Glottodidactica, Vol. 38 (2011)

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Now showing 1 - 9 of 9
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    Übersetzung als komplexer kognitiv basierter Prozess
    (Wydawnictwo Naukowe UAM, 2011) Legutko-Marszałek, Iwona
    The following article concentrates on cognitive aspects of the translation. We are interestedin course of the translation process in the brain, which is one of the most complicated processes connected with language. It integrates not only the linguistic perception and production,but also code-switching. During the translation process occurs activation of the linguistic information organized in mental lexicon, along with the nonlinguistic knowledge stored in other components of the memory.
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    „Interculture TV“: Interkulturelles Lernen durch Educasts
    (Wydawnictwo Naukowe UAM, 2011) Timmermann, Waltraud
    This paper gives an introduction to "Interculture TV", an educational videocast project initiated by the Department of "Intercultural Studies and Business Communications" at the Friedrich Schiller University, Jena. The project provides open access to audio-visual teaching/learning materials produced by intercultural student work groups and offers opportunities for cooperation. Starting from a definition of the term "educast", the article analyses the videocast episodes on Interculture TV and discusses their potential for inter-cultural instruction and learning.
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    Es ist besser, Fremdsprachen im Zielsprachenland zu lernen – Lernerauffassungen hinsichtlich der Rolle von Auslandsaufenthalten beim Fremdsprachenlernen
    (Wydawnictwo Naukowe UAM, 2011) Nerlicki, Krzysztof
    Study abroad contexts are assumed by foreign language learners to be the best environment for effective language learning. This article reports on beliefs of first year Polish students of German studies. The collected qualitative data show that Polish students do not differ from other learners with regard to their opinions on study abroad and its benefits (and disadvantages) for speaking German. The article underlines the need to reflect with learners about their beliefs, experiences, and expectations of language learning.
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    Dialogue in teacher qualitative inquiry: does it affect teacher-researchers and their learners or not?
    (Wydawnictwo Naukowe UAM, 2011) Wiśniewska, Danuta
    The aim of this study was to explore: 1) whether the student-teachers (as researchers) enter into a dialogue with their learners (the researched) in the course of their research; 2) what is the nature of this dialogue; 3) what role this dialogue plays in the teachers’ and the learners’ lives. In this study I draw on teachers’ narratives which were stimulated by questions which emerged after having read the research chapters of MA theses written in the field of EFL learning and teaching.
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    Sprachwitz in den Texten österreichischer Kabarettisten
    (Wydawnictwo Naukowe UAM, 2011) Utri, Reinhold
    Jokes are a part of our culture. The aim of this essay is the analysis and systematization of cabaret texts of well-known Austrian cabaret artists. The witty sketches are a complex phenomenon and consist of language puns (manipulation, bizarre fantasy, imitation of other people, current topics) and of non-verbal elements like music, movement and mimic art.
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    Analyzing types of classroom interaction in CLIL
    (Wydawnictwo Naukowe UAM, 2011) Papaja, Katarzyna
    The following article presents a study on interaction in a Content and Language Integrated Learning classroom. Starting with a brief description of van Lier’s interaction framework,and a general overview of the qualitative studies, the article focuses particularly on the description and analysis of various types of interaction as well as their functions observed in a CLIL classroom
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    Question du feedback en didactique des langues étrangères : quelques réflexions théoriques
    (Wydawnictwo Naukowe UAM, 2011) Półtorak, Ewa
    The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.
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    The role of in-service training for language teachers in the domain of language competence
    (Wydawnictwo Naukowe UAM, 2011) Pawlak, Mirosław
    Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.
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    Bewertung von Dolmetschleistungen im Unterricht
    (Wydawnictwo Naukowe UAM, 2011) Błaszkowska, Hanka; Stöckmann, Britta
    The article deals with the linguistic and paralinguistic problems that arise in the process of interpreter training and discusses the methods of assessing students’ progress. The data was collected during the practical courses in consecutive interpreting for the 3rd-year students of the Institute of Applied Linguistics in Poznań and comprises the period of five years. Additionally, different methods of evaluating students’ progress are analyzed with respect to their effectiveness and potential advantages for interpreters in training.
Uniwersytet im. Adama Mickiewicza w Poznaniu
Biblioteka Uniwersytetu im. Adama Mickiewicza w Poznaniu
Ministerstwo Nauki i Szkolnictwa Wyższego