internet resources promotes the development of learner autonomy among Polish senior high school learners of English. The data were gathered by means of a questionnaire before and after the treatment and subjected to quantitative and qualitative analysis. It should be noted that the data came from a larger research project in which two groups, experimental and control, received different types of instruction. More precisely, the learners in the experimental group gained access to the Internet and exercised more freedom in learning. On the other hand, the control group students were taught in a traditional way. The results indicate that the experimental learners became more autonomous than their control counterparts.
Uniwersytet Jagielloński
W tworzeniu programu studiów EMETT (European Master for European Teacher Training) uczestniczą: Francesca Caena (koordynatorka) - Wenecja, Nijole Brazniene i Loreta Chodzkiene - Wilno, Hans Dorf - Kopenhaga, Pascal Guibert - Nantes, Katalin Kollar - Budapeszt, Marios Pittalis - Nikozja, Friedrich Wittib - Innsbruck, Anna Niżegorodcew, Maria Jodłowiec, Małgorzta Stypińska i Małgorzata Zimmermann - Kraków. Inicjatorem i kierownikiem Projektu EMETT jest prof. Umberto Margiotta z Uniwersytetu Ca' Foscari w Wenecji. Projekt jest realizowany w ramach programu Unii Europejskiej „Uczenie się przez całe życie", DG Edukacja i Kultura, numer grantu: 2007-2577/001-001.
Uniwersytet Pedagogiczny im. KEN w Krakowie
Katolicki Uniwersytet Lubelski Jana Pawła II
Some of the solutions employed in the field of teaching languages for special purposes have turned out to be useful also in the field of general didactics, e.g. the task-oriented approach. What is particularly valuable in the legacy of teaching languages for special purposes is its eclectic nature, which gives one the possibility to choose and combine the best-tested methods depending on the individual characteristics of every learner. Such an undogmatic approach and search for the best possible technique, which takes into account individual characteristics of each student, appears to be a particularly valuable and enriching one in the days of certain reluctance towards an overtly rigidly defined concept of communicative approach in foreign language teaching.
Uniwersytet Marii Curie-Skłodowskiej, Lublin
The notion of specialist language is described for the purposes of this article, followed by a short history of the teaching techniques used since the 1970s, where students have typically been taught general Polish as well as specialist language. The materials and techniques used for the fields of business and economics are given as examples and described in detail.
Szkoła Języka i Kultury Polskiej, Uniwersytet Śląski
Efficient teaching of speaking and writing in a foreign language is always a challenge. In particular, the development of productive skills requires the employment of a variety of methods designed to provide necessary encouragement. Teaching Polish in a country as distant from Poland as Japan seems to be even more demanding than might be the case with more popular languages, such as English, because students have very limited opportunities to use Polish in their daily lives. My solution involves the use of pictures, employed in the course of the class as cues stimulating students imagination and thus generating a context conducive to real communication.