Communication competence and glottodidactics The concept of the communication competence originating from the linguistic science is now commonly used in the glottodidactics discourse. Numerous didactic models of the concept have been elaborated to suggest contents, methods and foreign language teaching techniques for several years. Today, a document that sets language teaching standards is the Common European Framework of Reference for Languages (2001), elaborated by the European Council, which offers a description of the activity-based communication competence. The activity-based teaching implies not only linguistic communication competences but also transversal competences of the language user. The purpose of the paper is to present the evolution of the key concept in the foreign language teaching didactics and the presentation of its interpretation in contemporary glottodidactics.
MEDIATION ACTIVITIES IN LEARNING AND TEACHING FOREIGN LANGUAGES: FROM THEORY TO PRACTICE Mediation is present in various areas of social life, and the meaning of this concept depends on the field in which it is applied. Generally, it is defined as a process aimed at maintaining social ties, mitigating disputes, and resolving conflicts. Its primary function is therefore to establish and maintain communication. The concept of mediation officially entered the area of language education with the publication of the Common European Framework of Reference for Languages by the Council of Europe in 2001. In this document, all linguistic activities are divided into four categories: reception, production, interaction and mediation. However, the latter one was treated marginally – it was reduced almost exclusively to the translation of texts, and no descriptors regarding this category have been developed. Due to the fact that in contemporary multilingual and multicultural societies mediation has begun to attract more and more interest, work began on a new project of the language description system, i.e. a volume supplementing and extending the content of the first version of the document from 2001. It was released in 2020 and it is entitled CEFR – Companion volume. In this volume, mediation is presented in a very extensive way. It presents three types of mediation activities: mediation of texts, concepts and communication, and the newly created descriptors are listed in 19 tables and additional five tables include mediation strategies. There may be be intra- or interlinguistic mediation, and all text mediation descriptors require the combined use of reception and production activities. In the process of learning and teaching foreign languages, the main goal of mediation is to facilitate, establish and maintain linguistic communication. The popularity of mediation goes hand in hand with the need for mediators, both linguistic and (inter) cultural. Educating competent mediators has become one of the priorities of language education. To meet this challenge, mediation had to find its rightful place in curricula, modern textbooks, certification tests, etc. In teaching practice, an effective method of developing mediation competence is teaching based on performing mediation tasks, mainly comprehensive ones, requiring the cooperation of team members, because it is only such tasks that create conditions enabling the use of the types of mediation proposed in CEFR-CV by the Council of Europe.
Pod koniec minionego stulecia w ramach metodologii komunikacyjnej zrodziła się potrzeba dostosowania systemu nauczania języków obcych do wymogów zmieniającej się rzeczywistości. Europejski system opisu kształcenia językowego Rady Europy (2003) zaprezentował nową wizję komunikacji i nowe ujęcie kompetencji użytkowników języka: komunikacja jest działaniem. Stąd zrodziło się pojęcie podejścia ukierunkowanego na działanie. W podejściu tym zaproponowano specyficzny sposób rozwijania sprawności komunikacyjnych, który polega na wykonywaniu zadań osadzonych w kontekstach środowiskowych i sytuacyjnych. Zasady nauczania i uczenia się zadaniowego od kilku lat przenikają do dydaktyki języka polskiego jako obcego. Niestety, mimo dość dobrze rozbudowanej bazy teoretycznej podejścia ukierunkowanego na działanie i zadaniowego brak jest nadal kompleksowych materiałów praktycznych i podręczników, które rozpropagowałyby założenia europejskiej polityki językowej w glottodydaktyce polonistycznej. Artykuł pokazuje, jak zastosować podejście zadaniowe w praktyce pedagogicznej. Zaprezentowana zostanie koncepcja podręczników zadaniowych, powstających w Centrum Języka i Kultury Polskiej w Świecie Uniwersytetu Jagiellońskiego, która wpisuje się w najnowsze tendencje współczesnej glottodydaktyki. Odpowiada ona potrzebie uczenia języka żywego, autentycznego, który jest przede wszystkim narzędziem do wykonywania rozmaitych zadań o charakterze społecznym.
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