Browsing by Author "Nowicka, Agnieszka"
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Item Authenticity in oral communication of instructed L2 learners(Multilingual Matters, 2011) Nowicka, Agnieszka; Wilczyńska, WeronikaThe skill of producing oral discourse in L2 is commonly considered to be difficult to foster in instructional setting. However, the main problem appears to be ensuring an authenticity of speaking both in personal, internal sense and in the social, socio-linguistic dimension. The main claim of here-discussed person centered approach is that both of these dimensions, although distinct, do not need to be treated in L2 learning as systematically separate and incompatible ones. On the contrary, integrating them, the learner creates a solid base of effective and consistent development of competence in L2 spoken discourse. The process requires a will to foster one’s foreign language identity a conscious acceptance of it. It seems equally necessary to use speech realization patterns representing a wide gamut of discourse genres. These actions are not exclusively appropriate only on advanced levels of FL learning – quite the opposite, they should be implemented early on, at the beginning stages of FL learning, even if in the form of developing language and communicative awareness (sensitivity), as a basis of modeling future multilingual communicative competence.Item Dealing with communicative problems in English as a lingua franca(Vilnius University Publishing House, 2008) Nowicka, AgnieszkaThese days English happens to be one of the most widely used languages of international communication. Speakers communicating in English as a lingua franca have a diverse linguistic command of it. However, these are not only the problems of linguistic (structural) origin that speakers need to deal with while interacting in English. In the article, I aim to discuss, first, how the differences in socio-cultural interaction styles can influence communication, second, what is interaction participants’ orientation to the problems originating in those differing styles and, finally, how such problems are negotiated in communication. Ethnomethodological conversation analysis is used to analyze illustrative excerpt of interaction in English.Item Dialogic Signals In Argumentative Discussions of Advanced Polish Learners Of English(Wydawnictwo Naukowe UAM, 2001) Nowicka, AgnieszkaThe first part of the paper deals with characteristics of classroom interaction as a type of institutional talk in a conversational analytic perspective. Next, the thesis is discussed concerning developing learners' interactional competence to foster learner discursive independence in argumentative discussions in English as a foreign language. Finally, after a short review of dialogic signals, the article presents a preliminary analysis of selected dialogic signals: evaluating reformulations and piggybacking as the ways of achieving reciprocity in argumentative discussions.Item Dialogic Signals In Argumentative Discussions of Advanced Polish Learners Of English(Wydawnictwo Naukowe UAM, 2005) Nowicka, AgnieszkaThe first part of the paper deals with characteristics of classroom interaction as a type of institutional talk in a conversational analytic perspective. Next, the thesis is discussed concerning developing learners' interactional competence to foster learner discursive independence in argumentative discussions in English as a foreign language. Finally, after a short review of dialogic signals, the article presents a preliminary analysis of selected dialogic signals: evaluating reformulations and piggybacking as the ways of achieving reciprocity in argumentative discussions.Item Frames in American TV discussions(Editura Universităţii de Vest Timişoara, 2010) Nowicka, AgnieszkaThe paper focuses on analyzing the role of frames in American TV discussions in conversation analysis framework. The analysis aims at creating a tentative classification of frame types depending on their interactive positioning in discussions and their meaning as perceived in participants’ perspective. Observation of two discussion types shows that interactants’ orientation to the type of the communicative event can influence the use of frames.Item Metoda analizy konwersacyjnej w badaniu samodzielności komunikacyjnej w języku obcym(Wydział Pedagogiczno-Artystyczny Uniwersytet AUM w Poznaniu, 2004) Nowicka, AgnieszkaItem Negotiating Ethnic Descriptions in English as a Lingua Franca(Editura Universităţii de Vest, 2009) Nowicka, AgnieszkaThe main aim of the paper is to show: first, how the descriptions of the ethnic other are realized in interactions in English as a lingua franca and next, how they influence the course of an interaction and the mutual relationship of interaction participants. Conversation analysis framework is used to observe social categorization process in data fragments illustrating the problem.Item Negotiating the racial other in interactions in English as a lingua franca(Kraków: Jagiellonian University Press, 2010) Nowicka, AgnieszkaThe main aim of the paper is to show: first, how the descriptions of the racial other are realized in interactions in English as a lingua franca and next, how they influence the course of an interaction and the mutual relationship of interaction participants. Ethomethodological conversation analysis framework is used to observe social categorization process and thus the focus, itself phenomenological, is on how interaction participants themselves understand the meaning of racial descriptions as they are co-created in interactions. Namely, which of those descriptions are understood as negative assessments and hence treated as problematic by interaction participants and consequently repaired or moderated in interactions. Next, I aim to argue how the meaning of the category of the other in general but especially the racial other becomes an ambiguous and a touchy issue in intercultural communication and how it is negotiated. I intend to show how interaction participants characterize themselves as the racial other, how they create the category of a racist in reference to an ethnic category and how those descriptions are accounted for and construed to be perceived as valid ones and not as a display of prejudice or a negative stereotype.Item Ocena kompetencji komunikacyjnej w konsultacjach i wywiadach w języku angielskim jako lingua franca(Wydawnictwo Tertium, 2008) Nowicka, Agnieszka; Maria Jodłowiec, Anna NiżegorodcewItem Situated Identities and Interaction Learning(Wydawnictwa Uniwersytetu Jagiellońskiego, 2008) Nowicka, AgnieszkaIn the paper, I address the problem of how interaction participants construe tbeir situated identities in dialogues in English as a lingua franca and how those identities influence the course of an interaction and the possibilities o f evaluating learners’ interactional competence. The dialogue analyzed in the paper is an interview performed by advanced learners of English as a foreign language with an American native speaker who is also their teacher. The analysis shows that role construction in a dialogue is a mutual process of interaction participants and it is not always the teacher who determines the role construction and controls topics and turns in an interaction. The results also indicate that the roles learners construe in dialogue influence their performance, thus they need to be taken into account while assessing their competence in a foreign language. The paper discusses the possibilities of assessing the development of the interactional competence of advanced learners of English as a foreign language. Using an exemplary case study of a student participating in a two year research, I aim to present the potential of using both conversational analysis and language socialization framework for developing interactional competence as a situated practice. The focus on microactions and identities situated in an interactional context enables a researcher to observe the process of learning in different types of interactions as they are construed by interaction participants themselves. Tentative results point to the significance of individual factors in developing interactional competence, as respective learners shape their participation, that is their situated identities in a given interactive event, in different ways, thus co-construing distinctive contexts of learning in interaction. Analyzing the above mentioned case, I aim to show how such constructions of interactive events influence individual possibilities of learning, and to what type of interactional competence they point.Item Sygnały dialogowe i działania argumentacyjne w dyskusjach osób uczących się języka angielskiego. Rozwijanie samodzielności komunikacyjnej poprzez negocjowanie(2002) Nowicka, Agnieszka; Prokop, IzabelaZbadanie działań negocjacyjnych studentów uczących się j. angielskiego na poziomie zaawansowanym w odniesieniu do rozwoju ich kompetencji komunikacyjnej, a w szczególności umiejętności osiągania interaktywności i tworzenia dyskusji argumentacyjnej. Badanie ustala związki między rozgrywaniem konfliktu kognitywno-społecznego w różnych typach dyskusji a rozwojem samodzielności i świadomości komunikacyjnej studentów.Item The role of conversational actions in negotiating the multicultural identity(Kraków: Jagiellonian University Press, 2006) Nowicka, AgnieszkaItem Uczenie działań komunikacyjnych poprzez bezpośrednią instrukcję(2008) Nowicka, AgnieszkaThe article focuses on teaching and learning conversational actions in English as a FL in direct instruction based on the guided discovery observation of discourse models such as transcribed video discus-sions and conversations. The aim of the task is to develop students’ communicative awareness, which in turn allows them to find in dis-course those communicative actions which suit their communicative style and contribute to the development of their personal communicative competence. Discourse observation tasks are accompanied by project tasks such as classroom role plays and discussions and interviews with a foreigner in which students are expected to produce the observed communicative actions. The paper is based on a case study of one student’s performance in the selected two types of tasks, discourse observation tasks and an interview with a foreigner.Item Uczenie działań komunikacyjnych poprzez bezpośrednią instrukcję(Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Koninie, 2008) Nowicka, AgnieszkaThe article focuses on teaching and learning conversational actions in English as a FL in direct instruction based on the guided discovery observation of discourse models such as transcribed video discus- sions and conversations. The aim of the task is to develop students’ communicative awareness, which in turn allows them to find in dis- course those communicative actions which suit their communicative style and contribute to the development of their personal communic- ative competence. Discourse observation tasks are accompanied by project tasks such as classroom role plays and discussions and inter- views with a foreigner in which students are expected to produce the observed communicative actions. The paper is based on a case study of one student’s performance in the selected two types of tasks, dis- course observation tasks and an interview with a foreigner.Item Współpraca dydaktyczna na poziomie zaawansowanym: cele, zasady i formy(Wydawnictwo Naukowe UAM, 2002) Aleksandrzak, Magdalena; Gajewska-Głodek, Izabella; Nowicka, Agnieszka; Surdyk, AugustynJak efektywnie doskonalić się w komunikacji ustnej na poziomie zaawansowanym? Publikacja niniejsza podejmuje tę kwestię w sposób całościowy i nowatorski, sytuując ją w perspektywie autonomizacji. Jest to plon 2-letniego projektu badawczego zrealizowanego na Wydziale Neofilologii UAM przez zespół pod kierunkiem prof. W. Wilczyńskiej, złożony z psychologa i 10 filologów aż 5 specjalności językowych. Część I obejmuje zagadnienia ogólne: specyfikę komunikacji ustnej, kształtowanie postaw proautonomicznych i osobistej kompetencji komunikacyjnej, relację współpracy dydaktycznej, zastosowaną metodologię badań, implikacje dydaktyczne. Część II zawiera 9 szczegółowych sprawozdań z badań dotyczących m.in. kształtowania samooceny, wrażliwości językowej, umiejętności argumentacyjnych i postawy podmiotowej. Całość uzupełnia słowniczek terminów dotyczących autonomizacji oraz bibliografia. W sumie praca ta stanowi dobre wprowadzenie do badań glottodydaktycznych, a także autorską i pogłębioną refleksję nad wybraną problematyką.