The volume provides a state-of-the-art overview of key issues in second language learning and teaching, adopting as a point of reference both psycholinguistic and sociolinguistic perspectives. The papers included in the collection, which have been contributed by leading specialists in the field from Poland and abroad, touch upon important theoretical issues, report latest research findings and offer guidelines for classroom practice. The range of topics covered and the inclusion of concrete pedagogic proposals ensures that the book will be of interest to a wide audience, not only SLA specialists, but also methodologists, material designers, undergraduate and graduate students, and practitioners
Language: Problems and Research Questions Maria Wysocka Abstract The fact
that English has become a means of global communication at present appears to
have been the cause of different changes that can be observed in the language ...
Die Methodenkompetenz von Jugendlichen besitzt im bilingualen (Geschichts-)Unterricht, in dem sich fach- und sprachmethodische Komponenten zum Konglomerat der "subject skills" vereinen, besondere Relevanz. Am Beispiel der "history skills" wird zunachst das Wesen der fachmethodisch-sprachstrategischen Fahigkeiten von Schulerinnen und Schulern im mehrsprachigen Unterricht genauer beleuchtet und systematisiert. Anschliessend werden verschiedene integrative Zusammenhange zwischen mehrsprachig-fachmethodischer Anwendung und fremdsprachlicher Kompetenzerweiterung diskutiert. Im zweiten Teil der Arbeit werden diese Zusammenhange und Annahmen im Rahmen einer qualitativen Studie mit 16- bis 18-Jahrigen uberpruft. Schliesslich werden in einem dritten Teil unterschiedliche didaktisch-methodische Perspektiven und Handlungsnotwendigkeiten fur den bilingualen (Geschichts-)Unterricht aufgezeigt."
Die Methodenkompetenz von Jugendlichen besitzt im bilingualen (Geschichts-)Unterricht, in dem sich fach- und sprachmethodische Komponenten zum Konglomerat der subject skills vereinen, besondere Relevanz.
This thesis explores translation competence within the framework of learning and teaching in higher education. In particular, it takes a student-centred approach that explores the psycholinguistic and cognitive aspects of translation competence into English as a second language. This approach is based on students' psychological needs, particularly in relation to assessment. The thesis focuses on developing an assessment tool which can perform the dual role of diagnosing students' translation difficulties when translating from Arabic into English, and helping them learn about the mental processes underpinning translation. It argues that developing such a tool within a self-assessment framework is much needed in translation pedagogy, for an essential attribute of a successful translation graduate is the ability to work autonomously, and to be able to self-monitor and self-evaluate one's work. The theoretical framework of the assessment tool is based on a psycholinguistic model namely, the Translation Continuum Model, which is converted into a prototype diagnostic tool by the introduction of test items, and an interview technique based on the notion of self-assessment. The prototype was trialled and refined on two separate occasions. Findings from the trials suggest that a collaborative approach to assessing translation competence whereby learners are active participants in the assessment process can be the starting point towards self-assessment. The thesis concludes by explaining how the self-diagnostic model can be used to strengthen the curriculum, by confirming how the study has proved the usefulness of the Translation Continuum Model, by acknowledging the limitations of the study, and by making recommendations for future research.
It argues that developing such a tool within a self-assessment framework is much needed in translation pedagogy, for an essential attribute of a successful translation graduate is the ability to work autonomously, and to be able to self ...
