Przeglądanie według Autor "Borkowska, Anna"

Aktualnie wyświetlane 1 - 2 z 2

Interaction and Strategic Competence among Third Agers: Results of a Study
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2019) Borkowska, Anna
The main aim set to this paper is to investigate the use of communication strategies by members of the Third Age University in Nowy Targ. The structure of a small-scale study, namely an information gap task performed in pair work, was primarily designed to promote cooperative behaviours and encourage real-life interaction. The results of a self-evaluation questionnaire indicate that, in a general sense, third agers appeared to be positive about their performance, and clearly admitted that speaking in pairs played an eminent role in second language communication. It has been demonstrated that third agers, despite a low proficiency level i.e. A1 and A2, were determined to complete the task, and achieve mutual goals. They tended to check their own accuracy, and seek for an interlocutor‘s confirmation during dyadic interaction. Also, some participants applied code switching to the third language, be it German as, apparently, it seemed to be more automatised in communicative contexts. In a similar vein, older adults used own-performance problem-related strategies, such as self-rephrasing, and self-repair in order to be more accurate and solve communication problems. Significantly, the strategy that helped the participants gain more time to process reactions was retrieval. Overall, it is worthwhile to mention that seniors appreciated interaction with their partners since pair cooperation encouraged them to communicate in English.
On Naming Strategies in the Field of Skeletal Structure and Body Parts in Medical and General English
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2018) Kleparski, Grzegorz A.; Borkowska, Anna
The major objective set to this paper is to investigate how students’ academic interests determine and delimit the scope of lexical items to be mastered in ESP instructions. Naturally, teaching specialist language requires, on one hand, full-scale awareness of a specific field of knowledge, and on the other, a constant willingness to search for pragmatic techniques that enhance teaching and learning processes. Here, we provide insight into several lexical fields in medical English, namely BODY PARTS, SKELETAL STRUCTURE and DISEASES to examine their usefulness in actual pedagogical practice. Certainly, synonymous pairs of words, be it technical or standard English terms, constitute one of the most viable categories in a medicine-couched English classroom. Much in the same vein, issues of etymology play an eminent role in identifying the affinities existing between lexical items. Note that etymological issues necessitate both comprehensive knowledge of medicine-related subjects and broadly understood willingness to face the fact that medical students are likely to know more on the subject instructed than their ESP practitioners. In a similar manner, various groupings and relationships between lexical items show that the medical technolect, in particular, is linked to various dimensions, some of which determine the limited use of medical science words. For instance, the tabooed lexical items in the field BODY PARTS are crucial here from the point of view of language instruction, and the existence and use of those words involve checks of political correctness, both in and out of the classroom environment. Rather unsurprisingly, tabooed lexical items are by all means the most intriguing and desirable ones for many learners, though not for teachers.