Dialogue in Foreign Language Education

Dialogue in Foreign Language Education

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Dialogue in foreign language education is a collection of studies that explore topics important in contemporary foreign language education, such as: academic discourse, intercultural communication, the use of information technology, critical reading, the development of communicative skills, anxiety in foreign language learning.


Researchers from Poland and abroad discuss the interplay between various factors influencing foreign language learning and teaching. The publication consists of eleven chapters, each followed by comments in which their authors dialogue with the opinions expressed in the chapters.


It is our hope that the book will inspire readers to ask questions and pursue new paths along “old, well known” topics concerning foreign language education.


… an extremely valuable book; discussing issues that play a crucial role in contemporary foreign language pedagogy, in an interesting way presenting the voices of its contributors …


I believe the publication will definitely be welcomed by foreign language teachers, pre-service and in-service trainers, academic teachers as well as teacher trainees and students of foreign language colleges.


(translated by the editor)


Prof. zw. dr hab. Hanna Komorowska Instytut Anglistyki, Uniwersytet Warszawski


Liczba stron156
WydawcaWydawnictwo Uniwersytetu Jagiellońskiego
ISBN-13978-83-233-2622-9
Numer wydania1
Język publikacjipolski
Informacja o sprzedawcyRavelo Sp. z o.o.

Ciekawe propozycje

Spis treści

  Preface    9
  Anna Niżegorodcew, Foreign language teachers in dialogue    11
    DISCUSSION    20
      Ewa Bandura, Speaker’s roles and responsibilities in academic discourse    20
      Anna Kosiarz-Stolarska, Dialogue between “academic tribes” and “territories”    21
  Lucyna Aleksandrowicz-Pędich, Intracultural dialogue during intercultural activities    23
    DISCUSSION    34
      Anna Niżegorodcew, What culture and whose culture should we teach?    34
      Liljana Skopinskaja, An intracultural approach to building intercultural communication skills: The description of a case study    35
      Dorota Owczarek, How strange!    36
  Dorota Owczarek, The philosophical foundations for developing Intercultural Communicative Competence: The role of dialogue    39
    DISCUSSION    46
      Liljana Skopinskaja, The commitment to theory: Searching for the theoretical foundations of intercultural communicative competence    46
      Anna Niżegorodcew, Some doubts about “spurring students to action”    47
      Lucyna Aleksandrowicz-Pędich, The importance of theoretical foundations for successful intercultural communication    48
      Wojciech Majka, Dasein’s Temporal Horizon    49
  Joanna Rokita-Jaśkow, Parent-child dyads: Fostering or inhibiting second language learning?    51
    DISCUSSION    61
      Vita Kalnberzina, The role of language acquisition theories in EFL instruction    61
  Agnieszka Nowicka, Situated identities and interaction learning    63
    DISCUSSION    73
      Anna Niżegorodcew, Are we ourselves in L2 conversations?    73
      Goetz Schwab, Learning through interaction – a question of identity?    74
  Liljana Skopinskaja, The role of critical reading in promoting dialogic interaction    75
    DISCUSSION    83
      Ewa Bandura, Rewriting the canon as a form of dialoguing with the classics    83
  Monika Kusiak, The dialogic nature of the think aloud study investigating reading    87
    DISCUSSION    96
      Vita Kalnberzina, Development of reading strategy awareness    96
      Agnieszka Nowicka, Research technique as a didactic technique    97
  Leszek Bajkowski, Before they can teach they must talk: On some aspects of human-computer interaction    99
    DISCUSSION    110
      Jarosław Krajka, On some aspects of teacher-computer interaction    110
  Jarosław Krajka, Dialoguing in curriculum development: On designing Information and Communication Technology training in modern philology setting    111
    DISCUSSION    122
      Joanna Rokita-Jaśkow, Challenging the (mis)use of ICT    122
      Leszek Bajkowski, Corpora yes, concordancing no?    123
      Magdalena Szczyrbak, ICT for translators at the Kraków Teacher Training College?    124
  Magdalena Szczyrbak, A Sage on the stage or a Guide on the side? On student-teacher dialogue in the Web-enhanced writing classroom at the tertiary level    127
    DISCUSSION    137
      Vita Kalnberzina, Writing in the world of transactional communication    137
      Agnieszka Nowicka, Does web-enhanced learning mean new didactic relations?    138
      Jerzy Krzyszpień, Peer student dialogue in thesis writing: A possibility to consider    140
  Vita Kalnberzina, Foreign language anxiety in test and classroom situation    141
    DISCUSSION    153
      Monika Kusiak, Teacher trainees’ comments on test anxiety    153
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