Praktyki dyskursywne w dialogu mediacyjnym 09-PDWDM-11

Dialogue as discourse and interaction, discursive practices – theoretical approaches, selected concepts
Discourse analysis from an interdisciplinary perspective, introduction to discursive practices in dialogues
The philosophy of dialogue, concept of mediation (cognitive and didactic), types of mediation dialogues
Dialogue as a tool of self-knowledge and development – description and analysis of coaching dialogue in the area of human resources development and education.
Perspectives and potential of coaching dialogue in intercultural communication.

Cele kształcenia

A1 To extend knowledge on dialogue as discourse and interaction. A2 To learn about methods of analysis of discursive practices. A3 To develop the ability to define cognitive and didactic mediation as well as mediation dialogue as a type of discourse in the area of human resources development and education. A4 To develop the ability to analyze discursive practices in coaching dialogue as a type of mediation dialogue. A5 To further develop the ability to extend knowledge on discursive practices in mediation dialogues and their role in intercultural communication.

Kierunek studiów

Applied Linguistics

Metody prowadzenia zajęć umożliwiające osiągnięcie założonych EK

Lecture with a multimedia presentation X Interactive lecture X Problem-based lecture Discussion X Text-based work X Case study work X Problem-based learning Educational simulation/game Task – solving learning (e.g. calculation, artistic, practical tasks) Experiential work X Laboratory work Scientific inquiry method Workshop method X Project work X Demonstration and observation X Sound and/or video demonstration X Creative methods (e.g. brainstorming, SWOT analysis, decision tree method, snowball technique, concept maps) X Group work X Other (please specify) - role play X

Moduł zajęć/przedmiotu prowadzony zdalnie (e-learning)

Nakład pracy studenta (punkty ECTS)

Contact hours with the teacher as specified in the study programme 30 Preparation for classes (doing quizzes, preparing replies and written assignments) 20 Reading for classes 20 Preparing an analysis of coaching dialogue 20 Exam preparation 30 Other (please specify) - … TOTAL HOURS 120 TOTAL ECTS CREDITS FOR THE COURSE 4

Rodzaj przedmiotu

fakultatywne

Rok studiów (jeśli obowiązuje)

I rok

Wymagania wstępne w zakresie wiedzy, umiejętności oraz kompetencji

Knowledge of English: at least B1+ ECRF level

Koordynatorzy przedmiotu

Katarzyna Bieniecka-Drzymała

Efekty kształcenia

On successful completion of this course,
a student will: Reference to study programme learning outcomes (EK)
Be able to define dialogue in terms of discourse and interaction and describe selected ideas and theoretical approaches K_W01, K_W02, K_W03, K_W04, K_W05, K_W06, K_W07, K_U01, K_U03, K_U06, K_U07, K_U10, K_K01, K_K02,
Know methods used in the analysis of discursive practices, will be able to describe and define them
K_W04, K_W07, K_W08, K_U01, K_U06, K_U07, K_U10, K_U11, K_U12, K_K01, K_K02,
Be able to define and describe mediation dialogue
K_W01, K_W02, K_W03, K_W06, K_W07, K_W08, K_U01, K_U03, K_U06, K_U07, K_U10, K_U11, K_K01, K_K02, K_K03, K_K04,
Be able to analyze discursive practices in coaching dialogue and identify the links with its mediation role. K_W06, K_W08, K_U01, K_U06, K_U07, K_U10, K_U11, K_U12, K_K01, K_K02, K_K03, K_K04
Identify the role of mediation dialogue in intercultural communication as well as identify areas and the need to develop related skills and to independently gain specialist knowledge in the area: look for required information in different ancillary sources and use it to do a specific activity/ task K_W01, K_W02, K_W06, K_W07, K_W08, K_W09, K_U01, K_U05, K_U06, K_U10, K_U11, _U12, K_K01, K_K02, K_K03, K_K04, K_K05

Kryteria oceniania

Written test and practical exam (performance observation)

Literatura

Chaiklin, S. (2003). "The Zone of Proximal Development in Vygotsky's analysis of learning and instruction." In Kozulin, A., Gindis, B., Ageyev, V. & Miller, S. (Eds.) Vygotsky's educational theory and practice in cultural context. 39–64 Cambridge: Cambridge University.
Van Dijk, T.A. (1985) Handbook of discourse analysis, London, Academic Press
Drew, Paul, and John Heritage. (1992). “Analyzing Talk at Work: An Introduction.” In Talk at
Work. Interaction in Institutional Settings, ed. by Paul Drew, and John Heritage, 3–65.
Cambridge: CUP.
Graf, E.-M. (2019). The pragmatics of executive coaching. Amsterdam: John Benjamins
Graf, E.-M. M. Sator & T. Spranz-Fogasy (Hrsg.), Discourses of Helping Professions (S. Amsterdam, Philadelphia: Benjamins.
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, San Francisco: Jossey Bass.
Majer, J. (2003) Interactive discourse in the foreign language classroom, Łódź WUŁ
Pawelczyk, Joanna. (2011). Talk as Therapy. Psychotherapy in a Linguistic Perspective. Berlin/
Boston: Mouton de Gruyter. DOI: 10.1515/9781934078679
Wiśniewska, Danuta. (2011). Dialogue in teacher qualitative inquiry: does it affect teacher-researchers and their learners or not? Glottodidactica XXXVIII. 83-94

Więcej informacji

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