Język obcy czy ojczysty w testowaniu? Badanie preferencji użycia języka ojczystego w ocenie osiągnięć językowych uczniów w Polsce, Gruzji i Brazylii
Jarosław Krajka
Uniwersytet Marii Curie-Skłodowskiej w Lubliniehttps://orcid.org/0000-0002-4172-9960
Abstrakt
Nauczyciele języków obcych mają szeroki zakres możliwości wykorzystania języka ojczystego i obcego, z metodą gramatyczno-tłumaczeniową i podejściem komunikacyjnym jako przeciwnymi filozofiami kształcenia językowego. O ile przewaga języka docelowego na lekcji języka obcego jest ugruntowana, nie jest tak samo w przypadku oceniania. Interesującym problemem badawczym jest zatem określenie, jakie jest nastawienie nauczycieli języków obcych do języka ojczystego i tłumaczenia w procesie testowania oraz w jakim stopniu ugruntowane społecznie przekonania dotyczące oceniania wpływają na ich praktykę dydaktyczną. Celem badania było stwierdzenie, jaki wpływ ma kultura pochodzenia nauczyciela na nastawienie do użycia języka ojczystego w testach językowych. By to sprawdzić, uzyskano opinie studentów – przyszłych nauczycieli oraz aktywnych
nauczycieli z Polski, Gruzji i Brazylii przy pomocy półotwartego kwestionariusza.
Badanie pokazało z jednej strony uwarunkowane kulturowo różnice w podejściu
do języka ojczystego, z drugiej – wpływ globalizacji na ugruntowanie jednolitych praktyk
edukacyjnych.
Słowa kluczowe:
ocenianie językowe, język ojczysty, mediacja językowa, tłumaczenieBibliografia
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Uniwersytet Marii Curie-Skłodowskiej w Lublinie
https://orcid.org/0000-0002-4172-9960
