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Wyświetlanie 1-15 z 21
Tytuł:
THE PERFORMATIVE IN SECOND LANGUAGE EDUCATION: AN EXAMPLE OF THE COMPLEXITY OF THE DISCIPLINE
Autorzy:
Blaszk, Martin
Powiązania:
https://bibliotekanauki.pl/articles/1037934.pdf
Data publikacji:
2019-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
dyscyplina
złożoność
międzykulturowy
interdyscyplinarny
zwrot performatywny
glottodydaktyka performatywna
discipline
complexity
intercultural
interdisciplinary
per-formative turn
performative SLE
Opis:
Second language education (SLE) must remain open to developments in the world if it is to be relevant to those who have an investment in it: learners, teachers and researchers. However, the broadening of the interdisciplinary nature of SLE that may occur because of this is not without its problems. New areas will bring ideas and terminology that will make SLE as a discipline even more complex. In addition, the ideas and terminology may be disputed in the fields from which they originate thus compounding the problem of complexity. The article looks at the example of the performative in SLE and how it supports an approach that is interdisciplinary and intercultural. It also looks at some of the problems this causes: the implications of implementing an SLE practice that is performative, the fact that there are different performative practices, as well as variance between seemingly similar performative practices because of national and cultural differences. The article concludes with the description of two studies which show the complex nature of performative SLE as praxis.
Źródło:
Neofilolog; 2019, 52/2; 373-387
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BADANIE STRATEGII UCZENIA SIĘ W JĘZYKU DRUGIM I TRZECIM
Researching language learning strategies in the second and third language
Autorzy:
Kiermasz, Zuzanna
Powiązania:
https://bibliotekanauki.pl/articles/1036536.pdf
Data publikacji:
2018-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language learning strategies
second language
third language
strategie uczenia się języka
język drugi
język trzeci
Opis:
Although language learning strategies are a well-researched topic, there are still some aspects which need further investigation and one of these is the application of strategic devices in the second and third language. The following article seeks to compare how learners of two foreign languages use strategies and shows both differences and similarities between the application of strategic devices by presenting the results of a research project in which a questionnaire and an interview were used as the research tools. Strategies were found to be used more often when learning the L2 than during the process of learning the L3. Dissimilarities were observed in the specific types of strategies used, especially in the case of metacognitive strategies, while similarities were noted in the use of affective strategies.
Źródło:
Neofilolog; 2016, 46/1; 79-93
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fazy przetwarzania informacji językowych w nauce obcojęzycznego słownictwa
The phases of vocabulary learning
Autorzy:
Kubiczek, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1037568.pdf
Data publikacji:
2012-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
second language acquisition
taching vocabulary
language data processing
przyswajanie języka drugiego
nauczanie słownictwa
przetwarzanie danych językowych
Opis:
In the article I am presenting the course of the process of learning vocabulary activated while teaching a foreign language. The paper takes the models of information processing and input processing as a starting point to describe the phases of vocabulary learning and to implicate the teaching procedures based on the insights in the natural processes of language acquisition. It provides theoretical background referring to the concept of instructed learning understood as the possibility of steering learners’ perception and processing of lexical structures by the teacher, and also examples on how to use this knowledge in the classroom.
Źródło:
Neofilolog; 2012, 39/1; 81-93
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie cudzoziemców polskiego języka specjalistycznego (ze szczególnym uwzględnieniem języka ekonomicznego i języka biznesu)
Teaching Polish as a second language for specific purposes, with special emphasis on business and economics
Autorzy:
Jarosz, Wiesława
Powiązania:
https://bibliotekanauki.pl/articles/1037710.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Polish as a foreign language
teaching language for specific purposes
language of business and economics
język polski jako obcy
nauczanie języka specjalistycznego
język ekonomii i biznesu
Opis:
The notion of specialist language is described for the purposes of this article, followed by a short history of the teaching techniques used since the 1970s, where students have typically been taught general Polish as well asspecialist language. The materials and techniques used for the fields of business and economics are given as examples and described in detail.
Źródło:
Neofilolog; 2010, 35; 255-262
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sondaż diagnostyczny w badaniach nad rolą różnic indywidualnych w procesie akwizycji językowej
Diagnostic surveys in research on the role of individual learner differences in the process of foreign/second language acquisition
Autorzy:
Lesiak-Bielawska, Elżbieta Danuta
Powiązania:
https://bibliotekanauki.pl/articles/1037770.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
This article discusses the most popular diagnostic instruments employed when exploring the role of individual learner differences in foreign/second language acquisition. It thus focuses on the advantages and disadvantages of the quantitative research tradition, which relying on data recorded in numerical form, resorted to various inventories, but most importantly questionnaires designed for a specific research objective. In spite of their obvious drawbacks, highly structured questionnaires do not in any way seem to be devoid of certain research merits. However, since quantitative and qualitative research approaches represent different ways of thinking about and understanding the surrounding world, it is more advisable to adopt compromise in research, which will enable the researcher to place the phenomenon explored in a wider perspective.
Źródło:
Neofilolog; 2010, 34; 195-204
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PARATAXE ET HYPOTAXE DANS L’ACQUISITION DU FLE PAR DES APPRENANTS POLONOPHONES. APPROCHE LONGITUDINALE
Parataxis and hypotaxis in the acquisition of French as a second language by Polish speakers. Longitudinal approach.
Autorzy:
Paprocka-Piotrowska, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/1036650.pdf
Data publikacji:
2019-07-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
SLA
narrative
parataxis
hypotaxis
acquisition of French
longitudinal approach
coordinating conjunction
condensation
syntax complexity
subordinating cojunction
akwizycja języka obcego
narracja
parataksa
hipotaksa
język francuski jako obcy
spójniki
zdanie proste
zdanie złożone
kondensacja informacji
Opis:
This paper focuses on the acquisition of the second language (L2) and the development of syntactic competence in communication. The topic is discusses in relation to syntactic structure of narratives produced by Polish learners of French L2. The author observes in detail how language learners build simple and complex sentences (coordinating/subordinating conjunctions, complex/simple sentences ratio, para- and hypotactic sentence structures) at the three different moment of SLA: 6th, 12th and 35th month of their classroom learning/teaching (developmental and comparative approach).
Źródło:
Neofilolog; 2015, 44/1; 91-110
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zależność i niezależność od pola a przyswajanie języka angielskiego. Wyniki badania pilotażowego oraz analiza zastosowanych procedur i narzędzi badawczych
The cognitive style of field dependence/field independence and second language learning: A pilot study of procedures and results.
Autorzy:
Jantarska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1037858.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
The aim of this article is to present the results of a pilot study and to verify its methodological and statistical procedures. The subject matter of the study in question is the relationship between the cognitive styles of field dependence (FD)/field independence (FI) and the level of second language proficiency. The reader is presented with the wide range of variables and instruments incorporated in the study. The findings demonstrate strong correlations between the subjects’ FD/FI mode of perceiving the world and the results of language tests. The findings indicate that the relationship between dependent and independent variables is modified by age and sex of the subjects.
Źródło:
Neofilolog; 2009, 33; 53-64
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań
ln selected factors influencing the teaching and learning of Russian as a second foreign language – research conclusions
Autorzy:
Karolczuk, Marzanna
Powiązania:
https://bibliotekanauki.pl/articles/1037718.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
second foreign language learning
observation study
Russian lesson
badanie obserwacyjne
lekcja języka rosyjskiego
nauczanie drugiego języka obcego
Opis:
The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students’ native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students’ knowledge and skills, which they acquired during their previous learning experiences.
Źródło:
Neofilolog; 2010, 35; 185-194
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA KONTEKSTU SPOŁECZNEGO ORAZ CZYNNIKÓW INDYWIDUALNYCH W ROZWIJANIU KOMPETENCJI RÓŻNOJĘZYCZNEJ POLSKICH GIMNAZJALISTÓW
The role of the social context and individual factors in the development of multilingual competence in Polish junior high school students
Autorzy:
Kucharczyk, Radosław
Powiązania:
https://bibliotekanauki.pl/articles/442861.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
multilingual competence
context
individual factors
the second foreign language
kompetencja różnojęzyczna
kontekst
czynniki indywidualne
drugi język obcy
Opis:
The aim of this article is to reflect on the role of social context and individual factors that influence the development of multilingual competence. The first part of the article deals with the analysis of the definition of the multi-lingual competence and its role in language teaching. The next part is the presentation of the relation between the social and educational context, taking into consideration students’ individual features and multilingual competence. The last part of the article consists of the analysis of the results of the research study conducted among Polish Junior High School students. The aim of the study was to establish the impact of different factors influencing learning French as the second language.
Źródło:
Neofilolog; 2017, 49/1; 43-59
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sprawozdanie z badań jakościowych prowadzonych na zlecenie CODN w klasach dwujęzycznych z językiem hiszpańskim w polskich gimnazjach i liceach
Report from a qualitative study commissioned by the National In-service Teacher Training Centre [Centralny Ośrodek Doskonalenia Nauczycieli] and conducted in bilingual classes with Spanish as a second language in Polish junior high schools and high school
Autorzy:
Majewska, Renata
Tatoj, Cecylia
Powiązania:
https://bibliotekanauki.pl/articles/1037819.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
The paper presents the results of a qualitative study, contained in the evaluative report prepared in 2008 and commissioned by the National In-service Teacher Training Centre [Centralny Ośrodek Doskonalenia Nauczycieli, CODN]), conducted in bilingual classes with Spanish as a second language in Polish junior high schools and high schools. This report highlights the basic features of these classes in which Spanish is taught as a second language, discusses the basic needs, gives an outline of future recommendations as well as proposes some fundamental changes.
Źródło:
Neofilolog; 2009, 33; 227-238
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problematyka nauczania umiejętności czytania w języku drugim/obcym w świetle najnowszych badań naukowych
Teaching reading in a second/foreign language in the light of the latest research findings
Autorzy:
Chodkiewicz, Halina
Powiązania:
https://bibliotekanauki.pl/articles/1037909.pdf
Data publikacji:
2009-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
The present paper aims to provide a selective overview of major issues pertaining to L2/FL reading instruction with special attention to new research findings in the field. The problems chosen to focus on are: fluency and speed of reading, reading/vocabulary connections, the impact of discourse organization on the effectiveness of reading and strategy instruction. It is shown that empirical investigations carried out in recent years have shed more light on the many variables contributing to the ultimate success in L2 reading development and complex interrelationships between them. The discussion throughout the paper is illustrated with brief reports on selected studies and the problem of research methodology in the area is also emphasized. Implications for classroom instruction requiring L2 learners’ participation in a variety of reading tasks are suggested.
Źródło:
Neofilolog; 2009, 32; 49-64
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA REFLEKSJI W PRZYGOTOWANIU UCZNIA DO KOMUNIKACJI MIĘDZYKULTUROWEJ NA LEKCJI JĘZYKA ROSYJSKIEGO
The role of reflection in preparing learners for intercultural communication during lessons of Russian
Autorzy:
Karolczuk, Marzanna
Powiązania:
https://bibliotekanauki.pl/articles/1036842.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Russian language
second foreign language in school
attitudes
intercultural communication
reflection
Język rosyjski
drugi język obcy w szkole
postawy
komunikacja międzykulturowa
refleksja
Opis:
This article attempts to identify measures for teaching and learning a foreign language with focus on the reflective and conscious approach. The objective is to develop appropriate attitudes on the part of learners towards Russia and Russians and thus to prepare them for intercultural communication during lessons of Russian as a second foreign language in school. During these lessons work on student attitudes requires the teacher to use multi-faceted techniques and forms of teaching. Among these, worth mentioning is the use of reflective visualization, comparison of cultures, and conscious emphasis of what is valuable and interesting in others. Techniques, which appeal to the emotions of students, and develop their empathy are used in the context of Russian as a second foreign language in school.
Źródło:
Neofilolog; 2014, 42/2; 215-226
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI
Plurilingual competence in pre-service teacher training
Autorzy:
Szymankiewicz, Krystyna
Kucharczyk, Radosław
Powiązania:
https://bibliotekanauki.pl/articles/1036609.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
plurilingual competence
pre-service teacher education
second foreign language (L3)
knowledge
practical skills
beliefs
kompetencja różnojęzyczna
początkowe kształcenie nauczycieli
drugi język obcy
wiedza
umiejętności
przekonania
Opis:
Modern language policy in Europe has put forward the concept of multilingualism, and with this plurilingual competence. The definitions of both phenomena can be found in numerous documents of the Council of Europe, especially in the Common European Framework of Reference for Languages.The authors of this document describe multilingual communication in some detail, where the native speaker user is beyond the scale. A lot of attention is currently being given to issues of multilingualism in education, with numerous articles, suggestions for teaching activities and tools to develop related skills.This article raises the question of the preparation of future teachers of languages which will be taught as the second foreign language (L3) and how plurilingual competence can be developed in the classroom. The study, conducted among students of Romance languages answers the following questions.Are students, who are future L3 language teachers, adequately prepared to develop plurilingual competence in their students? Do they have the appropriate knowledge and practical skills to do this? What are their beliefs regarding the role of different languages when teaching the L3 target language?
Źródło:
Neofilolog; 2015, 45/1; 73-86
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ewaluacja roli społecznej nauczycieli języka niemieckiego w kontekście zaburzenia stabilizacji zawodowej
Evaluation of the social role of German teachers in the context of disturbance of professional stability
Autorzy:
Papierz-Łapsa, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/442994.pdf
Data publikacji:
2019-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
teacher identity
a second foreign language
the social role of
a teacher
professional stability
tożsamość zawodowa nauczycieli nauczanie języka obcego
drugiego
rola społeczna nauczyciela stabilizacja zawodowa nauczycieli
Opis:
In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL). The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustrate the disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.
Źródło:
Neofilolog; 2019, 53/2; 227-247
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozumowanie dedukcyjne w procesie uczenia się języka niemieckiego jako drugiego języka obcego na przykładzie podsystemu gramatycznego
Deductive reasoning in the learning process of German as a second foreign language based on example of grammatical subsystem
Autorzy:
Bawej, Izabela
Powiązania:
https://bibliotekanauki.pl/articles/16465404.pdf
Data publikacji:
2022-04-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
deduction
strategies
transfer
English
German
grammar
dedukcja
strategie
angielski
niemiecki
gramatyka
Opis:
The role of the first foreign language in second foreign language learning is an interesting research question. The main purpose of the research was to relate if and how the learners make deductions about German grammar based on English language skills. Therefore, this study presents the results of a survey conducted among students of Applied Linguistics who learn German after English. Participants were interviewed to state their opinion about the usefulness of English in learning German structures. The results of this inquiry allow the conclusions that learners use and transfer the previously acquired knowledge and information from what they have in first foreign language in order to understand, learn or form structures in the second foreign language. They compare both languages, look for similarities in the creation of the construction and the application of the structures or constructions, conclude by analogies between English and German in grammatical subsystem. In this way they deduce that English makes possible and facilitates to memorize grammatical forms while learning German, e.g. passive voice, articles, tenses, irregular verbs, comparative and superlative adjectives.
Źródło:
Neofilolog; 2022, 58/1; 85-98
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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