Współczesna glottodydaktyka wobec zmian edukacyjnych. Nowe wyzwania i innowacyjne rozwiązania
Contemporary glottodidactics in the face of educational changes: New challenges and in-novative solutions
Contributor(s): Danuta Gabryś-Barker (Editor), Ryszard Kalamarz (Editor)
Subject(s): Language and Literature Studies, Foreign languages learning, Language acquisition
ISSN: 2719-8065
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: foreign language teaching; e-learning; MOOC; intimacy; affective barriers; pandemic
Summary/Abstract: The book is a collection of articles devoted to the situation of contemporary glottodidactics, with particular emphasis on the pandemic conditions. The analyses concern the pressures to which the teacher is subjected and the strategies for coping with them; the attitudes of students and lecturers towards the challenges created by distance education; affective issues related to the lack of authentic social contacts, the instructor immediacy, as well as affective barriers in foreign language communication caused by language anxiety. The book also addresses such issues as limitations in the development of communicative language competence; key competences; verification of learning outcomes; professional training of translators and new opportunities created by the use of communicators; educational platforms; MOOCs; digital tools or traditional textbooks, as well as opportunities arising from the application of neurodidactic principles in educational practice or an open-minded attitude in the demanding CLIL education.
Series: Publikacje Studium Praktycznej Nauki Języków Obcych
- E-ISBN-13: 978-83-226-4168-2
- Page Count: 234
- Publication Year: 2022
- Language: English, Polish
Nauczyciel pod presją
Nauczyciel pod presją
(The teacher under pressure)
- Author(s):Hanna Komorowska
- Language:Polish
- Subject(s):Education, Foreign languages learning, Language acquisition, Adult Education
- Page Range:13-26
- No. of Pages:14
- Keywords:language teacher; social pressures; teacher education; teacher appraisal
- Summary/Abstract:The teaching profession suffers under a variety of pressures which – although typically analysed from the institutional point of view – spring not only from within educational institutions but also from governmental and contextual sources. Research and social debates result in demands placed upon educational systems and requirements to be met by teachers functioning therein. Postulates voiced by representatives of many humanistic disciplines, such as philosophy, sociology, psychology and pedagogy differ across space, time and political systems shaping tasks set by educational authorities, attitudes held by the society as well as expectations of parents and students. The paper identifies types of past and present demands placed on language teaching profession and examines teachers’ reactions, the degree of their autonomy, ways of preventing difficulty and strategies in conflict management.
Edukacja zdalna z perspektywy studentów oraz wykładowców – próba oceny realizacji wyzwań w nauczaniu języków obcych w dobie pandemii
Edukacja zdalna z perspektywy studentów oraz wykładowców – próba oceny realizacji wyzwań w nauczaniu języków obcych w dobie pandemii
(Online language learning and teaching challenges during the pandemic and how they impact learning processes and outcomes)
- Author(s):Dorota Zawadzka
- Language:Polish
- Subject(s):Education, Foreign languages learning, Language acquisition, Higher Education , Distance learning / e-learning
- Page Range:27-40
- No. of Pages:14
- Keywords:foreign language studies; on-line teaching; classroom teaching; challenges; generation Z
- Summary/Abstract:In March 2020, lecturers turned into e-lecturers and students became e-students overnight. This situation posed multiple challenges at every stage of the didactic process. This article has an aim of assessing the extent to which learners of foreign languages at the University of Economics (UEK) in Krakow (Poland) succeeded at meeting their course objectives, after moving teaching entirely on-line. A questionnaire was provided to lecturers and second-year undergraduate students who taught and studied foreign languages at UEK in the traditional classroom setting, prior to the introduction of on-line learning. The questionnaire collected data on teaching effectiveness, student involvement, creativity, motivation, evaluation of students’ work, participation in class, class preparation time (lecturers) / preparation time for class (students) and class attractiveness. The analysis of the respondents’ answers allowed us to conclude that although the lecturers’ adoption of virtual teaching environment was successful, on-line study did not constitute an optimal way of carrying out foreign language courses at the university. However, since March 2020, lecturers have invested a lot of resources into improving and implementing digital tools, and these tools are likely to enrich traditional methods once classroom-based teaching restarts.
Reprezentacje studiowania i obraz Ja studenta romanistyki w warunkach nauczania zdalnego
Reprezentacje studiowania i obraz Ja studenta romanistyki w warunkach nauczania zdalnego
(Representations of studies and self-concept of Romance philology students in relation to online teaching)
- Author(s):Dorota Pudo
- Language:Polish
- Subject(s):Foreign languages learning, Language acquisition, Higher Education , Distance learning / e-learning
- Page Range:41-54
- No. of Pages:14
- Keywords:self-concept; higher education; representations; online teaching; traditional teaching
- Summary/Abstract:A person’s self-concept, in relation to a given domain or social role, is a representation of their own features, competences and relationships relevant to a given aspect of their identity. The object of this article is a questionnaire researching the self-concept and the representations of studies of Romance philology students of the Jagellonian University, in relations to recent passage to online teaching caused by the coronavirus pandemic. It was possible to isolate, in the students’ responses, several important aspects defining their self-concept and their conceptions of studying in a situation of radical change: high emotional vulnerability (related to switching to online teaching, but also to traditional studies), the importance of social relations (partly viewed as hindered in online teaching), or matters related to everyday routine and to presumed temporary character of online studies. Among the respondents’ profiles, some students display more conservative academic self-concept, depending largely on traditional representations of studies, while others exhibit more adaptative academic self-concept, with basic representations more open to changes.
Dystans i bliskość wykładowcy na zajęciach językowych prowadzonych zdalnie: perspektywa studenta
Dystans i bliskość wykładowcy na zajęciach językowych prowadzonych zdalnie: perspektywa studenta
(Teacher immediacy and distance in online language learning: the students’ perspective)
- Author(s):Jolanta Łącka-Badura
- Language:Polish
- Subject(s):Education, Foreign languages learning, Language acquisition, Distance learning / e-learning
- Page Range:55-67
- No. of Pages:13
- Keywords:foreign language teaching; online learning; immediacy behaviours; interpersonal relations
- Summary/Abstract:The paper is concerned with the problem of distance and immediacy in teacherstudent relationships in online language classes at the tertiary level. Drawing on the literaturę review as well as her own professional experience, the author presents strategies that teachers can use to reduce the psychological distance and build an atmosphere of immediacy in online language learning. The strategies overlap – to a large extent – with those recommended for traditional (offline) teaching, but they also encompass a number of strategies specific to virtual environments (responding promptly to students’ questions and comments posted online, ensuring that teacher’s face is clearly visible on the screen, using emoticons, etc.). The article also reports on the results of a study conducted among students of the University of Economics in Katowice, aiming to investigate what types of teacher immediacy behaviours are perceived by the students as most significant and desirable in virtual language classes.
Foreign language learning attrition in a blended learning environment
Foreign language learning attrition in a blended learning environment
(Foreign language learning attrition in a blended learning environment)
- Author(s):Sylwia Stachurska-Ćwiek
- Language:English
- Subject(s):Education, Foreign languages learning, Media studies, Language acquisition, Distance learning / e-learning
- Page Range:69-86
- No. of Pages:18
- Keywords:blended learning; second-language learning attrition; educational technology; multimedia
- Summary/Abstract:This paper presents a quasi-experiment based on experience of implementing a blended learning approach to the EFL course. The main purpose of this research is to examine computer mediated instruction in the form of two various educational platforms and their influence on the loss of communicative competence components of English as a foreign language learners. Two e-learning platforms supporting a traditional foreign language course are analysed in detail. As a result of the study, a synergy between the type of e-learning platform and forgetting of communicative competence components was noticed. The students who used blended learning in EFL learning had a higher level of communicative competence and they forgot less grammar than those who did not use this form of learning. The use of blended learning method turned out to be an interesting way to individualize the process of EFL learning.
Warsztaty językowe w dobie pandemii
Warsztaty językowe w dobie pandemii
(Language workshop in the time of pandemics)
- Author(s):Katarzyna Fredén De Los Rios, Paweł Kaźmierczak, Anna Sworowska
- Language:Polish
- Subject(s):Education, Foreign languages learning, Communication studies, Language acquisition, Distance learning / e-learning
- Page Range:87-96
- No. of Pages:10
- Keywords:distance learning; communication skills’ learning; language workshop
- Summary/Abstract:This article aims at presenting the methodology and outline of the international language workshop organized for students of Swedish at the Institute of Linguistics of Warsaw University and Vuxenutbildning Skövde in Sweden as a positive example of the usage of Internet tools for effective learning within foreign language communication in the time of corona virus pandemic. The authors of the article present the specificity of the language teaching programme for Swedish as a part of the studies offered in the field of Applied Linguistics at the Faculty of Applied Linguistics at the University of Warsaw and the language teaching programme at the Snabba spåret course offered by Vuxenutbildning in Skövde, pointing to their differences and similarities, and then discuss the details of preparation and implementation of the concept of the international communication workshop along with the results of surveys conducted before and after the project.
The challenges of teaching simultaneous interpreting skills using distance learning methods
The challenges of teaching simultaneous interpreting skills using distance learning methods
(The challenges of teaching simultaneous interpreting skills using distance learning methods)
- Author(s):Marcin Szwed
- Language:English
- Subject(s):Education, Foreign languages learning, Language acquisition, Distance learning / e-learning
- Page Range:97-106
- No. of Pages:10
- Keywords:remote simultaneous interpreting; distance interpreting; distance learning; infrastructure; hub
- Summary/Abstract:Teaching simultaneous interpreting has proven to be an extremely important component of any degree course in translation studies. However, it is also one that poses some major technological requirements, not the least of which is possessing the necessary infrastructure including interpreting booths, consoles and infrared relays. Just as the onset of the recent coronavirus pandemic has brought the interpreting market to an almost complete standstill, so have interpreting courses in higher education institutions been rendered practically impossible to continue. The aim of the article is to discuss the ramifications of teaching simultaneous interpreting using distance learning methods and to outline a proposed methodology which could be implemented in a virtual classroom. The proposal is evaluated against the backdrop of the existing professional standards in interpreting, including the norms developed following the widespread adoption of remote simultaneous interpreting on the market, the requirements of the translation industry and the precepts of teaching translation competence. The author points to a number of fundamental challenges associated with remote simultaneous interpreting and proposes ways of addressing them within the framework of teaching interpreting in a distance learning setting.
Przydatność tradycyjnego podręcznika do nauki języka obcego w nauczaniu zdalnym
Przydatność tradycyjnego podręcznika do nauki języka obcego w nauczaniu zdalnym
(The usefulness of a traditional foreign language textbook in distance education)
- Author(s):Marta Kaliska, Kamila Miłkowska-Samul
- Language:Polish
- Subject(s):Education, Foreign languages learning, Language acquisition, Distance learning / e-learning
- Page Range:107-116
- No. of Pages:10
- Keywords:textbook; distance education; remote education; online; foreign language
- Summary/Abstract:The article deals with the topic of the usefulness of a traditional textbook in the teaching of Italian at philological studies, especially in reference to the changes caused by the Covid-19 pandemic. The latest theoretical approaches to textbooks are taken into account, as well as the specifics of distance teaching in general, in order to highlight the conditions of foreign language teaching in the pandemic (considered “emergency distance teaching”) and the ways traditional textbooks are used. The analysis of the usefulness of textbooks in remote education is based on the results of a survey conducted in February and March 2021 among Italian language instructors at selected Polish universities.
Design-based research of ESP/EAP materials: online courses for the MA and PhD students
Design-based research of ESP/EAP materials: online courses for the MA and PhD students
(Design-based research of ESP/EAP materials: online courses for the MA and PhD students)
- Author(s):Maria Stec
- Language:English
- Subject(s):Foreign languages learning, Language acquisition, Higher Education , Distance learning / e-learning
- Page Range:117-134
- No. of Pages:18
- Keywords:ESP materials; design; evaluation; online course; students
- Summary/Abstract:Design-based research (DBR) involves developing materials based on a strong link between research and educational practice. The paper aims to follow the DBR and describe English for Specific Purposes (ESP) and English for Academic Purpose (EAP) online courses presented for the MA and PhD students. The paper seeks to address two following questions: What is the model of ESP online course for the MA students? What is the model of ESP online course for the PhD students? The project will use the mixed type of research, including a questionnaire study and self-reflection analysis. The results are hoped to bring practical implications for further online courses developed at the university level.
Kursy typu MOOC jako nowoczesna forma samokształcenia oraz doskonalenia zawodowego
Kursy typu MOOC jako nowoczesna forma samokształcenia oraz doskonalenia zawodowego
(MOOCs as a contemporary form of self-education and professional development)
- Author(s):Agnieszka Kościńska, Agnieszka M. Sendur
- Language:Polish
- Subject(s):Education, Foreign languages learning, Language acquisition, Adult Education, Distance learning / e-learning
- Page Range:135-154
- No. of Pages:20
- Keywords:MOOCs; e-learning; language education; competencies; self-education
- Summary/Abstract:Changes in the contemporary educational landscape that result both from the requirements of the labour market and the possibilities of accessing knowledge through information and communication technologies make participation in MOOC courses increasingly popular. MOOCs offer numerous advantages. Being held only in virtual space, they are available without time or place restrictions. Most of them are free of charge. Moreover, they are related to many different scientific disciplines, and their authors represent recognized scientific circles. If prepared properly, MOOCs can become an effective tool for developing professional and key competencies of their participants. The aim of this article is to present the extent to which MOOCs can support two parties that are engaged in the didactic process – foreign language learners and their teachers. In order to introduce the concept of MOOC courses, the article also includes a brief description of the main theories underlying e-learning as well as the development of MOOCs, their classifications and selected course proposals in the field of language teaching.
On-line testing and assessment of young adult learners of foreign languages: challenges and solutions
On-line testing and assessment of young adult learners of foreign languages: challenges and solutions
(On-line testing and assessment of young adult learners of foreign languages: challenges and solutions)
- Author(s):Zofia Chłopek
- Language:English
- Subject(s):Foreign languages learning, Language acquisition, Distance learning / e-learning
- Page Range:155-170
- No. of Pages:16
- Keywords:on-line testing and assessment; language test/examination; reliability; validity; backwash effect; practicality
- Summary/Abstract:Language testing and assessment are an integral part of the teaching process. The present paper presents the results of a questionnaire study which aimed to gain an insight into whether web-based environments provide FL teachers of young adult learners with appropriate assessment opportunities. The results of the study can be summarized as follows: teachers’ views on on-line testing and assessment vary from very positive to extremely negative; they apply a variety of assessment methods and tools; most of them are able to seek appropriate solutions to the problems they notice, in order to improve the effectiveness and efficiency of tests/examinations.
Aspekty innowacyjne w nauczaniu języka obcego ogólnego (EGP) oraz specjalistycznego (ESP). Podejście neurodydaktyczne
Aspekty innowacyjne w nauczaniu języka obcego ogólnego (EGP) oraz specjalistycznego (ESP). Podejście neurodydaktyczne
(Innovative aspects of EGP and ESP courses. The neurodidactic approach)
- Author(s):Elżbieta Suszańska-Brzezicka
- Language:Polish
- Subject(s):Education, Foreign languages learning, Language acquisition
- Page Range:171-190
- No. of Pages:20
- Keywords:neurodidactics; analitical and associational thinking; the two right main phases; dual nature; qualititive and quantitative approach
- Summary/Abstract:The aim of this paper is to present the essential concepts of neurodidactics and wholistic teaching being in agreement with Steiner’s principles of anthroposophy. Steiner’s views constitute the beginning of innovative foreign language teaching referring to EGP as well as ESP classes. The existing Polish model of didactically innovative approach is referred to as the method of gamification. It should also be noted that Polish specialists emphasize the significance of analytical and associational thinking, critical thinking and learning to process information. The properly organized pathway of teaching should consist of the transition period, the two right main phases and the presence of the carrier content. Generally, the learning-teaching model of educational activities should be of dual nature. Polish researchers (Potocka, Sierocka, 2013) underline the importance of qualitative and quantitative approach to foreign language teaching as well as the significance of communicative brain-friendly manner of learning and teaching (Chojak, 2019; Żylińska, 2013). The theoretical models are illustrated by examples of their practical implementation in the form of the author’s teaching materials.
O lęku przed popełnieniem błędu i sposobach jego pokonywania na lekcjach drugiego/kolejnego języka obcego
O lęku przed popełnieniem błędu i sposobach jego pokonywania na lekcjach drugiego/kolejnego języka obcego
(Helping Students Overcome Foreign Language Anxiety in the Teaching-Learning a Second/Subsequent Foreign Language: Some Practical Recommendations)
- Author(s):Ewa Półtorak
- Language:Polish
- Subject(s):Foreign languages learning, Language acquisition, Adult Education
- Page Range:191-202
- No. of Pages:12
- Keywords:affective barriers; language anxiety; errors; language teaching-learning process; learning a second/subsequent foreign language; adult learners
- Summary/Abstract:The aim of the paper is to reflect on the problem of affective barriers in the foreign language teaching-learning process. The author will primarily discuss the concept of language anxiety and she will focus on the fear of making errors. The problem will be discussed in the context of teaching-learning of French as a second/subsequent language to adult beginners at the university level.
The CLIL mindset: investigating open-mindedness of CLIL teachers
The CLIL mindset: investigating open-mindedness of CLIL teachers
(The CLIL mindset: investigating open-mindedness of CLIL teachers)
- Author(s):Katarzyna Lidia Papaja
- Language:English
- Subject(s):Foreign languages learning, Language acquisition
- Page Range:203-223
- No. of Pages:21
- Keywords:CLIL; teacher development; open-mindedness; character strengths
- Summary/Abstract:The aim of the article is to discuss the research results of one of the most important character virtue, namely open-mindedness. The research was conducted among CLIL teachers for whom this virtue seems to be indispensable, bearing in mind various obstacles, which they have to face in CLIL education e.g. lack of teaching materials. In order to collect the data, the VIA Inventory of Strengths (VIA-IS) was disseminated among Primary, Junior High School and Secondary School teachers. The VIA Inventory of Strengths (VIA-IS) is a 120-item measure of character strengths, with each of 24 character strengths assessed by 10 items. In the following article, only the data concerning open-mindedness will be discussed.