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    Wyświetlanie 1-13 z 13
    Tytuł:
    From EFL classroom language to classroom lexicon: Importing formulaic story language into teacher talk
    Autorzy:
    Masoni, Licia
    Powiązania:
    https://bibliotekanauki.pl/articles/911923.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    EFL teacher talk
    formulaic language
    repetition in the EFL classroom
    classroom lexicon
    Opis:
    This paper reports on a language activity carried out in an Italian University with student teachers attending a primary education course. The activity was designed to train them to use authentic children’s picturebooks as a source for EFL language learning. It consisted of identifying and ‘noticing’ (Mackey 2006) multiword expressions and ready-made utterances in a number of authentic picturebooks and simulating instances of weaving the picturebook language into the fabric of daily classroom talk. Following the activity, the students wrote individual pieces of reflective writing describing their experience. Comments by student teachers assessed the use of picturebook-derived formulaic language on both their learning and perceived ability to teach English, and revealed much about their pedagogical perspectives on teacher talk. Results suggest that promoting the use of authentic and meaningful language in context can help student teachers conceive of classroom communication as lexicon (a shared communicative practice the rules of which are fully known only by a restricted community of speakers) rather than mere language-based interaction
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 123-141
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills
    Autorzy:
    Bobkina, Jelena
    Stefanova, Sfetlana
    Powiązania:
    https://bibliotekanauki.pl/articles/781047.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical thinking skills
    critical literacy approach
    literature
    EFL classroom
    Opis:
    Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 4; 677-696
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Toward a transdisciplinary approach to FL classroom interaction
    Autorzy:
    Ciepiela, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/2135320.pdf
    Data publikacji:
    2021-09-25
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    affect
    discourse
    EFL classroom communication
    Hymes’ model
    interaction
    trans-diciplinarity
    Opis:
    The focus of the article is on the questions and issues that have arisen in research on communication in second language contexts, as well as possibilities of addressing them that open up when one moves to the understanding of scientific inquiry as “a form of anti-disciplinary or transgressive knowledge, as a way of thinking and doing that is always problematizing” (Pennycook 2007: 37). The article aims to point to some issues in research on communication in a FL classroom where a transdisciplinary approach might prove useful or even necessary to address them. An expanded analysis of a classroom discussion carried out within Hymes’ model that includes different modes and forms of communication as well as aspects of on-goingly changing contexts should illustrate the benefits of applying a transdisciplinary approach in research on communication  in a second language classroom.
    Źródło:
    Yearbook of the Poznań Linguistic Meeting; 2021, 7, 1; 75-97
    2449-7525
    Pojawia się w:
    Yearbook of the Poznań Linguistic Meeting
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Developing Selected Aspects of Intercultural Communicative Competence in the EFL Lower Primary Classroom: Learners’ Perceptions of Online Culture-Based Lessons
    Autorzy:
    Jarosz, Izabela
    Kiszczak, Anna
    Krzemińska-Adamek, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2056773.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    Intercultural Communicative Competence
    lower primary EFL classroom
    culture in ELT
    online lessons
    Opis:
    The present paper aims to outline a study devoted to the implementation of Intercultural Communicative Competence (ICC) into primary online classroom practice. The selected aspects of Anglophone cultural content were chosen to complement the students’ cultural issues covered by the core curriculum. The cultural elements were incorporated into the background of EFL materials focusing on teaching vocabulary by means of a range of activities suitable for primary school learners (42 second graders). The conclusions to be presented will provide the researchers' reflections on the implementation of and the students’ responses to the lessons.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2021, 45, 3; 83-95
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Issues of power in relation to gender and sexuality in the EFL classroom - An overview
    Autorzy:
    Pawelczyk, Joanna
    Pakuła, Łukasz
    Sunderland, Jane
    Powiązania:
    https://bibliotekanauki.pl/articles/437997.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical pedagogies
    EFL classroom
    gender
    heteronormativity
    power
    queer pedagogies
    sexuality
    talk-around-the-text
    textbooks
    Opis:
    Schools in general and classrooms in particular are among society’s primary socializing institutions (Freeman and McElhinny, 1996, p. 261; Adger, 2001). In particular, education, as an institution of Gramsci’s ‘civil society’ (Jones, 2006), can be considered a grassroots space where hegemonic gendered and sexual identities are constructed and regulated. This article looks at the context of the EFL classroom – a discursive space where learners are potentially (re-)constructed in relation to various (gender) roles in society as well as learning the practices, values and rules of a given society at large. In this paper we explore and discuss how the categories of gender and sexuality are represented, (re-)constructed and generally dealt with in this learning environment. We follow Foucault’s (1978, 1979) conceptualization of power as something which “weaves itself discursively through social organizations, meanings, relations and the construction of speakers’ subjectivities or identities” (Baxter, 2003, p. 8) and is enacted and contested in every interaction (see Mullany, 2007). We see power as being produced, reproduced, challenged and resisted in the EFL classroom in connection with the construction of gender and sexuality. The article discusses how views on what/who is ‘powerful’ in the context of the EFL classroom have changed over the years, from the early privileging of textbooks to the currently advocated central role of the teacher in addressing and promoting (or not) traditional and/or progressive discourses of gender and sexuality. Critical pedagogies and queer pedagogies are discussed as offering educators potent insights and tools to deal with heteronormativity and various forms of discrimination in the EFL classroom as well as helpful means for empowering all students by addressing their various identities. It is thus our contention that relationships between gender, sexuality and EFL education are in need of urgent (re)addressing as existing research is outdated, lacks methodological sophistication or is lacking in the Polish context.
    Źródło:
    Journal of Gender and Power; 2014, 1; 49-66
    2391-8187
    Pojawia się w:
    Journal of Gender and Power
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Classroom Interaction in Oral Language Learning Events Created by EFL Storytelling-based Games
    Autorzy:
    Gąsior, Klaudia
    Powiązania:
    https://bibliotekanauki.pl/articles/601289.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    classroom interaction, storytelling, games, EFL speaking, secondary school students
    Opis:
    The paper aims at discussing some examples of classroom interaction in the context of playing “One Word/Sentence at a Time” and “Story Cubes” games by Polish secondary school students of English. First, it gives an overview of definitions and major types of classroom interaction. Second, it presents the opportunities for classroom interaction offered by a game-like environment. Then, the action research study conducted with a group of EFL learners is presented. The participants were recorded in the course of storytelling-oriented lessons and their stories were transcribed. Summing up the data gathered throughout the study, it is evident that the games offer a highly interactive FL classroom environment in which various categories of student-talk intertwine with teacher-talk.
    Źródło:
    New Horizons in English Studies; 2019, 4
    2543-8980
    Pojawia się w:
    New Horizons in English Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The influence of personality and social background upon the portrait of an autonomous language learner: The study of Higher Primary foreign language learners
    Wpływ osobowości i środowiska społecznego na obraz autonomicznego ucznia języka obcego
    Autorzy:
    Batyra, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1886414.pdf
    Data publikacji:
    2015
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    uczeń autonomiczny
    uczeń odnoszący sukces w uczeniu się języków obcych
    nauczanie języka angielskiego jako języka obcego
    osobowość
    extrawersja/introwersja
    środowisko domowe
    motywacja
    autonomous learner
    successful language learner
    EFL classroom
    social environment
    personality factor
    extroversion/introversion
    motivation
    Opis:
    W ostatnich latach wymogi ministerialne dotyczące kształcenia ogólnego wymagają od nauczycieli, a w szczególności nauczycieli języków obcych, stworzenia takich warunków pracy w klasie oraz poza szkołą, w których uczeń ma okazję do zdobywania umiejętności planowania, organizowania, oceniania swojej pracy, a także wzięcia odpowiedzialności za proces uczenia się. Tym zjawiskiem jest pojęcie autonomii ucznia, która jest kluczem do osiągnięcia sukcesu w uczeniu się języków obcych. Istnieje bowiem wyraźny związek między odnoszeniem sukcesu w uczeniu się języków obcych a autonomią ucznia, czego dowodzą liczne dyskusje w literaturze poświęconej nauczaniu języków obcych, np. Borg i Al-Busaidi (2012), Nunan (1991), Omaggio (1978), Rubin i Thompson (1983).  Kim jest uczeń autonomiczny i jakie czynniki wpływają na jego sukces? Jest to niezwykle złożony proces, na który składają się zmienne czynniki, takie jak stosunek ucznia do języka obcego, motywacja, umiejętności organizacyjne, a także indywidualne cechy uczniów, takie jak wiek, płeć, style poznawcze oraz style uczenia się, wybór strategii językowych, inteligencja, pamięć, a także wszelkie zaburzenia wynikające z zachowania i rozwoju poznawczego, które w tym przypadku mogą utrudniać rozwój autonomii ucznia. Celem niniejszej pracy jest wykazanie wpływu osobowości oraz środowiska rodzinnego ucznia na kształtowanie i rozwój autonomii uczącego się języka obcego w klasie, a także poza nią. Niniejszy artykuł poparty jest badaniami, przeprowadzonymi w dwóch szkołach wiejskich w roku szkolnym 2013/2014, a dotyczącymi autonomii ucznia. W badaniach wzięło udział czterech nauczycieli języka angielskiego oraz 115 uczniów w wieku 11, 12 i 13 lat, których współpraca na lekcji języka angielskiego była intensywnie obserwowana przez okres dziewięciu miesięcy. Po upływie tego czasu respondenci wzięli udział w wywiadach opartych na kwestionariuszach. Z uwagi na to, że badania dotyczą wielu aspektów autonomii ucznia, w niniejszej pracy zostały zaprezentowane dane dotyczące sylwetki ucznia autonomicznego.
    Recent ministerial requirements in the core curriculum of general education, demand of teachers, and particularly language teachers that they create such environment in and beyond the classroom in which learners have an opportunity to gain the ability to plan, organize, evaluate as well as take responsibility for their own learning process. This phenomenon, known as learner autonomy, is the key to successful language learning. Success in foreign language learning evidently correlates with autonomous learning, as evidenced by numerous discussions in literature, Borg and Al-Busaidi (2012), Nunan (1991), Omaggio (1978), Rubin and Thompson (1983). What makes an autonomous and thus successful foreign language learner? This is a highly complex process which encompasses a variety of variable factors such as learner attitude towards a foreign language, learner motivation and organizational skills as well as individual characteristics devoted to age, gender, learner cognitive and learning styles, the choice of learning and communication strategies, intelligence, memory and various disorders which may hamper the development of autonomy. This paper aims at demonstrating how learner personality and social background influence learner autonomy in and off the classroom setting. The paper is supported by the study, carried out in 2013/2014, of various forms of autonomous behaviours generated by four English teachers and 115 English learners at the age of 11, 12 and 13 from two school backgrounds who were intensively observed during English lessons for a period of nine months and interviewed on the basis of the questionnaires. Since the study is devoted to various aspects of autonomous learning, only the data concerning an autonomous language learner is presented in this paper.
    Źródło:
    Roczniki Humanistyczne; 2015, 63, 11; 21-36
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE AFFORDANCES AND TROUBLESHOOTING OF AN IT ENABLED EFL CLASSROOM: FOUR PRACTICAL EXAMPLES
    Autorzy:
    Byrne, Jason
    Furuyabu, Mariko
    Powiązania:
    https://bibliotekanauki.pl/articles/955904.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    BYOD
    Google Classroom
    paperless
    EFL listening
    EFL speaking
    Opis:
    This paper aims to provide teachers with a practical guide to working in an IT enabled classroom. The paper outlines four central practical examples, with teacher reflections, of what was required in starting an actual IT enabled English listening & speaking program. The classroom environment described is board-less, meaning the teacher’s presented with PowerPoint. The environment is largely paperless, meaning a Bring Your Own Device (BYOD) approach was implemented for both students and teachers. The paperless philosophy also meant material creation was digital, and delivery/submission was via Google Classroom. The teachers’ largely thrived in the environment, and many unexpected affordances were discovered, however, technical and pedagogical issues were also identified and the paper troubleshoots ways in which IT enabled EFL classrooms could be enhanced.
    Źródło:
    Teaching English with Technology; 2019, 19, 2; 70-87
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Students’ perceptions of flipped classroom-mediated task: insights from an Indonesian post-earthquake EFL writing pedagogy
    Autorzy:
    Husnawadi
    Powiązania:
    https://bibliotekanauki.pl/articles/2097671.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Flipped Classroom-Mediated Task
    EFL
    TBLT
    Opis:
    Despite its positive impact on students’ learning and learning outcomes, studies documenting empirical evidence on how Flipped Classroom anchored in technology-mediated task can facilitate and promote students’ learning in post-Earthquake EFL writing pedagogy context remain scarce. To fill this void, this action research, documenting both quantitative and qualitative data, anchored in González-Lloret’s and Ortega’s (2014) technology-mediated task framework, aimed to garner students’ perceptions towards the use of FC-Mediated Task (FCMT) for learning essay writing; how they perceived this instructional approach compared to face-to-face only classes; and what challenges appeared while implementing this approach for the teaching and learning of writing in such a post-earthquake pedagogical context. The statistical evidence showed that the majority of the students positively perceived the use of FCMT for the learning of essay writing. The students also preferred the use of this approach to FTF only classes for learning to write essays in English in terms of the effectiveness and efficiency, engagement, language skills development and motivation. Pedagogical and technological challenges remained their prominent barriers in the implementation of this approach.
    Źródło:
    Teaching English with Technology; 2021, 21, 1; 8-28
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Discourse markers in non-native EFL teacher talk
    Autorzy:
    Vickov, Gloria
    Jakupčević, Eva
    Powiązania:
    https://bibliotekanauki.pl/articles/780467.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    discourse markers
    non-native (Croatian) EFL teachers
    classroom discourse
    Opis:
    The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 4; 649-671
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ Perceptions, Experiences, and Challenges of Incorporating Justice in English as a Foreign Language Classrooms
    Autorzy:
    Estaji, Masoomeh
    Zhaleh, Kiyana
    Powiązania:
    https://bibliotekanauki.pl/articles/2121839.pdf
    Data publikacji:
    2021
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    classroom justice enactment
    classroom injustice behavior
    distributive justice
    EFL teachers
    interactional justice
    procedural justice
    Opis:
    The present qualitative study sought to unravel English as a foreign language (EFL) teachers’ perceptions and experiences of classroom justice and injustice. By employing purposive sampling, 31 EFL teachers in Iran were targeted to respond to an open-ended questionnaire. Subsequently, five of them took part in a follow-up, semi-structured interview. All data analyses were conducted via MAXQDA software. The main findings of the study were as follows; (1) The procedural, interactional, and distributive justice dimensions emerged in the teachers’ accounts of justice and injustice; (2) classroom justice was highlighted more saliently in teachers’ accounts than classroom injustice; (3) the teachers mainly had positive evaluations of their justice practices; and (4) they regarded educational and institutional factors, student-related factors, and teacher-related factors as the three major sources of challenges faced by EFL teachers when enacting classroom justice. It is hoped that by unraveling and reflecting on their justice and injustice behaviors, EFL teachers be prompted to go for their instructional justice betterment and more skillfully handle daily challenges that they face when trying to act fairly in the classroom.
    Źródło:
    Polish Psychological Bulletin; 2021, 52, 3; 251-269
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFFECT OF BLENDED LEARNING USING GOOGLE CLASSROOM ON WRITING ABILITY OF EFL STUDENTS ACROSS AUTONOMY LEVELS
    Autorzy:
    Sujannah, Wahyu Diny
    Cahyono, Bambang Yudi
    Astuti, Utari Praba
    Powiązania:
    https://bibliotekanauki.pl/articles/955403.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Autonomy levels
    blended learning
    EFL students
    Google Classroom
    writing ability
    Opis:
    A lot of studies have shown that the integration of the Internet in the teaching process in the classroom, or commonly called ‘blended learning,’ improves EFL students’ writing ability. Nonetheless, the effect of blended learning using Google Classroom on EFL students’ writing ability by considering autonomy levels has not been conducted yet. Therefore, this study aimed to examine the effect of blended learning using Google Classroom on writing ability of EFL students across autonomy levels. This study involved 53 third semester students taking Essay Writing course in two classes at Universitas Negeri Malang, Indonesia. One of the classes received blended learning using Google Classroom and the other was taught in a conventional way. Pre-test and post-test were given to students in the two groups to know their writing ability before and after the treatment. The students in the experimental group were also given a questionnaire to know their autonomy levels. The results of the study showed that the writing ability of the EFL students taught by using blended learning using Google Classroom was better than that of the other group. Besides, the high autonomous EFL students outperformed the low autonomous EFL students in their writing ability.
    Źródło:
    Teaching English with Technology; 2020, 20, 2; 82-97
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Prospective primary school EFL teachers’ beliefs about “flipping”
    Autorzy:
    Fernández-Carballo, Mª Victoria
    Powiązania:
    https://bibliotekanauki.pl/articles/2097427.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    English as a foreign language (EFL)
    flipped classroom (FC)
    flipped learning (FL)
    higher education
    students’ perceptions
    Opis:
    Our paper focuses on the implementation of the flipped classroom model with the students of the subject ICT for EFL teaching and learning at a Spanish university. This pedagogical approach, generally speaking, reverses the traditional learning environment by delivering instructional content outside the classroom and working on it in class. The ultimate goal of our research is to evaluate the aforementioned model, used with a sample of 40 students, through a mixed-method approach. To this aim, a satisfaction survey (Gilboy, Heinerichs & Pazzaglia, 2015) plus two open-ended questions were administered to participants in the study. The results obtained, through both quantitative and qualitative techniques, reveal that the majority of the students completing the evaluation preferred the flipped method compared with the traditional one.
    Źródło:
    Teaching English with Technology; 2021, 21, 1; 48-59
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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