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    Wyświetlanie 1-9 z 9
    Tytuł:
    Learning Anxiety in the Language Classroom
    Autorzy:
    Zybert, Jerzy
    Powiązania:
    https://bibliotekanauki.pl/articles/916779.pdf
    Data publikacji:
    2018-11-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Language Classroom
    Opis:
    It has generally been acknowledged that anxiety is an affective factor that plays a significant role in any learning. A highly specific type of anxiety, foreign language classroom learning anxiety, has been distinguished and recognised as quite common among foreign language learners (Horwitz et al. 1991). The article provides some theoretical considerations related to the issue and presents findings from research on it conducted among Polish secondary school students of English. Conclusions include some practical suggestions for language teachers.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2006, 32, 1; 123-137
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The role of a teacher in a CLIL classroom
    Autorzy:
    Papaja, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/915845.pdf
    Data publikacji:
    2013-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    CLIL
    bilingual
    language classroom
    teacher
    teaching
    language development
    Opis:
    CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 147-153
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analyzing types of classroom interaction in CLIL
    Autorzy:
    Papaja, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/919714.pdf
    Data publikacji:
    2011-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    CLIL
    Content and Language Integrated Learning
    Bilingual education
    Interaction
    Language classroom
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 43-52
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Multimodale Analyse von Interaktion im fremdsprachlichen Klassenzimmer
    Multimodal analysis of interaction in a foreign language class
    Autorzy:
    Hoffmann, Sabine
    Powiązania:
    https://bibliotekanauki.pl/articles/914838.pdf
    Data publikacji:
    2016-06-20
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    interaction in foreign language classroom
    conversation analysis
    multimodal analysis
    training for foreign language teaching.
    Opis:
    The article offers a contribution to the interaction research in the foreign language teaching and learning. It starts with an overview of various research approaches to the foreign language teaching and learning, from the 60s to the present days. A multimodal analysis of an excerpt of videorecorded classroom interaction is then provided. The analysis is focused on several aspects of classroom participation and teaching sequences. Some implications of the present research for teachers' training are finally provided.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 123-134
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Umgang mit Diversität im Klassenraum – Annahmen und Realität
    Autorzy:
    Janicka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/913371.pdf
    Data publikacji:
    2017-08-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    diversity in the language classroom
    students with special educational needs
    the inclusion concept
    difficulties with effective inclusion in mainstream schools
    Opis:
    One of the main goals of the reform of the educational system in Poland in 2004 wasto ensure the equality of chances for all as well as social integration. This concept assumed anequal access to the education also for students with special educational needs. The present paperattempts to highlight the problems with implementing the inclusion concept in the languageclassroom. The study presented in the article aims to investigate whether educational institutionsin Poland are ready to implement the concept of inclusion, as well as the competence of foreignlanguage teachers to cope with the diversity in the language classroom.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 9-21
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discours Language; Classroom; Qualitative
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/916740.pdf
    Data publikacji:
    2018-11-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Language
    Classroom
    Qualitative
    Opis:
    Recent years have witnessed a revival of interest in form-focused instruction in foreign language pedagogy and there is a growing realization that a certain degree of emphasis on formal aspects of the target language is necessary if learners are to achieve high levels of accuracy (e.g. Doughty and Williams 1998; Ellis 2001). In the view of second language theorists and researchers, one of the ways in which this kind of emphasis can most profitably be accomplished is by drawing students' attention to linguistic forms as they are engaged in primarily meaning-focused activities (cf. Long and Robinson 1998). Such a dual focus on form and meaning can, for example, result from the provision of explicit or implicit negative feedback targeting the forms that turn out to be problematic. The paper will discuss the findings of a research project which investigated the feasibility of integrating form and meaning during naturally occurring secondary school English lessons. Thirty 45-minute lessons were tape-recorded, parts of the lessons which were largely communicative in nature were identified and transcribed, and the exchanges with a dual focus of the kind described above were pinpointed and subjected to qualitative analysis. The analysis showed that it is in fact possible to integrate form and meaning during communication-focused activities, that focus on form of that kind can be used to address not only grammatical problems but also those related to lexis and phonology, and that it may be beneficial for the learners' interlanguage development.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2005, 30, 1; 283-294
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    Feedback in language learning and teaching
    Autorzy:
    Komorowska, Hanna
    Powiązania:
    https://bibliotekanauki.pl/articles/912945.pdf
    Data publikacji:
    2018-12-07
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    feedback
    language learning
    language teaching
    learning goals
    educational attainment
    formative evaluation
    classroom assessment
    teacher education
    Opis:
    The text analyzes routes and ways of processing feedback as well as discusses the most important psychological, pedagogical and linguistic factors influencing the effectiveness of feedback in developing learner autonomy and determining its impact on cognitive and affective processes in the learner. It also sets out to assess the place of feedback in the evaluation of educational attainment and to identify ways of promoting so-called formative feedback, both on the school-level and in the language classroom. Implications for developing teacher autonomy via pre- and in-service teacher education are also sought
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 185-199
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones
    The role of informal learning of French as a foreign language in stimulating the metacognitive (self-)awareness of French philology students. Example of French-language films and series
    Autorzy:
    Grabowska, Monika Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/15582184.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    informal learning
    learning beyond the classroom
    French as a foreign language
    French philology
    films & series
    awareness
    self-awareness
    metacognition
    Opis:
    The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 87-106
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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