Vol. 49 No. 1 (2022)

Published 2022 July 8

Full Issue

Glottodidactica 49/1

Journal cover Glottodidactica, volume 49, no. 1, year 2022

Articles

Maciej Smuk

7-14

Awareness and self-awareness in the teaching / learning of language-culture: why? what? how?

https://doi.org/10.14746/gl.2022.49.1.01

PDF (Français (France))

Sophie Aubin

15-34

Musical awareness of French as a spoken language: elements for its didactic conditioning

https://doi.org/10.14746/gl.2022.49.1.02

PDF (Français (France))

Nathalie Auger

35-51

Collective awareness and self-awareness in the teaching / learning of French as a second language and the language of schooling: when interculturality and plurilingualism are at stake

https://doi.org/10.14746/gl.2022.49.1.03

PDF (Français (France))

Laurie Dekhissi, Effrosyni Lamprou, Freiderikos Valetopoulos

53-68

La conscience et l’autoconscience des futurs formateurs de FLE dans le développement de la compétence interculturelle

https://doi.org/10.14746/gl.2022.49.1.04

PDF (Français (France))

Chloé Faucompré, Julia Putsche

69-85

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

https://doi.org/10.14746/gl.2022.49.1.05

PDF (Français (France))

Monika Ewa Grabowska

87-106

The role of informal learning of French as a foreign language in stimulating the metacognitive (self-)awareness of French philology students. Example of French-language films and series

https://doi.org/10.14746/gl.2022.49.1.06

PDF (Français (France))

Martina Irsara

107-123

Cross-linguistic awareness in an English L4 education setting: Discovering language-specific phenomena in unrelated languages

https://doi.org/10.14746/gl.2022.49.1.07

PDF

Hanna Komorowska

125-140

Teacher language awareness or language teacher awareness?

https://doi.org/10.14746/gl.2022.49.1.08

PDF

Wioletta Piegzik

141-156

Developing grammatical competence in French as a second language – between linguistic consciousness and intuition

https://doi.org/10.14746/gl.2022.49.1.09

PDF (Français (France))

Marielle Rispail, Marine Totozani, Valeria Villa-Perez

157-182

Young migrants in France. Multiliteracy activities for a reflexive process

https://doi.org/10.14746/gl.2022.49.1.10

PDF (Français (France))

Giulio Scivoletto

183-196

Raising self-consciousness: phonetic education as embodied language learning

https://doi.org/10.14746/gl.2022.49.1.11

PDF

Jolanta Sujecka-Zając, Krystyna Szymankiewicz

197-215

Professional self-awareness of language teachers – how to equip pre-service students?

https://doi.org/10.14746/gl.2022.49.1.12

PDF (Français (France))

Dorota Werbińska

217-240

Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency

https://doi.org/10.14746/gl.2022.49.1.13

PDF

Book reviews

Karolina Miłosz-Szewczyk

241-245

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

https://doi.org/10.14746/gl.2022.49.1.14

PDF (Deutsch)

Jadwiga Stawnicka

246-248

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

https://doi.org/10.14746/gl.2022.49.1.15

PDF