Temat: communicative tasks

Skocz do pozycji: 1.

Tytuł:: Fluctuations in Learners’ Willingness to Communicate During Communicative Task Performance: Conditions and Tendencies
Autorzy:: Mystkowska-Wiertelak, Anna
Pawlak, Mirosław
Tematy:: L2 willingness to communicate
classroom interaction
communicative tasks; Pokaż więcej
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Powiązania:: https://bibliotekanauki.pl/articles/620884.pdf Link otwiera się w nowym oknie
Opis:: A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success in language learning. The ability to communicate is both a means and end of language education, since, on the one hand, being able to express the intended meanings in the target language is generally perceived as the main purpose of any language course and, on the other, linguistic development proceeds in the course of language use. However, MacIntyre (2007, p. 564) observes that some learners, despite extensive study, may never become successful L2 speakers. The inability or unwillingness to sustain contacts with more competent language users may influence the way learners are evaluated in various social contexts. Establishing social networks as a result of frequent communication with target language users is believed to foster linguistic development. WTC, initially considered a stable personality trait and then a result of context-dependent influences, has recently been viewed as a dynamic phenomenon changing its intensity within one communicative event (MacIntyre and Legatto, 2011; MacIntyre et al., 2011). The study whose results are reported here attempts to tap into factors that shape one’s willingness to speak during a communicative task. The measures employed to collect the data - selfratings and surveys - allow looking at the issue from a number of perspectives.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Gesprächslinguistische und didaktische Überlegungen zur kommunikativen Aufgabe der Bedarfsermittlung im Rahmen von Beratungs-, Verkaufs- und Servicevorgängen
Linguistic and Didactic Considerations on the Communicative Task of "Needs Assessment" as Part of Consultancy, Sales and Service Operations
Autorzy:: KIEFER, Karl-Hubert
Tematy:: professional communication
communicative tasks
needs assessment, consultancy
sales
service operations; Pokaż więcej
Wydawca:: Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Powiązania:: https://bibliotekanauki.pl/articles/463310.pdf Link otwiera się w nowym oknie
Opis:: This paper is an attempt to illustrate the role of needs assessment as a constitutive linguistic-communicative task of the professional fields of consulting, sales and service, and simultaneously a plea for greater consideration in school and academic learning contexts
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Nauczanie gramatyki języka obcego a podejście zadaniowe
Teaching grammar in a foreign language and task-based instruction
Autorzy:: Pawlak, Mirosław
Tematy:: grammar instruction
task-based language teaching
task-supported language teaching
communicative tasks
nauczanie gramatyki
podejście zadaniowe
podejście wspierane zadaniami
zadania komunikacyjne; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Powiązania:: https://bibliotekanauki.pl/articles/2098467.pdf Link otwiera się w nowym oknie
Opis:: While there is a consensus that teaching grammar is now indispensable in most educational contexts, there still exist numerous controversies as to how this should most beneficially be done. They concern, among others, such issues as the choice of instructional options to be used in order to introduce and practice grammar structures or to provide corrective feedback on errors made in the use of such structures (cf. Loewen, 2020; Nassaji, 2017; Pawlak, 2014, 2020a). On a more general level, a question arises as to the optimal way of organizing the material to be taught, with consequences for the overall approach to grammar instruction. One influential alternative to a structural syllabus, in which case grammar structures are carefully preselected and sequenced, is task-based language teaching, which can be conceptualized and implemented in various ways (cf. Ellis, 2017, 2018). The paper discusses the role of grammar in the task-based approach, also taking into account techniques and procedures that can be employed for this purpose. An overview of existing empirical evidence will be presented and an attempt will be made to highlight the way in which communicative tasks can be used to assist grammar teaching in the Polish educational context.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Стратэгіі як складнік мадэлі беларускамоўнай камунікатыўнай кампетэнцыі замежных навучэнцаў
Use of Strategies within the Communicative Competence Model for Foreign Learners of Belarusian
Autorzy:: Сямешка, Лідзія
Wydawca:: Katedra Białorutenistyki Uniwersytetu Warszawskiego
Cytata wydawnicza:: Сямешка (Siameshkа), Лідзія (Lidziya). (2023). Стратэгіі як складнік мадэлі беларускамоўнай камунікатыўнай кампетэнцыі замежных навучэнцаў. Język Białoruski jako Obcy, 7, 7–25. https://doi.org/10.31338/w.bmz.2024.7.1
Opis:: This article discusses the study and use of communication strategies to form communicative competence for learners of Belarusian as a foreign language. The article reviews various approaches to defining the concept of a “strategy” and identifies its key characteristics, then discusses strategies in relation to different types of communication activities. It also analyzes the most widely used and accepted classifications of communication strategies, along with their use at different language proficiency levels. The author notes that learning and understanding of these strategies helps students to successfully master the Belarusian language and makes it easier for them to participate in intercultural communication.
У артыкуле закранаюцца пытанні вывучэння і выкарыстання катэгорыі “камунікатыўныя стратэгіі” пры фарміраванні беларускамоўнай камунікатыўнай кампетэнцыі замежных навучэнцаў. Акрэсліваюцца розныя падыходы да вызначэння паняцця “стратэгія” і яго істотныя характарыстыкі. Разглядаюцца структура, змест стратэгій у розных відах камунікатыўнай дзейнасці і спосабы іх рэалізацыі на розных узроўнях валодання беларускай мовай. Аўтар адзначае, што ўменне навучэнцаў прымяняць стратэгіі паспрыяе паспяховаму авалоданню беларускай мовай і павысіць узровень іх гатоўнасці да ўзаемадзеяння ў сітуацыях інтэркультурнай камунікацыі.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 5.

Tytuł:: Стратэгіі як складнік мадэлі беларускамоўнай камунікатыўнай кампетэнцыі замежных навучэнцаў
Use of Strategies within the Communicative Competence Model for Foreign Learners of Belarusian
Autorzy:: Сямешка (Siameshkа), Лідзія (Lidziya)
Tematy:: беларуская мова як замежная
узроўні валодання беларускай мовай
камунікатыўныя стратэгіі
камунікатыўныя задачы
камунікатыўная кампетэнцыя
Belarusian as a foreign language
Belarusian language proficiency level
communication strategies
communicative competence
communicative tasks; Pokaż więcej
Wydawca:: Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej. Katedra Białorutenistyki
Powiązania:: https://bibliotekanauki.pl/articles/59555496.pdf Link otwiera się w nowym oknie
Opis:: У артыкуле закранаюцца пытанні вывучэння і выкарыстання катэгорыі “камунікатыўныя стратэгіі” пры фарміраванні беларускамоўнай камунікатыўнай кампетэнцыі замежных навучэнцаў. Акрэсліваюцца розныя падыходы да вызначэння паняцця “стратэгія” і яго істотныя характарыстыкі. Разглядаюцца структура, змест стратэгій у розных відах камунікатыўнай дзейнасці і спосабы іх рэалізацыі на розных узроўнях валодання беларускай мовай. Аўтар адзначае, што ўменне навучэнцаў прымяняць стратэгіі паспрыяе паспяховаму авалоданню беларускай мовай і павысіць узровень іх гатоўнасці да ўзаемадзеяння ў сітуацыях інтэркультурнай камунікацыі.
Th is article discusses the study and use of communication strategies to form communicative competence for learners of Belarusian as a foreign language. The article reviews various approaches to defining the concept of a “strategy” and identifies its key characteristics, then discusses strategies in relation to different types of communication activities. It also analyzes the most widely used and accepted classifications of communication strategies, along with their use at different language proficiency levels. The author notes that learning and understanding of these strategies helps students to successfully master the Belarusian language and makes it easier for them to participate in intercultural communication.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Dysfunkcje komunikacyjne u dziecka z zaburzeniami ze spektrum autyzmu. Studium przypadku
Impaired Communication in a Child with Autism Spectrum Disorder: A Case Study
Autorzy:: Gagat-Matuła, Anna
Malik, Natalia
Tematy:: autism
communicative disorders
therapy tasks
diagnosis
social deficits; Pokaż więcej
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Powiązania:: https://bibliotekanauki.pl/articles/667504.pdf Link otwiera się w nowym oknie
Opis:: The article presents the tasks of psychological therapy, speech therapy, sensory integration, and the planned activities undertaken to support the development of communication in children with the autism spectrum disorder. This attempt to describe communication disorders and their relationship with therapy is based on the selected case study. It should be emphasised that the theoretical part of the article discusses social and emotional deficits in children with autism spectrum disorders, and describes their communication disorders. Moreover, two classifications used in the diagnosis of autism spectrum disorders are presented.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Potencjał komunikacyjny podręczników do nauki języka obcego na przykładzie języka niemieckiego
Communication potential of textbooks for learning a foreign language on the example of German language
Autorzy:: Białek, Magdalena
Tematy:: communication approach
communicative competence
communication tasks
podejście komunikacyjne
kompetencja komunikacyjna
zadania komunikacyjne; Pokaż więcej
Wydawca:: Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Powiązania:: https://bibliotekanauki.pl/articles/956315.pdf Link otwiera się w nowym oknie
Opis:: Od ponad 40 lat obowiązującym podejściem w kształceniu obcojęzycznym jest podejście komunikacyjne, a najważniejszym celem edukacji językowej jest rozwijanie kompetencji komunikacyjnej. Jednak jak pokazuje historia, ani realizacja podejścia komunikacyjnego, ani osiąganie kompetencji komunikacyjnej przez uczących się nie są łatwymi celami w procesie formalnej nauki języka obcego. Kształcenie językowe warunkowane jest bowiem przez wiele czynników, a za jeden z nich uznać można niewątpliwie podręcznik. W niniejszym artykule przedstawia się wyniki analizy podręcznika do nauki języka niemieckiego pod kątem jego potencjału komunikacyjnego.W tymcelu odwołuje się do zasad komunikacji międzyludzkiej w ogóle, teoretycznych rozważań obecnych w literaturze przedmiotu, a także dostępnych praktycznych rozwiązań dydaktycznych. Jak pokazuje badanie, podręczniki (w artykule zaprezentowany jest jeden, całe badanie objęło analizę kilku) odznaczają się niskim potencjałem komunikacyjnym. Świadczą o tym m.in. niewielka liczba tekstów autentycznych, niewłaściwie formułowanie poleceń czy też brak zadań komunikacyjnych. Za interesujące i właściwe dla grupy docelowej można byłoby uznać tematy leksykalne pojawiające się w analizowanych podręcznikach, lecz ich realizacja (wyrażająca się w koncepcji ćwiczeń) odbiega od komunikacyjnego schematu obowiązującego współcześnie podejścia. I choć wiadomo, że podręcznik to tylko jedna z możliwych pomocy dydaktycznych, to z drugiej strony wiadomo również, ze większość nauczycieli bardzo chętnie z niego korzysta i wiernie odtwarza tok lekcji według instrukcji podręcznikowych. W kontekście tak dużego „przywiązania” nauczycieli do podręczników, powinno się w sposób szczególny monitorować ich jakość i dążyć do jak najbardziej optymalnych rozwiązań przy ich tworzeniu.
For more than 40 years, the current approach in foreign language education has been the communication approach, and the most important goal of language education is to develop communication skills. But as history shows, neither the communication approach nor the communicative competence of learners are easy targets for the formal learning of a foreign language. Language training is conditioned by many factors, and one of them is undoubtedly the textbook. This article presents the results of the analysis of German language textbook in terms of its communication potential. To this end, it refers to the principles of interpersonal communication in general, the theoretical considerations present in the literature of the subject, as well as the available practical teaching solutions. As the survey shows, textbooks have low communication potential. This is evidenced by, among others, a small number of authentic texts, improperly formulated instructions, or lack of communication tasks. It would be interesting and appropriate from the perspective of the target group to recognize the lexical themes appearing in the analyzed textbooks, but their implementation (expressed in the concept of exercise) differs from the communicative schema of today’s approach. Although it is known that the textbook is only one of the possible teaching aids, on the other hand it is also known that most teachers are eager to use it and faithfully reproduces the course of the lesson according to the instruction manual. In the context of so much “attachment” of teachers to textbooks, one should monitor their quality in detail and strive for optimal solutions for their development.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Reflexivity in the light of the Common European Framework of Reference for Languages
Refleksyjność w świetle tekstów Europejskiego systemu opisu kształcenia językowego
Autorzy:: Janowska, Iwona
Opis:: The Common European Framework of Reference for Languages is a document characterized by a high level of generality, addressed to a wide range of readers. The conceptual paradigm included in the document could constitute the basis for a new trend in language didactics; however, a lot of further work and research should be carried out for the new approach to achieve the status of independent and efficient methodology. The first prerequisite for introducing necessary modifications is a reflexive approach to the recommendations of CEFR, especially those which are methodological in character. The lack of any rules or procedures showing how to facilitate the achievement of learning objectives is the most frequent objection made against the CEFR. The focus on what has to be taught should go along with how to teach and why. Reflexivity which occupies a marginal position in the CEFR has to become a priority for its users if the methodology outlined there is to constitute the new era in language didactics.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 9.

Tytuł:: REFLEKSYJNOŚĆ W ŚWIETLE TEKSTÓW EUROPEJSKIEGO SYSTEMU OPISU KSZTAŁCENIA JĘZYKOWEGO
Reflexivity in the light of the Common European Framework of Reference for Languages
Autorzy:: Janowska, Iwona
Tematy:: reflexivity
Common European Framework of Reference for Languages (CEFR)
action-oriented approach
general competences
communicative language competences
strategies
language activities
tasks
refleksyjność
Europejski system opisu kształcenia językowego (ESOKJ)
podejście ukierunkowane na działanie
kompetencje ogólne
językowe kompetencje komunikacyjne
strategie
działania językowe
zadania; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Powiązania:: https://bibliotekanauki.pl/articles/1036852.pdf Link otwiera się w nowym oknie
Opis:: The Common European Framework of Reference for Languages is a document characterized by a high level of generality, addressed to a wide range of readers. The conceptual paradigm included in the document could constitute the basis for a new trend in language didactics; however, a lot of further work and research should be carried out for the new approach to achieve the status of independent and efficient methodology. The first prerequisite for introducing necessary modifications is a reflexive approach to the recommendations of CEFR, especially those which are methodological in character. The lack of any rules or procedures showing how to facilitate the achievement of learning objectives is the most frequent objection made against the CEFR. The focus on what has to be taught should go along with how to teach and why. Reflexivity which occupies a marginal position in the CEFR has to become a priority for its users if the methodology outlined there is to constitute the new era in language didactics.
Dostawca treści:: Biblioteka Nauki

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