Importance de la norme linguistique dans l'autonarration des étudiants en philologie romaneThe importance of the linguistic norm in the auto-narration of the students in Romance Philology
The purpose of this article is to reflect on the examiner’s mediation skills in the process of certifying speaking ability in a foreign language. In the theoretical part we discuss the principles of language proficiency certification in accordance with the guidelines of the Council of Europe and the specificity of certifying speaking ability. Then we present the results of our own research the aim of which was to evaluate the examiners’ mediation skills during the French oral examination at level B2 at the University of Warsaw.
The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes.
The aim of this paper is to reflect on the method of assessing the B2 English writing subtest in the context of English certification exams administered by the University of Warsaw Council for the Certification of Language Proficiency. The paper starts with a brief discussion of two types of assessment: holistic and analytical. Next, the results of a qualitative study conducted among the raters of the English language certification exams are presented. The aim of the study – of a pro-quality nature –was to determine which of the two types of assessment (analytical vs holistic) results in a more reliable and accurate assessment of candidates’ language skills.
With the CEFR (2001), the notion of mediation made its entry into foreign language teaching by emphasizing the fragile transition between the meanings in L1 and L2 and by proposing to treat various inter- and intralingual reformulation activities as being mediation activities. However, the specific contexts of mediation go far beyond this first suggested analytical framework. The CEFR – companion volume with new descriptors (2018) revisits, among other things, the notion of mediation and the activities that result from it. In our paper we propose to follow the “mediation of concepts,” component which seems crucial to us in the university context. It should be emphasized that for the authors of the companion volume this activity is inseparable with, on the one hand, the skills of cooperation and, on the other, the skills of carrying out group work. To move from theory to practice, we will analyze the video recordings of three different courses conducted at the Institute of French Studies in Warsaw with beginner students to draw provisional conclusions related to the subject discussed.
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