Kompetencje użytkowników języka obcego. Wiedza socjokulturowa i kompetencja socjolingwistyczna studentów rusycystów

The paper describes the assumptions of modern methods of teaching foreign languages, and this description includes the proposals of their creators regarding the knowledge that the student must acquire and the competences that he/she is to form. The results of the test checking sociocultural knowledge and sociolinguistic competences of Russian Studies students is also discussed. The low global result of the test (57% of correct answers) showed a poor record of students in terms of the examined issues. Knowledge about Russia is very superficial among the study participants. They are also not good in dealing with contacts on the level of official relations (formal records of statements).

O zaletach pracy z teledyskiem na zajęciach języka obcego

Today’s technological development and the expansion of audiovisual media do not allow us to neglect the potential of a properly selected music video in the teaching process. In addition to the acquisition of linguistic and media competences, the learner has the opportunity to acquire and/or broaden sociocultural knowledge i.e. knowledge about the society and the culture of a given community. For this reason, the present paper discusses the use of the music video at foreign language classes and attempts to answer the following questions: What had the combination of a moving picture and music looked like over the years before the music video was made? What is the significance of the music video in the context of the application of new technologies? What challenges does the work with the music video pose to a foreign language teacher? In addition, the paper presents a number of reasons why it is worth including the music video in the teaching process.

Methodological Foundations of the Development of Professionally-Oriented Sociocultural Competence of a Foreign Language Teacher Using the Newspaper Material

The paper covers the features of development and improvement of sociocultural knowledge, skills and abilities of future foreign language teachers in the development of their professionally-oriented sociocultural competence. The relevance of the study is determined by the necessity to analyse the methods of using newspaper publications in the process of mastering sociocultural knowledge and forming sociocultural skills of philology students. The purpose of the study is to cover the features of applying the methodology for forming the sociocultural competence of a future English teacher through the use of newspaper material. In the process of study, the method of critical analysis of scientific literature was applied; the method of studying and generalising the experience of teachers; the method of theoretical analysis and synthesis in identifying the linguistic and stylistic features of English-language newspaper texts, in the process of analysing the principles and criteria for selecting newspaper articles, as well as to characterise the types of reading according to the communicative goals and stages of working with the text; the method of systematisation and generalisation in the study of research results. It was identified that the involvement of elements of the language culture of the people whose language is being studied in the content of learning is facilitated by Mass Communication Media, in particular newspapers. It was reasoned that newspaper articles provide the development of foreign language communicative competence, enriching the student's vocabulary, improving his skills and abilities in reading and speaking. It was proved that the tasks compiled based on newspaper material contribute to the creation of an authentic sociocultural space, develop students' ability to analyse patterns of speech behaviour in their native and foreign languages, improve their communicative skills and language competence, deepen background knowledge, and increase motivation to learn. The scientific novelty of the results lies in the detailed description of the requirements for exercises of the sociocultural direction, and their practical significance lies in the possibility of applying the results of the study in teaching a foreign language in the higher educational institutions

Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue

Background/Context Social studies scholars have suggested that dialogue is vital to helping students develop the skills and disposition for becoming engaged civic participants. More critical interpretations of dialogical education would suggest that dialogue can also help students develop critically conscious understandings of the world to help them see, share, and overcome the oppressive power relationships that often order civic life. Purpose/Objective/Research Question/Focus of Study Our study examined critical social studies teacher engagements in dialogical teaching, looking at what we term the dialogi-cal theory–praxis gap. We claim teachers tend to engage in skills-based or critical dialogue (as compared with dialogue for more transformational intent), and we were curious about how and why some go further—engaging in what we call transformational critical dialogue as part of their civic teaching praxis. Our two research questions were: (1) How do self-identifying critical social studies teachers use dialogue as part of their critical instructional praxis? (2) What types of critical dialogue do self-identifying critical social studies teachers have with students? Research Design We conducted a multisite critical case study of two self-identifying critical social studies teachers to explore how dialogue existed as an aspect of their praxis. Conclusions/Recommendations Our study revealed that both focal teachers used critical historical inquiry as a way to help students develop the foundational knowledge for discussing social studies concepts and to interpret their placement along spatial and temporal axes of existence. Both teachers grounded their dialogical praxis within the sociocultural knowledge that students brought with them to their classrooms. In all contexts, dialogue was unquestionably learner centered, and teachers used critical dialogue to help students engage in society for real-world social justice purposes. We found that participants differed first in their approach to curriculum as it related to the way they understood the purpose of dialogical instruction. Second, critical dialogue as an educational practice/praxis was situated based on real and perceptual instances of power that a teacher experienced. Third, teacher ideology unquestionably informed how dialogue transpired in the classroom. Recommendations Developing dialogical pedagogical content knowledge with new teacher candidates is foundational to their willingness to engage with students in critically transformational dialogue. Teacher educators can encourage teachers to understand and incorporate the sociocultural knowledge of students and ensure that epistemic justice occurs in their dia-logical exchanges. Teachers of privilege may need to shed or reject the problematic and internalized identities that situate their acting to fully engage in material praxis. Reframing the purpose of schooling and dialogue might be grounded more fully in efforts to improve society by incorporating more critically humanizing education and possibilities for social action.

Hegel’s Philosophy of Spirit in New Sense (Reflection on the Book Hegel’s Philosophy of Spirit: A Critical Guide)

The article comprehends the features of Hegel’s philosophy of the late period, presented in the book “Hegel’s Philosophy of Spirit: A Critical Guide” edited by M.F. Bykova. The author analyses the key points of Hegel’s philosophical sys­tem and demonstrates that the combination of careful textual work and, on its ba­sis, the interpretation of philosophical ideas considered in the context of specific historical eras, plays an important role in conducting research in the field of Hegel studies. Since the philosophical works of Hegel are assessed as very diffi­cult for reading and interpretation, and the principles of building his philosophi­cal system and the development of the absolute spirit, as a result, are often mis­understood, it is not always possible to successfully accomplish such a task. The reviewed collective monograph serves as a good example of research work combining reliance on authorized text sources and grounded interpretations of Hegel’s philosophy within the framework of modern scientific and sociocultural knowledge. The articles collected in the book are devoted to various problems of Hegel’s philosophy of the spirit, presented mainly in the “Encyclopaedia of Philosophical Sciences”, and reasonably show the relevance and importance of Hegel’s philosophy in our days.

The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English

Humour appreciation involves split second detection and resolution of cultural and pragmatic incongruities. Second language (L2) users may need more time and effort to understand and appreciate L2 humour. Previous studies have mostly used decontextualized verbal jokes and reported a linear relationship between L2 proficiency and humour appreciation. The present study strives for more ecological validity by using audiovisual-based, multimodal humorous stimuli. A total of 272 Chinese L2 users of English and 94 English L1 users rated the funniness and the ease of understanding of two short video extracts and then completed an English vocabulary size test, LexTALE. The findings suggest that L2 users need to reach a certain threshold in L2 linguistic, pragmatic and sociocultural knowledge before a positive linear relationship emerges between proficiency and appreciation of multimodal humorous stimuli. Also, advanced L2 users demonstrated similarities with English L1 users in humour processing.

Preparing Teachers With Sociocultural Knowledge in Literacy: A Literature Review

Although the call for teachers to address the demographic imperative has existed for decades, recently, there has been an uptake of frameworks of multicultural education, culturally responsive pedagogies, critical literacy, and others into literacy teacher preparation. In this study, we examine connections that pre-service teachers make as a result of experiences focused on sociocultural knowledge and literacy and barriers they face in building these connections. Areas of connection include examining one’s past; recognizing students’ lives and resources in literacy teaching; considering race, racism, and students’ racial identity; drawing on multilingualism as a strength of students for literacy learning; and engaging actively and inquiring into literacy.