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    Wyświetlanie 1-12 z 12
    Tytuł:
    O źródłach motywacji w kontekście edukacji językowej dorosłych
    Autorzy:
    Róg, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/1037640.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    motivation
    adult student
    study
    motywacja
    uczeń dorosły
    badanie
    Opis:
    This paper concerns the teaching of foreign languages to adults with special attention given to the concept of motivation. The present author wishes to present the findings of his small-scale research done on a group of adults and their teachers as regards the sources of motivation in the context of adult language instruction. To begin with, an overview of the notion of motivation is followed by its typology and current state of knowledge about teaching languages to adults is briefly outlined. The second part of the article demonstrates the procedure and results of the study.
    Źródło:
    Neofilolog; 2011, 37; 121-132
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PRZYGOTOWANIE DO TWÓRCZOŚCI PEDAGOGICZNEJ W KSZTAŁCENIU WSTĘPNYM NAUCZYCIELI JĘZYKÓW OBCYCH
    Preparing foreign language teacher trainees in initial training for creativity in teaching
    Autorzy:
    Jastrzębska, Elżbieta
    Powiązania:
    https://bibliotekanauki.pl/articles/1037099.pdf
    Data publikacji:
    2019-10-16
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    motivation
    learners' perception of German
    regional differences
    motywacja
    postrzeganie jezyka niemieckiego przez uczniów
    różnice regionalne
    Opis:
    Creativity in teaching in the subject literature can be divided into three categories: the creative process, the product and the support of the development of creative activity in students. Not only is creativity important for the teacher today but also it is an essential part of his or her professional identity. In XXI century pedeutology [a branch of educational theory] the vision is of an open-minded and autonmous teacher, a reflective practitioner who is prepared to create his or her own new strategies to function in educational situations which are constantly changing. This educator effectively supports the personal development of the student and their process of learning. For this reason, creativity in teaching should also be one of the principal objectives of the professional training of the foreign language teachers, which in turn poses important questions. The notion of creativity in teaching, its scope and how it can be prepared for during the aca-demic training of the foreign language teachers are the subjects of the article.
    Źródło:
    Neofilolog; 2013, 40/2; 205-217
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategie interakcyjne lektorów, z którymi dorośli chcą pracować
    Autorzy:
    Strzałka, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1037637.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    interaction
    motivation
    teaching adults
    teacher
    motivational strategies
    study
    interakcja
    motywacja
    nauczanie dorosłych
    nauczyciel
    strategie motywacyjne
    badanie
    Opis:
    Knowing that there is a definite link between instructor – student interaction and students’ affect, as there is between affect and learning, the article pro-vides a look at the ways in which FL teachers address adult learners. Teaching adult learners in general constitutes a challenge since the group are especially sensitive to self image and easily get demotivated. Teacher’s behaviour, her attitude to the adult student and the atmosphere of learning are among the most important motivational factors for adults. The article is an attempt at presenting specific interactional strategies good teachers practice in order to motivate adults, offer them a sense of security and satisfy their face needs.
    Źródło:
    Neofilolog; 2011, 37; 159-173
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozwijanie wizji „Ja idealnego” u uczących się języka niemieckiego jako obcego na trzecim etapie edukacyjnym
    Developing the vision of the ‘Ideal Self’ among learners of German as a foreign language at the Third Educational Stage
    Autorzy:
    Białek, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/52446723.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Ideal Self
    Self-System
    motivation
    dynamic system
    pedagogical intervention
    Ja idealne
    systemy dynamiczne
    motywacja
    interwencja pedagogiczna
    Opis:
    Over the past decades, the understanding of motivation has undergone significant transformations. Departing from its perception as a stable variable (Gardner, 1985), it has evolved into a nonlinear concept with varying degrees of intensity. Motivation is now recognized as one of many complex dynamic systems (Larsen-Freeman, 2016) characterized by nonlinearity, chaos, unpredictability, sensitivity to initial conditions, openness, self-organization, and responsiveness to feedback and adaptation (Larsen-Freeman, 1997: 142). This article aligns itself with this context and presents an understanding of motivation that assumes nonlinearity, variability, and dynamism. Results of a study involving the observation of the phenomenon of motivation variability under the influence of a pedagogical intervention are presented. The theoretical framework for the conducted research is the L2 Motivational Self-system proposed by Zoltan Dörnyei.
    Źródło:
    Neofilolog; 2024, 63/1; 137-155
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Le feedback est-il toujours motivant ? Les attitudes des bacheliers polonophones de classes bilingues envers la rétroaction corrective écrite
    Is feedback always motivating? Attitudes of Polish-speaking high school students from bilingual classes towards corrective feedback in writing
    Autorzy:
    Lipińska, Julia
    Powiązania:
    https://bibliotekanauki.pl/articles/1036456.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    motivation
    feedback
    evaluation
    language learning
    formative assessment
    writing assessment
    motywacja
    ocenianie
    nauka języków
    ocenianie kształtujące
    ocenianie pisania
    Opis:
    Feedback is one of the key tools used to regulate the process of learning. In order to be effective, it must provide the students with accurate information and guidelines concerning their work by not only showing them mistakes, but also pointing out what they already know and giving advice to help them improve their skills. Poorly executed feedback may damage the students’ motivation instead of reinforcing it. Thus, it is important to know how students perceive different feedback techniques and how they react to them. To answer these questions, we led a research among Polish bilingual high school students learning French. We asked them about their preferences concerning feedback and about its perceived influence on their motivation. The results show students prefer detailed comments which show them positive and negative aspects of their work, without harming their self-esteem, i.e. by giving feedback in front of their peers. Such practices, according to students, have a beneficial effect on their motivation.
    Źródło:
    Neofilolog; 2021, 56/1; 39-54
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE IMPORTANCE OF AFFECT IN LANGUAGE LEARNING
    Autorzy:
    Arnold, Jane
    Powiązania:
    https://bibliotekanauki.pl/articles/443027.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    emotions
    motivation
    self-esteem
    anxiety
    group dynamics,
    confidence
    communication
    emocje
    motywacja
    poczucie własnej wartości
    lęk
    dynamika grupy
    pewność siebie
    komunikacja
    Opis:
    As language teachers, we have to pay attention to many things in our work but cognitive aspects of foreign or second language learning cannot provide all the information we need. If we also give attention to the affective domain, this can make our teaching more effective. In this article we will be considering some of the affective factors and exploring how they influence the process of language learning. Special emphasis will be placed on implications for teachers in the classroom.
    Źródło:
    Neofilolog; 2019, 52/1; 11-14
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    WHAT MAKES TEACHERS DEVELOP PROFESSIONALLY: SOME REFLECTIONS ON MOTIVATIONAL ISSUES IN THE CONTEXT OF POST-GRADUATE STUDY PROGRAMMES
    Autorzy:
    Droździał-Szelest, Krystyna
    Powiązania:
    https://bibliotekanauki.pl/articles/442958.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    autonomia
    motywacja
    nauczanie refleksyjne
    nauczyciel-uczeń
    profesjonalizm nauczyciela
    przekonania
    refleksja
    rozwój zawodowy
    autonomy
    beliefs
    motivation
    professional development
    reflection
    reflective teaching
    teacher-learner
    teacher professionalism
    Opis:
    This article explores the concept of teacher professionalism, focusing primarily on factors motivating teachers to pursue professional development within the framework of formal, organized teacher development programmes offered by educational institutions. Its major purpose is to contribute to a better understanding of motivational issues involved in teacher education, or teacher learning, as it is sometimes referred to. Its other purpose is to liven up a discussion concerning language teacher education as a life-long experience. The article consists of two parts: its theoretical sections focus on the notions of professionalism and a professional, together with the concepts of autonomy and reflection/reflective practice, which are crucial from the point of view of teacher development. Next, factors motivating teachers to continue their development both as professionals and as individuals are addressed. The second part presents and discusses results of a small-scale individual research project which yielded some interesting data pertaining to motivational issues involved in teacher learning.
    Źródło:
    Neofilolog; 2019, 52/1; 159-177
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DYNAMICZNY CHARAKTER ZMIENNYCH INDYWIDUALNYCH – WYZWANIA BADAWCZE I IMPLIKACJE DYDAKTYCZNE
    Dynamic nature of individual difference factors: Research challenges and teaching implications
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/442915.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    teoria dynamicznych systemów złożonych
    motywacja
    gotowość komunikacyjna
    strategie uczenia się
    individual differences
    complex dynamic systems theory
    motivation
    willingness to communicate
    language learning strategies
    Opis:
    Not so long ago individual difference factors were perceived as relatively stable attributes of learners and it appeared that their impact on the outcomes of the language learning process could be determined in a straightforward manner. There was a widespread belief that it was sufficient to design appropriate data collection instruments, carefully validate them, collect the requisite data concerning the variable in question as well as learners’ attainment, and then apply the procedures of inferential statistics in order to arrive at conclusions in this respect (Dörnyei, 2005). Such findings could later be used as a point of reference for pedagogical implications for teachers. However, the findings of research conducted over the last decade, in particular such that has focused upon motivation and willingness to communicate (e.g., Dörnyei, MacIntyre and Henry, 2015), have clearly demonstrated that the situation is much more complicated, because such factors are subject to constant fluctuations, both over longer periods of time, sequences of classes, single lessons or even specific tasks implemented by teachers. This phenomenon brings with it a number of challenges, not only with respect to designing and conducting empirical studies but also in regard to the steps that should be taken to take account of learners’ individual profiles. The main aim of the present paper is to demonstrate how the dynamic nature of individual difference factors can be accommodated in empirical research as well as elucidating its consequences for the individualization of the process of language learning in the classroom and beyond.
    Źródło:
    Neofilolog; 2017, 48/1; 9-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ROZWÓJ ZAWODOWY NAUCZYCIELI JĘZYKÓW OBCYCH SZKÓŁ PAŃSTWOWYCH NIŻSZEGO SZCZEBLA – MOŻLIWOŚCI, ŹRÓDŁA MOTYWACJI I DEMOTY-WACJI
    The professional development of foreign language teachers in primary and lower secondary state schools – possibilities, sources of motivation and demotivation
    Autorzy:
    Jaroszewska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036607.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teaching foreign languages
    professional development of teachers
    motivation and demotivation towards professional develop-ment
    Polish education system.
    nauczanie języków obcych
    rozwój zawodowy nauczy-cieli
    motywacja i demotywacja w rozwoju zawodowym
    polski system edukacyjny
    Opis:
    The professional development of teachers is associated with increased specialized competence and professional advancement, which usually correlate with a specific level of intrinsic and extrinsic motivation. The vagaries of Polish education and its contemporary image are not always conducive to such development and generate situations, or circumstances, which demotivate some teachers, despite the availability of many possibilities for development. This article aims to present a catalogue of options for teacher development. It discusses selected issues relating to the motivation and demotivation of foreign language teachers employed in the general public education system, in particular primary and lower secondary schools, with regard to engaging in professional development.
    Źródło:
    Neofilolog; 2015, 45/1; 87-104
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wykorzystanie narzędzi informatycznych w pracy z lekturami na poziomie A1/A2, czyli jak można kształtować sprawność czytania ze zrozumieniem w nauczaniu zdalnym
    The use of IT tools in working with reading texts on A1/A2 level – how can we develop reading comprehension skills in distance learning?
    Autorzy:
    Gierzyńska, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/2098452.pdf
    Data publikacji:
    2021-12-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    ICT
    simplified readings
    reading comprehension
    global reading
    selective reading
    motivation
    text-attack techniques
    technologie informacyjno-komunikacyjne
    proste lektury
    czytanie ze zrozumieniem
    czytanie globalne
    czytanie szczegółowe
    motywacja
    techniki usprawniania kompetencji czytania ze zrozumieniem
    Opis:
    Refining reading comprehension skills is one of the basic tasks that students of foreign languages and their teachers face. Some of the texts offered in students’ books do not make pupils interested in the topic, motivated or encouraged enough to develop their reading comprehension ability. The reason is that these texts are compulsory students have to read them which thus makes the readings less interesting. Learning foreign languages essentially should be focused on their posterior use in extracurricular, personal and then occupational conditions. Since reading is necessary, then choosing simple books in a foreign language would be worth considering. Such texts may be perceived by the students differently from the compulsory readings in class. What is more, reading didactically adapted, longer literary texts and their proper reception will certainly be satisfying for the student. This article provides the reader with the examples of using simplified readings in the global and detailed text processing which, in turn, takes into account techniques such as pre-reading, while-reading and post-reading. Furthermore, the article presents the ideas of including Information and Communication Technologies in teaching which influences students’ engagement and allows the teacher to monitor their work.
    Źródło:
    Neofilolog; 2021, 57/2; 265-279
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Le soi de l’apprenant d’une langue étrangère : adaptation de certaines théories psychologiques en didactique de langues
    The foreign language learner’s self: adaptation of selected psychological theories in SLA studies
    Autorzy:
    Pudo, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/1036457.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    self
    L2 motivation
    Ideal L2 Self
    Ought-to L2 Self
    self-discrepancy
    possible selves
    Ja
    motywacja do nauki języka obcego
    językowe Ja idealne
    językowe Ja powinnościowe
    teoria rozbieżności Ja
    możliwe Ja
    Opis:
    As an interdisciplinary science, SLA studies are receptive to ideas formulated in other disciplines. Although the relevance of psychology for SLA is often underestimated, its influence has recently grown with the advent of neurosciences and the increased interest in learner variables. One f concept from psychology that is potentially interesting is theories of the self, some of which have recently been adapted into research on foreign language learner motivation. In this article, we examine two particular psychological concepts (possible selves and self-discrepancy) as sources of an influential L2 motivation model – Dörnyei’s L2 Motivational Self System – which is very little debated in French SLA literature. We outline the main points of the three theories, analyse them and try to assess the adaptation process. As in any case of transfer between disciplines, the source theories are altered, but the result has proven a meaningful and enriching addition to studies of L2 motivation.
    Źródło:
    Neofilolog; 2021, 56/1; 23-38
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO
    The relationship between the knowledge of grammar and selected cognitive and affective individual difference variables: An outline of a research project
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/442871.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    individual differences
    working memory
    motivation
    willingness
    to communicate
    grammar learning strategies
    beliefs about grammar
    instruction
    explicit and implicit knowledge
    różnice indywidulane
    pamięć robocza
    motywacja
    gotowość komunikacyjna
    strategie uczenia się gramatyki
    przekonania
    dotyczące nauczania gramatyki
    wiedza eksplicytna i implicytna
    Opis:
    Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
    Źródło:
    Neofilolog; 2018, 50/2; 197-214
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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