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Neurobiologiczne uwarunkowania nauki języków obcych

Author(s): Adriana Prizel-Kania / Language(s): Polish Issue: 10/2022

This article covers the issues relating to the cerebral organisation of speech functions andthe neurobiological foundations of the processing of linguistic information, and identifies theindividual factors that play a crucial role in the process of learning a foreign language. Withregard to neuropsychological considerations, special attention is given to the importance ofcerebral hemisphere asymmetry. Insight in the biomedical foundations of language processingand the processes that condition language acquisition should be of interest to those involved inteaching foreign languages. The data discussed in the article are sourced from publications andresearch in speech-language pathology, a subfield of applied linguistics relying on clinical dataand findings on the neurobiological aspects of linguistic communication.

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Online-revideringar i svenska som främmandespråk – en longitudinell studie

Author(s): Iwona Kowal / Language(s): Swedish Issue: 31/2021

Writing is a complex process in which different sub-components both follow each other and interact with each other. Tracking and revising the text is a natural behaviour that helps the writer to shape the text in a desirable way - both in terms of its form and content. Previous studies of self-corrections by second language learners, for example, have shown that they most often correct spelling or formal, linguistic errors or that conceptual changes increase as language skills in the foreign language develop. This paper presents an analysis of online revisions with respect to the orientation of the corrections, i.e. typographical, linguistic and conceptual revisions. The texts were collected at the end of each semester during the first three years of language learning. The analysis has shown that, regardless of language level, foreign language learners in the study group focused most on the surface of the text, which was reflected in corrections of typographical errors. In addition, two revision patterns were observed: one characterised by a simultaneous focus on different dimensions when revising the text, while the other was characterised by a greater focus on one aspect of the text (usually typography), while the others received less attention.

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Indirekta anaforer i inlärarsvenska: analys av korta texter skrivna av svenskstuderande i Polen

Author(s): Natalia Kołaczek / Language(s): Swedish Issue: 25/2018

Definiteness appears to be one of the most difficult categories for learners of Swedish. Particularly difficult are the so-called indirect anaphors, definite noun phrases without any explicit antecedent in text. The choice of a definite noun phrase in such contexts requires language skills on a higher level and even some general knowledge about the world. Such phrases make a very nuanced category, yet they are marginalised in textbooks for learning Swedish. This paper presents the results of a study conducted among a group of Polish students of Swedish at the Adam Mickiewicz University in Poznań. The analysis considers noun phrases used in contexts for indirect and direct anaphors excerpted from short texts written by the students based on a picture story. The results reveal that the students’ use of indirect anaphors is not stable. It can be assumed that indirect anaphors concerning body parts are easier to acquire for the learners. Another important factor is the relation of possession between anaphors and triggers. Students often omit the suffixed definite article in context for both indirect and direct anaphors. The study is included in my doctoral thesis written on this topic.

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Subordinate questions in Swedish by 12- and 15-year-old Finnish immersion students

Author(s): Eeva-Liisa Nyqvist / Language(s): English Issue: 30/2021

The present study explores how 12- and 15-year-old immersion students (n=75 and n=73) produce subordinate questions in Swedish on a written test. Previous studies are sparse, but they report difficulties with both subject-verb word order and use of the subjunctor om and the subject marker som occurring in these clauses; informants with varying ages and competence levels struggle with similar problems. However, the acquisition order between these two types of constructions, a central theme in this study, has gained less attention. Analyses of the actual data show significant differences with varying effect sizes in accuracy between the different subcategories of subordinate questions and both informant groups. Insertion of grammatical words was mastered by significantly fewer informants than word order. Also, effect sizes were large in these contexts. Older informants do better than the younger ones, but the differences are not always statistically significant, as certain constructions are already mastered at a high level by the younger informants, whereas other constructions are still difficult for the older ones.

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Język jako narzędzie mediacji poznawczej w zintegrowanym nauczaniu językowo-przedmiotowym

Author(s): Magdalena Sowa / Language(s): Polish Issue: 1/2023

"Cognitive mediation plays a very important role in bilingual teaching: the learner acquires domain knowledge through the medium of a foreign language, which is also the subject of study. Avoiding or at least offsetting domain and language problems is largely due to the teacher, who acts as a mediator between the learners and the learned content. This text addresses the problem of mediation strategies used by the teacher in the CLIL approach. Based on empirical material recorded in French bilingual classrooms, it discusses mediation strategies aimed at enabling learners to understand new concepts and acquire relevant skills, as well as creating optimal conditions for this in the classroom space and interactions within it. The excerpts selected for analysis illustrate how language (native and foreign, i.e. French) is used to implement mediation activities involving referring to students’ previously acquired knowledge and adapting language to the requirements of the communicative situation in the classroom."

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Jeśli nie tekst literacki, to co? O literaturze na lekcjach drugiego języka obcego na przykładzie języka francuskiego

Author(s): Halina Chmiel-Bożek / Language(s): Polish Issue: 1/2023

"Publications in the field of glottodidactics, including the CEFR and the Curricular Basis of General Education in Scope of Modern Foreign Language, recommend working with literature in a foreign language class, however, in practice this task presents a huge challenge for teachers, especially teachers of tertiary languages, who teach the language from scratch in secondary school. This article presents how, with the help of simple exercises referring to famous authors, their works and literary figures, it is possible to convey to students some basic information about the literature of a given cultural circle and inspire them to do their own work with the use of literature."

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Kwadrant Pytań: Dociekania filozoficzne na lekcji języka angielskiego

Author(s): Emilia Jurewicz / Language(s): Polish Issue: 1/2023

The article intends to demonstrate how the method of philosophical inquiry and specifically one of its tools, namely the Question Quadrant, can be implemented in teaching English as a Foreign Language. First, the importance of questions in education and specific characteristics of philosophical questions are discussed. The next part provides the practical example of an EFL lesson with the application of the Question Quadrant. The article concludes with highlighting how philosophy can be correlated with other school subjects and its transdisciplinary role.

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Wykorzystywanie elementów kultury własnej w nauczaniu języków obcych

Author(s): Ilona Stępień / Language(s): Polish Issue: 1/2023

The article aims to demonstrate how the method of philosophical inquiry and specifically one of its tools, namely the Question Quadrant, can be implemented in teaching English as a Foreign Language. In the first part, the importance of questions in education and the specific characteristics of philosophical questions are discussed. The next part provides practical examples of the application of the Question Quadrant to an EFL lesson. The article concludes with highlighting the benefits of the described methods and the transdisciplinarity of philosophy.

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Co rośnie na łące w Polsce, czyli nauczanie cudzoziemców polszczyzny za pomocą treści przedmiotowych

Author(s): Ewa Moszczyńska / Language(s): Polish Issue: 1/2023

"Referring to the literature on the subject, the author relates on her own didactic experience of teaching Polish to foreigners using the content and language integrated method. The description concerns classes for a group of foreigners from different parts of the world,who came to Warsaw in August 2022 for the Summer Course of Polish Language and Culture(organized by the Polonicum Centre of Warsaw University). During the 90-minute workshop,participants not only learned professional vocabulary related to the world of flora (namesof herbs commonly found and used in Poland, phraseologisms, related words etc.), but alsoreferred to Polish cultural creations depicting the natural world."

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Rozwijanie kreatywności ucznia w procesie kształtowania umiejętności językowych. Innowacja pedagogiczna z elementami neurodydaktyki w edukacji wczesnoszkolnej

Author(s): Barbara Grobelna / Language(s): Polish Issue: 1/2023

"This text is a ready-to-use pedagogical innovation program combining teaching English and classes developing creativity in early childhood education. Classes developing creativity are a unique opportunity to implement innovative solutions and ideas to develop languagecompetencies and key competencies, which can be difficult during a standard English lesson. The author proposes a comprehensive program, ready to be implemented throughoutthe school year, using a number of methods, such as CLIL, peer learning, didactic station method, or visual thinking. The program draws on the latest achievements and experiencesof neuroeducation, which tries to provide the student with the most optimal conditions for learning, focusing on brain-friendly aspects and developing passion and interest in thestudent."

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An English afternoon tea at Fortnum & Mason’s. Scenariusz lekcji

Author(s): Barbara Grobelna / Language(s): Polish Issue: 1/2023

"A foreign language lesson is inextricably linked with a lesson on a new culture. The overriding goals of learning a language should be communication and the ability to apply the given structures and learned words and phrases in a particular situation. This lesson plan presents one of the UK’s flagship traditions - afternoon tea. There are many voices pointing out that the teacher should use authentic materials, and integrate the language lesson together with theculture. The scenario presented below fits into this rhetoric - it virtually takes the learner to a London tea room, Fortnum & Mason, where the student learns the vocabulary for booking a table and ordering an afternoon tea. In addition, they learn about elements of British culture - the traditions of tea drinking and celebrating afternoon tea together."

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Język sztuki czy sztuka języka? Rozwijanie wrażliwości artystycznej uczniów na lekcjach języka angielskiego w szkole średniej

Author(s): Katarzyna Nosidlak / Language(s): Polish Issue: 1/2023

"Awakening one’s sensitivity to art and supporting the ability to interpret it among students can undoubtedly constitute an ambitious educational goal in itself. However, the process of building these competences does not have to be restricted to art classes. According to theassumptions of CLIL, the development of understanding of artistic creations can also happen „by the way”, when working on the improvement of students’ foreign language skills. The aim of the article is to show how a single painting can be a valuable educational tool in developing the four basic skills of listening, reading, speaking and writing in English. The exercises presented in this article have been designed for three different levels (A1-A2; B1-B2; C1-C2) and often require little or no preparation from the teacher."

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Zastosowanie gier i materiałów cyfrowych w podejściu CLIL na zajęciach językowych dla dzieci i młodzieży

Author(s): Joanna Rudzińska-Warzecha / Language(s): Polish Issue: 1/2023

This article presents CLIL that is a method with the use of which students learn a subject and a second language at the same time. It explains differences between the so-called soft and hard CLIL. It also shows the importance of creativity and necessity of different methods and forms used in learning and teaching languages; the importance of friendly, non-stressful atmosphere necessary for better knowledge acquisition. It underlines the importance of interactive tools and games, streaming platforms, VR, AR, websites devoted to music, art and culture with the use of which students may learn not only a foreign language but also gain knowledge about the surrounding world and develop new skills. Finally, this article presents the importance and power of human brain and its neurons, which are necessary for our memory as well as for our ability to gain and flourish knowledge.

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Gra jako wsparcie w edukacji

Author(s): Joanna Jakubowicz / Language(s): Polish Issue: 1/2023

The article presents selected issues of education of play in working with various groups. The author mentions games as one of the examples of innovative and effective educational methods. The aim of the article is to emphasize the role and importance of games as tools in the modern educational process and to present examples of the possibilities of using various games in teaching various groups.

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Fluorine – the most reactive halogen. Propozycja lekcji chemii dla oddziałów dwujęzycznych z językiem angielskim

Author(s): Konrad Radomyski / Language(s): Polish Issue: 1/2023

Chemistry is a discipline that deals with the study of the structures, properties and reactions of elements and chemical compounds. Studying chemistry in English can cause problems for students, because in addition to difficult topics, the student needs to understand and remember them in a foreign language. However, a properly designed lesson, accompanied by additional materials, such as videos, can facilitate the acquisition of new knowledge.

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Wykorzystanie międzynarodowej współpracy studenckiej online COIL w kształceniu przyszłych nauczycieli języków obcych

Author(s): Agnieszka Kruszyńska / Language(s): Polish Issue: 1/2023

"Digital society, access to cutting-edge technology, and international interpersonal contacts require adequate preparation for these encounters. Such a place that should educate students from an intercultural angle is the school classroom and foreign language classes. However,in order for students to be educated in the spirit of openness to other cultures, they need teachers who are open-minded and curious about the world and other cultures. How do we prepare future teachers to be intercultural mediators and speakers? One way is through short intercultural trainings implemented through international online projects. The following article will describe a project that was implemented based on the COIL (Collaborative Online International Learning) model between two universities - University of Łódź and the University of the Basque Country. The goal of the project was to train future teachers of Spanish and other subjects, and to combine the acquisition of knowledge with intercultural competence."

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Jakość kształcenia językowego w szkolnictwie wyższym

Author(s): Jolanta Urbanikowa / Language(s): Polish Issue: 1/2023

"The aim of the article is to present the issue of quality of language teaching and learning in HE and in this regard of the duty of the HE authorities, policy makers and entities responsible for policy implementation. External standards, local procedures and practies of quality assurance and enhancement, top-down and bottom-up approaches, constitute elements of the institutional quality culture, which by way of engaging all stakeholders in participatory processes result in an ongoing and durable quality assurance and enhancement of provision. Thus the learners mayacquire competences required and sought after on the globalised labour market, and the HEIs may continue to internationalise. Quality of teaching and learning requires systematic and reflective approaches based on a chosen quality assurance model whereby an introductoryphase of planning focussed on the identification of aims and ensuring adequate resources and processes, is followed by the implementation phase, which effects are subject to evaluation, to be concluded by a remedial action plan, should the gathered evidence demonstrated such a need."

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Rola pierwszej lekcji w procesie nauki języków obcych

Author(s): Dorota Padzik / Language(s): Polish Issue: 1/2023

The first language lesson is very important not only for students but also for their teacher. This first moment can give us a chance to motivate our students and to present the language and the culture that we teach in a positive light. This lesson also gives our students the opportunity to get to know each other which is crucial for their cooperation in the future. In this article I present activities and strategies that can help some teachers to plan an efficient first lesson.

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Lekcja odwrócona języka angielskiego w szkole średniej

Author(s): Anna Pałczyńska / Language(s): Polish Issue: 1/2023

In the rapidly changing world, where our students’ way of thinking is changing drastically, teaching methods should change as well. When the teacher-centred lessons are becoming a thing of the past, the flipped classroom method is worth being applied. The article deals with the theoretical background of the method as well as presents its application within the School with Class program coordinated by the School with Class Foundation.

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Badanie skojarzeniowe jako sposób na wyjaśnienie przyczyn błędów popełnianych przez uczących się języka polskiego jako obcego

Author(s): Alla Kozhinova / Language(s): Polish Issue: 01/2023

This article is dedicated to the presentation of an associative research aimed to discover thepsycholinguistic causes of the errors made by East Slavic students learning Polish as a foreignlanguage by enumerating the number of paradigmatic and syntagmatic associations. Theresearch has shown that although foreign students already have an established lexical resource,the government of words, their connectivity in a sentence, has not been rooted in their languageawareness yet.

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