By Miroslaw Pawlak, Ewa Waniek-Klimczak
The quantity constitutes a cutting-edge account of matters concerning educating, studying and trying out conversing in a moment language. It brings jointly contributions by means of Polish and overseas students which search to create hyperlinks among idea, learn and lecture room perform, document the findings of reviews investigating the impression of linguistic, cognitive and affective elements at the improvement and use of talking talents, and supply concrete pedagogic proposals for guide and overview during this zone. As such, the booklet should be of curiosity not just to moment language acquisition theorists and researchers, but in addition to overseas language lecturers keen to reinforce the standard of talking guideline of their classrooms.
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Extra resources for Issues in Teaching, Learning and Testing Speaking in a Second Language
Example text
This could help us determine the pedagogical procedures and techniques to be used (cf. Wojciechowska and Wilczyńska, in press). g. implicit or cultural) of selected broadcasts? g. deficiencies in knowledge and/or skills, cultural barriers) hamper the development of discourse awareness and, more specifically, genre awareness? • What is the potential of the selected broadcasts for the development of argumentative competence in relation to sociocultural contents? The research will be carried out in two groups of MA students (1st and 2nd year) of French philology (n = 20).
In Dialogue in foreign language education, ed. M. Kusiak, 23–33. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego. Byram, M. 1997. Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters. Hall, E. 1969. The silent language. Greenwich, CT: Fawcett Publications. Hofstede, G. 1991. Cultures and organizations. London: Harper/Collins. Mikułowski-Pomorski, J. 2007. Jak narody porozumiewają się pomiędzy sobą w komunikacji międzykulturowej i komunikowaniu medialnym.
Consequently, when expressing our personal intentions in an L2, we must not only take into consideration the actual sociocultural context, but also comply with an adequate genre and exploit it properly. • To be more specific, with respect to semi-formal public discourse, our pedagogical procedures should focus on the respective genres, together with their norms and sociocultural representations, also observing how the latter are actually used by individual social actors. • Raising awareness as to how the characteristics of a given genre influence the meaning in a particular sociocultural setting is considered crucial for advanced L2 learners, especially when they are in the process of building up their repertoire of discursive means.