https://pressto.amu.edu.pl/index.php/n/issue/feed Neofilolog 2020-07-07T11:06:32+00:00 dr hab. Mariola Jaworska mariola.jaworska@uwm.edu.pl Open Journal Systems <p class="oczasopismie"><strong>OPIS CZASOPISMA&nbsp;<br></strong>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&nbsp; 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.&nbsp;</p> <p class="oczasopismie"><a href="/index.php/n/about">O CZASOPIŚMIE</a></p> <p class="oczasopismie"><a title="new" href="https://pressto.amu.edu.pl/index.php/n/issue/view/1567" target="_blank" rel="noopener">AKTUALNY NUMER</a></p> <p class="oczasopismie"><a href="/index.php/n/issue/archive">ARCHIWUM</a></p> <p class="oczasopismie"><a title="PW" href="https://pressto.amu.edu.pl/index.php/n/Editorial_Calendar" target="_blank" rel="noopener">PLAN WYDAWNICZY</a></p> <p class="oczasopismie"><a href="/index.php/n/issue/archive"><br></a><strong>INDEKSOWANE W:&nbsp;<br></strong><a title="PBN" href="https://pbn.nauka.gov.pl/core/#/home" target="_blank" rel="noopener">Polska Bibliografia Naukowa</a>;&nbsp;<a title="ICJM" href="https://journals.indexcopernicus.com/search/details?id=918" target="_blank" rel="noopener">INDEX COPERNICUS INTERNATIONAL -&nbsp;IC Journals Master List</a>;&nbsp;<br><a title="E-Publikacje Nauki Polskiej" href="https://www.epnp.pl/" target="_blank" rel="noopener">e-Publikacje Nauki Polskiej</a>;&nbsp;<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>;&nbsp;<a title="CEON" href="https://depot.ceon.pl/" target="_blank" rel="noopener">CEON</a>;&nbsp;<a title="PKP INDEX" href="http://index.pkp.sfu.ca/index.php/" target="_blank" rel="noopener">PKP INDEX</a>.</p> <div class="oczasopismie">&nbsp;<strong>WSKAŹNIKI OCENY CZASOPISMA:<br></strong> <p><img src="/public/site/images/katarzynaposiadala/mnisw_20.png" alt=""></p> <p><strong>INDEX COPERNICUS&nbsp; ICV (2018)&nbsp;&nbsp; 92,75<br></strong></p> <p><strong>DOI: </strong>10.14746/n</p> </div> <div class="oczasopismie"><strong>ISSN (Print): </strong>1429-2173</div> <div class="oczasopismie"><strong>ISSN (Online):&nbsp;</strong>2545-3971</div> <div class="oczasopismie"><strong>PRACE PUBLIKOWANE W CZASOPIŚMIE DOSTĘPNE SĄ NA LICENCJI CREATIVE COMMONS:&nbsp;<img src="/public/site/images/katarzynaposiadala/88x313.png" alt=""></strong></div> <div class="oczasopismie"><!--<strong>e-ISSN: </strong>2084-4158--></div> <!--<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>--> https://pressto.amu.edu.pl/index.php/n/article/view/23540 WPROWADZENIE 2020-07-07T11:06:18+00:00 Ewa Andrzejewska e.andrzejewska@ug.edu.pl Magdalena Wawrzyniak-Śliwska magdalenaws@ug.edu.pl 2020-07-06T10:56:11+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/23401 ÉVALUER LES CONNAISSANCES IMPLICITES ET EXPLICITES EN FRANÇAIS LANGUE ÉTRANGÈRE PAR LES TESTS DE JUGEMENT DE GRAMMATICALITÉ : ANALYSE DES OUTILS ET PRÉSENTATION DES RÉSULTATS DE LA RECHERCHE 2020-07-07T11:06:32+00:00 Wioletta A. Piegzik wioletta.piegzik@usz.edu.pl <p>The aim of this paper is to evaluate implicit and explicit knowledge among Polish speaking students studying French as a foreign language in the academic environment. In the first part, we discuss a timed grammaticality judgment test (TGJT) as an instrument for measuring implicit knowledge and an untimed grammaticality judgment test (UGJT) as a tool for evaluating explicit knowledge and we propose solutions to sidestep some of the weaknesses of both these instruments which were observed in our research. The second part focuses on the presentation of the research results, leading to the conclusion that the group of students at A2 level develop implicit and explicit knowledge in a fairly balanced way</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/23403 LA TRIANGULACIÓN MÚLTIPLE EN LA INVESTIGACIÓN-ACCIÓN CON EJEMPLOS DE INVESTIGACIÓN PROPIA 2020-07-07T11:06:29+00:00 Renata Majewska renmaja1@gmail.com <p>The aim of the article is to reflect upon the possibilities offered by triangulation in qualitative research, with particular emphasis placed on action research. Various types of triangulation have been presented, including the most recommended multiple triangulation. A variety of advantages and functions of triangulation have been shown, first and foremost the ones which refer to dynamic, systemic and multicausal phenomena. All the theoretical considerations have been illustrated by the author’s own research conducted in Poland, in one of the bilingual sections with Spanish language in the secondary school. The research concerned the development of students’ discursive competence within the genre of an intercultural comparison, and its conditioning. The research used multiple triangulation: of data sources, of researchers, of methods and of data analysis, as well as temporal and special triangulation. The investigation is finished with conclusions of methodological nature.</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/23404 STUDIUM PRZYPADKU W BADANIACH GLOTTODYDAKTYCZNYCH 2020-07-07T11:06:27+00:00 Anna Jaroszewska a.jaroszewska@uw.edu.pl <p>The presented article is an attempt at providing a&nbsp;systematic outline of the basic information on the <em>case study</em> in the context of using in the language teaching studies. Surely, it is not discovering any new knowledge. It is rather a&nbsp;discussion of some obvious issues which especially young researchers frequently remain unconscious of. Simultaneously, it is aimed at provoking thinking on the topic, followed by popularising this highly interesting and valuable method as it enables to study any human activity, both the mental one and the one related to social relations, on many planes. Obviously, provided specific conditions are met.</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/23406 DUOETHNOGRAPHY IN APPLIED LINGUISTICS QUALITATIVE RESEARCH 2020-07-07T11:06:24+00:00 Dorota Werbińska dorota.werbinska@apsl.edu.pl <p>The significance of duoethnography as an alternative qualitative method for investigating research in the humanities and social sciences has considerably increased in the last decade or so. Yet, despite its increasing popularity and the growth of duoethnographic studies in second and foreign language learning and teaching, duoethnography is still unknown to many applied linguists. In order to partially redress this gap, the aim of this article is to present duoethnography as a promising qualitative method for applied linguistics studies. The text outlines the basic tenets of duoethnography, discusses the scope of its research on language learning and teaching at the present time and describes innovations that duoethnography introduces to data collection, writing, presenting and interpreting research. The article concludes with a call for more duoethnographic studies in applied linguistics as they provide a welcome move towards greater methodological diversity. This, in turn, may contribute to our better understanding of the experience of language learning and teaching, and the identity of language learners and teachers, as well as generate new themes for research.</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/23408 ÜBER FREMDSPRACHENLERNEN DISKUTIEREN – MIT HILFE DIALOGISCHER LERNTAGEBÜCHER 2020-07-07T11:06:22+00:00 Krzysztof Nerlicki krzysztof.nerlicki@usz.edu.pl <p>Learning journals are widely used in second/foreign language research. They are not only tools to gather data but also contribute to optimization of the learning process and help students become more autonomous.</p> <p>The discussion presented here focuses on dialogue journals, which are used for ongoing written interaction between the teacher and learners. The paper provides a terminological basis, gives examples of topics and describes the characteristics of the teacher-student dialogue management. The advantages and disadvantages of dialogue journals are discussed from the didactic perspective. The last part of the paper concerns empirical problems to be taken into account when learning journals are introduced and used.</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/23409 THE POSSIBILITY OF TEACHING PRACTICES AS A COMMUNITY OF PRACTICE BASED UPON THE EXPERIENCES OF STUDENT-TEACHERS 2020-07-07T11:06:20+00:00 Martin Blaszk martin.blaszk@ug.edu.pl <p>In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), academic supervisor and the academic staff who lead the English teaching methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog