https://pressto.amu.edu.pl/index.php/n/issue/feedNeofilolog2024-02-23T11:32:44+01:00dr hab. Mariola Jaworska, prof. UWMmariola.jaworska@uwm.edu.plOpen Journal Systems<p class="oczasopismie">Kwartalnik <em>Neofilolog</em> to recenzowane (double-blind) czasopismo naukowe wydawane przez Polskie Towarzystwo Neofilologiczne. Ukazuje się w wersji papierowej systematycznie od 1930 roku (z przerwą w latach 1940–1989), a od 2009 roku również w wersji elektronicznej. Jego głównym celem jest poszerzanie wiedzy o procesie nauczania i uczenia się języków nowożytnych, także w wymiarze społecznym i kulturowym, ujmowanym zarówno z perspektywy teoretycznej i/lub teoretyczno-praktycznej, jak i metodologicznej. Czasopismo ukazuje się cztery razy do roku w postaci jednorodnych tematycznie numerów, związanych z tematyką dorocznych konferencji Towarzystwa. Są one publikowane na koniec kwartału (marzec, czerwiec, wrzesień, grudzień). Ponadto jeden lub dwa tomy w roku poświęcone są wybranej problematyce związanej z aktualnymi tendencjami w zakresie językoznawstwa, glottodydaktyki i akwizycji języków. Artykuły ukazują się w języku polskim, angielskim, niemieckim, francuskim i hiszpańskim. </p> <p class="oczasopismie"><a href="https://pressto.amu.edu.pl/index.php/n/issue/archive"><br /></a><strong>INDEKSOWANE W: <br /></strong><a href="https://www.scopus.com/sourceid/21101072016">SCOPUS</a>, <a href="https://doaj.org/toc/2545-3971?source=%7B%22query%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%221429-2173%22%2C%222545-3971%22%5D%7D%7D%5D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%2C%22track_total_hits%22%3Atrue%7D">DOAJ</a>, <a href="https://v2.sherpa.ac.uk/id/publication/41761">Sherpa Romeo</a>, <a title="PBN" href="https://pbn.nauka.gov.pl/core/#/home" target="_blank" rel="noopener">Polska Bibliografia Naukowa,</a> <a title="ICJM" href="https://journals.indexcopernicus.com/search/details?id=918" target="_blank" rel="noopener">INDEX COPERNICUS INTERNATIONAL - IC Journals Master List,</a> <a href="https://yadda.icm.edu.pl/yadda/element/bwmeta1.element.desklight-8319cf6c-72ff-4d6a-a6ea-e1a7fbe16550">Biblioteka Nauki,</a> <a title="CEJSH" href="http://cejsh.icm.edu.pl/cejsh/search/article.action?cid=ff6f76e5-b625-4f15-b0a2-d182989c1b4a" target="_blank" rel="noopener">CEJSH,</a> <a title="CEON" href="https://depot.ceon.pl/" target="_blank" rel="noopener">CEON,</a> <a href="https://arianta.pl/#/czasopismo/18773">Arianta,</a> <a title="Erih plus" href="https://dbh.nsd.uib.no/publiseringskanaler/erihplus/periodical/info?id=485652" target="_blank" rel="noopener">ERIH PLUS,</a> <a title="PKP INDEX" href="http://index.pkp.sfu.ca/index.php/" target="_blank" rel="noopener">PKP INDEX, </a><a href="https://www.ebsco.com/">EBSCO</a>, <a href="https://scholar.google.com/">Google Scholar</a></p> <p class="oczasopismie"><strong>WSKAŹNIKI OCENY CZASOPISMA:</strong></p> <p><a title="SCImago Journal & Country Rank" href="https://www.scimagojr.com/journalsearch.php?q=21101072016&tip=sid&exact=no"><img src="https://www.scimagojr.com/journal_img.php?id=21101072016" alt="SCImago Journal & Country Rank" border="0" /></a></p> <p><img src="https://pressto.amu.edu.pl/public/site/images/aws/citescore2022-neofilolog.png" alt="" width="200" height="111" /></p> <p>Punktacja Ministerstwa Edukacji i Nauki (2024): <strong>70<br /></strong>INDEX COPERNICUS ICV (2018): <strong>92.75<br /></strong>INDEX COPERNICUS ICV (2019):<strong> 94.56<br /></strong>INDEX COPERNICUS ICV (2020):<strong> 100.00<br /></strong>INDEX COPERNICUS ICV (2021):<strong> 100.00</strong></p> <p><strong>DOI: </strong><a href="https://pressto.amu.edu.pl/index.php/n/index">10.14746/n</a></p> <p><strong>ISSN (Print): </strong>1429-2173<br /><strong>ISSN (Online): </strong>2545-3971<br /><strong>PRACE PUBLIKOWANE W CZASOPIŚMIE DOSTĘPNE SĄ NA LICENCJI CREATIVE COMMONS: <a href="https://creativecommons.org/licenses/by-nd/4.0/deed.pl"><img src="https://pressto.amu.edu.pl/public/site/images/katarzynaposiadala/88x313.png" alt="" /></a><a href="https://creativecommons.org/licenses/by-nd/4.0/" rel="license"> Uznanie autorstwa - Bez utworów zależnych 4.0 Międzynarodowe</a>.<br /></strong></p> <p class="oczasopismie"><!--<strong>e-ISSN: </strong>2084-4158--></p> <p><!--<div class="oczasopismie"><strong>LICENCJA CREATIVE COMMONS: </strong> <a href="http://creativecommons.org/licenses/by-nd/3.0/pl/"><img src="/ojs_3/public/piotr/cc/cc1.png" alt="CC_by-nd/3.0" border="0" /></a></div>--></p>https://pressto.amu.edu.pl/index.php/n/article/view/40226 Introduction2023-12-05T10:40:40+01:00Florence Mourlhon-Dalliesflorence.mourlhon-dallies@u-paris.frMagdalena Sowamagdalena.sowa@umcs.pl2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 https://pressto.amu.edu.pl/index.php/n/article/view/40227Dans les soutes de la mondialisation : les insécurités langagières des travailleurs d’en bas2023-12-05T10:40:38+01:00Hervé Adamiherve.adami@univ-lorraine.fr<p class="Tekstabstractu"><span lang="EN-US">In the great upheavals of globalization, this article will focus on those who are not directly involved in this great movement. These include migrants. For them, the most useful language is that of survival, both social and professional. In this context, we will focus on the training demands that emanate from certain professional fields in France, formulated in the urgency of economic and human situations that concern the public employment actors, the training structures and of course the learners/workers themselves. Indeed, certain economic sectors are under pressure, in the sense that they are struggling to recruit. Recourse to migrant labour is therefore one of the solutions, but, in most cases, the question of mastering the language of the host country in oral and/or written form arises,. Didactic solutions must be found on a case-by-case basis, in a very precise and specific way. In order to describe and analyse this situation, the article will be based on two experiences of technical and linguistic training in two vocational training fields: i) catering and ii) building and public works.</span></p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 https://pressto.amu.edu.pl/index.php/n/article/view/37992Préparer à évoluer dans un environnement professionnel multiculturel : l’(inter)culturel dans les manuels de spécialité affaires2023-12-05T10:40:43+01:00Elżbieta Gajewskaelzbieta.gajewska@up.krakow.pl<p class="Tekstabstractu" style="margin-bottom: 0cm;"><span lang="EN-US">The article examines the ways intercultural aspects are dealt with in <span class="rynqvb">textbooks for learning business language (in the broad sense) in French, Spanish and Italian. </span>The authors of the textbooks analyzed represent different approaches, both at the level of the declared learning objectives and at the level of the techniques applied.</span></p> <p class="Tekstabstractu" style="margin-bottom: 3.0pt;"><span lang="EN-US">Among the textbooks analyzed there are also those oriented towards the development of intercultural skills. Their goal is not so much to prepare the learner to evolve in a given culture, but to make them aware of the differences between their own and the target culture(s)and to be able to mediate between the representatives of each of them. Although in a textbook for the teaching/learning of a foreign language for specialized purposes, intercultural training preparing for “culture shock” must necessarily be limited, the examples observed show that educators aware of the importance of this issue can offer interesting solutions and proposals.</span></p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 Elżbieta Gajewskahttps://pressto.amu.edu.pl/index.php/n/article/view/37136La place des dimensions subjectives au sein de la préparation linguistique des publics mobiles à l’ère de la mondialisation2023-12-05T10:40:55+01:00Laura Guzmanguzmanlaura07@yahoo.fr<p>In the era of globalization, preparing language learners to deal with intercultural exchanges and to succeed in their mobility projects is a major issue. We think that subjective dimensions have a big role to play in mobile learners’ linguistic preparation. For us, there are some personal and existential dimensions in the mobility of qualified candidates who go overseas to complete their studies, or to have new work experiences in order to further their careers. These subjective dimensions must be taken into account if we want to help these learners to achieve their mobility goals. We will see how these dimensions can be included in French for specific purposes programs and courses by using the concept of “project.” We will also consider what kind of pedagogical material, based on corpora (“récit-témoignage”), can be proposed to encourage students to manage their language learning in an autonomous way and to use critical and strategic thinking when handling their mobility projects.</p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 Laura Guzmanhttps://pressto.amu.edu.pl/index.php/n/article/view/37145Les concepts nomades. Voyage du concept de médiation de la didactique des langues aux sciences infirmières2023-12-05T10:40:50+01:00Guillaume Demontdemont.guillaume@wanadoo.fr<p>Globalization has increased contacts between researchers of different nationalities (more and more international conferences, European research programmes, online access to scientific publications, etc.). This increase in contacts has led to a mobility of concepts. Language teaching is no exception to this trend. By tackling subjects that are also dealt with by other disciplines, it is enriched by nomadic concepts that it appropriates and adapts to its own disciplinaryrepertoire.</p> <p>This can be illustrated by considering one such concept in the teaching of French as a professional language (FLP) where the teacher applies a concept taken from language teaching, which is also used in the professional sector that is being studied. In this article, we will study how the concept of mediation is both structuring for language didactics and for the nursing sciences. We will then look at how the teachercan use this concept of ‘mediation’ as a lever to apply the results of their analysis of the profession in a training system that corresponds to the professional habitus of the target audience. To do this, we will use the development of a course for foreign nurses working in France in psychiatry.</p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 Guillaume Demonthttps://pressto.amu.edu.pl/index.php/n/article/view/37524 Traduire en se décentrant : exemples d’écueils rencontrés par des étudiants en français de l’économie et de la finance2023-12-05T10:40:45+01:00Sebastian Piotrowskisepio@kul.pl<p>This article focuses on the relationship between language and culture in the context of the translation of journalistic texts in economics and finance. We can assume that any text or discourse, whether literary or specialized, contains a number of culturemes, that is, elements at the interface of language and culture, typical of the given language, which pose translation difficulties.</p> <p>For the purposes of the article, translations made by students of Romance philology were analyzed and selected problems with the translation of culturemes, including the problem of adopting an appropriate deictic perspective, were highlighted. Another issue raised in the article is the hybrid nature of French media texts in economics and finance, which exhibit a large number of features typical of literary texts.</p> <p>The conclusion emphasizes the fact that students should be sensitized to those layers of text and discourse that are at the interface between language and culture. These layers must be properly identified, decoded and translated from the language of the source-culture to the language of the target culture.</p> <p> </p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 Piotrowski Sebastianhttps://pressto.amu.edu.pl/index.php/n/article/view/37228Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle2023-12-05T10:40:47+01:00Cédric Sarrécedric.sarre@inspe-paris.fr<p>In our globalised world, citizens need to develop increasingly specialised language skills in order to meet the needs of industry. However, the resulting increase in the number of LSP courses to meet this need has not been followed by an increase in the provision of specific training for LSP teachers, as a number of national studies have pointed out. The objective of this article is twofold: first, it aims to find out whether there is a global (international) lack of specific training offered to LSP teachers that could be identified through a large-scale study; secondly, its purpose is to show whether a truly global response to the need for such training is an effective and viable solution. By studying two datasets – a needs analysis and feedback from participants in an LSP Teacher Education MOOC – we show that the lack of specific training in the teaching of LSPs is a global need and that a global response to this need, in the form of a MOOC offering cross-linguistic training applicable to all specialised varieties of all languages, seems to be an effective and viable option, as long as it is able to combine local and global scales, in a resolutely ‘glocal’ approach.</p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 Cédric Sarréhttps://pressto.amu.edu.pl/index.php/n/article/view/36257L’empathie en EHPAD : une pédagogie interculturelle à destination des aidants2023-12-05T10:40:59+01:00Marie Lefellemlefelle.pro@gmail.com<p>Assistance to the elderly remains a sector in high demand which is interested in recruiting people from migrant backgrounds. Language training for these learners in particular raises new questions for the language educator because beyond the language aspect, there is also the cultural component essential to practice. Indeed, how can we as language educator adressed a empathy culturally situated in the relationship with the elderly. Empathy is expressed differently depending on the culture present, through communication or gesture or a mixture of both. Through a collection of data, we will illustrate the importance of concepts such as empathy in situations involving end-of-life. The corpus will serve as a basis for reflection on the cultural component necessary for the care of the elderly and on the educational solutions envisaged in the training of carers of migrant background.</p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 Marie Lefellehttps://pressto.amu.edu.pl/index.php/n/article/view/37143Les rencontres virtuelles – une nouvelle opportunité de redéploiement international pour l’enseignement du français de la diplomatie ?2023-12-05T10:40:52+01:00Marta Wojakowska mb.wojakowska2@uw.edu.pl<p class="Tekstabstractu"><span lang="EN-US">The aim of this article is to investigate student perception of distance learning in “French for diplomats” , as well as to observe whether and to what extent recent developments in virtual learning environments in language learning have proven effective and may have promoted international collaboration. The study, carried out in 2021/2022 at the Institute of Romance Studies of the University of Warsaw, revealed that a significant proportion of students with experience of the “French for diplomats” distance course are very satisfied with the virtual courses. After observing the encouraging reactions of learners during the course, we decided to carry out our research on their experiences. We started from the premise that distance learning ofthe language for specific purposes could be beneficial to the learning process. Our reflections focused mainly on building intercultural competence, but also on the changing representations of the profession of diplomat and, consequently, on the opportunities that virtual courses open. It was found that the shift from face-to-face to digital has given teachers new tools and modalities that enrich the quality of the lesson. The teaching of specialized languages such as “French for diplomats” can nowadays include videoconferencing with a diplomat based in Guatemala or Brussels. Thus, the abandonment of face-to-face lessons has given back pedagogical freedom and helped teachers look for original solutions.</span></p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023 Marta Wojakowska https://pressto.amu.edu.pl/index.php/n/article/view/40295Report on implementing the EFFORT Erasmus+ project at the Faculty of Letters of the University of Wrocław2024-02-23T11:32:44+01:00Anna Kuźnikanna.kuznik@uwr.edu.plMarcin Walczynskimarcin.walczynski@uwr.edu.plRegina Solováregina.solova@uwr.edu.plNatalia Paprockanatalia.paprocka@uwr.edu.plKaja Gostkowskakaja.gostkowska@uwr.edu.pl<p>This paper aims to provide the Polish readership interested in translator education with the main assumptions of the Erasmus+ EFFORT project. Therefore, this contribution addresses such issues as the stages and manner of EFFORT project implementation at the Faculty of Letters of the University of Wrocław (Wydział Filologiczny Uniwersytetu Wrocławskiego; UWr). Moreover, this report aims to present the intellectual outputs produced in the project along with their translations into Polish.</p> <p> </p>2023-12-29T00:00:00+01:00Prawa autorskie (c) 2023