Projektowanie kursów języka obcego

Courses of Polish as a foreign language, in order to be effective, should be created in accordance with the principles of instructional design. This article sets out to apply the ADDIE approach to designing courses of foreign languages. It begins by addressing the matters of communicative language competence and foreign language acquisition. What follows is basic information about the ADDIE model, i.e. its consecutive phases and corresponding procedures. These fundamental issues must be taken into account by language course designers if they are to create courses that will be effective and satisfying for their recipients

Stres i wypalenie zawodowe polskich nauczycieli języka angielskiego - badanie empiryczne

Teachers, whose work entails direct involvement in close interpersonal contact with students and their problems on an everyday basis, are situated among the professions most exposed to the operation of occupational stress and burnout. Research into stress and burnout, particularly in the so-called “helping professions”, has been conducted since the 1970s by many scholars abroad (e.g. Maslach & Jackson, 1981; Pines, 2000; Bakker, Xanthopoulou, Hakanen, & Demerouti, 2007; Schaufeli, Leiter, & Maslach, 2009) and in Poland (e.g. Sęk, 2000b; Grzegorzewska, 2006; Ogińska-Bulik, 2006; Pyżalski & Plichta, 2007; Tucholska, 2009; Lisowska, 2012). Although the problem of occupational stress and burnout has been well researched, it largely concerns teachers in state primary and secondary schools and - to a lesser extent - university teachers. Teachers of adults, other than university students, who work mainly in private language schools on a freelance basis, have been neglected in research work. The central purpose of this diagnostic and explanatory study is to include language teachers in the mainstream research on occupational stress and burnout, paying special attention to freelance teachers who work with adults. In order to address the research aim, a two-phase sequential explanatory mixed methods approach was employed as the strategy of inquiry. The present thesis consists of seven chapters, the first three of which are intended as an overview of the relevant theoretical and empirical background, and the remaining four chapters present and discuss the findings of an empirical study conducted on teachers of English in Poland. The thesis ends with concluding remarks, and presents its limitations, as well as a number of postulates.Zawód nauczyciela, na co dzień wymagający bezpośredniego angażowania się w sprawy uczniów oraz bliskich relacji interpersonalnych z nimi, plasuje się w czołówce zawodów najbardziej narażonych na działanie stresu zawodowego. Problematyka ta jest przedmiotem dużego zainteresowania badaczy (np. Boyle, Borg, Falzon, & Baglioni, 1995; Grzegorzewska, 2006; Poraj, 2009; Steinhardt, Faulk, Gloria, & Smith Jaggars, 2011; Liu & Onwuegbuzie, 2012; Hultell, Melin, & Gustavsson, 2013). Badania nad wypaleniem, będącym skutkiem długotrwałego i nadmiernego stresu zawodowego, w tzw. „zawodach pomocowych” prowadzone były równolegle do badań nad stresem już od połowy lat 70. To zagadnienie zgłębiane było przez szereg naukowców (np. Maslach, 2000, 2011; Pines, 2000; Schaufeli, Salanova, González-Romá, & Bakker, 2002; Maslach & Leiter, 2008; Demerouti & Bakker, 2011). Również w Polsce prowadzi się badania nad tym problemem (np. Sęk, 2000b; Ogińska-Bulik, 2006; Terelak, 2007; Tucholska, 2009; Pyżalski & Merecz, 2010; Chirkowska-Smolak, 2012). Problematyka stresu i wypalenia zawodowego wśród nauczycieli jest już dość dobrze poznana, dotyczy to jednak w przeważającej mierze nauczycieli państwowych szkół podstawowych, średnich i specjalnych oraz - choć w mniejszym stopniu - nauczycieli akademickich. Nauczycielom osób dorosłych, w tym nauczycielom języka angielskiego pracującym w prywatnych szkołach językowych, poświęca się jednak niewiele uwagi. Celem rozprawy doktorskiej jest przedstawienie stanu nauki na temat stresu i wypalenia zawodowego oraz omówienie wyników dwuetapowego badania przeprowadzonego na 260 nauczycielach języka angielskiego w całej Polsce (etap ilościowy) oraz na 10 nauczycielach pracujących z osobami dorosłymi (etap jakościowy). Praca składa się z siedmiu rozdziałów, z których trzy pierwsze omawiają odnośne teoretyczne podstawy zagadnienia, zaś cztery pozostałe przedstawiają wyniki badania empirycznego przeprowadzonego na nauczycielach języka angielskiego w Polsce. Pracę zamyka podsumowanie, zawierające główne wnioski z badania, słabe strony zastosowanych procedur badawczych oraz implikacje dla nauki i praktyki

“CREATING A COMIC STRIP IS VERY CREATIVE AND THANKS TO IT WE LEARN AND REMEMBER” – STUDENT PERCEPTIONS OF A BIOLOGY CHALLENGE IN A GAMIFIED EXTRACURRICULAR CLIL PROJECT

Upper-secondary school students must prepare for adult life, which – among others – entails acquiring relevant skills and discovering their own potential. Efforts at European and national levels have been made to ensure that students gain the competences, the so-called key competences, which facilitate functioning in the modern world. However, in Polish upper-secondary schools their overall development may be problematic as schoolwork is heavily exam-oriented. In order to address this challenge, a study was undertaken, the aim of which was to investigate the usefulness and feasibility of applying gamification to an extracurricular CLIL project intended to develop key competences in an upper-secondary school. The paper reports on one part of this study, i.e. on how a biology challenge (two tasks) was designed, implemented and evaluated. The results show educational and emotional gains, suggesting the motivational effect of gamification in learning

LEARNING ENGLISH WHILE EXPLORING THE NATIONAL CULTURAL HERITAGE: TECHNOLOGY-ASSISTED PROJECT-BASED LANGUAGE LEARNING IN AN UPPER-SECONDARY SCHOOL

The quality and content of English language courses offered in secondary schools require special attention as they affect many students who learn English as one of their school subjects. Despite curricular provisions prescribing balanced development of language competence and a number of so-called “key competences”, class work in Polish upper-secondary schools heavily focuses on developing students’ selected language skills and language systems, i.e. the areas that are tested during school-exit exams, neglecting civic competences (i.e. group work) and digital skills. It is suggested that technology-assisted project-based language learning can help remedy this situation. Accordingly, the aim of this article is to outline a class project that illustrates the integration of project-based learning approach in language (English) and content (Polish language and culture) learning, the execution of which necessitates collaboration in groups, as well as the use of technology. It is hoped that the presented project will provide inspiration and guidance on how to engage upper-secondary school students in meaningful project work so that the development of target competences can be facilitated

Geology, stratigraphy and palaeoenvironmental evolution of the Stephanorhinus kirchbergensis-bearing Quaternary palaeolake(s) of Gorzów Wielkopolski (NW Poland, Central Europe)

The sedimentary succession exposed in the Gorzów Wielkopolski area includes Eemian Interglacial (MIS 5e) or Early Weichselian (MIS 5d–e) deposits. The sedimentary sequence has been the object of intense interdisciplinary study, which has resulted in the identification of at least two palaeolake horizons. Both yielded fossil remains of large mammals, alongside pollen and plant macrofossils. All these proxies have been used to reconstruct the environmental conditions prevailing at the time of deposition, as well as to define the geological context and the biochronological position of the fauna. Optically stimulated luminescence dating of the glaciofluvial layers of the GS3 succession to 123.6 ± 10.1 (below the lower palaeolake) and 72.0 ± 5.2 ka (above the upper palaeolake) indicate that the site formed during the Middle–Late Pleistocene (MIS 6 – MIS 5). Radiocarbon-dating of the lacustrine organic matter revealed a tight cluster of Middle Pleniglacial Period (MIS 3) ages in the range of ~41–32 ka cal bp (Hengelo – Denekamp Interstadials). Holocene organic layers have also been found, with C ages within a range of 4330–4280 cal bp (Neolithic). Pollen and plant macrofossil records, together with sedimentological and geochemical data, confirm the dating to the Eemian Interglacial.This research was supported by grant 0201/2048/18 ‘Life and death of extinctrhino (Stephanorhinus sp.) from Western Poland: a multiproxy palaeoenvironmental approach’ financed by the National Science Centre, Poland. LiDAR DTM data presented in this study were used under academic licences DIO.DFT.DSI.7211.1619.2015_PL_N and DIO.DFT.7211.9874. 2015_PL_N awarded to the Faculty of Earth Sciences and the Environmental Management University of Wrocław, in accordance with the Polish legal regulations of the administration of the Head Office of Land Surveying and Cartography