Linguodidactica

Phonetics and phonology in Polish philology university courses – from diagnosis of students’ needs to methodological reflections

Elżbieta Awramiuk, Michał Citko — Mon, 30 Dec 2024 00:00:00 +0000

The aim of this article is to present a methodological reflection based on the results of a study on the phonological awareness of students taking a Polish philology course at the University of Białystok. The obtained results show the extent to which the concepts of vowel and consonant are misinterpreted, and the degree to which the written realization of language dominates over the spoken one. The results are discussed in the wider context of the aims of teaching phonetics and phonology in Polish philology university courses. Educational practice could be improved by linking the aims more closely to the needs of learners. The relatively low phonological awareness of the students suggests the need for placing greater emphasis firstly on phonology (i.e. the linguistic system and the more intuitive phoneme inventory) and only secondly on phonetics and the sound inventory. This approach reverses the chronology customarily adopted in textbooks and courses on the phonetics and phonology of Polish.

Les métaphores spatiales du verbe arriver sont-elles présentes dans ses équivalents polonais? Étude basée sur un corpus parallèle

Joanna Cholewa — Mon, 30 Dec 2024 00:00:00 +0000

This study aims to (1) highlight the spatial metaphors of the French verb arriver, and their presence in Polish translations; (2) establish the existence of similar metaphors in Polish equivalents of arriver. We invoke the method of metaphorical extensions by changing the domain. The analysis confirms the primacy of the locative character of the analysed verb (625 out of 993 occurrences in the corpus). The Polish translation is dominated by verbs that are not spatial metaphors (295 occurrences out of 368). The grammaticalised uses, which make up half of the non-locative occurrences (189 out of 368), are often translated by a Polish verb equivalent to the French infinitive that follows arriver, which confirms the grammaticalisation of arriver in the structure arriver+Inf.

The use of animated films in practical Russian language classes in a Polish-speaking audience

Irena Chowańska-Szczurowska — Mon, 30 Dec 2024 00:00:00 +0000

The aim of the article is to identify animated films and tasks used by the author in the pro cess of teaching Russian as a foreign language to Polish -speaking individuals with basic to intermediate proficiency in Russian (A1–B1 levels). Using the selected cartoon series Kit-O-Ciaki as an example, the author presents tasks completed with first -year Russian philology students during one of their practical Russian language classes. It was found that animated films shown in Practical Russian Language classes, when tailored to the difficulty level and language proficiency of the students, enrich the educational process, expand students’ vocabulary, immerse them in the language environment they are learning, including its culture and traditions, reduce learner stress, increase their motivation to learn the language, and help achieve better academic results.

Game-Based Learning: A Practical Case with the Video Game Beholder in the B2.1 Russian Language Classroom

Angela Espinosa Ruiz — Mon, 30 Dec 2024 00:00:00 +0000

This paper examines a didactic intervention addressing deficiencies in the traditional methodology used for teaching Russian as a second language at the Spanish Official School of Languages (Escuela Oficial de Idiomas). The intervention aimed to enhance student motivation by incorporating game-based learning, specifically using the video game Beholder (2016) to improve oral and written communication skills. The intervention targeted the B2.1 Russian language study group, focusing on natural (native) bureaucratic texts. Activities and tasks, including a final practical exercise, were designed to improve situational linguistic-communicative functions. The results showed increased motivation, confidence, and practical skills, verified through initial and final vocabulary tests, a self-evaluation rubric, and final student interviews. The paper also suggests improvements for future applications of game-based learning.

Understanding Multilingualism of/in Globalized Public Semioscapes: A Course Proposal

Milan Ferenčík — Mon, 30 Dec 2024 00:00:00 +0000

Our proposal for an academic course concerns geocultural globalization and the associated flows of ideas, meanings, values and semiotic resources, including languages, which are manifested in particular configurations of (peri-)urban linguistic landscapes. Within the course students are engaged in tracing synchronies and diachronies of social processes underlying linguistic landscapes of their own lived environments. As the main theoretical-methodological approaches the course integrates linguistic landscape studies, geosemiotics, sociolinguistics of multilingualism, sociolinguistics of globalization, and English as a lingua franca. The aims of the course are to enable students to understand the semiotic processes within the semioscapes of public spaces with which they interact on a daily basis and, ultimately, to contribute to the development of critically thinking and emancipated students.

Artificial intelligence and grading students’ written work

Наталия Грушина — Mon, 30 Dec 2024 00:00:00 +0000

The topic of artificial intelligence has captured public attention recently. Perhaps for the first time in world history, news from technology companies goes beyond the computer business and causes vivid discussions in all spheres of intellectual life. In our case, the field of education is in the area of this interest and, probably, vulnerable to new technologies. The purpose of this article is to review theoretical and practical issues related to the use of artificial intelligence in the field of higher education in the humanities, in particular in philological education and second language acquisition. We consider the origins of the term “artificial intelligence”, issues of the practical application of generative AI in the field of education, and the problem of the risks and vulnerabilities of using AI in the field of higher education in the humanities, in particular, the problem of organising and grading written work. We also propose specific steps to overcome these risks.

Simplified old Polish readings. A modernized edition of selected works of old Polish literature – a monograph for literary and linguistic education

Elżbieta A. Jurkowska, Ewa Gorlewska — Mon, 30 Dec 2024 00:00:00 +0000

The article deals with the project of a publication that is a form of support for Polish language education, including modernized versions of selected texts of ancient literature. The purpose of this article is to outline the background against which we set the planned monograph, and to present its content and composition. The article uses the method of content analysis of materials devoted to such issues as universal design, simple language, simplification of reading, and inclusiveness in education. In conclusion, the need to publish the planned monograph is stated, and attention is paid to the practical dimension of literary and linguistic research.

Morphology in Polish Language Education – Selected Theoretical Problems

Marek Wiśniewski, Iwona Kaproń-Charzyńska — Mon, 30 Dec 2024 00:00:00 +0000

This paper deals with the problem of teaching morphology in relation to the content of education presented at the academic level within the framework of descriptive grammar of the Polish language. So far the theory of teaching and learning of the above mentioned subject, or more broadly – language education, has been a subject of interest at lower, pre -academic stages of education. In connection with this, the aim of the authors is to present a description of morphological and word -formation phenomena (using the example of single -theme noun formations), which would ensure consistent teaching of content in terms of terminology and methodology, covering various subjects falling within the stream of synchronic linguistics. The authors realize this goal by enriching the description of morphological and word -formation issues with elements of language pragmatics. They use two methods of scientific research, i.e. analysis and criticism of literature, and analysis and logical construction, to show the possibility of linking grammar teaching with speech practice.

The Changing Profile of French Philology Students and New Teaching Challenges – the Case of 1st Year Students at the Institute of French Studies of The University of Warsaw

Radosław Kucharczyk, Krystyna Szymankiewicz — Mon, 30 Dec 2024 00:00:00 +0000

Due to the decreasing number of students of French philology continuing the study of French started in high school, as well as the decreasing initial level of knowledge of the language among them, the paper attempts to define the profile of a contemporary French philology student, and thus to define his/her needs and expectations regarding language education, and then to reflect on the resulting new didactic challenges. A questionnaire survey among first -year students of French studies in Warsaw and interviews with their teachers have made it possible to determine the great diversity of students’ educational needs and the necessity for the teachers to differentiate the teaching, as well as to react on an ongoing basis to the perceived needs and to apply various didactic techniques.

The Analysis of Collocations in the Series of Children’s Books about Pucio by Marta Galewska-Kustra – A Qualitative and Quantitative Approach

Karolina Makowska — Mon, 30 Dec 2024 00:00:00 +0000

The aim of the article is to identify and qualitatively and quantitatively analyze collocations in the series of books about Pucio, which support children’s language development. Collocations were selected as fixed combinations of at least two words, which were simultaneously recorded in the “combinations” section of the Great Dictionary of the Polish Language of the Polish Academy of Sciences edited by Piotr Żmigrodzki, and in the National Corpus of the Polish Language (at least 5 occurrences). The results show the dominance of verb -noun collocations related to everyday activities and emotions, which emphasizes the role of the series in building the communicative competencies of the youngest. The study indicates the importance of simple, repeatable structures in the process of language acquisition by children.

“Consequences of the Application of the Law of Open Syllables” as the Topic of the Course History of the Russian Language – from the Experiences of a Lecturer

Dorota Muszyńska-Wolny — Mon, 30 Dec 2024 00:00:00 +0000

Many students experience problems with learning difficult and extensive Russian textbook material because of the small number of Russian language history classes in the study program, as well as a lack of prior knowledge of the language. It is more of a linguistic problem than one related to the content itself. Thus it becomes necessary for the lecturer to develop their own teaching aids which convey information in a compact manner and are also helpful in completing exercises on a given topic. The article presents an example of such teaching assistance material, with exercises that students of Russian philology at the University of Warsaw receive for use during classes on issues related to the law of open syllables. The material is used during the History of the Russian languagecourse taught in Russian to third year bachelor’s degree students. The results of year -end student surveys are also presented here.

Inclusive Language in Language Classes

Ingrid Petkova — Mon, 30 Dec 2024 00:00:00 +0000

The goal of this article is to draw attention to the importance of introducing inclusive language (IL) in second language classrooms. While there is an extensive literature on the topic of IL, there remains a gap in research focusing on its application in educational settings, particularly in second language teaching. After providing a brief overview of definitions and debates about IL, the article will offer recommendations for implementing IL in three languages: English (natural gendered), Spanish (grammatical gendered) and Hungarian (genderless). Finally, a few activities designed for these languages will be presented with the aim of encouraging second language teachers to integrate the topic of IL into their teaching practice with the purpose of developing students’ language skills and fostering reflection on the sociocultural implications of IL.

Developing Critical Thinking through Reading Comprehension

Ivana Poulíková, Andrea Kóňová, Ivan Haringa — Mon, 30 Dec 2024 00:00:00 +0000

This paper aims to present how learners’ critical thinking (CT) can be supported through reading comprehension instruction synthesizing existing theories and proposing classroom practices for improving learners’ CT abilities in conjunction with reading comprehension activities. The theoretical framework sheds light on the reading comprehension process, CT psycholinguistics’ perspective and specific teachers’ professional competencies necessary for developing CT, emphasizing reading comprehension as an appropriate and useful platform for stimulating, developing, and supporting learners’ CT. The contribution lies in presenting an argument-based approach and outlining specific teaching strategies that reinforce the synergy between the two constructs as well as discussing the current debates and gaps in the literature. The paper aims to highlight the use of particular CT techniques that collectively promote deeper engagement with texts and are particularly effective in supporting learners’ CT.

The Applicability of the GELT Framework in an Applied Linguistics Course

Anna Sańczyk-Cruz — Mon, 30 Dec 2024 00:00:00 +0000

Ever since English became a widely used language worldwide, a plethora of teaching methods have been developed to cater to diverse educational requirements. Recently, some scholars stressed that the Global Englishes Language Teaching (GELT) framework provides a systematic approach to curriculum innovation, but there is a dearth of classroom research to understand GELT’s applicability. This article aims to raise awareness about the GELT framework and demonstrate how it can be contextualized in higher education. Specifically, it will showcase graduate students’ perceptions on how this teaching practice is incorporated into their applied linguistics course. The findings of this study emphasize the significance of critically analyzing the ELT curriculum and material design to better address global trends in English language education in Poland.

Connotative Potential of Lexemes Cebula and Cipolla in Polish and Italian. A Comparative Analysis

Joanna Szerszunowicz — Mon, 30 Dec 2024 00:00:00 +0000

The focal issue of the paper is the analysis of the connotative potential of the Polish word cebula (‘onion’) and its Italian equivalent cipolla. The aim of the paper is to determine the components which constitute the associations of the analysed names and to determine cross -linguistic correspondences and lacunary relations. The research material was excerpted from various modern Polish and Italian lexico- and hraseographic works. The analysis shows significant similarities in the sphere of connotations conditioned by the objective features of the vegetable, while the differences concern mostly those that developed on the basis of culturally determined characteristics.

Language Anxiety as an Aspect of Oral Communication in English Among Philology Students

Anna Szuchalska — Mon, 30 Dec 2024 00:00:00 +0000

The article attempts to describe the phenomenon of language anxiety in the context of oral communication among 87 students of philological faculties at the Faculty of Philology of the University of Białystok. The main aim of the study was to investigate the correlation between self -confidence and language anxiety, and between language ego and language anxiety. The research tool used was a survey consisting of 27 questions containing statements on a Likert scale. The correlation analysis was performed using the Pearson method, taking into account the normality of the distributions of the analyzed indicators. The results of the analysis showed a significant negative correlation between general self -confidence and language anxiety (p= 0.010), and a significant negative correlation between language ego and language anxiety (p< 0.001).

Lexemes with Secondary Metaphorical Meaning (Source Domain War) in The Russian-Language Latvian Press

Robert Szymula — Mon, 30 Dec 2024 00:00:00 +0000

The article presents the results of an analysis of lexemes with secondary metaphorical meaning (source domain war) excerpted from the Latvian press (2000–2022) and their potential emotional impact on readers. The study was conducted with the help of semantic and contextual analysis on the basis of socio‑‑political articles from eight newspapers published in Latvia in Russian (print and electronic versions). The analysis showed that military metaphors are used in the collected press texts, but the cases of using such metaphors are rare. Such lexemes can potentially evoke negative connotations in readers, but their emotional impact on recipients is limited (the metaphorical meaning of these units is often already a blurred or archaic meaning).

15th International Conference of Education, Research and Innovation – ICERI2022, Sewilla (Hiszpania), 7–9 Listopada 2022

Marzanna Karolczuk, Anna Romanik — Mon, 30 Dec 2024 00:00:00 +0000