B1 I CO DALEJ? O KONIECZNOŚCI PRZYGOTOWANIA PROGRAMU NAUCZANIA JĘZYKA POLSKIEGO JAKO OBCEGO DLA CELÓW AKADEMICKICH
Journal Title: Neofilolog - Year 2019, Vol 53, Issue 1
Abstract
B1 and what next? On the necessity of developing the program of teaching Polish as a foreign language for academic purposes For the past several years we have been observing a substantial growth of interest in studies in Poland among foreign students, particular those from the East. The required level of language proficiency for Polish universities is B1 which is not difficult to achieve in a year. It is, however, by no means sufficient to participate in university classes, to follow academic discourse, to write papers or prepare for exams. This article presents the results of a research study conducted among academic lecturers and Polish language instructors teaching preparatory classes on the lacks and needs of foreign students. It also presents core demands regarding teaching Polish as a foreign language for academic purposes. Keywords: level B1, linguistic errors, qualification for studies, academic language, diagnostic tests, postulates of the academic language program
Authors and Affiliations
Agnieszka JASIŃSKA
Keywords
Related Articles
- EP ID EP642157
- DOI 10.14746/n.2019.53.1.9
- Views 108
- Downloads 0
WPŁYW ŚWIATA WIRTUALNEGO SECOND LIFE NA ZMIANY W POZIOMIE MOTYWACJI, LĘKU JĘZYKOWEGO I DOŚWIADCZENIA NUDY U STUDENTÓW FILOLOGII ANGIELSKIEJ
The impact of Second Life on changes in levels of L2 motivation, language anxiety and boredom among students of English philology The first, theoretical, part of the present paper is devoted to the characteristics of th...
INVESTIGATING ADVANCED LEARNERS’ USE OF AFFECTIVE STRATEGIES FOR DEALING WITH TEST ANXIETY
Abstract Language anxiety has been researched for many decades now and its significance for attainment cannot be questioned. In numerous research accounts anxiety related to learning a foreign/second language comes in d...
WSPÓŁODPOWIEDZIALNOŚĆ ZA EFEKTY KSZTAŁCENIA JAKO WYZNACZNIK POSTĘPU AUTONOMIZACJI STUDENTÓW W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO
Co-responsibility for learning outcomes as a determinant of the development of student autonomy in LSP teaching Building learner autonomy requires effective communication and cooperation between teachers and students wi...
SUBIEKTYWNA REFLEKSJA GLOTTODYDAKTYKA PO LEKTURZE KSIĄŻKI WERONIKI WILCZYŃSKIEJ, MACIEJA MACKIEWICZA I JAROSŁAWA KRAJKI KOMUNIKACJA INTERKULTUROWA. WPROWADZENIE
Recenzja książki: Weroniki Wilczyńskiej, Macieja Mackiewicza i Jarosława Krajki – KOMUNIKACJA INTERKULTUROWA. WPROWADZENIE Keywords: intercultural communication
ZADANIE JAKO FORMA WSPIERANIA REFLEKSYJNEGO NAUCZANIA GRAMATYKI
Task as a stimulant for reflective language teaching The paper discusses the issues of form-focused instruction in foreign language pedagogy with the special emphasis on the task-based language teaching. There is a grow...