Glottodidactica. An International Journal of Applied Linguistics https://pressto.amu.edu.pl/index.php/gl <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>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><a href="https://pressto.amu.edu.pl/index.php/gl/index">10.14746/gl</a></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> Editorial https://pressto.amu.edu.pl/index.php/gl/article/view/26182 <p>Editorial</p> Sylwia Adamczak-Krysztofowicz Anna Szczepaniak-Kozak Copyright (c) 2021-01-10 2021-01-10 47 2 7 47 10.14746/gl.2020.47.2.00 Sociolinguistic determinants of heritage language maintenance and second language acquisition in bilingual immigrant speakers https://pressto.amu.edu.pl/index.php/gl/article/view/26183 <p>The objective of the study was to scrutinise the determinants of heritage language maintenance and second language acquisition in immigrant speakers and assess their significance and weight.<br>Over one hundred cases of bilingual speakers with Polish as L1 (heritage language; Polish speakers abroad) and as L2 (national language; immigrant learners of Polish in Poland) were investigated in order to better understand the linguistic changes and multilingual practices involved in the process of relocating to another country. The cases underwent quantitative and qualitative analysis. The results revealed that in most cases bilinguals are at a high risk of losing their L1, and L2 becomes their dominant language. With the dominance of L2, identification with the culture of the country of residence also increases in bilinguals. Formal instruction in L1 proves to be the most important factor in heritage language maintenance, and the preservation of a sense of identification with the heritage culture. An important role in L1 and also L2 development is played by parental support and their actions.</p> Ilona Banasiak Magdalena Olpińska-Szkiełko Copyright (c) 2021-01-10 2021-01-10 47 2 49 65 10.14746/gl.2020.47.2.01 Second language learning for vulnerable adult migrants: The case of the Italian public school https://pressto.amu.edu.pl/index.php/gl/article/view/26184 <p>Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant part<br>of them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). This<br>paper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA,<br>its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.</p> Igor Deiana Stefania Spina Copyright (c) 2021-01-10 2021-01-10 47 2 67 81 10.14746/gl.2020.47.2.02 Entwicklung der Verbstellung beim fortgeschrittenen Erwerb des Deutschen als Fremdsprache https://pressto.amu.edu.pl/index.php/gl/article/view/26185 <p>This article investigates the acquisition of verb placement in German as a foreign language at an advanced stage of development. The main objective of the investigation is to analyse written and spoken language production in terms of the use of subject-verb-inversion, verbal bracket, and verb-final placement in subordinate clauses. The results reveal a discrepancy between written and spoken language production with respect to correct usage of the verb placement rules. While correctness in the written production task exceeded 97% for all phenomena, the oral translation task generated less correct sentences, but only for inversion and verb-final placement. The non-target usage of inversion and verb-final pattern in spoken production points to processing problems when translating from Polish into German, which are further confirmed by lower accuracy for these two phenomena. At the moment of testing, the verbal bracket has already been acquired, which is in line with the universal developmental sequence in the acquisition of German syntax.</p> Kamil Długosz Copyright (c) 2021-01-10 2021-01-10 47 2 83 101 10.14746/gl.2020.47.2.03 Diskursive Syntax als Teil der Angewandten Linguistik https://pressto.amu.edu.pl/index.php/gl/article/view/26186 <p>In contemporary academia, there are no mono-semantic definitions of either applied linguistics or discursive syntax. I analyse how applied linguistics is understood in Russia, Poland and Germany, and present syntax as a part of applied intercultural linguistics. The analysed data are reflective texts by Russian and German participants of the intercultural project “Rilke and Russia” that took place in 2019, in Samara. I consider these texts for reflective discourse appearing as a result of speech acts realised as self-talk. In my analyses, I use methods that are specific for speech acts research on the one hand, and that are typical of syntax on the other. So, I identify the role subjects, their intentionality and the persons addressed. Then, I compare the syntactic means used by Russian and German role subjects and show that these means are influenced by national culture and mentality.</p> Olga Kostrova Copyright (c) 2021-01-10 2021-01-10 47 2 103 120 10.14746/gl.2020.47.2.04 Kindheit- und Kindlichkeitskonzeptionen in der russischen Literatur des 21. Jahrhunderts https://pressto.amu.edu.pl/index.php/gl/article/view/26187 <p>The article begins with an overview of the childhood conceptions found in literature for children’s and young people. The conception of childhood in the Enlightenment is directed towards the future. The characters are serious and strive to become better people. They are an example for the recipients. Romanticism, on the other hand, tries to undermine this idea, and evokes a golden age of childhood. The first type dominated Soviet literature for children and young people. This changed in the 21st century. The analysis of Sabitova’s, Emec’s, Wostokows’s, Krjukova’s, Murašova’s and Verkin’s novels shows how these childhood myths are successfully combined in modern books for children and young adults.</p> Ksenia Kuzminykh Copyright (c) 2021-01-10 2021-01-10 47 2 121 135 10.14746/gl.2020.47.2.05 Translanguaging: Implications for the language classroom derived from the revised version of the CEFR https://pressto.amu.edu.pl/index.php/gl/article/view/26188 <p>One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García &amp; Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).</p> Hadrian Aleksander Lankiewicz Copyright (c) 2021-01-10 2021-01-10 47 2 137 152 10.14746/gl.2020.47.2.06 Perspectives for foreign language teachers’ professional development in the German-Polish border region https://pressto.amu.edu.pl/index.php/gl/article/view/26189 <p>The aim of the paper is to identify key areas as well as to offer an overview of significant topics that should be addressed within training for foreign language teachers, enabling them to use the educational potential of the German-Polish border region in intercultural foreign languages teaching. In order to achieve this goal, in the first part of the paper the main concepts of pupiloriented education in a border region will be described (i.e. cross-border cooperation, learner-orientation, region-orientation, participation, sustainability, and competence for successful living and communicating in a border region), as they give insights into the essential fields of knowledge and skills that should be aimed at in terms of teacher-oriented activities during the process of professionalisation. On this basis, in the second part of the article, concrete recommendations on priority topics within the professional development of foreign language teachers will be made, according to the specific educational potential of the German-Polish border region.</p> Tomasz Lis Marta Janachowska-Budych Copyright (c) 2021-01-10 2021-01-10 47 2 153 168 10.14746/gl.2020.47.2.07 Notfallmedizinische Kommunikation im Unterricht Polnisch als Fremdsprache. Analyse von Gesprächsverhalten deutschsprachiger Rettungskräfte https://pressto.amu.edu.pl/index.php/gl/article/view/26190 <p>This paper focuses on the emergency communication of German paramedics who are learning Polish as a foreign language. This is to be tested in a role play, in which speech acts occur. Can the recorded speech acts or certain pragmatic phenomena be used in foreign language teaching of emergency communication? The study shows that the majority of patients’ responses are understood by the paramedics, but they respond to them inappropriately. Therefore, it is concluded that language courses for paramedics should focus much more on fixed phrases in Polish. The analysis of the recordings shows that this would enable them to formulate their answers in Polish, and not in German or English. In addition, code-switching sequences were used as means to identify the areas where there is a need for a modification of the programme and exercises during the lessons. The emphasis should lie on non-medical answers to the patient’s linguistic actions as well.</p> Grzegorz Lisek Copyright (c) 2021-01-10 2021-01-10 47 2 169 193 10.14746/gl.2020.47.2.08 Glottodidaktische Steuerung und Regelung auf interindividueller Ebene https://pressto.amu.edu.pl/index.php/gl/article/view/26191 <p>The subject of this discussion consists of selected concepts regarding the codematic foundations of foreign-language learning and cybernetic systems of foreign-language communication. The author focuses on processes of controlling, regulating, and directing foreign-language structures at the inter-individual level from the teacher to the learner. The control process, coupled with the process of basic information transfer, supports and strengthens it, both with linguistic (suprasegmental) means and extra-linguistic (visual) means. The basis of the regulation process are the effects of the coded structures of the learner, effects delivered to the teacher by the control system functioning through feedback. Glottodidactic direction includes the above two processes in order to transfer inaccurate structures, once corrected by the teacher, with the aim of re-decoding them and correctly assimilating them.</p> Marian Szczodrowski Copyright (c) 2021-01-10 2021-01-10 47 2 195 203 10.14746/gl.2020.47.2.09 Sadia Belkhir (ed.). Cognition and language learning. Newcastle upon Tyne: Cambridge Scholars Publishing. 2020. Pp. 157 https://pressto.amu.edu.pl/index.php/gl/article/view/26193 <p>.</p> Nihada Delibegović Džanić Copyright (c) 2021-01-10 2021-01-10 47 2 205 207 10.14746/gl.2020.47.2.10 Małgorzata Płomińska. Juristische Fachphraseologie – zwischen Konvention und Routine. Warschauer Studien zur Germanistik und zur angewandten Linguistik. Warszawa: Peter Lang. 2019. S. 422 https://pressto.amu.edu.pl/index.php/gl/article/view/26194 <p>.</p> Joanna Woźniak Copyright (c) 2021-01-10 2021-01-10 47 2 207 210 10.14746/gl.2020.47.2.11 Bericht zum VII. Internationalen Forschungskolloquium „Junge Forschung im Bereich Deutsch als Fremdsprache“. Marburg & weltweit 9.–10.07.2020 https://pressto.amu.edu.pl/index.php/gl/article/view/26195 <p>.</p> Luiza Ciepielewska-Kaczmarek Copyright (c) 2021-01-10 2021-01-10 47 2 211 213 10.14746/gl.2020.47.2.12