Dane statystyczne wskazują, że Polska jest krajem, w którym odsetek uczących się języka niemieckiego jest największy na świecie. Na wstępie do artykułu przedstawiony zostanie aktualny status języka niemieckiego jako języka obcego w Polsce. W dalszej części omówione zostaną wyniki badań ankietowych, które przeprowadzono wśród uczniów w jednej z polskich szkół średnich. Ich celem było wyodrębnienie czynników wzmacniających lub osłabiających motywację do nauki języka niemieckiego. Uwaga badawcza skoncentruje się m.in. na takich aspektach, jak: nastawienie uczniów do nauki języka niemieckiego, stosowane materiały dydaktyczne, gatunki tekstów i ich tematyka, sposób organizacji zajęć, funkcja nauczyciela oraz rola uczuć i emocji na lekcjach języka niemieckiego.
The article presents the impact of emotions on teaching children foreign languages. To this end, the results of a research project carried out under the auspices of the Institute of German Philology at the University of Silesia in Katowice are discussed. The project consisted in providing language courses at three kindergartens and one primary school. During those courses, German was taught as a foreign language using the storytelling approach. The project results led to the conclusion that, unlike traditional teaching methods, which are based on very limited input and intensive imitation, the teaching method used creates much more favourable conditions for the activation of innate language acquiring processes and takes the level of the children’s cognitive development into account to a larger degree. The objectives of the evaluation were – among other things – to determine how the storytelling approach affects children’s attitudes to a foreign language, whether it arouses their internal motivation for acquiring a foreign language, whether it contributes to building their confidence, and whether it stimulates their imagination and creativity.
Intercultural education is one of the most important goals of contemporary foreign language teaching. In order to keep pupils strongly motivated to learn foreign languages, they must be made to understand what benefits can be gained from a good command of foreign languages. It is due to international pupil exchanges that young people have the opportunity to come into direct contact with a foreign language, to experience foreign culture in real communicative situations, and in the process verify or overcome deeply rooted stereotypes and prejudices about certain nations. In the article, the author presents quantitative questionnaire results, which allows him to identify the heterostereotypes of Polish and German pupils as well as their attitude towards historical events and current bilateral relations. Additionally, the impact of pupil exchanges on how representatives of both nations see each other and on their further contacts has been discussed. The results obtained can serve not only as guidelines on how to work with stereotypes and prejudices in foreign language classes, but they might also help in effective preparation for the scheduled pupil exchange.
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