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    Wyświetlanie 1-10 z 10
    Tytuł:
    Einige Bemerkungen zur Rolle von Hypertexten im glottodidaktischen Prozess
    A few remarks on the role of hypertexts in the glottodidactic process
    Autorzy:
    Szerszeń, Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/917059.pdf
    Data publikacji:
    2018-11-05
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    hypertext
    reception of hypertexts
    glottodidacics
    glottodidacic process
    foreign language learner
    Opis:
    In the contemporary foreign language didactics hypertexts play an increasingly important role, which is reflected in the glottodidactic discourse. The aim of the article is a juxtaposition of the elements which facilitate or limit reception of hypertexts in the glottodidactic process. Accordingly, the main problems which appear during student’s work with hypertexts are listed, and solutions to some of them are also suggested. Moreover, the arguments presented are in favour of the application of hypertexts in the glottodidactic process.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 133-142
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zur Bedeutung des fremdsprachlichen Schreibens. Einige Überlegungen aus der Theorie und Praxis des DaF-Unterrichts auf der Fortgeschrittenenstufe
    Autorzy:
    Pawłowska, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/919793.pdf
    Data publikacji:
    2012-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Creative writing
    Foreign language learner
    Language teaching methods
    Process of writing
    German as a foreign language
    Writing skills
    Opis:
    The article aims at analyzing the approach to writing skills in selected foreign language teaching methodologies and at characterizing the function of writing from the perspective of the theory and practice of teaching German as a foreign language.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 69-79
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zur Kommunikationsleistung des Fremdsprachenlerners
    Autorzy:
    Szczodrowski, Marian
    Powiązania:
    https://bibliotekanauki.pl/articles/913269.pdf
    Data publikacji:
    2018-09-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Communicative achievements of the foreign-language learner
    decoding foreignlanguage signals
    the semantic-grammatical decoding of structures
    receptive and productive effectiveness and potential of the foreign-language storage mechanism
    communicative pa
    Opis:
    The structures of a foreign language, presented by a teacher-sender, are received bya learner as specific signals that are subject to phonetic-phonological and graphic-graphemic decoding. They are accordingly transferred to the foreign-language center, in which semanticgrammatical decoding is performed. Individual structures acquired in this fashion constitute constructive elements of the storage mechanism for learning language in the form of constant structure-matrices. In the process of the receptive-productive dynamization of the language’s structures, the learner simultaneously masters their effectiveness and potential, which make it possible to apply the codified information to current situations. Autonomous forms of learning a foreign language lead to an increase in the reserves of vocabulary and to its more effective application. Independent manipulation of a foreign language in emergent situations means that the learner develops the ability to use it in contacts with communicative partners.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 1; 147-157
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
    Autorzy:
    Dewaele, Jean-Marc
    Alfawzan, Mateb
    Powiązania:
    https://bibliotekanauki.pl/articles/780971.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language anxiety
    foreign language enjoyment
    individual differences
    learner-internal variables
    teacher-centered variables
    Opis:
    Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 21-45
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Positive psychology in cross-cultural narratives: Mexican students discover themselves while learning Chinese
    Autorzy:
    Oxford, Rebecca L.
    Cuellar, Lourdes
    Powiązania:
    https://bibliotekanauki.pl/articles/780719.pdf
    Data publikacji:
    2014-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language learner narrative
    PERMA model
    Chinese as a second/foreign language
    Opis:
    Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 2; 173-203
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners
    Autorzy:
    Nilsson, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/780789.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    young language learners
    learner beliefs
    target language use
    foreign language anxiety
    sense of agency
    Opis:
    This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 2; 257-281
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
    Autorzy:
    Akbaş, Erdem
    Ölçü-Dinçer, Zeynep
    Powiązania:
    https://bibliotekanauki.pl/articles/2051527.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grammatical morpheme
    second language acquisition
    natural order
    learner corpus
    English as a foreign language
    Opis:
    The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners
    Autorzy:
    Chłopek, Zofia
    Powiązania:
    https://bibliotekanauki.pl/articles/916942.pdf
    Data publikacji:
    2018-11-05
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    learner motivation
    third (or further) language acquisition (L3 )
    foreign language learning
    language learning experience
    adult FL learners
    Opis:
    The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 69-79
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring self-perceived communication competence in foreign language learning
    Autorzy:
    Lockley, Thomas
    Powiązania:
    https://bibliotekanauki.pl/articles/781067.pdf
    Data publikacji:
    2013-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    self-perceived communication competence, willingness to communicate
    learner self-perceptions
    foreign language anxiety
    Opis:
    Speaking self-perceived communication competence (SPCC) is a construct with many potential implications for foreign language learning, but one that has been little studied. SPCC itself is a major predictive factor in willingness to communicate, a construct which has been widely conceptualised and researched. This study (N = 103) used a repeated measures ANOVA to investigate SPCC and its correlation with actual L2 speaking proficiency over the course of a year; there was no significant correlation. Qualitative data was then treated with grounded theory to establish why SPCC was inaccurate and to provide pointers as to how SPCC accuracy might be improved. The findings are discussed with reference to the literature in an attempt to establish a deeper understanding of SPCC, particularly in the Japanese context, its formulation and its implications for foreign language learning.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 2; 187-212
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Glottokodematische Prozesse unter kybernetischem Aspekt (Ausgewählte Fragen)
    Cybernetic Aspects of Glottodidactic Processes (Selected Issues)
    Cybernetyczne aspekty procesów glottodydaktycznych (wybrane zagadnienia)
    Autorzy:
    Szczodrowski, Marian
    Powiązania:
    https://bibliotekanauki.pl/articles/40053888.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    begriffliche Auffassung der Information
    das glottodidaktische Gefüge und seine Subprozesse
    Lehrender als Primärsender und Sekundärempfänger
    Übertragung der fremdsprachlichen Informationen im Rückkoppelungsgefüge
    Lernender als Primärempfänger und Sekundärsender
    the concept of information
    the glottodicactic system and its subprocesses
    the instructor as primary sender and secondary receiver
    sending foreign-language information within a feedback system
    the learner as primary receiver and secondary sender
    Opis:
    Istotny wkład w poszerzenie i pogłębienie dziedziny glottodydaktyki wnoszą m.in. wy- niki badań kodematycznych i cybernetycznych. W obrębie systemu glottodydaktycznego można wyróżnić następujące procesy: 1) kodowanie informacji przez głównego nadawcę (instruktora); 2) wysyłanie informacji oraz jej językowe i pozajęzykowe monitorowanie do głównych odbiorców (uczniów); 3) odbiór i dekodowanie informacji przez głównych odbiorców oraz konstruowanie matryc nowych struktur leksykalnych i gramatycznych; 4) kodowanie informacji przez nadawcę wtórnego (uczącego się); 5) wysyłanie informacji do odbiorcy wtórnego (instruktora) w ramach systemu sprzężenia zwrotnego; 6) odbiór informacji przez odbiorcę wtórnego, jej sprawdzanie i korekta, regulacja i porządkowanie składniowe oraz odnowienie procesu glottodydaktycznego.  
    A significant contribution to broadening and deepening the field of glottodidactics is made, inter alia, by the results of codematic and cybernetic research. Within the glottodidactic system, the following processes can be identified: 1) the encoding of information by the primary sender (the instructor), 2) the sending of information and its linguistic and extralinguistic monitoring to the primary receivers (learners), 3) the reception and decoding of information by the primary receivers, and the construction of matrices of new lexical and grammatical structures, 4) the encoding of information by the secondary sender (the learner), 5) the sending of information to the secondary receiver (the instructor) within a feedback system, 6) the reception of information by the second- ary receiver, its checking and correction, the regulation and syntactic ordering and renewal of the glottodidactic process.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 101-116
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-10 z 10

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