scholarly journals Wykorzystanie techniki swobodnych tekstów C. Freineta dla wspomagania rozwoju mowy i myślenia w języku obcym u studentów neofilologii

2020 ◽  
pp. 315-324
Author(s):  
Zdzisław Aleksander

In everyday practice, the university has a task of shaping the intellect and developing the mental culture of students. The creative and active character of a person's personality is manifested and shaped in the process of exteriorization and expression. Based on the concept of language and thinking, attention should be paid to the particular importance of verbal expression. The basis here is the hypothesis that thought is realized in a word. As we develop a language, we also increase opportunities for externalization and improvement of thought. The article emphasizes values of verbal expression and its role in the personal experience and assimilation of the world, in shaping creative attitudes. The author recommends linking creative work of neophilology students to the mastery of a foreign language with the formation of their intellect and humanistic attitudes. Such conditions enabling, on the one hand, the improvement and enrichment of language skills and, on the other hand, free expression of one's thoughts are created by learning based on the technique of free text developed by French educator C. Freinet. The article shows how the technique of free text can not only be an auxiliary element, but can become a starting point and crucial issue in the work on the practical mastery of a foreign language and intellectual development of students, as well as how to anchor the improvement of language skills in intelligence, dynamics and expression of future language teachers.

Author(s):  
Darija Omrčen

The assessed importance of each of the four basic language skills in a foreign language varies, and the relationship between a person’s knowledge of vocabulary and the four macro language skills is highly elaborate in a foreign language of a particular profession, i.e. domain. In addition to the vocabulary in general language, a person must also master the knowledge of concepts that form the theoretical basis of the profession in question as well as the terms assigned to these concepts, first in one’s native language and then in the foreign one. The first aim of the research in this paper was to determine how respondents assessed the import of each sub-skill within the four groups of basic language skills – reading, writing, listening and speaking on the one hand, and on the other to determine the weight of knowledge of sports management-specific terminology in a foreign language for working in sports management in the Republic of Croatia. The second objective was to establish, also in the context of sports management, the correlation between the estimated importance of each of the four language skills and the estimated importance of the knowledge of sports management-specific vocabulary. The sample consisted of 70 students (men: n = 44; women: n = 26) of the fourth and fifth study years at the Faculty of Kinesiology, the University of Zagreb. The students filled out a questionnaire consisting of 58 items. They rated the relevance of all the sub-skills within the four basic language skills with the highest ratings. As for the order of skills given their criticality, the results indicated that the subjects considered reading skills as the most important, followed by listening, speaking and finally writing. The respondents also assessed the significance of the command of sports management-specific vocabulary with the highest rating. However, contrary to expectations, the analysis pointed to a low or only marginally moderate correlation between the assessed merit of each of the four language skills and the assessed weight of knowledge of the sports management-specific vocabulary.


2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.


2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.


2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.


2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.


2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Sandra Reisenleutner

AbstractOral language exams at university often consist of an individual or group conversation with the examiner about topics dealt with during the semester. A question-and-answer format is applied and vocabulary and structures tested. As a consequence, the oral exam does not reflect action-oriented approaches that often form part of classroom activities and are also fostered by the CEFR. This article describes the process and outcomes to date of action research carried out at the University of Sheffield and the University of Nottingham since 2014. The starting point is that many courses are linked to CEFR levels, which I wanted to include in oral language exams by working with descriptors. The article illustrates ways of making oral language exams more task-based, while still ensuring that topics, structures and vocabulary dealt with during the semester are incorporated. The process of changing the exam is described and examples are given. I also pose the question of how level descriptors of the CEFR might be linked to marking schemes and grading systems of British universities.


2020 ◽  
Vol 12 (2) ◽  
pp. 42-57
Author(s):  
Héctor Javier Caro ◽  
Diana Andrea Caro

The use of textbooks in the EFL classroom is a trend that shapes the way language teachers teach and how students learn. Teachers design and use a great deal of materials for teaching and developing foreign language skills, but in terms of culture, they usually prefer to trust publishing houses for the cultural content included in their textbooks. What we do not know is that most of these textbooks promote hegemony and standardization of cultures under the conscious or unconscious ideology of the colonization of being. Teachers need to learn how to analyze and unveil the hidden mechanisms of colonization that are portrayed in some textbooks, a process which can be carried out through the use of Critical Discourse Analysis.


2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.


Author(s):  
Tatiana Piccardi

ABSTRACTThrough the analysis of narratives on sorrow and pain, this paper attempts to verify the extent to which speakers seem to find relief and internal resources to rebuild their lives within their own processes of narration. The proposed reflections derive from two correlated experiences: (i) observing speeches of parents belonging to a group that supports grieving parents. These speeches led to a favorable mourning development; and (ii) the fact that the researcher had the opportunity to act as a ghostwriter of an unusual story: the one involving a transsexual who decided to undergo sex reassignment surgery and write about the experience to transform her pain into narrative. In both cases, the narratives seem to have been critical to transform their lives. In both cases, the empathy of the interlocutor(s) was fundamental to promote what I freely call “curative effects”. The starting point is the perception that each speech act can be understood in its wealth only within the broader context of its production. This includes checking – for the case of the fragments presented – the appearance of discourses about illness, death, loss, sexuality, which permeate our culture and get materialized into the speeches of the interlocutors. It is understood that curative effects as well as identity empowerment cannot be explained solely through the narrativization of personal stories about sorrow and pain, but it is equally understood that one needs a widely-held comprehension about the language movement that is enabled in those specific situations as to evaluate how language can be optimized in similar processes where transforming pain into narrative can be a matter of survival. My conclusion makes a few considerations on how these narratives can be deemed speech acts with curative effects that can promote life and reconstruct identities and how they act independently within the enunciative process. Austin’s (1975) speech act theory is the main theoretical prospect adopted, in a combination with recent debates about identity and reflections over the relations involving language, literature, narrative, and health promoted by GENAM, the Narrative and Medical Science Study Group of the University of São Paulo, Brazil.RESUMOEste trabalho busca verificar, por meio da análise de narrativas sobre dor e sofrimento, em que medida os respectivos enunciadores parecem encontrar alívio e recursos internos para refazer suas vidas por meio do próprio processo de narrar. As reflexões propostas são desdobramento de duas experiências correlatas: (i) a observação das falas das mães/pais pertencentes a um grupo de apoio a pais enlutados; falas tais que promoveram um desenvolvimento favorável do luto; e (ii) o fato de esta pesquisadora ter tido a oportunidade de ser a ghostwriter de uma história incomum: a de um transexual que decidiu realizar a cirurgia para mudança de sexo e resolveu escrever sobre sua experiência de modo a transformar sua dor em narrativa. Nos dois casos as narrativas parecem ter sido decisivas para transformar vidas. Nos dois casos, a empatia do(s) interlocutor(es) foi fundamental para que se promovessem o que chamo livremente de efeitos curativos. Parte-se da compreensão de que cada ato de fala pode ser entendido em sua riqueza apenas se inserido no contexto mais amplo de sua produção, o que compreende verificar, no caso dos fragmentos apresentados, a emergência de discursos sobre doença, morte, perda, sexualidade, que atravessam nossa cultura e se materializam nas falas dos interlocutores. Entende-se que os efeitos curativos e o empoderamento identitário não podem ser explicados unicamente através da narrativização das histórias pessoais de dor e sofrimento, mas igualmente entende-se que é preciso compreender melhor o movimento de linguagem que é acionado nessas situações específicas, para que se avalie como se pode otimizar a linguagem em processos semelhantes, em que transformar uma dor em narrativa pode ser condição de sobrevivência. Concluo com algumas considerações a respeito do quanto tais narrativas podem ser consideradas atos de fala com efeitos curativos capazes de promover vida e reconstruir identidades e o quanto atuam independentemente no processo de enunciação. A principal perspectiva teórica adotada é a teoria dos atos de fala de Austin (1975), combinada com debates recentes sobre identidade, e reflexões sobre as relações entre linguagem, literatura, narrativa e saúde promovidas pelo GENAM.


2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>


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