1,816 research outputs found
The role of the language teacher in developing sociocultural competences of foreigners in the target country: based on the example of Chinese students of Polish studies in Poland
No full textThe article concerns the role of the language teacher in shaping the learners’ sociocultural competence in the target country. An important question is whether the teacher should expect students to behave according to the norms of the destination culture. The authors consider also to what extent the importance of the learners’ work comfort is significant (such as meeting the expectations of students by choosing the methods preferred by them). The classroom reality creates a kind of separate space, which is a hybrid of the norms of the source and destination cultures. The authors have selected examples of cultural misunderstandings between a Polish teacher and Chinese students of Polish studies which are described in recently published papers. The intensity of the cultural problems may be influenced by crucial differences regarding the understanding of the teacher’s role in both cultures. If the purpose of language classes is not only to provide knowledge about the culture and language as a system, but also to prepare students to use sociocultural competences – which in turn are an essential part of potential success of any act of communication – it is necessary to consider to what extent should it be required from the students that they implement target norms in educational contexts, among other realms of the new country.Artykuł porusza temat roli nauczyciela języka w kształtowaniu kompetencji socjokulturowej uczących się w kraju docelowym. Autorzy stawiają pytanie, do jakiego stopnia należy od studentów wymagać umiejętności sprawnego poruszania się w kulturze docelowej i jakie znaczenia ma w tym kontekście komfort pracy uczących się (dostosowanie się nauczyciela do metod nauczania przez nich preferowanych). Rzeczywistość lekcyjna tworzy bowiem swego rodzaju osobną przestrzeń, stanowiącą hybrydę norm kultur wyjściowej i docelowej. Jako materiał egzemplifikacyjny wykorzystano zaobserwowane w ostatnich latach nieporozumienia kulturowe na linii polski nauczyciel – chiński student polonistyki opisane w literaturze przedmiotu, wynikające między innymi z rudymentarnych różnic dotyczących rozumienia roli nauczyciela w obu. Jeżeli celem zajęć językowych jest nie tylko przekazanie wiedzy o systemie i kulturze, ale również przygotowanie studentów do wykorzystania ich – przekładających się na potencjalny sukces komunikacyjny – kompetencji socjokulturowych, należy zastanowić się, w jakim stopniu wymagać od nich wzorcowej realizacji norm docelowych w tym zakresie w kontekstach (około)edukacyjnych
So-called dictionary equivalents confronted with parallel corpora (and the consequences for bilingual lexicography)
No full textThe study considers the question of whether (and how) bilingual dictionaries may be improved. The information presented in dictionaries has been confronted with textual reality (i.e., with examples of actual translations), based on the German expression fassungslos and its Polish equivalents in parallel texts. The author assumes that bilingual dictionaries are mainly used by language learners, while professional translators may consider them as one of many possible sources. In teaching, multiplying the possible equivalents or suggesting ad hoc solutions is generally not recommended. Despite the attempts at objectivizing lexicographic descriptions, which are made possible by using language corpora, it often turns out that the decisions made by dictionary authors are (and need to be) arbitrar
The Officina Emilia Initiative:Innovative Local Actions to Support Education and Training Systems
No full textThe issue of the regeneration of skills, in particular in the light engineering industry, is addressed by Officina Emilia (henceforth OE) as a crucial one in order to re-examine the interweaving of education, innovation and local development in the SMEs production systems. The project, aimed at the education and training systems, is designed to enhance the industrial culture in order to strengthen technical and scientific education. First sponsored in 2000 by the University of Modena & Reggio Emilia (Italy), over the last years OE has gathered the support of local actors dealing with the themes of training, culture, and local development. In 2009 it opened its museolaboratorio (“workshop-museum”) in which teaching activities promote an interest in the themes of work, technologies and the socio-economic development of the territory among the students and teachers of schools of all types and levels. The involvement of class groups, of teachers and other visitors takes place through active learning practices that foster motivation and develop a sense of belonging which is likely to lead to a more profitable educational experience, both secondary and tertiary, as well as to contribute to improving career prospects. Officina Emilia proposes innovative action on a local level, allowing for the implementation of effective teaching practices as well as the broadening and consolidation of best practices which might support a society-wide trend towards maintaining a high demand for a better quality of education and the ability to provide it. Ten years after the beginning of the initiative, with this paper we intend to open up the discussion on the various research issues and on the actions undertaken, focusing on the analytical tools and the main critical areas in the further implementation of the Officina Emilia initiative.Analysis of Education; Education Policy; Regional Development Policies; Innovation
Emilia Pardo Bazán and the fight for women’s rights: an analysis of her non-fiction production and of Morriña
No full textopenLa presente tesi si propone di analizzare il ruolo della donna nella Spagna del XIX secolo, un ruolo essenzialmente limitato all’ambiente domestico e che attribuisce alla donna una posizione di sottomissione rispetto alla figura maschile. Nella società spagnola del XIX secolo, la donna non gode degli stessi diritti dell’uomo e l’unica sua aspirazione è il matrimonio. Nel panorama letterario a cavallo tra XIX e XX secolo emerge la figura di Emilia Pardo Bazán, un’autrice che, nel corso della sua vita e della sua produzione letteraria, ha lottato per la difesa dei diritti della donna. L’autrice sostiene la causa femminista e crede fermamente che l’accesso delle donne all’istruzione e al mondo del lavoro consentirebbero il progresso della nazione e permetterebbero inoltre alle stesse di raggiungere l’emancipazione. Il romanzo Morriña (1889) di Emilia Pardo Bazán, attraverso la storia della domestica Esclavitud Lamas, descrive la condizione della donna dell’epoca e i pregiudizi tipici di una società patriarcale.The aim of the present thesis is to analyze the role of the woman in the 19th century Spain, a role mainly limited to the home environment and which attributes to the woman a position of submission to the male figure. In the 19th century Spanish society the woman does not enjoy the same rights as man and her only aspiration is marriage. In the literary scenario between the 19th and the 20th century stands out the figure of Emilia Pardo Bazán, an author who, throughout her life and her literary production, has fought for women’s rights. The author supports the feminist cause and she firmly believes that women’s access to education and work would provide the country’s progress and would help women achieve emancipation. The novel titled Morriña (1889) by Emilia Pardo Bazán, through the history of the maid Esclavitud Lamas, describes the condition of the woman during that time and the prejudices of a patriarchal society
Emilia Salvioni
No full textThe headword explains the biography and the contribution of the author Emilia Salvioni to the children's literatur
Emilia Formìggini Santamaria
No full textThe headword explains the biography and the contribution of the author Emilia Formìggini Santamaria to the children's literatur
O pojęciu GRANICY – raz jeszcze
No full textThe concept of the boundary, relevant in the philosophy for designating objects, has the same function also in the language. The word granica, from grań, i.e. a conventional sign set for separating one territory from another, in the process of time started to design not only the names of territories but also abstract names of objects without inherent boundaries. The author proposes to distinguish two lexical units with the sequence granica: granice czegoś ‘boundaries of something’, and granica między czymś a czymś ‘boundary between … and …’, both of which separate an object from its surroundings. Using the first one, the speaker localizes the objects in space, whereas using the second one he separates it from other objects.The concept of the boundary, relevant in the philosophy for designating objects, has the same function also in the language. The word granica, from grań, i.e. a conventional sign set for separating one territory from another, in the process of time started to design not only the names of territories but also abstract names of objects without inherent boundaries. The author proposes to distinguish two lexical units with the sequence granica: granice czegoś ‘boundaries of something’, and granica między czymś a czymś ‘boundary between … and …’, both of which separate an object from its surroundings. Using the first one, the speaker localizes the objects in space, whereas using the second one he separates it from other objects
Łącznik w początkowej fazie nauki języka polskiego jako obcego
No full textThis contribution aims at providing insights on the way adult initial learners process competing
copular structures in Polish as a foreign language. Within the VILLA project, 14 Italian L1 learners
took a 14-hour Polish course whose input was recorded and transcribed, so as to thoroughly
correlate item frequency with learner output.
The study discusses the result of a question-answer task. Learners were asked to describe a referent
using the appropriate copular construction and referential means (to jest + NOM, “this is” vs.
on/ona jest + INSTR “he/she is”) according to the structure employed in the stimulus and to the
gender of the target referent.
Results show that learners seem to prefer the structure on/ona jest + INSTR, in spite of its much
lower frequency in the input and greater morpho-syntactic complexity.
Results are interpreted in terms of naturalness: both the pronouns on and ona and the INSTR
endings are univocal with regard to gender, so that the resulting construction is maximally explicit
in this respect
The concept of the BOUNDARY - once more
No full textThe concept of the BOUNDARY, relevant in the philosophy for designating objects, has the same function also in the language. The word granica, from grań, i.e. a conventional sign set for separating one territory from another, in the process of time started to design not only the names of territories but also abstract names of objects without inherent boundaries. The author proposes to distinguish two lexical units with the sequence granica: granice czegoś 'boundaries of something', and granica między czymś a czymś 'boundary between ... and ...', both of which separate an object from surroundings. Using the first one, the speaker localizes the objects in space, whereas using the second one he separates it from other objects
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