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    Wyświetlanie 1-8 z 8
    Tytuł:
    HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/443045.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    indywidualizacja
    trening ucznia
    różnorodność w klasie językowej
    individual differences
    individualization
    learner training
    variety in the language classroom
    Opis:
    The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.
    Źródło:
    Neofilolog; 2019, 52/1; 179-195
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dynamika i struktura grupy w klasie językowej
    Group dynamics and group structure in the language classroom
    Autorzy:
    Kowal, Iwona
    Powiązania:
    https://bibliotekanauki.pl/articles/1037542.pdf
    Data publikacji:
    2012-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language classroom, group work
    phases of group development
    teacher actions
    klasa językowa
    praca w grupach
    fazy rozwoju grupy
    działania nauczyciela
    Opis:
    The present paper describes various psycho-social phenomena that occur in groups, in particular in the language classroom. Each group passes through five developmental stages called forming, storming, norming, performing and adjourning. During these phases learners’ behavior and attitudes change, which often leads to conflicts between the teacher and the students. The structure of the group develops in parallel with its dynamics. Students adopt several roles in the group, such as, for example, leader, expert or outsider.
    Źródło:
    Neofilolog; 2012, 39/2; 131-146
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zarządzanie uwagą na lekcji języka obcego w fazie percepcji i przetwarzania struktur językowych
    Attention management in the foreign language classroom during the phase of perception and processing of language structures
    Autorzy:
    Kubiczek, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1037721.pdf
    Data publikacji:
    2010-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    attention in cognitive processes
    , perception and information processing
    attention management in a language classroom
    uwaga w procesach poznawczych
    percepcja i przetwarzanie informacji
    zarządzanie uwagą na lekcji językowej
    Opis:
    This paper focuses on the connection between cognitive psychology and foreign language pedagogy in the context of perception and processing of language structures. It describes second language acquisition as the processing of language information, which is influenced by attention focused on language data. The concept of instructed learning assumes the possibility of manipulating learners’ attention by the teacher. The paper provides a theoretical background referring to such issues and also examples of how this kind of knowledge can be used in the classroom.
    Źródło:
    Neofilolog; 2010, 35; 173-183
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dyskurs edukacyjny na lekcji języka obcego w polskim liceum a brytyjskim The Sixth Form College – wyniki badań porównawczych
    Educational discourse during foreign language lessons in Polish upper secondary school and British sixth form college: The results of a comparative study
    Autorzy:
    Kouhan, Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/1037595.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    the sixth form college
    educational discourse
    interaction in a foreign language classroom
    Polish upper secondary school, the sixth form college
    dyskurs edukacyjny
    interakcja na lekcji języka obcego
    polskie liceum ogólnokształcące
    Opis:
    Examining different solutions implemented during foreign language lessons in different countries can be very useful. Firstly, noticing some innovative ideas in an authentic context in another educational system can inspire the introduction of some changes which can potentially raise the quality of foreign language instruction. Secondly, seeing the same solutions in another educational system can confirm the effectiveness of existing methods and in this way may strengthen the intrinsic motivation of all involved in the teaching process of teaching foreign languages. One of the most important elements of a foreign language lesson is educational discourse taking place in the classroom as it has the potential to affect all aspects of a particular class and to greatly influence learning out-comes. With this in mind, the author included educational discourse in a comparative study of the processes taking place during foreign language lesson in two types of schools: the Polish upper secondary school and the British sixth form college. The article is divided into four sections. The first one deals with the literature related to discourse, especially discourse in education. In the second section, the structure and the scope of the research will be presented, including the research tools, the subjects of the study, the research questions, the scope and the organisation of the activities, and the factors potentially limiting and influencing the outcomes of the research. In the third part, the results of the study will be presented on the basis of the analysis of the data collected by means of questionnaires, observations and interviews. In the final section, the author will draw conclusions and make some pedagogical recommendations.
    Źródło:
    Neofilolog; 2012, 38/2; 201-222
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jak badać akwizycję języka obcego w klasie, czyli o zadaniu w perspektywie badań ilościowych i jakościowych
    How to investigate language acquisition in the classroom? Quantitative and qualitative perspectives on language task
    Autorzy:
    Piotrowski, Sebastian
    Powiązania:
    https://bibliotekanauki.pl/articles/1037891.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    classroom-centered research
    research methodology
    foreign language acquisition
    classroom-centred research
    metodologia badań
    akwizycja języka obcego
    Opis:
    In studies on second language acquisition in formal settings, techniques characteristic of both qualitative and quantitative research paradigms are applied. In the first part of the article, we present general reflection on the methodology of studies on second language acquisition, with a particular emphasis on the role of exploratory research in the analysis of the process of second language teaching/learning in formal settings. In the second part, we present the concept of task, stressing its usefulness as a basic unit of analysis of the corpus of linguistic data obtained in the classroom.
    Źródło:
    Neofilolog; 2009, 32; 127-138
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    POGLĄDY POLSKICH NAUCZYCIELI NA UŻYCIE JĘZYKA PIERWSZEGO W ROZWIJANIU OBCOJĘZYCZNEJ KOMPETENCJI KOMUNIKACYJNEJ
    Polish teachers’ perceptions of the role of mother tongue in developing communicative competence in a foreign language
    Autorzy:
    Róg, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/1036672.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    first language
    mother tongue
    classroom interaction
    język pierwszy
    język ojczysty
    komunikacja w klasie
    Opis:
    Although a dominating paradigm in foreign language teaching in the past decades has been to use foreign language as often as possible, voices are now being raised that there is a place for students’ mother tongue in a language classroom. As the present article shows, both the critics and the supporters of the monolingual principle put forward commonsensical arguments in support of their stands. These arguments are outlined in the first part of the present article together with a brief look at the history of foreign-language-only approaches in language teaching methodology. What follows is a report on a study conducted by the author among 20 teachers in Poland with the aim of finding out the extent of and reasons for using mother tongue. The study demonstrated that on average teacher talking time in 60% comprises foreign language. Students’ first language is primarily used for teaching grammar and translating vocabulary.
    Źródło:
    Neofilolog; 2014, 43/2; 153-167
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Czy milczenie zawsze jest złotem? Percepcja ciszy i milczenia na zajęciach z praktycznej znajomości języka angielskiego
    Is silence always golden? Perception of silence in the EFL classroom
    Autorzy:
    Wiśniewska, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/1037623.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    silence
    classroom interaction
    English language lesson
    cisza i milczenie
    interakcja klasowa
    lekcja języka angielskiego
    Opis:
    Formal foreign language teaching involves verbal and non-verbal interactions among the participants of language classes. The nature of these interactions may play a decisive role in the success or failure in language learning. The research described in this paper attempted to gain insight into students' perceptions of silence occurring during classroom language learning, to identify its causes and effects, and to appraise its potential value for learners.
    Źródło:
    Neofilolog; 2012, 38/1; 61-76
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A JEŚLI UCZEŃ WIE WIĘCEJ – TRUDNA INTERAKCJA NA ZAJĘCIACH Z JĘZYKA SPECJALISTYCZNEGO
    And when the student knows more? Difficult interactions in the LSP class
    Autorzy:
    Kic-Drgas, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/442929.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teaching language for specific purposes
    interaction
    classroom
    educational expectations
    nauczanie języka specjalistycznego
    interakcja
    klasa szkolna
    oczekiwania edukacyjne
    Opis:
    Interaction between the learner and teacher in the context of Foreign Language for Specific Purposes (FLSP) is characteristic in that often the learner has greater specialist knowledge than the teacher for reasons of experience, or because they work professionally in the field. The purpose of this article is to define the factors impacting on this relationship and analyze possible difficulties for the teacher. The empirical part describes a pilot study with the aim of analyzing responses from eight FLSP teachers.
    Źródło:
    Neofilolog; 2017, 49/2; 207-216
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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