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It is an undisputed fact that watching films is a great way to learn a foreign language in context and to be exposed to real life conversations, new vocabulary, etc. Foreign language films also provide a diverse cultural experience as they often focus on various current social aspects, politics as well as history. Therefore, film is a useful tool to help people who learn foreign languages achieve a high level of competences, which are essential to successful communication. A film canon would be here of great assistance both to teachers as well as learners. The aim of this paper is to discuss the existing German film canon and also to present the results of a research project conducted at the Adam-Mickiewicz-University (Poznań, Poland) with German Philology students that justify the need to create a film canon for the purpose of teaching and learning of German as a foreign language. ; KSJ 6 (1). 2018 ; KSJ 6 (1). 2018 ; KSJ 6 (1). 2018 ; KSJ 6 (1). 2018 ; 11 ; 35 ; Konińskie Studia Językowe (Koniner Sprachstudien)

Since new learning environments are believed to affect student motivation and cognition, and thus, have a huge impact on the processes underlying self-regulated learning, the transition to online learning due to the COVID-19 pandemic is likely to have challenged students' ability to remain in charge of the learning process. Distance language learners could be particularly challenged by profusion of material, cognitive overload or unsettled participation patterns. Based on introspective data obtained from a representative sample of 321 university students majoring in various foreign languages, the present study aims to compare participants' self-regulation in standard and online education and identify problem areas which demand action. At the same time, it seeks to respond to earlier calls for providing teachers with insights into students' changing self-regulation routines and the processes underlying these changes. Data analysis clearly indicates that participants' self-regulation (SR) has significantly deteriorated due to the shift from standard to online learning with respect to all the investigated SR areas. Also, while the investigated students reported a relatively high level of SR in the planning stage, their dramatically low level of reflection over the learning process could be seen as an impediment to a smooth transition from standard to distance learning.