Ariadna Strugielska
Biographic Data
| ID | 6707293 |
|---|---|
| NAME | Ariadna Strugielska |
| GIVEN NAMES | Ariadna |
| FAMILY NAME | Strugielska |
| SIGNATURE | STRUGIELSKA A |
| AFFILIATIONS | Nicolaus Copernicus University |
| ORCID | 0000-0002-5137-1923 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Teaching foreign languages in higher education during the corona crisis
The paper investigates conceptual and operational levels of methods applied by foreign language teachers at Polish universities under pandemic constraints. In a stable state, a method of teaching, determined by institutional standards, was characterised by the dominance of the behavioural ingredient at the conceptual level, the prominence of obligatory operational-level components, and a limited space for bottom-up influences and individual teach…
A plea for a cognitive linguistics perspective on the notion of linguistic competence in the Common European Framework of Reference
This paper demonstrates that although linguistic competence (LC) is an essential dimension of the Common European Framework of Reference (Council of Europe, 2001; 2018), it is defined in an inconsistent way resulting from combining elements of formal and functional approaches. Thus, rather than interconnected, linguistic competence emerges as dichotomized and in need of an approach that could reconcile incompatibilities in the way(s) LC is charac…
Towards an integrated model of metaphorical linguistic expressions in English
Author/s Ariadna StrugielskaNicolaus Copernicus University, Poland ABSTRACT The aim of this article is threefold. Firstly, in line with the current tendencies in cognitive linguistics, which direct research toward convergence, integration and a uniform theoretical perspective, recent developments in research pertaining to metaphorical linguistic expressions (MLEs) are discussed against explorations into the semantics of verb-particle construction…
A languacognitive constructionist approach to intercultural competence in educational settings
The aim of this paper is to discuss intercultural competence (IC) from a languacognitive perspective, whose main assumption is the interface between language, cognition and culture manifested in meaning construction. The article first emphasizes the centrality of language in the process of meaning construction. As a result, in the following section, we point to a potential contribution that a cognitive-linguistic perspective with its focus on two…
Turning Constructionist Intercultural Communicative Competence and Complex Systems Theory into Praxis
While approaches to intercultural communicative competence (ICC) view the phenomenon as a modular notion, recent studies emphasize its constructionist nature. Thus, in this exploratory article we analyze critically current perspectives on ICC and discuss the potential applicability of the theory of complex systems for research on ICC drawing from a constructionist perspective. In order to illustrate the perspective, we evoke research on developin…
Developing intercultural competence of teachers of English as a foreign language through an international project
This paper reports an international project which took place at Nicolaus Copernicus University, where students and teachers from four European universities met for a two-week summer school. The main objective was to develop intercultural competence of teachers of English as a foreign language and their ability to demonstrate this skill during an English lesson. The paper depicts the tools implemented in the project and shows how they affected the…
Turning Constructionist Intercultural Communicative Competence and Complex Systems Theory into Praxis
While approaches to intercultural communicative competence (ICC) view the phenomenon as a modular notion, recent studies emphasize its constructionist nature. Thus, in this exploratory article we analyze critically current perspectives on ICC and discuss the potential applicability of the theory of complex systems for research on ICC drawing from a constructionist perspective. In order to illustrate the perspective, we evoke research on developin…
Developing intercultural competence of teachers of English as a foreign language through an international project
This paper reports an international project which took place at Nicolaus Copernicus University, where students and teachers from four European universities met for a two-week summer school. The main objective was to develop intercultural competence of teachers of English as a foreign language and their ability to demonstrate this skill during an English lesson. The paper depicts the tools implemented in the project and shows how they affected the…
Developing intercultural competence of teachers of English as a foreign language through an international project
This paper reports an international project which took place at Nicolaus Copernicus University, where students and teachers from four European universities met for a two-week summer school. The main objective was to develop intercultural competence of teachers of English as a foreign language and their ability to demonstrate this skill during an English lesson. The paper depicts the tools implemented in the project and shows how they affected the…
A languacognitive constructionist approach to intercultural competence in educational settings
The aim of this paper is to discuss intercultural competence (IC) from a languacognitive perspective, whose main assumption is the interface between language, cognition and culture manifested in meaning construction. The article first emphasizes the centrality of language in the process of meaning construction. As a result, in the following section, we point to a potential contribution that a cognitive-linguistic perspective with its focus on two…
Turning Constructionist Intercultural Communicative Competence and Complex Systems Theory into Praxis
While approaches to intercultural communicative competence (ICC) view the phenomenon as a modular notion, recent studies emphasize its constructionist nature. Thus, in this exploratory article we analyze critically current perspectives on ICC and discuss the potential applicability of the theory of complex systems for research on ICC drawing from a constructionist perspective. In order to illustrate the perspective, we evoke research on developin…
Towards an integrated model of metaphorical linguistic expressions in English
Author/s Ariadna StrugielskaNicolaus Copernicus University, Poland ABSTRACT The aim of this article is threefold. Firstly, in line with the current tendencies in cognitive linguistics, which direct research toward convergence, integration and a uniform theoretical perspective, recent developments in research pertaining to metaphorical linguistic expressions (MLEs) are discussed against explorations into the semantics of verb-particle construction…
A plea for a cognitive linguistics perspective on the notion of linguistic competence in the Common European Framework of Reference
This paper demonstrates that although linguistic competence (LC) is an essential dimension of the Common European Framework of Reference (Council of Europe, 2001; 2018), it is defined in an inconsistent way resulting from combining elements of formal and functional approaches. Thus, rather than interconnected, linguistic competence emerges as dichotomized and in need of an approach that could reconcile incompatibilities in the way(s) LC is charac…
Teaching foreign languages in higher education during the corona crisis
The paper investigates conceptual and operational levels of methods applied by foreign language teachers at Polish universities under pandemic constraints. In a stable state, a method of teaching, determined by institutional standards, was characterised by the dominance of the behavioural ingredient at the conceptual level, the prominence of obligatory operational-level components, and a limited space for bottom-up influences and individual teach…
Psychology (6 works) · Sociology (5 works) · Epistemology (4 works) · EFL/ESL Teaching and Learning (3 works) · Intercultural communication (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Social science (3 works) · Artificial Intelligence (2 works) · Cognition (2 works)