Browsing by Author "Adamczak-Krysztofowicz, Sylwia"
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Item Culture in translation: A comparative analysis of English originals and Polish dubbed versions of computer-animated film productions(Vandenhoeck & Ruprecht Verlage, 2020) Surdyk, Augustyn; Adamczak-Krysztofowicz, Sylwia; Szczepaniak-Kozak, Anna; Rybszleger, PawełThe aim of the research presented in this chapter was to indicate the multiplicity of culture-related references in audio-visual English-Polish translation on the example of a longer form, which is a computer animated film containing humorous elements. The film selected for the analysis is the Polish dubbed version of the American blockbuster from 2004 Shrek 2. The culture-related fragments detected and analysed have been divided into four categories and marked out as: 1) linguistic references (quotations or paraphrases from popular Polish books, films and songs); 2) cultural references (expressions or proper names known and characteristic exclusively of Polish culture); 3) everyday language (popular, colloquial and slang sayings, idiomatic expressions, proverbs, language styled to be archaic and elements of regional dialects); 4) personal references to well known Poles, celebrities and fictional characters. As a result of the analysis undertaken, 90 culture-related film script fragments were detected. Moreover, having been confronted with the original version, in many cases they seem to be much funnier than the original phrases.Item Interlanguage pragmatics: A study into the acquisition of pragmatic competence in English as a foreign language context(Peter Lang, 2014) Szczepaniak-Kozak, Anna; Adamczak-Krysztofowicz, Sylwia; Szczepaniak-Kozak, AnnaIn this chapter the acquisition of pragmatic competence in English among advanced Polish learners of English is investigated. A sample of linguistic written data was collected in a discourse completion task of an open response format, planned as the first stage of a longitudinal study on acquisitional pragmatics. The responses provided are analyzed in terms of their structure, taking into account not only the directness of the speech act itself but also the external and internal mitigation used. On this basis, conclusions about the interlanguage pragmatic competence of the participants are drawn. Also, selected aspects of L2 pragmatics which may require further instruction are discussed.Item KOOPERATIVES MITEINANDER STATT NEBENEINANDER. ZUR BEZIEHUNG ZWISCHEN DER INTERKULTURELLEN FREMDSPRACHENDIDAKTIK UND DEN KULTURWISSENSCHAFTEN(Wydawnictwo Naukowe UAM, 2005) Adamczak-Krysztofowicz, SylwiaThe goal of developing the learner's intercultural communicative competence can best be achieved by an intercultural approach of foreign language teaching encompassing both the acquisition of linguistic and cultural competence as well as combining cognitive, communicative and affective goals to learning languages. In the field of intercultural foreign language teaching research, however, the most recent findings in cultural studies can influence effective methods of developing intercultural communicative competence. The aim of the article is therefore to focus on the importance of different cultural disciplines, examing their connections with cognitive and affective goals of foreign language teaching. The conclusive part of the paper points at issues that can become the object of further glottodidactic research.Item Podcasts im glottodidaktischen Medienverbund. Versuch einer vergleichenden Analyse(Wydawnictwo Naukowe UAM, 2009) Adamczak-Krysztofowicz, Sylwia; Stork, AntjeThere is no doubt that the development of listening comprehension skills in foreign language learning is one of the least understood, least researched and yet, most important areas of foreign language teaching. In the light of this, the article aims to examine the usage and role of Podcasts in comparison with other didactic listening materials. The paper concludes with the discussion of possible technical and learning potential of podcasts for designing integrative training of listening comprehension.Item Pragmatic accent: Sociolinguistic and pragmalinguistic examples(Vandenhoeck & Ruprecht, 2020-12-15) Szczepaniak-Kozak, Anna; Adamczak-Krysztofowicz, Sylwia; Szczepaniak-Kozak, Anna; Rybszleger, PawełIn this chapter, it is postulated that foreign language users develop a pragmatic accent, which refers to the systematic occurrence of selected pragmatic features in their performance of communication functions in the target language. In the specification of this term, I refer to two related conceptualizations, one by Scarcella (1992) and the other by Yule (1996). I apply the expression coined by Yule to refer to a phenomenon which is parallel to Scarcella’s discourse accent. In order to substantiate this concept, in later sections of this chapter, first, a summary of the interlanguage pragmatic competence research which I conducted is presented. This empirical endeavour showed that even advanced Polish EFL speakers do not fully approximate the native speaker model and instead retain in their pragmatic output a set of pragmatic features which enables their easy identification as nonnative users. In the subsequent sections, the title concept is further exemplified by means of evidence coming from research reports offered by other researchers or coming from other languages.Item Rozwijanie kompetencji medialnej wśród przyszłych nauczycieli języków obcych w ramach pracy w tandemie elektronicznym. Projekt polsko-niemiecki(2015) Adamczak-Krysztofowicz, Sylwia; Szczepaniak-Kozak, Anna; Andrzejewska, EwaKompetencja medialna jest od dawna uznawana za podstawowy element warsztatu glottodydaktyka, a w dzisiejszych czasach nabiera szczególnego znaczenia ze względu na wszechobecność mediów w dydaktyce i życiu codziennym. Nowoczesna glottodydaktyka zwraca się ku mediom nie tylko dlatego, iż zwiększają możliwości nauczania i uczenia się języków, ale również dlatego, że autonomizują ucznia, często stymulując jego kreatywność i umiejętności afektywne (soft skills). Mając to na uwadze, autorki prezentacji w ujęciu teoretycznym i praktycznym rozważają rozwijanie kompetencji medialnej wśród przyszłych nauczycieli języków obcych, ze szczególnym odniesieniem do przyszłych nauczycieli języka niemieckiego i angielskiego. W części praktycznej autorki prezentują krótki opis, cele, etapy i najważniejsze wyniki polsko-niemieckiego kursu tandemu elektronicznego, w którym brali udział studenci Instytutu Lingwistyki Stosowanej UAM w Poznaniu i Uniwersytetu Technicznego w Darmstadt. Projekt ten obejmował zajęcia językowe prowadzone w czasie rzeczywistym, których celem było wspólne stworzenie wideocastów pt. „Wirtualny spacer po mieście“. W tym celu studenci wykorzystywali platformę Moodle 2.3 i program Adobe Connect. W oparciu o produkty końcowe wypracowane w tandemach przez studentów i dane z ankiet ewaluacyjnych, autorki omawiają pozytywne i negatywne doświadczenia uczestników projektu w obsłudze mediów i pracy w mediowanym środowisku. Na tej podstawie próbują odpowiedzieć na pytanie, w jakim stopniu i w których obszarach taka forma pracy ze studentami rozwija ich kompetencję medialną jako przyszłych nauczycieli, oraz jakie inne powiązane kompetencje może rozwinąć kurs tandemu elektronicznego.