Glottodidactica. An International Journal of Applied Linguistics 2022-07-08T11:24:52+00:00 Sylwia Adamczak-Krysztofowicz Open Journal Systems <p class="oczasopismie"><strong>OPIS CZASOPISMA</strong></p> <p><em>Glottodidactica</em> jest międzynarodowym czasopismem z zakresu szeroko pojętej lingwistyki stosowanej, ze szczególnym uwzględnieniem glottodydaktyki. Publikujemy artykuły dotyczące językoznawstwa ogólnego, glottodydaktyki, przekładu, psycholingwistyki, socjolingwistyki, pragmalingwistyki i innych dziedzin pokrewnych. Autorzy powinni upewnić się, że w ich tekstach uwzględniono przełożenie opisanych odkryć i wniosków na rozwój glottodydaktyki. Misją czasopisma jest bowiem ułatwienie dialogu naukowego w zakresie glottodydaktyki i promowanie wymiany dobrych praktyk, mając na celu rozwój tej dziedziny nauki.</p> <p>Przyjmujemy teksty naukowe w języku angielskim, niemieckim, rosyjskim i francuskim, a także artykuły recenzyjne oraz sprawozdania z konferencji.</p> <ul class="oczasopismie"> <li class="show"><a href="/index.php/gl/about">POLITYKA FUNKCJONOWANIA CZASOPISMA</a></li> <li class="show"><a href="/index.php/gl/issue/current">AKTUALNY NUMER</a></li> <li class="show"><a href="/index.php/gl/issue/archive">ARCHIWUM</a></li> </ul> <div class="oczasopismie"><strong><br>INDEKSOWANE W:<br></strong>EBSCO, Scopus, ProQuest, ERIH PLUS, Index Copernicus International, PKP Index, Google Scholar, WorldCat, FRANCIS, PASCAL, Linguistic Bibliography, Linguistics &amp; Language Behavior Abstracts, Modern Language Association Database (MLA);</div> <div class="oczasopismie"><strong><br>WSKAŹNIKI OCENY CZASOPISMA:</strong></div> <div class="oczasopismie">Punktacja Ministerstwa Edukacji i Nauki (2021): <strong>40<br></strong><img src="/public/piotr/ikonki/gs_4.png" alt=""><br>ICV 2020: <strong>100<br></strong>ICV 2019:<strong> 100<br></strong>ICV 2018:<strong> 100<br></strong>ICV 2017:<strong> 96.35<br></strong>ICV 2016:<strong>&nbsp;82.78</strong></div> <div class="oczasopismie"><strong><br>DOI: </strong><a href="">10.14746/gl</a></div> <div class="oczasopismie"><strong>ISSN: </strong>0072-4769 <!--<strong>e-ISSN: </strong>2084-4158--></div> <div class="oczasopismie"><strong><br>PRACE PUBLIKOWANE W CZASOPIŚMIE OD 2015 r. DOSTĘPNE SĄ NA LICENCJI<a href="" rel="license">&nbsp;Creative Commons Uznanie autorstwa - Bez utworów zależnych 4.0 Międzynarodowe</a>.</strong><br><a href=""><img src="/public/piotr/cc/cc_4_by_nd.png" alt="CC_by-nd/4.0" border="0"></a></div> <div class="oczasopismie"><br> <div class="oczasopismie"><strong>WYDAWCA:</strong></div> <div class="oczasopismie"><a href="">Wydawnictwo Naukowe UAM</a></div> <div class="oczasopismie">Uniwersytet im. Adama Mickiewicza w Poznaniu</div> </div> Conscience et autoconscience dans l’enseignement / apprentissage d’une langue-culture : pourquoi ? quoi ? comment ? 2022-07-08T10:58:25+00:00 Maciej Smuk <p>The article introduces different approaches to (self-)awareness, as presented in this issue of Glottodidactica. Its first part discusses the advantages of developing (self-)awareness – in relation to the foreign language teacher and the foreign language learner. The general concept of savoir-être competence (existential competence) is also mentioned. In the second part possible research perspectives in this area and examples of research are given. The third part lists techniques and tools which can be used to stimulate teacher and student self-awareness.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Maciej Smuk Conscience musicale du français langue parlée : éléments pour son conditionnement didactique 2022-07-08T10:58:33+00:00 Sophie Aubin <p>Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of the need for the learner to master it.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Sophie Aubin Conscience collective et autoconscience dans l’enseignement / apprentissage du français langue seconde et de scolarisation : quand l’interculturel et le plurilinguisme sont en jeu 2022-07-08T11:12:00+00:00 Nathalie Auger <p>This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learners, with the teacher? The research methodology is based on an analysis of interactions in the language class which brings into play these intercultural and plurilingual approaches (resulting from the LISTIAC and FLSCAN projects). It reports significant results on the co-construction of consciousness and emerging self-consciousness in the language class about the singular universals of languages and cultures. The discussion shows the value of a collective, and no longer purely personal understanding (for the learner) of consciousness and self-awareness of these plurilingual and cultural experiences.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Nathalie Auger La conscience et l’autoconscience des futurs formateurs de FLE dans le développement de la compétence interculturelle 2022-07-08T11:12:05+00:00 Laurie Dekhissi Effrosyni Lamprou Freiderikos Valetopoulos <p>In this paper, we analyse the awareness and self-awareness of future trainers of French as a foreign language in teaching intercultural competence. To do so, we study extracts of students’ books created by MA students, where intercultural competence is developed. We realise that future master’s students are generally aware of the need for intercultural mediation, however some of them focus on descriptive aspects of their culture rather than adopting a mediator’s posture. In fact, they tend to describe and explain a cultural phenomenon rather than encouraging its interpretation and understanding</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Laurie Dekhissi, Effrosyni Lamprou, Freiderikos Valetopoulos « J’ai l’impression d’être la seule à aimer l’allemand » : Perceptions et représentations d’étudiants face à leur apprentissage de l’allemand en Alsace 2022-07-08T11:12:02+00:00 Chloé Faucompré Julia Putsche <p>This contribution proposes a reflection on the representations and perceptions that Alsatia students have of their German language learning in the context of the Upper Rhine. After explaining the challenge of teaching and learning German in this cross-border context, we will present some significant quantitative and qualitative results in order to establish a sort of diagnosis of the decline in bilingualism observed by interregional institutions.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Chloé Faucompré, Julia Putsche Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones 2022-07-08T11:22:30+00:00 Monika Ewa Grabowska <p>The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Monika Ewa Grabowska Cross-linguistic awareness in an English L4 education setting: Discovering language-specific phenomena in unrelated languages 2022-07-08T10:58:35+00:00 Martina Irsara <p>This article shows how deixis and motion events prove to be ideal topics in the stimulation of reflection and enhancement of cross-linguistic awareness among South-Tyrolean speakers of Ladin, who learn English as a fourth language after Italian and German. The initial part of the article illustrates how a translation task that was focused on locative adverbials led students at upper-secondary school to recognise the extreme complexity of their own Ladin L1 adverbial system as compared to the more straightforward binary deictic system of English. The subsequent section shows how secondary-school and university students realised their difficulties in lexicalising motion events in English, arguably due to the different typological tendencies of other languages they learn or have learnt. The video clips that the study participants were asked to describe were subsequently integrated into multilingual and multimodal awareness-raising classes at primary school and in teacher education, where awareness-raising activities are fundamental.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Martina Irsara Teacher language awareness or language teacher awareness? 2022-07-08T10:58:21+00:00 Hanna Komorowska <p>The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Hanna Komorowska Developing grammatical competence in French as a second language – between linguistic consciousness and intuition 2022-07-08T10:58:49+00:00 Wioletta Piegzik <p>The paper proposes a reflection on the construction of grammatical competence in French as L2. We argue that grammatical competence embraces implicit and explicit knowledge, and results from the complementarity of conscious functions, closely linked to analogy and intelligence, and unconscious functions strictly connected with intuition. In the article, we show that an approach guaranteeing communicative success is connected to teaching formal aspects of language combined with meaning. In the first part, we discuss the specificity of both types of grammatical knowledge and refer to the concept of « grammar of sense » by P. Charaudeau. In the second part, some exercises and communication tasks combining analytical thinking and sense-oriented intuitive thinking are proposed.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Wioletta Piegzik Jeunes migrants en France. Des activités plurilittéraciques pour un parcours réflexif 2022-07-08T11:24:52+00:00 Marielle Rispail Marine Totozani Valeria Villa-Perez <p>In this contribution, we intend to examine to what extent multiliteracy approaches make it possible to emphasize and develop various aspects of reflexivity in action in a migrant student who is in close contact with several languages within his family and school environment. To answer the source question, we gathered a corpus of various graphic and verbal signs among secondary school multilingual students that we analyzed according to a qualitative approach in the migratory and educational context of Saint-Étienne (France). It is about student output resulting from a school project that aimed at strengthening the students’ literacy competences, along with highlighting their native cultures and languages. As a reflexive tool, the depicted project turned out to be a bridge towards a multi-literacy approach, for which we have detailed the guidelines, beneficial for the learning of the French language, or the learning of any new language; it entails supporting the making of the subject in writing, then allowing an updating of the migratory experience.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Marielle Rispail, Marine Totozani, Valeria Villa-Perez Raising self-consciousness: phonetic education as embodied language learning 2022-07-08T10:58:30+00:00 Giulio Scivoletto <p>Phonetic education is presented in this contribution as a pedagogical approach and didactic method for teaching and acquiring phonetic-phonological competence in the foreign language classroom at school. To develop such competence, we should overcome the school practice that still today does not seem to deviate from the listen-and-repeat method: the teaching of articulatory phonetics is proposed as a method and tool for learning based on self-consciousness. By discovering the sound dimension of language, and the bodily reality through which it is realised, the student undergoes an educational experience based on perception. The formative value of a phonetic education is framed in the perspective of body pedagogy, in line with an inclusive and democratic approach to language education.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Giulio Scivoletto Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ? 2022-07-08T10:58:41+00:00 Jolanta Sujecka-Zając Krystyna Szymankiewicz <p>The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Jolanta Sujecka-Zając, Krystyna Szymankiewicz Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency 2022-07-08T10:58:43+00:00 Dorota Werbińska <p>Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Dorota Werbińska Sylwia Adamczak‑Krysztofowicz / Anna Szczepaniak‑Kozak / Paweł Piotr Rybszleger (Hrsg.). Angewandte Linguistik – Neue Herausforderungen und Konzepte. Festschrift für Izabela Prokop zum 70. Geburtstag. Göttingen: Vandenhoeck & Ruprecht. 2020. S. 453 2022-07-08T10:58:27+00:00 Karolina Miłosz-Szewczyk <p>Niniejszy artykuł jest recenzją naukową książki „Angewandte Linguistik – Neue Herausforderungen und Konzepte” pod redakcją Sylwii Adamczak-Krysztofowicz, Anny Szczepaniak-Kozak i Pawła Rybszlegera wydanej z okazji 70. urodzin prof. dr hab. Izabeli Prokop. W tomie zaprezentowano wiele interesujących artykułów, które wpisują się w siedem obszarów tematycznych: pragmatykę i socjolingwistykę, studia kontrastywne, interkulturowość, nauczanie języków, języki specjalistyczne, tłumaczenia pisemne i ustne, pejzaże językowe oraz podejmują aktualne problemy badawcze Lingwistyki stosowanej.</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Karolina Miłosz-Szewczyk Magdalena Jaszczyk-Grzyb. Mowa nienawiści ze względu na przynależność etniczną i narodową w komunikacji internetowej. Analiza porównawcza języka polskiego i niemieckiego. Poznań: Wydawnictwo Naukowe UAM. 2021. Pp. 375 2022-07-08T10:58:17+00:00 Jadwiga Stawnicka <p><span dir="ltr" style="left: 363.71px; top: 92.8772px; font-size: 13.3333px; font-family: sans-serif; transform: scaleX(0.999298);" role="presentation">Book review</span>:</p> <p>Magdalena Jaszczyk-Grzyb. Mowa nienawiści ze względu na przynależność etniczną i narodową w komunikacji internetowej. Analiza porównawcza języka polskiego i niemieckiego. Poznań: Wydawnictwo Naukowe UAM. 2021. Pp. 375</p> 2022-06-30T00:00:00+00:00 Copyright (c) 2022 Jadwiga Stawnicka