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Acquiring proficiency in conveying information through short text messages is clearly connected with the changes that have taken places in the world around us. It should, therefore, find its reflection in the teaching of foreign languages, especially in language studies. It is worth noting that SMS messages, as a means of communication, can be an interesting and useful topic for students who can no longer (or perhaps do not want to) function without a smartphone. The considerations presented here are rooted in educational practice and provide a description of a project aimed at developing proficiency in understanding and creating text messages in practical German language classes. Features included writing with correct spelling, the style of SMS messages, the choice of linguistic elements and the use of abbreviations, both in German and English. The paper also includes examples of exercises and discusses the impact of SMS messages on the progress and quality of German language classes. The project presented aims to demonstrate the relevance of introducing such texts and their didactic value in foreign language teaching. It offers sample solutions that can be employed in the process of developing writing skills in a foreign language and suggests how SMS messages can be used as a communication tool in foreign language classes to broaden and reinforce vocabulary related to mobile phones. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis: Kształcenie Polonistyczne Cudzoziemców is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents an analysis of sentences with language units jeszcze (yet, still) and już (already, yet), contained in textbooks for teaching Polish as a foreign language at levels A1 and A2. The aim of the analysis was to distinguish the meanings of these units. At the lowest levels of command of Polish, analogy particles jeszcze and już and temporal exponents jeszcze and już are the most common units. This paper also proposes preliminary forms of definitions adapted to the pre-intermediate level of command of Polish. [ABSTRACT FROM AUTHOR]

Part one of this paper is a brief description of the contemporary changes in the teaching of foreign languages related to the CEFR and CEFR/CV publication and the birth of the action-oriented approach and influence of the European language policy on teaching Polish to foreigners in the 21st c. Part two discusses the genesis and concept of a textbook promoting the action-oriented approach, i.e. Dydaktyka i metodyka nauczania języka polskiego jako obcego i drugiego (Didactics and methodology of teaching Polish as a foreign and second language) (Warszawa 2020) by P. Gębal and W. Miodunka. This part synthetically describes the main topics covered in the book, such as: the place of didactics and methodology of teaching Polish as a foreign and second language within Polish glottodidactics, traditions and contemporary problems of such teaching, Polish language didactics across the world, its promotion and language policy, teaching of Polish as a second language and the latest directions in foreign language didactics, methodology of developing linguistic competences and language activities, teaching of Polish culture, the use of new technologies in teaching Polish, planning of the course and classes, and language assessment. Part three of the paper presents the comments inspired by the reading of P. Gębal and W. Miodunka's publication. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present the results of two questionnaires conducted among thirty-eight participants of a language course in medical Polish for people from Belarus, Russia and Ukraine. The first survey (conducted before the course started) covered the following issues: (1) the participants’ self-assessment of their knowledge of general as well as specialised (medical) Polish, (2) their expectations of the twenty-hour course they were to attend, (3) their linguistic awareness of the need to develop the four linguistic skills in specialised language classes. The second questionnaire focused on the evaluation of the effectiveness of the classes and participants’ own progress in learning Polish for professional purposes. The research was of a diagnostic and descriptive nature, and the findings signalled in this paper have given rise to broader reflections on the current state of research on the description of receptive and productive skills in teaching Polish as a foreign language for specific purposes. [ABSTRACT FROM AUTHOR]

The present paper discusses selected terminological problems typical of the field of foreign language teaching and learning. The discussion concentrates on several terms commonly used in various glottodidactic debates, namely: competence, communication, interaction, discourse, authenticity and individual differences. The article attempts to indicate the sources of inconsistencies in the terminology, offers several examples and interpretations of these terms from the relevant literature, and determines potential consequences. The aim of the paper is also to indicate areas of glottodidactic research which may be particularly sensitive to such terminological confusion and to stress the necessity of identifying the theoretical perspective and defining the terms central to the particular research project or discussion. [ABSTRACT FROM AUTHOR]

The author explains his reason for taking up the topic by recalling his discussions with prof. Mirosław Skarżyński and encouraging him to prepare a publication in which he would present his conception of the history of Polish linguistics. Prof. Skarżyński will not write this paper any more, so this author decided to present his own reflections on the matter. He begins with the first grammar of Polish, Polonicae grammatices institutio, published in 1568 by a Frenchman Piotr Statorius-Stojeński, for foreigners who wish to learn the language. He presents the work against the European background, and shows that it belongs to the great European movement of the 16th century, of preparing descriptions of contemporary languages. This author proposes that the publication of Statorius' grammar, and of Jan Mączyński's Latin-Polish dictionary (1564), can be considered the actual beginnings of Polish linguistics. In relation to S. Urbańczyk who tied those beginnings to year 1751, this author moves the date nearly 200 years back. He also refers to the opinions of historians of science. The paper concludes with remarks on the place of applied linguistics and glottodidactics in Polish linguistics. [ABSTRACT FROM AUTHOR]

Affective factors are one of the two types of individual factors that influence success in the process of foreign language learning. They consist of personality traits, as well as positive and negative emotions. This emotional dichotomy is also reflected in the popular concept of comfort zone. The aim of this paper is to define the comfort zone in the context of distance learning language classes and to check if and how it is possible to implement this model in research in the field of glottodidactics. The results of empirical research on the perception and experience of the comfort zone during synchronous distance learning classes by philology students are presented and analyzed in order to draw conclusions on the impact of positive and negative emotions on the process and effects of the language distance learning. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis: Kształcenie Polonistyczne Cudzoziemców is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following article discusses the potentials of sites of memory of migration as a topic for teaching German as a foreign language, as they do not seem to have been thoroughly and systematically investigated or reflected upon so far. In the first part of the paper, the theoretical frames for combining the topic of migration with the concept of sites of memory are presented. In the second part, examples of ways of working with specific topics and media on sites of memory of migration in German as a foreign language classes are given and their possible potentials for supporting reflective cultural learning are examined. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present the interdisciplinary nature of foreign language teacher education both from a theoretical and empirical perspective - including findings from a research study which was conducted at the Institute of German Studies at the University of Warsaw. The article shows the diversity of approaches to teacher education and defines glottodidactics as the basic disciplines of foreign language teacher education, exposing the influence of these disciplines on each other. The article presents a sample interdisciplinary teacher training program and, based on the results of the author's own research, the opinions of students on this subject. [ABSTRACT FROM AUTHOR]

The trend for eco-linguistics, which has been dynamically developing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does „strong" affect the „weak" but "weak" reciprocates? „Weak" has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the „teacher of a code" to the „teacher of meaning", which has specific didactic consequences in how language activities are approached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT? [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis: Kształcenie Polonistyczne Cudzoziemców is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper is a reply to a polemic published by prof. Elżbieta Muskat-Tabakowska under the title Pies wierny, ale uciążliwy, czyli o metaforze (Leśmiana i nie tylko) ('A dog loyal but tiresome: on metaphor in Leśmian's poetry and beyond'), in which she critically reviews this authors book Metaforyka Leśmiana. Analiza lingwistyczna ('Metaphors in Leśmian's poetry (A linguistic analysis)'). Most importantly, this paper rejects the principal accusation that the book is but a manifestation of its author's dislike of the cognitive theory of metaphor. It also rebuts a series of minor complaints by showing that they are based on subjective interpretations and arbitrary assessments which are inconsistent with the letter of the text, and not supported by any proof. The author explains why he believes that the cognitive theory of metaphor is unhelpful in the empirical analysis of data. [ABSTRACT FROM AUTHOR]

This paper presents the organization of language education in the Polish Armed Forces, which today focuses mostly on English instruction and is based on STANAG 6001. It highlights the importance of two key institutions, namely the Military Education Department and The Polish Armed Forces School of Languages. The final section deals with the military thematic units suggested in the language curriculum designed for soldiers and evaluates the presence of these themes in certification papers issued by the Central Examination Board for Foreign Languages of the Ministry of National Defence. [ABSTRACT FROM AUTHOR]

The paper argues with W. Cockiewicz's article Jak uporządkować terminologiczny chaos w glottodydaktyce i po co? (2013; 'How to put order into the terminological chaos in language pedagogy and what should one want to do this for?'). The author begins with a critical overview of Cockiewicz's treatment of the terms język rodzimy and język ojczysty ('native' and 'foreign language'), and then appeals to French dictionaries of linguistic terminology and French language pedagogy (DdL, LDdL, DdD) to show how they define the terms langue maternelle, langue étrangère, and bilinguisme. The paper argues that what Cockiewicz considers to be "terminological chaos" in language pedagogy should be rather viewed as a quest, connected with the evolution of this branch of science, for terms that would be univocal and could replace the ambiguous and laden with connotations term język ojczysty 'native language'. [ABSTRACT FROM AUTHOR]

Today's artificial intelligence systems, using the ever-increasing textual resources available in virtual space, are changing our perception of language and influencing the way we communicate and learn. The recently launched ChatGPT platform, based on an autoregressive algorithm, naturally imitates an omniscient communication partner. The high popularity achieved by the system in a very short time, especially among young users, should be a reason to consider the impact of this type of tool on modern education, including the teaching of foreign languages and the role of the teacher in the teaching process. The following article will present, based on practical examples, the benefits and limitations of using artificial intelligence in German language lessons, both from the teacher and student perspective. [ABSTRACT FROM AUTHOR]

ChatGPT can be used as an alternative resource when learning a foreign language. It has a wide range of applications, such as: working with vocabulary and grammar, practicing, testing and proofreading texts, practicing speaking, creating learning materials, automatically translating texts and providing information about countries, cultures, history and other aspects related to the foreign language being taught. Phraseological competence is an important element of general communicative skills, which enables the learner of a foreign language to use the language correctly, freely, and broadens knowledge of intercultural issues. The article analyses the possibilities of using a chatbot when learning foreign language phraseology. The study aims to assess the effectiveness of ChatGPT in the process of foreign-language phraseology acquisition. Texts from Russian and Polish textbooks containing phraseological units are used as material. The results reveal that for this purpose ChatGPT can be used partially because its effectiveness is related to the type of specific task. The Chatbot gives worse results when it is tasked with translating phraseological compounds or citing an example of their use, while it is promising as an alternative resource for creating educational content. [ABSTRACT FROM AUTHOR]

Copyright of LingVaria is the property of Ksiegarnia Akademicka Sp. zo.o and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the present paper is to discuss pre-course needs analysis and post-course evaluation, and their role in teaching Language for Specific Purposes. Though these two key stages have different aims and perspectives, they should not be treated as separate, linearly-related activities but rather as overlapping and interdependent phases of LSP course design. The repeated needs analysis that is built into the formative evaluation process contributes to making the resultant LSP course more responsive to the needs of the learner group. [ABSTRACT FROM AUTHOR]

This paper investigates a particular aspect of teaching languages for special purposes. The article focuses on the cultural component in the analysis of error in the collocation in Wort und Schrift that occurs in job applications written by students of Applied Linguistics. Learners of German as a foreign language for special purposes use the mother tongue and they coin words that do not exist in German. Errors of this type are a result of the cultural differences between languages and inadequate inter-cultural competence. [ABSTRACT FROM AUTHOR]

The aim of this paper is to show the social representation of plurilingualism among students of French. The theoretical part of the paper presents definitions of plurilingualism used in sociolinguistics and foreign language didactics. The experimental part presents a survey conducted among the students, as well as a comparison of the results with the outcomes of a similar survey conducted in 2003, in order to indicate possible differences or changes in the didactic paradigm. The purpose of the study was to analyse the concept of plurilingualism, and to find to what extent students regard themselves as plurilingual. [ABSTRACT FROM AUTHOR]

Aim. The aim of this paper is to introduce the problem of Japanese fictitious speech called yakuwarigo 'role language' from the linguistic perspective and its relevancy for foreign language education, in this case of Japanese language education in the Polish academic environment. The impact of Japanese comic books, as well as potential presence of fictitious speech in Japanese textbooks will be underlined in this study. Method. The research was conducted on the basis of the short survey analysis. The survey was carried out among Polish students of Jagiellonian University who are learning the Japanese language at bachelor degree level. The number of respondents was 57. The scientific background for the present research was based primarily on the works of Kinsui, who is regarded as a founder of the yakuwarigo concept. Results. The first question of the survey referred to the general interest of Polish students in the Japanese language and a tendency to learn it through Japanese comic books and animations. The second question revolved around the use of first and second pronouns inside and outside the classroom, in order to estimate the impact of Japanese fictitious speech on the language behaviors of students. In the third question the students were motivated to adjust Japanese role language examples to the particular character of the speaker. The last question examined the theoretical linguistic knowledge of the students and their awareness and attitude to the problem of fictitious speech. The students expressed their opinions on Japanese textbooks, as well as revealed their positive attitude towards non-standard methods of Japanese learning. Conclusions. Yakuwarigo is a type of fictionalized language occurring in novels, comics, movies and anime. It contains typical speech patterns used to reflect stereotypical features of the speakers, their attributes and social roles. An analysis of the survey results indicates the significance of the role language in foreign language learning. However, its influence might be both, positive or negative. Noticeable differences in the lexical, grammatical and phonetic layers of the women/men speech, elder/youth speech, standard/regional speech portrayed in Japanese pop culture influence students learning the Japanese language. Consequently, in some cases students tend to unknowingly copy peculiar speech patterns and use it inappropriately. Additionally, yakuwarigo is thought to promote stereotypical thinking about Japanese society. On the other hand, role language might be regarded as a rich source of lexicography and, with regard to Japanese animations it helps students to become familiar with Japanese pronunciation. With elaborate explanations and commentaries given by teachers, students may avoid making errors and using language inappropriately. Taking this into account, implementing yakuwarigo into Japanese language educations should be regarded as an effective tool for developing the sociolinguistic competences of students. [ABSTRACT FROM AUTHOR]

The paper attempts to demonstrate that metaphor fits in A. Kudra's theory of conceptual pairness, and that it is a chiral object which contains two levels of chirality represented by asymmetric juxtapositions: source domain -- target domain (the source domain is a distorted reflection of the object, i.e. of the target domain, which causes a shift in the perception of the source domain), and literal meaning -- metaphorical meaning (object -- reflection). These features make metaphors an important means of constructing a distorted vision of reality, hence also a chiral object, represented by the sender's linguistic image of the world. In the case of metaphor, it is important that the sender uses linguistic means, or illusion markers in J. Płuciennik's terms, which indicate the metaphorical character of the utterance and make it easier for the receiver to realize that what they are dealing with is an asymmetric reflection of the literal meaning, and which allow the sender to distance him or herself from the metaphor if it is perceived as inappropriate. [ABSTRACT FROM AUTHOR]

The study was conducted in a group of second year university students - pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers' participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 - self-efficacy beliefs and knowledge and F2 - attitudes) and a single factor solution (concerns) respectively. The pre-(N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants' post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers' post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis: Kształcenie Polonistyczne Cudzoziemców is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Lodziensis: Kształcenie Polonistyczne Cudzoziemców is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)