Glottodidactica. An International Journal of Applied Linguistics https://pressto.amu.edu.pl/index.php/gl <p class="oczasopismie"><strong>OPIS CZASOPISMA</strong><br><em>Glottodidactica</em> jest międzynarodowym czasopismem z zakresu szeroko pojętej lingwistyki stosowanej, ze szczególnym uwzględnieniem glottodydaktyki. Publikujemy artykuły mogące mieć przełożenie na dydaktykę języków obcych i drugich z zakresu językoznawstwa ogólnego, metodologii badań, przekładoznawstwa, kulturoznawstwa oraz dziedzin pokrewnych, np. psycholingwistyki, socjolingwistyki, analizy dyskursu. 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>INDEKSOWANE W:</strong> <p>EBSCO, 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);</p> </div> <div class="oczasopismie"><strong>WSKAŹNIKI OCENY CZASOPISMA:</strong> <p><br><strong>MNiSW: 20</strong></p> <p><img src="/public/piotr/ikonki/gs_4.png" alt=""></p> </div> <div class="oczasopismie"> <p><strong>ICV 2019: 100</strong></p> <p><strong>ICV 2018: 100</strong></p> <p><strong>ICV 2017:&nbsp;96.35</strong></p> <p><strong><strong><strong>ICV 2016</strong></strong>:&nbsp;82.78</strong></p> </div> <div class="oczasopismie"><strong>DOI: </strong>10.14746/gl</div> <div class="oczasopismie"><strong>ISSN: </strong>0072-4769 <!--<strong>e-ISSN: </strong>2084-4158--></div> <div class="oczasopismie"><strong>PRACE PUBLIKOWANE W CZASOPIŚMIE OD 2015 R. DOSTĘPNE SĄ NA LICENCJI<a href="https://creativecommons.org/licenses/by-nd/4.0/" rel="license">&nbsp;Creative Commons Uznanie autorstwa - Bez utworów zależnych 4.0 Międzynarodowe</a>.</strong><br><a href="http://creativecommons.org/licenses/by-nd/4.0/"><img src="/public/piotr/cc/cc_4_by_nd.png" alt="CC_by-nd/4.0" border="0">&nbsp;</a></div> Adam Mickiewicz University Poznan pl-PL Glottodidactica. An International Journal of Applied Linguistics 0072-4769 <p><strong>Autorzy</strong></p> <p>Autorzy tekstów <strong>przyjętych do publikacji</strong> w czasopiśmie&nbsp;<em>Glottodidactica</em> są zobowiązani do wypełnienia, podpisania i odesłania na <a href="/index.php/gl/about/contact" target="_self">adres redakcji</a> umowy <a href="/ojs_3/pliki/umowa_autorska.doc" target="_self">o udzielenie nieodpłatnej licencji do utworów, z zobowiązaniem do udzielania sublicencji CC</a>.</p> <p>Zgodnie z umową, autorzy tekstów opublikowanych w czasopiśmie <em><em>Glottodidactica</em></em> udzielają Uniwersytetowi im. Adama Mickiewicza w Poznaniu&nbsp;niewyłącznej i nieodpłatnej licencji oraz zezwalą na użycie sublicencji Creative Commons <a href="http://creativecommons.org/licenses/by-nd/4.0/" target="_self">Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).</a></p> <p>Autorzy zachowują prawa do dalszego, swobodnego rozporządzania utworem.</p> <p><strong>Użytkownicy </strong></p> <p>Zainteresowani użytkownicy internetu uprawnieni są do korzystania z utworów opublikowanych od 2015 roku w&nbsp;<em>Glottodidactica</em> pod następującymi warunkami:</p> <ul> <li class="show">uznanie autorstwa - obowiązek podania wraz z rozpowszechnionym utworem, informacji, o autorstwie, tytule, źródle (odnośniki do oryginalnego utworu, DOI) oraz samej licencji;</li> <li class="show">bez tworzenia utworów zależnych - utwór musi być zachowany w&nbsp; oryginalnej postaci, nie można bez zgody twórcy rozpowszechniać np. tłumaczeń, opracowań.</li> </ul> <p>Do wszystkich tekstów opublikowanych przed 2015 r. prawa autorskie są zastrzeżone.</p> <p><strong>Inne</strong></p> <p>Uniwersytet im. Adama Mickiewicza w Poznaniu zachowuje prawo do czasopisma jako całości (układ, forma graficzna, tytuł, projekt okładki, logo itp<em>.</em>)<em>.</em></p> L’anxiété nuisible chez les apprenants du FLE. Le cas des étudiants de la philologie romane en cycle de licence https://pressto.amu.edu.pl/index.php/gl/article/view/23260 <p>Language anxiety is the feeling of tension and apprehension associated with second / foreign language learning. It manifests itself in two types of emotional reactions: positive (positive<br>anxiety) and negative (debilitating anxiety). The focus of this article is to explore the debilitating language anxiety of students learning French as a foreign language and to find out its level in the<br>first, second and third years of undergraduate studies in Romance philology. The main research problem concerns the need to develop their ability to manage debilitating language anxiety. For<br>this purpose, the findings of a FLCAS questionnaire are presented</p> Marzena Blachowska-Szmigiel Copyright (c) 2020-06-01 2020-06-01 47 1 7 21 10.14746/gl.2020.47.1.01 Applying typological insights in a minority-language context: Motion event lexicalisations in Ladin, Italian, German and English texts compiled by Ladins https://pressto.amu.edu.pl/index.php/gl/article/view/23261 <p>This paper investigates the lexical choices made by speakers of Ladin in describing the opening scene of Mayer’s (1969) Frog, where are you? in Ladin and in the other languages they learnt later in life (Italian, German and English). The focus of the investigation is on motion lexicalisation, which varies across languages in terms of preferred encoding patterns (Talmy 1985, 2000; Wälchli 2001). Relative frequencies are calculated for the variants occurring in the different languages, before turning to a qualitative discourse-analytic approach, which forms the core of the analysis. The results are discussed with reference to the fields of typology and cross-linguistic research. The analysed texts bring to the fore the necessity of distinguishing between national and regional idioms and the potential value of drawing cross-linguistic issues to the explicit attention of learners. Possible implications are considered with reference to the novel framework of Applied Language Typology (Filipović 2018)</p> Martina Irsara Copyright (c) 2020-06-01 2020-06-01 47 1 23 40 10.14746/gl.2020.47.1.02 Schwerpunkte immer noch schwer? Einige Überlegungen über die deutsche Grammatik für slawische native speakers https://pressto.amu.edu.pl/index.php/gl/article/view/23262 <p>The aim of this article is to present the project of a contrastive Polish-German and Russian-German grammar, which arose as a result of the cooperation between Samara State University of Social Sciences and Education and Adam Mickiewicz University in Poznan. The idea of a unilateral grammar which is based on the categories of the mother tongue of the learner and is aimed at the foreign language to be learned, is designed as a suitable measure within the framework of error prevention. The grammar contains selected grammatical categories that are significant sources of errors for native Slavic speakers</p> Olga Kostrova Izabela Prokop Copyright (c) 2020-06-01 2020-06-01 47 1 41 51 10.14746/gl.2020.47.1.03 Zum Stellenwert des Deutschen in Polen https://pressto.amu.edu.pl/index.php/gl/article/view/23271 <p>The German language in Poland has a very long tradition dating back to the 18th century. Over the centuries, under the influence of historical, political, economic and social factors, the image of Germany and Germans in Poland as well as the attitude of Poles towards the German language have been subject to continual evolution. The aim of this article is to discuss the position of the German language in Poland, mainly in the 21st century. Particular attention is paid to the discussion of the importance of this language in the Polish educational system in the past two decades, and the changing number of people learning, predominantly in primary and secondary education. Moreover, the reasons for the relatively high level of dislike of the German language among Poles (including learners of German) are presented and analysed. The discussion of the current status of German in our country is preceded by a brief historical outline showing the significance of the German language in Poland as well as the attitude of Poles towards this language over the centuries, beginning with the Old-Polish period</p> Krystyna Mihułka Copyright (c) 2020-06-01 2020-06-01 47 1 53071 53071 10.14746/gl.2020.47.1.04 Der phänomenographische Ansatz in der glottodidaktischen Forschung https://pressto.amu.edu.pl/index.php/gl/article/view/23263 <p>The phenomenographic approach in educational research dates back to the early1980s. Marton and his co-workers focused on the significant role which is played by the individual beliefs of learners in the processes of teaching and learning. The study of learning experiences, reflections on these experiences and verbalization of these reflections have defined a new perspective in the perception of educational reality. The paper presents the basic assumptions of the phenomenographic approach and its application in the study of foreign language learners’ beliefs. Since beliefs result from many factors, among others of a socio-cultural nature, particular attention is paid to the dynamics of how beliefs are shaped in the light of the Activity Theory proposed by Vygotsky and his successors Leontiev and Engerström. The paper finishes with a discussion on the prospects of the study of beliefs in the Polish educational context, with particular consideration of foreign language philology students</p> Krzysztof Nerlicki Copyright (c) 2020-06-01 2020-06-01 47 1 73 89 10.14746/gl.2020.47.1.05 Favoriser le développement de la conscience épistémologique des étudiants lors de l’approprition de l’écrit glottodidactique en français et en polonais. Le cas des étudiants polonais d’ethnolinguistique https://pressto.amu.edu.pl/index.php/gl/article/view/23264 <p>The paper is a reflection on the development of academic literacy skills in French and Polish while writing a diploma paper in glottodidactics by Polish third year ethnolinguistics students. The first part of the paper focuses on a diploma paper in glottodidactics as an important component of philological education at Adam Mickiewicz University in Poznań. Next, the author analyses the concept of epistemological consciousness and its impact on the development of student autonomy during the acquisition of glottodidactic discourse and glottodidactic knowledge as a specialist knowledge which they gain. The author’s conception, referring to writing research papers in line with the principles of glottodidactics as a research field, is based on the assumption that students should become aware of the epistemological specifics of glottodidactics and include them both in the form and the content of their diploma papers. Finally, the author discusses various stages in the development of students’ epistemological consciousness and looks into the processesthe supervisor needs to engage in for effective research supervision</p> Izabela Orchowska Copyright (c) 2020-06-01 2020-06-01 47 1 91 111 10.14746/gl.2020.47.1.06 Leichte Sprache im Polnischen. Überlegungen zu einem neuen sprachlichen Phänomen https://pressto.amu.edu.pl/index.php/gl/article/view/23265 <p>The present article deals with Easy-to-read Polish, a language variety which has been created for target groups with difficulties in reading and understanding written standard text. It is systematically simplified in both syntax and vocabulary. In order to describe Easy-to-read Polish, this article consults findings made in the last few years in examinations of Easy-to-read German. The analysis is based on texts in Easy-to-read Polish which were published by the organization “Inclusion Europe” on their homepage. With the help of these texts, characteristic features of the Easy-to-read language on various linguistic levels such as the system of symbols, morphology, syntax, vocabulary, semantics, and text are being worked out and illustrated by examples. It turns out that findings on Easy-to-read German are definitely helpful and inspiring for the elaboration of this language variety in Polish. Yet, in many cases more detailed language specific research is required</p> Claudia Radünzel Copyright (c) 2020-06-01 2020-06-01 47 1 113 135 10.14746/gl.2020.47.1.07 Double responsibility of foreign language teachers: Primary student-teachers’ perceptions of linguistic and cultural content https://pressto.amu.edu.pl/index.php/gl/article/view/23266 <p>Scholars all over the world have been arguing for foreign language instruction which combines linguistic and cultural content. Eliminating the cultural side results in a deficient process. This study explored prospective teachers’ perceptions of both constituents, since they will ultimately be responsible for their implementation in the foreign language classroom. To this end, 137 students from three European universities were chosen and asked to fill out an online questionnaire with Likert scale items. Data was collected and interpreted using the free statistics software package R (R Core Team, 2019). The findings confirmed that the relevance of linguistic / cultural issues was unanimously acknowledged (98,5%), speaking was appointed as the most desired target skill (97,1%), interpersonal relations (88,3%) as the most important aspect of socio-cultural knowledge, and lessons with native speakers (94,2%) as the most relevant classroom resource</p> Gabriel Sanchez-Sanchez Marek Krawiec Francisco Javier Ibañez-Lopez Copyright (c) 2020-06-01 2020-06-01 47 1 137 159 10.14746/gl.2020.47.1.08 La tâche pédagogique au service du développement des savoir-faire langagiers et professionnels. Exemple de français des affaires https://pressto.amu.edu.pl/index.php/gl/article/view/23267 <p>Task Based Learning / Teaching focuses on the action dimension of language use, i.e., various tasks performed every day that require cooperation with others and the mobilization of language. Language proves to be the most important instrument of action, even if the objective of this action is not necessarily linguistic. The pedagogical tasks used for language teaching for professional purposes illustrate the link between language and socio-professional action: the learning of the formal language system counts as much as the content of the domain of work. On these theoretical assumptions, the aim of this paper is to examine the degree of integration of linguistic and professional knowledge and skills into tasks designed for the teaching of business French. We will analyse the examples of pedagogical tasks in order to demonstrate to what extent they allow us to teach interdisciplinary content and foreign language</p> Magdalena Sowa Copyright (c) 2020-06-01 2020-06-01 47 1 161 176 10.14746/gl.2020.47.1.09 Aspekte des Sprecherwechsels in Dialogen polnischer und deutscher Jugendlicher. Dargestellt am Beispiel einer Konkurrenzaufgabe https://pressto.amu.edu.pl/index.php/gl/article/view/23272 <p>The aim of this paper is to discuss the role of turn-taking in dialogs of Polish and German schoolchildren aged from 13 to 15 years. The paper begins by describing the project and briefly viewing the most relevant definitions (e. g. turn, backchannels, segments). The next section presents the notation system and the methods. The samples were selected from the BORDERLAND data bank and, in total, they included nine pairs and over 1,000 segments. On this basis, it can be concluded that turn-taking in uniform pairs (Polish-Polish and German-German) is more defensive, and that the interlocutors tend to use more segments. There might also be a slight tendency for Polish speakers to interrupt their interlocutors more frequently. The findings, based on our samples, also suggest that speaking a foreign language (as we can notice in the German-Polish pairs) usually means less competitive speaking, as well as fewer segments and turn-takings</p> Miłosz Woźniak Copyright (c) 2020-06-01 2020-06-01 47 1 177 192 10.14746/gl.2020.47.1.10 Barbara Skowronek. Fremdsprachenunterricht als Kommunikation unter Berücksichtigung von lautsprachlich kommunizierenden Gehörlosen. Poznań: Wydawnictwo Naukowe UAM. 2019. S. 240 https://pressto.amu.edu.pl/index.php/gl/article/view/23268 <p>...</p> Joanna Kic-Drgas Copyright (c) 2020-06-01 2020-06-01 47 1 193 195 10.14746/gl.2020.47.1.11 Danuta Rytel-Schwarz / Alina Jurasz / Lesław Cirko / Ulrich Engel. Deutsch-polnische kontrastive Grammatik. Band 2: Der Satz. 2., neu bearbeitete und ergänzte Auflage. Hildesheim / Zürich / New York: Georg Olms Verlag. 2018. S. 462. https://pressto.amu.edu.pl/index.php/gl/article/view/23269 <p>...</p> Agnieszka Poźlewicz Copyright (c) 2020 Agnieszka Poźlewicz https://creativecommons.org/licenses/by-nd/4.0 2020-06-21 2020-06-21 47 1 195 197 10.14746/gl.2020.47.1.12 Joanna Kic-Drgas / Marta Zawacka-Najgeburska (Hrsg.). Fachsprachen in Didaktik und Translatorik: Theorie und Praxis. / LSP in Teaching and Translation: Theory and Practice. Poznań: Peter Lang. 2019. S. 208. https://pressto.amu.edu.pl/index.php/gl/article/view/23270 <p>...</p> Jakub Przybył Copyright (c) 2020-06-01 2020-06-01 47 1 198 201 10.14746/gl.2020.47.1.13