Temat: Negotiation - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Correcting students written grammatical errors: The effects of negotiated versus nonnegotiated feedback
Autorzy:: Nassaji, Hossein
Powiązania:: https://bibliotekanauki.pl/articles/780619.pdf
Data publikacji:: 2011-10
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: error correction
written errors
feedback
oral negotiation
Opis:: A substantial number of studies have examined the effects of grammar correction on second language (L2) written errors. However, most of the existing research has involved unidirectional written feedback. This classroom-based study examined the effects of oral negotiation in addressing L2 written errors. Data were collected in two intermediate adult English as a second language classes. Three types of feedback were compared: nonnegotiated direct reformulation, feedback with limited negotiation (i.e., prompt + reformulation) and feedback with negotiation. The linguistic targets chosen were the two most common grammatical errors in English: articles and prepositions. The effects of feedback were measured by means of learner-specific error identification/correction tasks administered three days, and again ten days, after the treatment. The results showed an overall advantage for feedback that involved negotiation. However, a comparison of data per error types showed that the differential effects of feedback types were mainly apparent for article errors rather than preposition errors. These results suggest that while negotiated feedback may play an important role in addressing L2 written errors, the degree of its effects may differ for different linguistic targets.
Źródło:: Studies in Second Language Learning and Teaching; 2011, 1, 3; 315-334
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms
Autorzy:: Zuniga, Michael
Simard, Daphnée
Powiązania:: https://bibliotekanauki.pl/articles/780993.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: classroom observation
interaction
negotiation for meaning
pedagogical practices
Opis:: Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interactionfriendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.
Źródło:: Studies in Second Language Learning and Teaching; 2016, 6, 1; 135-158
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Procédés interactifs de construction du sens dans le discours. Un modèle dans le développement des compétences orales au niveau avancé en langue étrangère?
Interactive procedures in meaning construction as models in developing complex foreign language oral competences
Autorzy:: Wojciechowska, Bernadeta
Wilczyńska, Weronika
Powiązania:: https://bibliotekanauki.pl/articles/1048594.pdf
Data publikacji:: 2017-06-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: French foreign language didactics
media discourse
oral competences
negotiation of meaning
interaction
Opis:: This article is aimed at giving a part of response when it comes to selecting resources, both relevant and easily accessible, which could serve as models in developing complex L2 oral competences. Those resources should encompass all levels (relational, semantic, and formal) required in realizing and interpreting efficiently our communicative intentions in oral language. Among suggested criteria, priority is clearly given to the mastery of interactive procedures in meaning construction, as playing a crucial role both in a speaker’s/learner’s communicative efficacy and the dynamics of his/her oral capacities’ development through the media. Moreover, to illustrate our reflection, we analyze the pedagogical and interactive potential in some excerpts from Le téléphone sonne, a radio segment available in podcast format.
Źródło:: Studia Romanica Posnaniensia; 2017, 44, 2; 67-82
0137-2475
2084-4158
Pojawia się w:: Studia Romanica Posnaniensia
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Proces mediacji. Typologia uczestników i szanse porozumienia
The mediation process. Typology of mediation participants and chances for a consensus
Autorzy:: Dragon, Agnieszka
Powiązania:: https://bibliotekanauki.pl/articles/693183.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: mediation
negotiation
settlement
restorative justice
mediacja
negocjacje
strony konfliktu
osiągnięcie porozumienia
sprawiedliwość naprawcza
Opis:: This paper is an analysis of mediation, in which special focus was put on the creativity of individuals in the world of social meanings. The typology of mediation participants and the ways in which they build a situation is presented, including: (i) types of social relations in advisory situations as described by Alicja Kargulowa; (ii) Roger Fisher’s, William Ury’s and Bruce Patton’s method of negotiations; and (iii) the work by Kenneth L. Thomas and Ralph H. Kilmann in which the relation between negotiators and the purpose of mediation, or the attitude of negotiators to its purpose and other participants of a conflict situation have been taken into account. This different approach to mediation allows the reader to see other aspects of the procedure. Contrary to the criminal trial, the vision of mediation presented here reveals that the settlement arrived at by the parties is not the only benefit of the procedure, as it does not only focus on facts but also on relationships and the interests of the parties. Looking at the process of mediation through the prism of the negotiating parties may be an inspiration and raise awareness. It also serves to ensure openness to the philosophy of restorative justice.
W artykule podjęto analizę mediacji, eksponując indywidualną kreatywność jednostki w świecie znaczeń społecznych. Przedstawiono typologię uczestników mediacji i ich sposobów budowania sytuacji. Autorka pokazuje typy uczestników, uwzględniając: (1) sposoby nawiązywania rodzajów stosunków społecznych w sytuacjach poradniczych opisanych przez Alicję Kargulową; (2) metody negocjowania wyróżnione przez Rogera Fishera, Williama Ury’ego, Bruce’a Pattona oraz (3) opracowanie Kennetha L. Thomasa and Ralpha H. Kilmanna uwzględniające stosunek negocjatorów do celu i innych osób w sytuacji konfliktowej. Pokazanie odmiennego od prezentowanych dotychczas obrazu mediacji zwraca uwagę na inne niż prawne aspekty mediacji w sprawach karnych. Przedstawiona wizja mediacji pozwala dostrzec, że spisana przez strony ugoda nie jest jedyną korzyścią ze stosowania tej procedury, która w przeciwieństwie do procesu sądowego koncentruje się nie tylko na faktach, lecz także na relacjach i interesach działających i kształtujących przebieg interakcji stron. Być może spojrzenie na przebieg procesu mediacji przez pryzmat negocjujących stron konfliktu stanie się inspiracją czy będzie służyć uwrażliwieniu i otwarciu na filozofię sprawiedliwości naprawczej.
Źródło:: Ruch Prawniczy, Ekonomiczny i Socjologiczny; 2016, 78, 3; 239-252
0035-9629
2543-9170
Pojawia się w:: Ruch Prawniczy, Ekonomiczny i Socjologiczny
Dostawca treści:: Biblioteka Nauki

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