Humanistic Foreign Language Teaching in 21st Century (Vol 4, No 2/2012)

Humanistic Foreign Language Teaching in 21st Century (Vol 4, No 2/2012)
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  Vol.4, No.2 / 2012 1  ARS AETERNA Humanistic Foreign Language Teaching in the 21 st  Century Vol.4, No.2 / 2012Constantine the Philosopher University Faculty of Arts  ARS AETERNA 2 Názov/Title ARS AETERNA - Humanistic Foreign Language Teaching in the 21 st   Century Vydavateľ/Publisher Univerzita Konštantína Filozofa v Nitre Filozoická fakultaŠtefánikova 67, 949 74 Nitra Tel.:  + 421 37 64 08 455 E-mail:  Adresa redakcie/Ofice Address Filozoická fakulta Univerzity Konštantína Filozofa v NitreDekanát FF UKFŠtefánikova 67, 949 74 Nitra Tel.:  +421 37 6408 444 E-mail: Šéfredaktor/Editor in Chief  Mgr. Alena Smiešková, PhD. Zostavovateľ čísla/Editorial assistant: PhDr. Mária Kiššová, PhD. Redakčná rada/Board of Reviewers Prof. Bernd Herzogenrath (Germany)Doc. PhDr. Michal Peprník, PhD. (Czech Republic)Doc. PhDr. Anton Pokrivčák, PhD. (Slovak Republic)Mgr. Petr Kopal, PhD. (Czech Republic)Mgr. Simona Hevešiová, PhD. (Slovak Republic)PhDr. Mária Kiššová, PhD. (Slovak Republic) Redakčná úprava/sub-editor Ing. Matúš Šiška, PhDr. Mária Kiššová, PhD. Jazyková úprava/Proofreading Marcos Perez Náklad/Copies: 50 Počet strán/Pages 145 ISSN: 1337-9291 Evidenčné číslo: EV 2821/08 (c) 2012 Univerzita Konštantína Filozofa v Nitre This issue was supported by KEGA 039UKF-4/2012: Vyučovanie súčasných anglofónnych literatúr ako prostriedok posilňovania kreatívneho a kritického myslenia.  Vol.4, No.2 / 2012 3 TABLE OF CONTENTS On Humanistic Foreign Language Teaching in the 21st Century  Andrea Billíková Stylistics for Translators: Stylistic Analysis as a Tool for the Development of Students’ Creative and Critical Thinking Ľudmila Adamová Creativity of Trainee Teachers – Vision and Reality  Zdenka Gadušová – Jana Harťanská English Across Cultures: Fostering Intercultural Competence through a Telecollaboration between Classes of Slovak EFL and U.S. L1 Students of English Katarína Gephardt - Mária Kostelníková Naratívny formát ako efektívna metóda v cudzojazyčnom vyučovaní Zlatica Jursová Zacharová CLIL as a Language Game Miroslava Klečková Rozvoj emocionality žiakov a ich kreatívneho potenciálu umením (na príkladoch z literatúry a výtvarného umenia) Ivica Kolečáni Lenčová  A Pragmatic Stylistics Approach to Humour and Irony  Gabriela Miššíková English Language Teachers – Growing, Naturally  Tim Phillips Using Creative Writing and Storytelling in Language Teaching Sarah Telfer Princípy komunikačného vyučovania anglického jazyka s využitím zadávania učebných úloh “Task Based Language Teaching”. Špeciiká jednotlivých fáz vyučovacej jednotky  Renata Vajdičková On Stage Language. Theatre in Foreign Language Teaching. Psychological and Pedagogical Aspects Paolo Di Vico - Monika GrittiováReviews  27 1437 5465 748693103111128138  ARS AETERNA 4  Vol.4, No.2 / 2012 5 On Humanistic Foreign Language Teaching in the 21st Century  Andrea Billíková Globalisation, democratisation, politi-cal, social and economic changes and new technological inventions indicate the current living trends and life styles of most of us. We often adjust to them in order to survive. The persisting global economic crisis has resulted in a global social crisis which is relected in human values, preferences, treatment and communication. Technological inventions have impro-ved our lives to a great extent. On one hand, they enable us to communicate at any time with people from different parts of the world. They save our time and money. Keeping in touch with our old friends via Facebook and Skype and making new friendships is also possible thanks to modern communication media. On the other hand, new technologies and the way of life in modern society has conditioned social change that involves change in social structure, social behaviour, social relations and communities of people. Social change in our perception results in negative side-effects caused by the way of life in over-modernised and over-digitalised society. As a result, people make “fake” digital friends, create digital marriages and families. At school, teachers and their learners are surrounded by the latest technological inventions that are expected to make their lessons more interesting and eficient for a technologically-spoilt audience. All these modern devices are more likely to address our pupils and ease their learning. In spite of that, they are not perfect and unbeatable either because they cannot cover what a human being is able to do: to express feelings and show empathy. School as a primary educational institution should relect the current social, economic, political situation in order to prepare learners for life. Currently the knowledge of more than just one foreign language is considered as the main priority to live a fruitful and comfortable life. Language teachers face the challenge to introduce the most appropriate teaching methods, approaches, techniques and activities to produce communicatively competent users (rather than knowers) of a foreign language who are able to exchange information, negotiate meanings and conduct meaningful, luent, grammatically accurate and socially and culturally appropriate conversations with other users of the same target language. Therefore, one of the biggest challenges of language teachers remains the task to instruct their learners in the shortest time possible via using the most eficient and least harmful tricks to prepare independent users of a foreign language for their personal and professional spheres of life.
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