Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "positive emotions" wg kryterium: Wszystkie pola

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-7 z 7
    Tytuł:
    Love and enjoyment in context: Four case studies of adolescent EFL learners
    Autorzy:
    Pavelescu, Liana Maria
    Petrić, Bojana
    Powiązania:
    https://bibliotekanauki.pl/articles/780977.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    adolescent learners
    EFL
    enjoyment
    love
    positive emotions
    Opis:
    This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 73-101
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Morfologiczne wykładniki pozytywnych emocji w „Przewodniku Katolickim” z lat 1895–2005
    Morphological Indicators of Positive Emotions in “Przewodnik Katolicki” in the Years 1895–2005
    Autorzy:
    Wiatrowski, Przemysław
    Powiązania:
    https://bibliotekanauki.pl/articles/636038.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    religious magazine
    “Przewodnik Katolicki”
    positive emotions
    morphology
    inflectional expressive form
    morphological expressive form
    Opis:
    The object of the linguistic analysis are articles published in the years 1895–2005 in „Przewodnik Katolicki” – one of the oldest Polish periodicals and the oldest Catholic weekly in Poland, chich to a large extent has preserved its traditional line. The research conducted in this paper is of an empirical, material and interpretative character. Its purpose is the analysis of linguistic facto excerpted from „Przewodnik Katolicki” which were used by the magazine editors to express positive emotions. Only morphological indicators of positive emotions (inflectional expressive forms, morphological expressive forms) have been analyzed. Analyzing the expressive forms, the author reveals their factual emotional values coded in the elements constituting those constructions, i.e. inflectional morphemes and morphological formants. To achieve this goal he also takes into consideration other aspects of the process of expression. He includes both interactions between the constituent elements (the inner context) of inflectional and morphological structures and the activity of other components of an utterance or consituation which jointly organize the emotional meaning of expressive forms. The reconstructed senses are presented in the form of explications, following the ideas of Anna Wierzbicka and Stanisław Grabias, as analytical formulas equivalent with the defined constructions.
    Źródło:
    Poznańskie Studia Slawistyczne; 2015, 9; 169-188
    2084-3011
    Pojawia się w:
    Poznańskie Studia Slawistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Positive reappraisal of stressful situations by children of younger school age
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/951800.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    stress
    negative emotions
    positive emotions
    benefits of stressful situations
    positive reappraisal of difficult situations
    coping with stress
    children of younger school age
    Opis:
    Stress as an individual phenomenon is a specific kind of emotional experience usually associated with negativeemotions and analysed in their context. However, under certain circumstances stress may also trigger positive emotions; analysing a stressful situation and reflecting upon it may lead one to perceive benefits of stressful experience and undertake positive reappraisal of encountered difficulties. The author’s own empirical research reveals that a considerable percentage of children finishing their early-stage school education believe that it is possible to find something advantageous, good and positive in stressful situations full of negative emotions. Examples of such positive aspects of stress given by those children indicate that for some of them the developmental process that involves coping with difficult situations has already started. The children begin to act independently (analyse the difficult situation, talk about it, ask questions, check the effectiveness of strategies) in order to overcome difficulties and find their meaning in human existence.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2018, 13, 1; 63-70
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Positive and negative emotions underlie motivation for L2 learning
    Autorzy:
    MacIntyre, Peter D.
    Vincze, Laszlo
    Powiązania:
    https://bibliotekanauki.pl/articles/781035.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    integrative motive
    L2 self system
    social-contextual model
    broaden and build theory
    positivity ratio
    Opis:
    The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 1; 61-88
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory
    Autorzy:
    Oxford, Rebecca L.
    Powiązania:
    https://bibliotekanauki.pl/articles/780870.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    well-being theory
    positive psychology
    language learning experiences
    positive and negative emotions
    learner histories
    Opis:
    This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 4; 593-615
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Stres i emocje studentów zarządzania
    Stress and Emotions of Management Students
    Autorzy:
    Turowska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1075399.pdf
    Data publikacji:
    2020-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    students of management
    stress
    positive
    negative and ambivalent emotions
    Opis:
    The subjects were 196 final-year students of The Warsaw School of Economics Faculty of Management. The purpose of the study was to measure the dominant strategy of coping with stress moderated by positive, negative and ambivalent emotions. This can be of significance in the management of staff and organizations under often unpredictable economic conditions.
    Źródło:
    Studia Edukacyjne; 2020, 59; 237-248
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotions that facilitate language learning: The positive-broadening power of the imagination
    Autorzy:
    MacIntyre, Peter
    Gregersen, Tammy
    Powiązania:
    https://bibliotekanauki.pl/articles/780701.pdf
    Data publikacji:
    2012-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    imagination
    motivation
    self
    emotions
    positive-broadening
    Opis:
    The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the language. In contrast, negative emotion produces the opposite tendency, a narrowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positivebroadening and negative-narrowing emotions in the language classroom, and beyond. The emotion system is an engine for the positive-broadening power of the imagination.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 2; 193-213
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies