Glottodidactica. An International Journal of Applied Linguistics最新文献_第2页

Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ? 外语教师的职业自我意识——如何在初级培训中装备学生?

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2022-06-30 DOI: 10.14746/gl.2022.49.1.12

Jolanta Sujecka-Zając, Krystyna Szymankiewicz

{"title":"Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?","authors":"Jolanta Sujecka-Zając, Krystyna Szymankiewicz","doi":"10.14746/gl.2022.49.1.12","DOIUrl":"https://doi.org/10.14746/gl.2022.49.1.12","url":null,"abstract":"The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130923900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cross-linguistic awareness in an English L4 education setting: Discovering language-specific phenomena in unrelated languages 英语四年级教育背景下的跨语言意识:在不相关语言中发现语言特有现象

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2022-06-30 DOI: 10.14746/gl.2022.49.1.07

Martina Irsara

引用次数: 0

Développer la compétence grammaticale en français langue seconde - entre conscience et intuition linguistiques 培养法语作为第二语言的语法能力——在语言意识和直觉之间

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2022-06-30 DOI: 10.14746/gl.2022.49.1.09

Wioletta A. Piegzik

引用次数: 0

Raising self-consciousness: phonetic education as embodied language learning 提高自我意识:语音教育作为语言学习的体现

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2022-06-30 DOI: 10.14746/gl.2022.49.1.11

G. Scivoletto

引用次数: 1

Magdalena Jaszczyk-Grzyb. Mowa nienawiści ze względu na przynależność etniczną i narodową w komunikacji internetowej. Analiza porównawcza języka polskiego i niemieckiego. Poznań: Wydawnictwo Naukowe UAM. 2021. Pp. 375

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2022-06-30 DOI: 10.14746/gl.2022.49.1.15

J. Stawnicka

引用次数: 0

La politique du multilinguisme dans le système éducatif polonais 波兰教育系统中的多语言政策

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2021-12-30 DOI: 10.14746/gl.2021.48.2.03

Radosław Kucharczyk

引用次数: 0

Bericht über die VIII. Internationale Nachwuchskonferenz „Junge Forschung im Bereich Deutsch als Fremdsprache“. Marburg, Poznań, Nijmegen & weltweit, 7. – 8. Oktober 2021 八号报告题为“德语作为外语的青年研究”的国际青少年会议。马尔堡病毒,Poznań如火如荼,7 . Nijmegen &——8 .2021年10月

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2021-12-30 DOI: 10.14746/gl.2021.48.2.10

Jana Hermann, C.M.J. Laurentzen

引用次数: 0

The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks 教科书与研究之间的脱节:德国大学一年级教科书中归纳与演绎的语法方法

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2021-12-30 DOI: 10.14746/gl.2021.48.2.04

Iulia Pittman

{"title":"The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks","authors":"Iulia Pittman","doi":"10.14746/gl.2021.48.2.04","DOIUrl":"https://doi.org/10.14746/gl.2021.48.2.04","url":null,"abstract":"Foreign language teaching methodologies have changed noticeably in the last hundred years. The emphasis on grammar has decreased, while the focus on communication has increased. Rather than quantitative in nature, these changes concern themselves more with the qualitative question of how grammar is taught. Two common approaches to grammar teaching are the inductive and deductive approach. While they both fall under the explicit grammar-teaching umbrella, research strongly points toward an advantage of the inductive grammar teaching approach. Therefore, a principal question that this article seeks to answer is which approach is more commonly found in current first-year German college textbooks. A detailed analysis of how eleven relevant textbooks present their grammar lessons reveals that the overwhelming majority (N=8) of the textbooks use the deductive approach. These findings indicate a significant disconnect between grammar presentation in textbooks and recent research on successful and effective foreign language teaching. It is strongly recommended that textbook authors and colleagues involved in the textbook selection process be more informed with the research findings in SLA and be instrumental in seeing that these changes are reflected in textbooks and language teaching curricula.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130111813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Interactive Learning Model: A theory that assists the L2 learner in achieving self-awareness 互动学习模式:一种帮助第二语言学习者实现自我意识的理论

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2021-12-30 DOI: 10.14746/gl.2021.48.2.02

Christine A. Johnston, G. Klein, Noah Johnston, Joel Johnston

{"title":"The Interactive Learning Model: A theory that assists the L2 learner in achieving self-awareness","authors":"Christine A. Johnston, G. Klein, Noah Johnston, Joel Johnston","doi":"10.14746/gl.2021.48.2.02","DOIUrl":"https://doi.org/10.14746/gl.2021.48.2.02","url":null,"abstract":"This study uses the Interactive Learning Model theory to explore the nature of self-awareness within each of three L2 learners. Using the Learning Connections Inventory (LCI), a validated and reliable learning instrument, each participant identified their combination of learning patterns. The subjects then recalled specific L2 learning experiences, relating them in first person narratives. Next, each subject composed anecdotes and reflections based on their narratives. They also participated in one-on-one interviews in which they described their learning experiences during basic L2 learning activities: vocabulary, grammar, writing, conversation, and passive listening during movies, live theatre, spectator sports, and television. Our analysis of the LCI outcomes and selfreported learning experiences demonstrated that the self-awareness gained from understanding their combination of learning patterns and expanded by the self-reflection activities, increased the participants’ ability to articulate the nature of their self-awareness and to identify evidence of their growth in self-awareness during L2 learning.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122420021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seminar report: “International dialogue on English language teaching” Institute of Applied Linguistics of Adam Mickiewicz University, Poznań and Department of Foreign Language Education of Burdur Mehmet Akif Ersoy University in Burdur, 26th March 2021 研讨会报告:“英语教学的国际对话”，波兹纳斯Adam Mickiewicz大学应用语言学研究所和布尔杜尔Mehmet Akif Ersoy大学外语教育系，布尔杜尔，2021年3月26日

Glottodidactica. An International Journal of Applied Linguistics Pub Date : 2021-12-30 DOI: 10.14746/gl.2021.48.2.09

A. Ayhan

引用次数: 0