The aim of the paper is to reflect on the problem of language anxiety in the foreign language teaching-learning process. The concept of language anxiety in the online language teaching-learning context is discussed, with particular relation to synchronous communication tools. The context is the learners’ perspective of adult beginners at the university level learning French as a second/subsequent language. The research group included 85 students of the first and second years of French at the University of Silesia in Katowice. To collect the data participants were asked to complete the Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), and to respond to six additional questions, related to the online language teaching-learning context. Results showed that language anxiety is a phenomenon that may accompany the regular online teaching-learning process of a second/subsequent foreign language.
Question du feedback en didactique des langues étrangères : quelques réflexions théoriquesThe Issue of Feedback in the Context of Foreign Language Teaching: a Few Theoretical Reflections ABSTRACT. The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied by both real and virtual foreign language classroom, will be presented.
The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.
Innovativeness constitutes one of the core elements of modern ducation development. The phenomenon in question can be analysed in the context of the actions taken by each of the participants of the learning/teaching process. The paper is focused mostly on the teacher’s activity. On the basis of an empirical study, the Authors aim at defining the notion of an innovative teacher, and, more specifically, a language teacher.
Zjawisko lęku przed pisaniem-zarys problematyki Lęk przed pisaniem stanowi część szerzej rozumianego konstruktu, jakim jest lęk językowy. Ten ostatni uznawany jest za swoisty rodzaj lęku, który może towarzyszyć nauce języka obcego, szczególnie w jej zinstytucjonalizowanych formach (por. Horwitz, Horwitz i Cope 1986). Niektórzy badacze utrzymują, że mało który przedmiot szkolny, a być może żaden inny, nie jest tak podatny na oddziaływanie lęku jak właśnie uczenie się języka obcego
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