Foreign Language Learning Teaching by Marek Krawiec (3 results)

Softcover. Condition: neu. 1. Auflage. LINGUA - Fremdsprachenunterricht in Forschung und Praxis, Band 45 202 pages. ------------------------------------------------------------------------------------------------------- ------------------------------------------------------------ - REZENSION in: Praxis Fremdsprachenunterricht, 2/2020: "So unkonventionell wie die Ãberschrift und so vielfältig wie das Autorenteam sind auch die Inhalte dieses [.] Bandes zur Fremdsprachendidaktik, hauptsächlich Englisch, z.T. auch DaF. Die Autoren stammen aus polnischen, türkischen, spanischen und à sterreichischen Bildungseinrichtungen. Ein wahrhaft europäisches Ensemble. Die Arbeitsplätze der Autoren reichen von Universitäten bis zu Lehrerseminaren und Grundschulen. Auch die Themen sind mannigfaltig: [.] Was alles verbindet, ist die Absicht, den neuen Herausforderungen an Fremdsprachenunterricht gerecht zu werden und die Chancen im Alltag zu nutzen. Alle Beiträge sind in englischer Sprache." ------------------------------------------------------------------ ------------------------------------------------------------ -------------------------------------- In Seize the Day: New Perspectives on Foreign Language Learning and Teaching, educators from several European countries consider new conditions and expectations in foreign-language (FL) teaching, and how teachers may best serve their learners in a changed and changing world. The volume begins with several articles on the role and attributes of the FL teacher. With a focus on learners that permeates the volume, Marek Krawiec and Agnieszka Miklasz report their surveyed students" expectations of FL instructors. Gabriel S?nchez-S?nchez presents the teacher as a "prototype educator?, while Teresa Siek-Piskozub stresses the FL teacher"s role in facilitating inter-cultural communication (ICC), helping learners hold their own in a world that is increasingly interconnected and complex. Others point to changing learning environments. Astrid Ebenberger describes efforts at providing inclusive FL classrooms in Austria, while Grazyna Strzelecka shows where the workplace is conducive to the development of Logistics students" German skills. Marlena Bielak demonstrates that English Philology students" final papers, traditionally a mostly academic effort, may be the outcome of a more practical exercise: a project based on work placements in international firms, where they hone their language and ICC skills. Two contributors provide different perspectives on the influence of learning materials. Examining several English FL textbooks, Dinay Kà ksal and Ãmer Gà khan Ulum discern their "hegemonic practice? of portraying people and situations mainly the core countries of the anglosphere. They urge textbook producers to reflect the growing use of English in areas where non-native speakers live. With a similar concern for materials that emphasize the environments where FL learners apply their skills, Renata Suszczynska reviews a German-FL textbook for Logistics students. Other articles suggest learner-friendly ideas for traditional classrooms and courses. Katarzyna Trojan demonstrates the value of creative writing by describing her students" experience of writing poems in German. Robert Pritchard proposes that in some courses, particular content may be geared to what students report to find most meaningful. Likewise, Ferit Kilikaya turns to his students to discover which types of cloze procedures are most useful to them in recycling vocabulary. These diverse contributions will interest FL educators, not least classroom instructors and trainee teachers. They will find not only useful perspectives on language learning in changing times, but ways to help learners get their bearings in a new world. Readers will appreciate not only the volume"s sensible academic tone, but also its optimism. This is a bright, better day; let us seize it.

Softcover. Condition: neu. 1. Auflage. LINGUA - Fremdsprachenunterricht in Forschung und Praxis, Band 57 224 pages. The volume Foreign Language Learning and Teaching in Theory, Practice and Research is a collection of articles written by scholars representing different academic centres in the world. It discusses various aspects from the field of foreign language education and provides theoretical and empirical evidence on selected notions of teaching and learning foreign languages, including language for specific purposes. The contributors to this volume and the aspects which they concentrate on in their texts are as follows: Kutay Uzun, Ãmer Gà khan Ulum - vulnerable groups and their beliefs about foreign language learning; Astrid Ebenberger, Martina Rabl - inclusive teaching and the development of an inclusive school system; Marek Krawiec, Gabriel Sánchez-Sánchez, Francisco Javier Ibáñez-Là pez - FL teachers and their privileged position in the implementation of a cross-curricular approach to education; Jeffrey Trambley - development of global news awareness, learner autonomy and language skills through computer-mediated communication technology; Robert Pritchard - integration of second language writing tasks with a history course; Kutay Uzun - application of evaluative 'that" in literary analysis essays written by pre-serivce EFL teachers; Ferit Kılıçkaya - the effect of using one"s mother tongue and a foreign language in a reading comprehension test in a language class; Karmelka BariÄ, Silvia Serena - competence-oriented framework curricula and the question of whether there is an impact - and if so, what kind of impact - on textbook production and cross-faculty teaching of German in tertiary education; MaÅgorzata Niemiec-KnaÅ - competency-based authentic tasks in LSP teaching; Maria Walasek - adults" needs and motivation to learn a foreign language. As shown above, the articles collected to this book feature the miscellaneous nature of foreign language education and provide a ground for analysis, reflection and interpretation of numerous aspects in this field. It is clear then that the aim of this publication is to spread information and evidence on fundamental notions related to foreign language learners and teachers and their practices. The material gathered and presented by the contributors to this book must thus be seen as a spur for not only theoretical considerations but also further investigations carried out in the area of language learning and teaching.

Softcover. Condition: neu. 1. Auflage. LINGUA - Fremdsprachenunterricht in Forschung und Praxis, Band 60 268 pages. The volume Foreign Language Learning and Teaching: Current State of Practice and Research is a new contribution to the discussion about FL education. The articles, by both EFL and GFL teachers, describe recent practices and research implemented in this area. The book is divided into two parts: the first presents articles in English, and the second, in German. The contributors to these parts and the notions which they deal with in their texts are as follows: PART 1: Tomasz Rà g - in search of an interface between general human learning mechanisms and second language acquisition; Astrid Ebenberger, Vera Sainitzer - English language teaching in selected European countries and the impact of European mobility programmes on the creation of international networks and the development of specific topics in education; Agnieszka Borowiak - the effectiveness of vocabulary teaching in a CLIL setting; Inmaculada Pineda - an ELF pedagogical perspective and its benefits for CLIL teachers; Mary Griffith - bilingualism understood as a process and exemplified by young learners and their developmental language; Marek Krawiec, MaÅgorzata Bieszczanin - relevance of songs to an English philology grammar course; Rosa Muñoz-Luna, Caroline Zuckerman - coherence strategies in academic writing in English as a second language. PART 2: SÅawomira KoÅsut - a task-based approach to foreign language learning from a constructivist perspective; Katarzyna Trojan - learners" feedback in foreign language online lessons with digital tools; Anna Jaroszewska, Piotr Milewski, Katarzyna PosiadaÅa - correlation between personality variables and memory strategies in foreign language vocabulary learning; Joanna Kic-Drgas - the influence of language processes on the current state and development trends in teaching language for specific purposes; Grażyna Strzelecka - teaching LSP in the context of German Studies and their marketing and advertising language courses. Due to the variety of aspects discussed here, the book provides a useful resource for those who show an interest in foreign language learning and teaching and for whom current practices and research in this field play a significant role.