OD REDAKCJI
W 31 numerze Neofilologa, który oddajemy do Państwa rąk, znajdą Państwo teksty referatów wygłoszonych na konferencji Polskiego Towarzystwa Neofilologicznego we Wrocławiu (wrzesień 2007). Są to artykuły następujących autorów: Agnieszka Marta Kurzyńska, Wiesława Jarosz, Andrzej Kaczmarek, Katarzyna Kukowicz-Żarska, Edyta Mosorka i Bernadeta Wojciechowska, Magdalena Kasprzak, Ewa Półtorak. Obszerny wybór referatów z wrocławskiej konferencji „Nowe spojrzenia na motywację w dydaktyce języków obcych" został zamieszczony w dwutomowym wydaniu książkowym pod redakcją Anny Michońskiej-Stadnik i Zdzisława Wąsika (2008. Nowe spojrzenia na motywację w dydaktyce języków obcych. Tomy 1 i 2. Wrocław: Wydawnictwo Wyższej Szkoły Filologicznej we Wrocławiu (Philologica Wratislaviensia: Acta et Studia No 2. 1-2).
Pozostałe teksty opublikowane w tomie 31 Neofilologa to propozycja Agnieszki Pawłowskiej o błędach językowych a rozwijaniu autonomii ucznia oraz dwa nadesłane artykuły na temat dydaktyki przekładu (Iwona Kasperska) i nauczania gramatyki (Mirosław Pawlak). W numerze zamieściliśmy także sprawozdanie z konferencji PTN z 2007 roku „Nowe spojrzenia na motywację w dydaktyce języków obcych" oraz sprawozdanie z działalności Zarządu Głównego PTN za kadencję 2003-2007. Tom kończymy informacją o dorocznej konferencji PTN organizowanej w Kaliszu na temat „Nauczyciel języków obcych dziś i jutro".
Od kolejnego, 32 numeru Neofilologa chcemy Państwu zaproponować wydania tematyczne tomów naszego czasopisma. Mamy nadzieję, że tomy o charakterze monotematycznym spotkają się z Państwa zainteresowaniem i będą sprzyjać większemu upowszechnianiu i dogłębnej analizie wybranych problemów z zakresu dydaktyki języków obcych. Numer 32 będzie w całości poświecony metodom badań w językoznawstwie stosowanym. O tytułach kolejnych numerów Neofilologa będą Państwo z wyprzedzeniem informowani na stronie internetowej Polskiego Towarzystwa Neofilologicznego.
Zapraszamy do lektury i współtworzenia naszego czasopisma!
Katarzyna Karpińska-Szaj
SPIS TREŚCI |
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OD REDAKCJI |
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ARTYKUŁY |
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Błąd językowy a rozwijanie autonomii ucznia w dydaktyce języków obcych - Agnieszka Pawłowska |
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Zjawisko Neue Deutsche Welle jako inspiracja lingwistyczno-dydaktyczna - Agnieszka Marta Kurzyńska |
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Nauczanie języka polskiego na Białorusi (na przykładzie Mińska) - Wiesława Jarosz |
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Rola języka obcego jako narzędzia poznawczego w szkole - Andrzej Kaczmarek |
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Język i zjawisko nowych mediów a proces nauczania języków obcych - Katarzyna Kukowicz-Żarska |
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Rzetelność i efektywność badań rozwoju osobistej kompetencji komunikacyjnej w ustnych interakcjach obcojęzycznych - Edyta Mosorka, Bernadeta Wojciechowska |
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Wartość kształcąca oceniania sumatywnego w kontekście studiów neofilologicznych - Magdalena Kasprzak |
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Wykorzystanie programów narzędziowych w procesie nauczania/uczenia się języka obcego - Ewa Półtorak | 59 | |
W co wierzy Carlos Fuentes? Kilka refleksji na temat tłumaczenia naprawdę meksykańskich esejów w kontekście nauczania przekładu - Iwona Kasperska | 69 | |
Jak efektywnie nauczać gramatyki na lekcjach języka obcego w polskich szkołach? - Mirosław Pawlak |
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SPRAWOZDANIA I KOMUNIKATY | ||
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Konferencja PTN - Wrocław 2007 „Nowe spojrzenia na motywację w dydaktyce języków obcych"- Jolanta Kriger-Knieja |
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Sprawozdanie z działalności Zarządu Głównego PTN za kadencje 2003-2007 |
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Informacja o konferencji PTN „Nauczyciel języków obcych dziś i jutro" - Kalisz 2008 - Mirosław Pawlak |
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Agnieszka Pawłowska
Instytut Filologii Germańskiej
UAM Poznań
Language error versus the development of learner autonomy in teaching foreign languages
Autonomy as a learner's ability to take responsibility for the learning process should be developed in a foreign language class. Social changes nowadays force people to be able to enlarge their knowledge and develop skills independently after completing institutionalised education. Learner autonomy can be encouraged by an appropriate usage of language errors. The autonomy-oriented approach towards the language error allows the self-correction ability to develop as an outer form of self-control and thereby assists in developing the ability to perform self-evaluation.
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Agnieszka Marta Kurzyńska
Uniwersytet im. Kazimierza Wielkiego
Bydgoszcz
Phenomenon of the Neue Deutsche Welle as a linguistic-didactic inspiration
Devoted to the cultural phenomenon of the Neue Deutsche Welle in the contemporary German music, the article focuses on the expression of emotions in the texts of young artists. The texts, which combine Colloquial and General German, are thoroughly analysed. With the suggestions concerning the most applicable methodology, the approach to the further research of the problem is suggested as well.
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Wiesława Jarosz
Uniwersytet Marii Curie-Skłodowskiej
Lublin
Teaching Polish in Belarus (on the example of Minsk)
Polish is one of the most popular foreign languages in Belarus. It is studied by school children, university students and adults. They do not lack motivation to take up learning our language: for some learners it is the language of their ancestors, for others it is one of the European Union languages. The Author concentrates her attention on teaching Polish in Minsk, where she was teaching Polish in the Belarusian State University and part-time in Belarusian State Academy of Arts and the Polish House.
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Andrzej Kaczmarek
Uniwersytet Zielonogórski
The function of a foreign language as a cognitive tool at school
The research of more effective ways of teaching has led to understand that language is a tool of communication and thinking and that learning activities need interactions and negotiating of meaning. The bilingual education seems to be an interesting proposition to enhance both language and content learning. In many countries there are promising results indicating the value of that integrated learning. The success of bilingual education depends on adopting a constructive and interactive approach, whereas a lexical and encyclopedic approach still dominate in some polish schools.
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Katarzyna Kukowicz-Żarska
Instytut Neofilologii i Lingwistyki Stosowanej
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
The Language of the New Media and the Process of Foreign Language Teaching
Widespread as they are, the new media are worth considering not only as a social, but also as language phenomenon. The new media language influences and permeates all the other types of language in various social groups, spurring changes, causing dangers and bringing about opportunities. It may be assumed that the dominance of the new media could influence the way young people learn languages (native as well as second ones). The following article discusses the abovementioned issues in the context of teaching German as the second language.
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Edyta Mosorka
Bernadeta Wojciechowska
UAM Poznań
Researching the learning process in oral foreign language communication in an effective and reliable way?
Even though these days no one questions the necessity of developing communicative competence through authentic communicative practice, still, internal processes determining progress in this dimension and their external correlates remain unexplored to a great extent. One of the reasons of such a state of affairs are methodological difficulties resulting from the specificity of the research subject of foreign language studies. In the paper, we aim to discuss this specificity in reference to developing communicative competence in foreign language oral communication. We also aim to evaluate the existing methods and research tools, taking the mentioned difficulties into consideration. In the current reflections the special emphasis is given to the assessment of the usefulness of existing quantitative and qualitative methods in respect to the advantages and limitations of each one. The performed analysis shows the possibilities of combining both approaches to gain possibly most precise data and inferring coherent conclusions on those bases. It seems that such complementary approach can be especially useful in action research, whose improvement has been considered as one of the major developmental directions of methodological progress in foreign language learning research.
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Magdalena Kasprzak
ZKN w Koszalinie
Instytut Filologii Romańskiej
Poznań UAM
Formative value of summative assessment in the context of neophilological studies
The Common European Framework of Reference for Languages in its far-reaching scope determines both the theoretical and practical framework for the process of teaching/learning foreign languages. It also entails essential changes concerning the attitude towards assessment, which, regardless of the function attributed to it, should become primarily an integral part of the glottodidactic process and should be placed in the so called learner's personal perspective, which means that it should focus on the learner and not on their results.
In this paper I will try to present the specific character of oral examination situation in practical French for the first year students of Romance Philology, which will allow for a better understanding of the basis of the problem concerning the lack of clear correlation between the educational model of the teaching/learning process implemented during the academic year and the examination situation in which the model is disturbed. Outlining the problem will be the starting point for suggesting several didactic solutions which aim at placing the examination situation (and hence a priori summative assessment) in the personal learning project of a neophilology student.
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Ewa Półtorak
Zakład Glottodydaktyki i Kształcenia na Odległość
Instytut Języków Romańskich i Translatoryki
Uniwersytetu Śląskiego
Usage of authoring systems in the foreign language learning-teaching process
The article presents a few remarks regarding application of computer technology in the foreign language learning-teaching process. The author focuses on special authoring systems destined to generate the interactive exercises for foreign language studying. Their main characteristics and their pedagogical potentiality are discussed in the first part. In the following parts of the article, the author presents some examples of authoring systems available in the Internet didactic offer and proposes their pedagogical and technical analyses.
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Iwona Kasperska
Instytut Filologii Romańskiej
Poznań UAM
What does Carlos Fuentes believe in? Some reflexions on the Polish version of real Mexican essays in the context of a university translation course.
The objective of this paper is to analyse some examples of the translator's choices made in the Polish version of the Carlos Fuentes's essays En esto creo. The main point of the selection of examples is to show the level of manipulation of the original in regard to the author's credo. At the same time the problem of ideology, ethics, different Spanish variants, and the policy of translation are considered as having the same importance as linguistic and cultural aspects in the teaching of translation.
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Mirosław Pawlak
Zakład Filologii Angielskiej
UAM Kalisz
Effective grammar instruction in foreign language lessons in Polish schools
Although most teachers perceive grammar instruction as something natural and necessary, it has always been a source of considerable controversy, with some theorists and researchers even claiming that it should be abandoned in favor of replicating in the classroom the conditions of naturalistic acquisition. Even though there is a broad consensus nowadays that grammar teaching should take place, scholars still disagree as to such issues as the selection of the structures to be taught, the choice of instructional techniques and procedures, the organization of grammar lessons and the place of the structural component in the overall curriculum. In the light of insufficient teacher awareness in such areas, the present paper aims to discuss the ways in which the effectiveness of grammar instruction in Polish schools could be enhanced by making the right choices concerning syllabus design, lesson planning and techniques intended to introduce and practice grammatical structures.