Browsing by Author "Lankiewicz, Hadrian"
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Item Criteria for coursebook evaluation in view of effective development of Intercultural Communicative Competence(PWSZ Piła, 2013) Szczepaniak-Kozak, Anna; Wąsikiewicz-Firlej, Emilia; Lankiewicz, HadrianThis paper deals with the design and evaluation of materials for foreign language instruction, with special attention paid to commercial coursebooks for learning English. The author focuses particularly on the effective development of Intercultural Communicative Competence, viewed as a more encompassing concept than an acceptable, communicative use of linguistic resources, but also including a certain psychological stance to others, e.g. motivation to interact with a foreigner, open-mindedness, and some intuitive or trained knowledge of shared cultural assumptions, common themes, values, norms of interaction characteristic of the culture the foreigner interlocutor represents. She proceeds from the theoretical ruminations on the nature of the title competence to an overview of existing criteria for material assessment in view of this competence to finally summarize the paper with her own evaluation checklist.Item Insights into Teacher Language Awareness with Reference to the Concept of Self-Marginalization and Empowerment in the Use of a Foreign Language(Uniwersytet w Granadzie, 2016-01-15) Lankiewicz, Hadrian; Wąsikiewicz-Firlej, Emilia; Szczepaniak-Kozak, AnnaThe concept of self-marginalization and empowerment in applied linguistics can be derived from the so-called critical school, whose sociolinguistic findings pertain to power (Fairclough 1989, 1992) and hegemony (Gramsci, 1971/1991). It offers new perspectives for the perception of a second/foreign language acquisition process. Thereby, with reference to the notions of multicompetence (Cook, 1991), plurilingualism and multilingualism (Kramsch, 2008), metrolingualism (Otsuji & Pennycook, 2010; Pennycook, 2010), the concept of English as a Lingua Franca (Jenkins, 2007), translingual practice (Canagajarah, 2013), and particularly the ecological metaphor in language acquisition (Kramsch, 2002a) and learning (van Lier, 2004), which demystify linguistic normativity, we offer a survey study into the teacher language awareness pertaining to their self-perception as language users. The article concludes with implications for foreign language teacher education in the era of globalization and autonomization of the language learning process.Item Language learning and identity: Positioning oneself as a language learner and user in the multilingual milieu(The Spanish Society for the Study of Popular Culture SELICUP, 2014-01) Lankiewicz, Hadrian; Szczepaniak-Kozak, Anna; Wąsikiewicz-Firlej, EmiliaIdentity of a language learner has recently achieved an importance of its own in academic considerations regarding the nature of language and its learning. The success of the notion in the field of language education has been triggered by poststructural or postmodern achievements in language studies on the one hand, and constructive or constructionist approaches to human learning on the other. Additionally, critical socio-cultural studies, such as the ecological approach, “assassinated” the native speaker envisaging the agency of the learner in process of personal meaning making. Concurrent language pedagogy, subsumed under the umbrella term of autonomy, tries to meet the linguistics and psychological advances, yet, as we try to demonstrate it in the present article, students find it difficult to assume new identities for themselves as legitimate users of a foreign language. A discursive analysis of an interview with students completing a semester-long sojourn in a multilingual and multicultural milieu allows us to pursue their identities pertaining to the roles of a language learner and user. Discourse as a method helps us define the normative pedagogical discourse as a dominating ideological construct positioning students’ linguistic identities and exhibiting underlying language awareness.Item Translation didactics: A proposal for teaching consecutive interpreting(UAM Poznań, 2018-06-30) Woodward-Smith, Elizabeth; Lankiewicz, Hadrian; Szczepaniak-Kozak, AnnaThe current article presents an example of a consecutive interpreting activity, which draws on the concept of autonomy in language learning. With regard to the “applied” component of translation studies, as formulated by Holmes (1988), the authors intend to demonstrate the need for enhancing foreign language competence in translator education, accentuating its role in the conceptualization of the discipline. Considering the context of this type of education, which is offered frequently to undergraduate students, they posit the need to concomitantly develop the command of a foreign language. They propose to compensate teaching practices derived from translation studies with the use of foreign language methodology for developing translating and interpreting skills.Item Wybrane aspekty mowy nienawiści w Polsce(Instytut Komunikacji Specjalistycznej i Interkulturowej, Uniewersytet Warszawski, 2017-02-08) Szczepaniak-Kozak, Anna; Lankiewicz, HadrianThe recent political and social events that took place in Europe made us all re-visit some of the basic assumptions of intercultural communication studies. According to the authors of this paper, most theoretical and empirical studies concerning intercultural communication seem to neglect the fact that some interlocutors are intentionally impolite and motivated by their racist and/or xenophobic views, which becomes visible in contact with representatives of other cultures, nationalities or countries. Such behaviour may take the form of physical attacks while linguistic performance may include verbal/nonverbal signs of interlocutors’ prejudiced attitudes. Poland is no exception here. It is our conviction that: 1) there is a dire need to define what hate speech motivated by racism and/or xenophobic attitudes is and what its features are and that 2) linguistic research on this phenomenon can offer a considerable step forward in this area. Since there are apparently no clear and precise criteria what constitutes an act of verbal and nonverbal violence in Polish, the authors of this paper aim at portraying its characteristic features on the basis of semi-formal interviews carried out with migrants living in Poland. The research took place within the RADAR project (Regulating Anti-Discrimination and Anti-Racism), co-funded by the European Commission, and conducted in six of the European Union countries.