https://pressto.amu.edu.pl/index.php/n/issue/feed Neofilolog 2020-02-10T13:18:32+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="Aktualny numer" href="https://pressto.amu.edu.pl/index.php/n/issue/view/1473" 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/sedno-webapp/journals/36595" 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="EBSCO" href="https://www.ebsco.com/" target="_blank" rel="noopener">EBSCO&nbsp;PUBLISHING</a>;&nbsp;<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/element/bwmeta1.element.cejsh-0f694341-bc2e-40c0-aa41-4a11cb16d29e" target="_blank" rel="noopener">CEJSH</a>;&nbsp;<a title="CEON" href="https://yadda.icm.edu.pl/yadda/element/bwmeta1.element.cejsh-0f694341-bc2e-40c0-aa41-4a11cb16d29e" 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/20600 WPROWADZENIE 2020-02-10T13:16:03+00:00 Joanna Rokita-Jaśkow jrokita@poczta.up.krakow.pl Melanie Ellis melanie.ellis@poczta.up.krakow.pl <p>Ewaluacja jest warunkiem sine qua non każdego procesu dydaktycznego. Dostarcza ona informacji zwrotnej o skuteczności nauczania oraz uczenia się i umożliwia wprowadzenie ewentualnych modyfikacji. Ewaluacji często dokonujemy w sposób retrospektywny, badając, czy określone cele kształcenia zostały osiągnięte. Podlegają jej również stosowane narzędzia pomiaru, wykorzystywane techniki i materiały, a nawet zachowanie egzaminatora/nauczyciela w sytuacji egzaminacyjnej lub w klasie, np. w trakcie poprawiania błędów. Wszystkie te elementy wpływają na ostateczny kształt kursu językowego, a w konsekwencji na osiągnięcia ucznia. Artykuły zebrane w niniejszym tomie dotyczą szeroko pojmowanej ewaluacji elementów procesu nauczania, odwołując się do anglosaskiego rozróżnienia terminów ewaluacja (ang. evaluation) i ocenianie (ang. assessment), w którym to termin pierwszy jest pojęciem szerszym i zawiera również ocenę postępów ucznia.<br><br></p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20579 OCENIANIE W NAUCZANIU JĘZYKÓW OBCYCH. FAKTY, MITY I TRUDNOŚCI 2020-02-10T13:17:32+00:00 Hanna Komorowska hkomorowska@swps.edu.pl <p>The article presents selected psychological and sociological aspects of the process of evaluating educational attainment in language education. Attention is given to stereotypical and ahistorical opinions connected with the role of assessment in grammar-translation and audiolingual methods as well as in the communicative approach. Distortions are also discussed such as introducing testing techniques of a practical value in mass education as solutions responding to authentic communicative needs of the learners or presenting formative evaluation as one of the recent educational innovations. Several myths which unify the academic community and facilitate interaction are examined and distinguished from complex issues and difficulties such as assessing intercultural competence or objectivizing the evaluation of interactive skills. The text suggests that misrepresentation of the past serves to create an image of continuous progress in SLA/FLT as well as to paint a more optimistic picture of the present educational context with assessment as its integral element.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20581 WERYFIKACJA OSIĄGNIĘCIA PRZEDMIOTOWYCH EFEKTÓW KSZTAŁCENIA/UCZENIA SIĘ W RAMACH PRAKTYKI NAUCZYCIELSKIEJ – WYBRANE MODELE 2020-02-10T13:17:30+00:00 Anna Bąk-Średnicka abak@ujk.edu.pl <p>Quality assessment of intended learning outcomes in teaching practice should reflect current directions in educating preservice teacher candidates. Moreover, it should correspond with recent studies on human behavior in social psychology. A trainee teacher applies the knowledge acquired at university only when confronted by all manner of problems in the complex pedagogical reality. Therefore, the intended learning outcome, which is a key factor in quality teacher education and which should undergo quality assessment (Journal of Laws, 2012), is pedagogical acuity. Pedagogical acuity, so-called “sensitivity to problems” (Kwiatkowska, 1988: 103, 105), is the ability on the part of trainee teachers to reflect-inaction and to reflect-on-action by identifying classroom and out-of-classroom problems and dealing with them in a creative way. The development of pedagogical acuity is not an automatic process and it depends on trainees’ readiness to take autonomous decisions. The aim of the article is twofold. Firstly, it compares three models of assessment, which apply alternative evaluation methods of intended learning outcomes in teaching practice, with regard to the development of autonomous behavior on the part of the trainee. They offer forms of alternative assessment in which narrative texts play a central role; these include discussions, dialogues, journals and/or diaries. Secondly, the article analyses teacher education programs at Polish universities, considering those available online, from the perspective of developing autonomous behavior during teaching practice. The findings reveal that roughly one third of teacher education programs apply alternative assessment in teaching practice. In concluding remarks the author reflects on the significant gap between the assessment preferences of academicians, and proven models applying alternative evaluation methods available in literature mainly in the form of one-off projects.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20584 OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO 2020-02-10T13:17:28+00:00 Monika Grabowska monika.grabowska@uwr.edu.pl <p>The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of the<br>trainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20587 CZYNNIKI OSOBOWOŚCIOWE W PROCESIE PRZYSWAJANIA I UŻYCIA JĘZYKA OBCEGO – KWESTIA EWALUACJI WYPOWIEDZI USTNEJ 2020-02-10T13:18:32+00:00 Katarzyna Nosidlak katarzyna.nosidlak@up.krakow.pl <p>Communication in a foreign language requires activation of numerous, not necessarily linguistic, competences. As recent studies suggest, in order to facilitate this complicated process, people tend to put on different masks and change their personality-related behaviours. Such behavioural changes seem to be typical for testing situations when students’ actions are additionally influenced by stress. Drawing on her own observations and teaching experience, the author of this article strives to point to the correspondence between the manifestation of some behaviours resulting from students’ personality makeups and the effectiveness of their spoken performance in a foreign language. By directing readers’ attention to this correlation, she wants to underline the importance of personality training for the sake of effective communication in a foreign language. Additionally, this article presents the results of a survey conducted among 54 students of English at the Pedagogical University of Cracow – the data collected shows that students intentionally alter their personality-related behaviours in an attempt to earn higher scores on their oral exams. The direction of these changes might constitute useful advice for less experienced foreign-language test-takers.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20585 EWALUACJA ROLI SPOŁECZNEJ NAUCZYCIELI JĘZYKA NIEMIECKIEGO W KONTEKŚCIE ZABURZENIA STABILIZACJI ZAWODOWEJ 2020-02-10T13:16:58+00:00 Ewa Papierz-Łapsa ewa.papierz@ppwsz.edu.pl <p>In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL).</p> <p>The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustrate<br>the disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20588 WPŁYW EWALUACJI WYBRANYCH KOMPETENCJI NA POPRAWNOŚĆ WYPOWIEDZI PISEMNEJ 2020-02-10T13:16:26+00:00 Agnieszka Dryjańska a.dryjanska@uw.edu.pl <p>Writing is a complex skill since it requires the integration of various competences, which is a phenomenon extensively examined and discussed by researchers. However, the relation among these competences and their mutual influence, particularly at lower language proficiency levels (A1-A2/A2+), are analyzed more seldom. This issue constitutes the primary interest of our research. Carried out in the Institute of Romance Studies at Warsaw University, it focused on the following questions: how to adjust the evaluation method taking into account the above relation in order to facilitate the understanding of the complexity of the process of writing and to increase its effectiveness. The main study was preceded by a survey, conducted among all the students of the first year, who were beginners, concerning their perception of the difficulties of writing as well as their needs and expectations towards the writing class.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2020 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20591 PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA 2020-02-10T13:18:30+00:00 Ewa Półtorak ewa.poltorak@us.edu.pl <p>The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20592 ADOLESCENT LEARNERS’ PERCEPTIONS OF ASSESSING SPEAKING AND WRITING SKILLS – CRITICAL INCIDENT ANALYSIS 2020-02-10T13:16:24+00:00 Anna Czura anna.czura@uwr.edu.pl <p>Learners’ perceptions of teacher assessment practices shape a unique classroom assessment environment that affects learners’ willingness to engage in a task and motivation to learn (McMillan &amp; Workman, 1998). Still, there has been limited research on learners’ perceptions of classroom and high-stakes assessment. This article outlines a study exploring adolescent learners’ perceptions of the speaking and writing assessment they experience in the English classroom. The Critical Incident Technique (CIT) was used to examine both positive and negative instances of oral and written assessment. During oral interviews, the learners reported and elaborated on the assessment experiences they personally perceived as particularly important, memorable and influential. The transcriptions of the interviews were content analysed in order to identify the properties of oral and written assessment that appeared salient to adolescent learners. The study indicates that the participants held predominantly positive views of oral and written assessment, emphasising such aspects as authenticity of assessment, freedom of expression and fair grading. It is worrying, however, that learners are not always provided with clearly articulated assessment criteria and that oral assessment is visibly neglected in the classroom.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20593 EWALUACJA NARZĘDZI BADANIA NUDY NA ZAJĘCIACH PRAKTYCZNEJ NAUKI JĘZYKA ANGIELSKIEGO Z PERSPEKTYWY MAKRO I MIKRO 2020-02-10T13:16:22+00:00 Joanna Zawodniak j.zawodniak@in.uz.zgora.pl Mirosław Pawlak pawlakmi@amu.edu.pl Mariusz Kruk mkruk@uz.zgora.pl <p>Although boredom is among the most frequently experienced academic emotions, it has received surprisingly little attention from L2 researchers and teachers. This paper aims to discuss and evaluate the existing quantitative and qualitative instruments that can be used for examining boredom in practical English classes. It will start with a brief overview of the causes and manifestations of boredom in the language classroom. This will be followed by the presentation of the methodology of three empirical studies which will serve as a basis for highlighting the strengths and&nbsp; weaknesses of the data collection tools employed. Finally, an attempt will be made to delineate future research directions in the study of boredom in the L2 classroom and to illuminate the methodological choices available to researchers in this respect.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20595 SKUTECZNE OCENIANIE GRAMATYKI: OD TRADYCYJNYCH TESTÓW DO ZADAŃ KOMUNIKACYJNYCH 2020-02-10T13:16:20+00:00 Mirosław Pawlak pawlakmi@amu.edu.pl <p>Irrespective of the educational level, grammar is typically tested in a very traditional manner by means of such tasks as multiple choice, gap filling, paraphrasing or translation. The problem with this manner of evaluation is that it mainly taps into learners’ explicit, declarative knowledge that can only be applied when sufficient time is available. In addition, these tasks primarily focus on form, simultaneously ignoring the semantic and pragmatic aspects of grammatical knowledge. The article argues that such traditional tests should be complemented by what is referred to as productive and receptive focused communication tasks (Ellis, 2003), which necessitate the use of a specific grammar structure or at least are designed in such a way that such use is conducive to the attainment of the communicative goal. The application of such tasks allows insights into the implicit, or at least highly automatized, knowledge of the targeted structures (Ellis, 2009; DeKeyser, 2010) as well as shedding light on their form, meaning and use (Larsen-Freeman, 2003). It is suggested that their use not only enhances the validity of testing grammar but can also havea beneficial effect on the ways in which grammar is taught and learned.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20598 OCENA ZASTOSOWANIA TECHNOLOGII INFORMACYJNO-KOMUNIKACYJNYCH W PODRĘCZNIKACH DO NAUKI JĘZYKA ANGIELSKIEGO 2020-02-10T13:16:19+00:00 Piotr J. Malinowski p.malinowski@uwb.edu.pl <p>The aim of the article is to present an analysis of the assessment of the use of information and communication technology (ICT) in conventional textbooks for teaching English. After presenting the theoretical framework of the new core curriculum in terms of autonomy and ICT application, the study describes the way in which ICT tools are integrated or ignored in current English textbooks. The study covered textbooks used in the seventh grade of primary school. Six of the eight (one per publisher) textbooks available on the market were selected for this purpose. Qualitative research comprised a thorough evaluation of tasks which comprised explicit references to ICT. The quality of the analysed didactic materials was determined by the potential level of supporting students’ autonomy by using the coursebook tasks in question, measured through a specially designed Likert scale. The conclusions served to propose changes and improvements to these textbooks.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20601 GRAŻYNA KILIAŃSKA-PRZYBYŁO, THE ANATOMY OF INTERCULTURAL ENCOUNTERS. A SOCIOLINGUISTIC CROSS-CULTURAL STUDY 2020-02-10T13:16:01+00:00 Marzena S. Wysocka marzena.wysocka-narewska@us.edu.pl <p>Katowice: Wydawnictwo Uniwersytetu Śląskiego, 246 pp.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog https://pressto.amu.edu.pl/index.php/n/article/view/20602 MARIOLA JAWORSKA, NAUCZANIE I UCZENIE SIĘ JĘZYKÓW OBCYCH MŁODZIEŻY Z DYSLEKSJĄ 2020-02-10T13:15:39+00:00 Katarzyna Karpińska-Szaj kataszaj@amu.edu.pl <p>Kraków: Impuls, 2018, 406 s.</p> 2019-12-30T00:00:00+00:00 Copyright (c) 2019 Neofilolog