Implementation of IT Tools as a Method of Improving Language and Communication Skills of Bi- and Trilingual Students
DOI:
https://doi.org/10.31261/IJREL.2019.5.2.03Keywords:
language and communication skills, learning by teaching, e-learningAbstract
This article gives some examples of students’ systematic semi-autonomous work in the multimedia master’s seminar, which enhances their language competencies as well as strictly technical skills. The theoretical background, based on the results of research carried out by the author in 2005–2019, demonstrates how knowledge of learners’ first and second languages is advantageous during the acquisition of a third language. Seeing that this process is individual (every learner has his or her different “linguistic biography”), it is difficult take this fact into account in the coursebooks. E-learning courses, which allow students to work in semi-autonomy, become helpful in this situation. Accommodating the needs of biand trilingual students, prospective foreign-language teachers and translators create their own multimedia resources that fill gaps in the didactic offerings. Moreover, the unusual forms of learning by teaching (LdL – from the German phrase Lernen durch Lehren) improve the quality of the learning process, helping students achieve the desired language and communication skills.
References
Coyle, D., Hood, P., & Marsh, D. (2010). C.L.I.L. Content and Language Integrated Learning. Cambridge: CUP.
Debyser, F. (1970). La linguistique contrastive et les interférences. Langue française, 8 (1070), 31–61.
Gabryś-Barker, D. (2005). Aspects of multilingual storage, processing and retrieval. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Kubiak, B. (2002). Pojęcie języka specjalistycznego. Języki Obce w Szkole, 5, 6–11.
Fiorella, L. & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281–288.
Grzega, J. (2006). Developing More than Just Linguistic Competence – The Model LdL for Teaching Foreign Languages with a Note on Basic Global English. Humanising Langugage Teaching, 8(5).
Kucharczyk, R. (2018). Nauczanie języków obcych a dydaktyka wielojęzyczności (na przykładzie francuskiego jako drugiego języka obcego). Lublin, Werset.
Martin, J-P. (1989). Quand les élèves font la classe. Le Français dans le monde, 224, 51–55.
Martin, J-P. (2004). Lernen durch Lehren: quand les apprenants font la classe. Les Cahiers de l’APLIUT, 33(1), 45–56.
Moodle Platform of the University of Silesia used for online language courses supervised by the author, created by MA students. Retrieved from: http://el.us.edu.pl/wf/, http://el.us.edu.pl/demo/.
Półtorak, E. (2015). Impact des nouvelles technologies sur les pratiques évaluatives en langues vivantes. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Rézau, J. (2008). Un cas particulier du scénario dans l’apprentissage des langues: le labyrinthe (action maze). Alsic, 11, 2. Retrieved from: http://journals.openedition.org/alsic/137.
Sawicka, A. (2009). Krótka charakterystyka języków specjalistycznych. In: Komunikacja Specjalistyczna TOM II Specyfika języków specjalistycznych (pp. 188–197). Warszawa: Uniwersytet Warszawski.
Trace, J., Hudson, T., & Brown, J. D. (2015). An overview of language for specific purposes. In: J. Trace, T. Hudson, & J. D. Brown, Developing Courses in Languages for Specific Purposes (pp. 1–23). (NetWork #69) [PDF document]. Honolulu: University of Hawai‘i. Retrieved from http://nflrc.lll.hawaii.edu/media/docs/NW69-01.pdf.
Widła, H. (2007). L’acquisition du français – langue troisième. Problèmes méthodologiques et implications pratiques. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Widła, H. (2009). Ćwiczenia z języka francuskiego [eBook]. Dodatek do książki: L’acquisition du français – langue troisième. Problèmes méthodologiques et implications pratiques. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Widła, H. (2011). Skuteczność nauczania drugiego języka obcego – próba zastosowania wyników badań w praktyce. Lingwistyka Stosowana, 4, 53–67.
Widła, H. (2012). L’acquisition du français – langue troisième par le biais d’un environnement d’apprentissage en ligne. In S. Berbinski, D. Dobre, A. Velicu (Eds.), Langage(s) et traduction (pp. 123–134). Editura Universitatii din Bucuresti.
Widła, H., Półtorak, E., & Krajka, J. (2014). E-learning in cultural studies instruction – designing, implementing and evaluating a study programme. In: E. Smyrnova-Trybulska (Ed.), E-learning and intercultural competences development in different countries (pp. 239–252). Katowice-Cieszyn, Studio NOA.
Widła, H. (2016). Znajomość języków a znajomość kultur. Języki Obce w Szkole, 1, 86–91.
Widła, H. (2018). Le français: troisième langue parlée, troisième langue apprise. In: M. Piotrowska-Skrzypek, M. Deckert, N. Maslowski (Eds), Formation et compétences plurilingues. Lublin, Werset.
Downloads
Published
How to Cite
Issue
Section
License
The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
