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Wyświetlanie 1-15 z 43
Tytuł:
Remarks on learner autonomy and success in foreign language learning as a measure of learner resilience
Autorzy:
Puppel, Stanisław
Powiązania:
https://bibliotekanauki.pl/articles/919773.pdf
Data publikacji:
2012-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Resilience
Learner resilience
Surviving framework
Thriving framework
Resilient learner system
Opis:
In a positively-oriented foreign language pedagogy, where learner autonomy is of utmost importance, focus should be placed on learner resilience. Subsequently, the formation of a resilient learner should be regarded as one of the aims of the formal schooling system on all levels of its functioning. The advantages of the presence of the resilient learner in a properly constructed ecosystem of the school are manifold and are, generally, aimed at generating a high degree of success in school tasks as well as at providing the human society with resilient participants.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 7-12
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O fenomenie dostosowania na gruncie praktyki edukacji inkluzyjnej
On the Phenomenon of Adaptation on the Grounds of the Practice of Inclusive Education
Autorzy:
Gajdzica, Zenon
Powiązania:
https://bibliotekanauki.pl/articles/951790.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
adaptation
expectations
disabled learner
inclusive education
Opis:
Adaptation is a notion frequently used in legal acts which normalize the educational situation of learners with disabilities. This has made adaptive activity an immanent part of school practice. The thesis is put forward that adaptation is an ambiguous category and therefore is used in various ways or is frequently overused. In many circumstances, this notion has become a skeleton key which opens the space for free lowering of educational requirements and schematic simplification of educational situations, which frequently hinders learners’ development. The study is aimed at explaining the phenomenon of adaptation and at considering its possible variants with special regard for the context of inclusive education of disabled learners.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2016, 9, 1; 199-211
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dlaczego dziecko z niepełnosprawnością zwykle staje się uczniem upośledzonym?
Autorzy:
Gajdzica, Zenon
Powiązania:
https://bibliotekanauki.pl/articles/951820.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
disabled learner
impaired identity
integrated education
Opis:
The presented study aims at the identifi cation of these mechanisms in the area of integrated education as well as at showing possible consequences for educational practice and the development of disabled learners. The first is related to the biological model of disability, which is determined by the notion of physiological norm and for which organism impairment is a constitutive feature. What ranks as priority in the second standpoint are special educational needs treated as a derivative of functional disorders. This point of view is particularly visible in some psychological definitions presenting disability as individual functional disorders. The last perspective of viewing the disabled learner which is discussed here is situated in the assumptions of constructivism. Each of the presented standpoints allows for slightly different handling of the disabled learner’s school problems. In the presented article, the discussed issues are rooted in the last – constructivist approach.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2012, 2; 31-40
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Autonomy in teaching and learning English at the advanced level – between theory and practice
Autorzy:
Aleksandrzak, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/917046.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learner autonomy
language awareness
self-assessment
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 119-131
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Working with language learner histories from three perspectives: Teachers, learners and researchers
Autorzy:
Mercer, Sarah
Powiązania:
https://bibliotekanauki.pl/articles/780957.pdf
Data publikacji:
2013-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learner histories
narratives
autobiographies
complexity
agency
Opis:
In the present investigation, 15 first term university students were faced with 80 context-based idioms in English (L2) and Swedish (L1) respectively, 30 of which were in the source domain of animals, commonly used in both languages, and asked to explain their meaning. The idioms were of varying frequency and transparency. Three main research questions were thus addressed:1. How well do students master idioms in their L2 as compared to their L1?2. How do (a) degrees of transparency, (b) idiom frequency and (c) the choice of source domain affect students’ L1 and L2 comprehension?3. To what extent is context used when interpreting L1 and L2 idioms?Results show that while the frequency of an idiom does not appear to play a part in whether it is comprehended or not in either language, the degree of transparency is of great importance in students’ L2. Also, students make extensive use of context in their L2.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 2; 161-185
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CLIL and non-CLIL students beliefs about language
Autorzy:
Sylven, Liss Kerstin
Powiązania:
https://bibliotekanauki.pl/articles/780589.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
learner beliefs
CLIL
visual narratives
Opis:
This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 251-272
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The emancipation of the langugae learner
Autorzy:
Larsen-Freeman, Diane
Powiązania:
https://bibliotekanauki.pl/articles/780868.pdf
Data publikacji:
2012-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
human agency
complexity theory
learner autonomy
error/innovations
Opis:
The general trend in language education over the years has been to ascribe to language learners increasing power and responsibility for their own learning. While this is commendable, the autonomy of learners is still constrained by views of language that see learners as being mere “hosts” of another’s language. Such views restrict learners to roles as language learners who make errors not language users who innovate. This article argues for a more enlightened view of language and of learners, one inspired by a complexity theory perspective. It also proposes that such a perspective is respectful of learner agency.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 3; 297-309
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The self as a complex dynamic system
Autorzy:
Mercer, Sarah
Powiązania:
https://bibliotekanauki.pl/articles/780625.pdf
Data publikacji:
2011-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
complexity theory
dynamic systems
learner differences
the self
Opis:
This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 1; 57-82
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Es ist besser, Fremdsprachen im Zielsprachenland zu lernen – Lernerauffassungen hinsichtlich der Rolle von Auslandsaufenthalten beim Fremdsprachenlernen
It is better to learn a foreign language in the foreign country – learner beliefs about the role of study abroad
Autorzy:
Nerlicki, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/919740.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Learner beliefs
Speaking skill
Study abroad
Diary studies
Opis:
Study abroad contexts are assumed by foreign language learners to be the best environment for effective language learning. This article reports on beliefs of first year Polish students of German studies. The collected qualitative data show that Polish students do not differ from other learners with regard to their opinions on study abroad and its benefits (and disadvantages) for speaking German. The article underlines the need to reflect with learners about their beliefs, experiences, and expectations of language learning.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 95-106
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Storybird – ein Tool für Aktivierung der Fremdsprachenlernenden
Autorzy:
Rusek, Beata
Powiązania:
https://bibliotekanauki.pl/articles/15582173.pdf
Data publikacji:
2023-02-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
storybird
digital tools
foreign learners activating
writing
learner passivity
Opis:
Boredom, monotony and inactivity are some causes of passive learner behaviours during foreign language classes. A teacher who is aware of the importance of the learning process has to be consciously responsible for activating learners. New technologies offer numerous opportunities. The tool presented in this article: Storybird, allows learners to create and publish their own illustrated stories. Differences between traditional writing tasks versus using Storybird are discussed here. Analysis of a survey allows us to see the potentil of this tool from the learner perspective.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 2; 161-174
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language learning strategies: An holistic view
Autorzy:
Griffiths, Carol
Cansiz, Gökhan
Powiązania:
https://bibliotekanauki.pl/articles/1047073.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learner differences
learning target
learning context
orchestration
number
frequency
Opis:
The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an overall picture which includes learning situation, learning target and individual learner characteristics. This article will first of all review the literature and the previous research on these controversial issues, and suggest a workable definition. Then, in order to illustrate the importance of such an holistic view, the results of a small scale study which looks at the strategies used by 16 successful language learners who were all either teaching English or teaching in English at university level will be reported. The quantitative results indicated that these successful learners used many strategies, especially those that suited their goals and their situations; they also frequently used and carefully orchestrated strategy repertoires which suited their own individual needs. The responses of one highly successful respondent were also examined qualitatively. The implications of these findings and the importance of viewing learners holistically are discussed and suggestions are made for ongoing research.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 3; 473-493
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learner variables in the development of intercultural competence: A synthesis of home and study abroad research
Autorzy:
Tajeddin, Zia
Khanlarzadeh, Neda
Ghanbar, Hessameddin
Powiązania:
https://bibliotekanauki.pl/articles/2143610.pdf
Data publikacji:
2022-06-21
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learner variables
intercultural competence
home context
study abroad context
Opis:
To provide insights into a wide array of individual learner variables implicated in intercultural education in home and study abroad contexts, this study systematically reviewed the effects of such variables on the development of intercultural competence. The corpus consisted of 56 journal articles published over the past two decades (2000-2020). The purpose of this study was to explore: (a) learner variables that were described in research on intercultural competence, including, inter alia, their age, gender, first language (L1) background, proficiency level, and attitudinal orientations; (b) settings in which learners’ intercultural development was studied, including both home contexts and study abroad contexts; and (c) effects of learner variables on the development of their intercultural competence. The results of this synthesis indicate that a growing number of studies have started to document intercultural instruction in both home and study abroad contexts. They show how learner variables were considered in conducting these studies and how variation in these variables impacted the effectiveness of instruction that targeted intercultural competence. The findings can considerably broaden our understanding of both opportunities and constraints in intercultural education in terms of learner variables and in particular variables that make the most contribution to intercultural development in home and study abroad contexts.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 2; 261-301
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hungarian higher education EFL students’ perceptions of learner autonomy
Autonomia ucznia z perspektywy studentów uczących się języka angielskiego jako obcego w kontekście węgierskiej szkoły wyższej
Autorzy:
Win, Cho Cho
Kálmán, Csaba
Powiązania:
https://bibliotekanauki.pl/articles/40053255.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
autonomous language learning
learner autonomy
EFL
autonomous behaviours
Hungary
Opis:
Technology has provided language learners with opportunities to learn English autonomously. Despite previous studies in the Hungarian context (e.g., Édes 2008; Szőcs 2017), more research on learner autonomy is required in order to find out what might explain university EFL learners’ lack of autonomy and help them become more autonomous. The purpose of this quantitative study was to address the problem by investigating learners’ perceptions of their own and their teachers’ responsibilities in language learning, their perceived abilities and motivation to learn English, their autonomous behaviours outside and inside the classroom, and the relationships between the above variables. The questionnaire was completed by 74 EFL students from a Hungarian university. The data were analysed by SPSS 26.0. The results indicate that in the investigated context, in the EFL learners’ perceptions, teachers were more responsible for their in-class learning than themselves. Nevertheless, the students demonstrated some autonomy both inside and outside class, to an equal extent.
Rozwój technologii znacząco zwiększył możliwości uczących się w zakresie autonomicznej nauki języka angielskiego. Chociaż jak dotąd przeprowadzono wiele badań nad autonomią ucznia osadzonych w kontekście węgierskim (e.g., Édes 2008; Szőcs 2017), nadal istnieje potrzeba prowadzenia dalszych badań, które wyjaśnią przyczyny braku autonomii wśród studentów uczących się języka angielskiego jako obcego i pomogą wskazać, w jaki sposób można uczynić ich proces uczenia się bardziej autonomicznym. Celem przedstawionego w artykule badania ilościowego było zanalizowanie sygnalizowanego powyżej problemu poprzez zbadanie sposobów postrzegania zadań i odpowiedzialności nauczyciela i uczących się w procesie nauki języka, ich umiejętności, motywacji, zachowań autonomicznych w klasie językowej i poza nią, a także zależności pomiędzy tymi zmiennymi. Kwestionariusz zastosowany w projekcie wypełniło 74 respondentów – studentów węgierskiego uniwersytetu. Zebrane dane zostały zanalizowane za pomocą SPSS 26.0. Uzyskane wyniki wskazują, iż w badanym kontekście nauczyciele są postrzegani przez studentów jako osoby bardziej odpowiedzialne za proces uczenia się niż sami uczący się. Niemniej jednak studenci prezentują określone zachowania autonomiczne, obecne w jednakowym stopniu zarówno w środowisku szkolnym, jak i poza nim.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 29-47
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Searching for an English self through writing
Autorzy:
Karlsson, Leena
Powiązania:
https://bibliotekanauki.pl/articles/780891.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language self
storied self
language anxiety
narratives
learner identity
Opis:
Most Finnish university students, just like the other new global elites (Kramsch, 2013), use English without problems. Some students, however, struggle with English to the extent that their studies suffer. One could say that they have a deeply “wounded” English self (Karlsson, 2013). My context of research and practice is the Autonomous Learning Modules (ALMS) at Helsinki University Language Centre. In my work as a language counsellor and practitioner-researcher, pedagogical concerns are always primary, and there is a need to appreciate diversity yet notice every student’s unique experiences. The broad background of my recent work is English as part of the identity of young academic Finns. In particular, I have been interested in how students with a “wounded” English self can develop new identity positions, and in how a language counsellor can help them in this process. In this paper, my focus is on the subtle practical interconnections between learner autonomy, learner diversity, and learner identity as they emerge in a diary written by a student of English with dyslexia and language (classroom) anxiety. A narrative case study of Mariia illustrates how the counsellor’s appreciation and her own recognition of the complex ecological realities (Casanave, 2012) surrounding and interacting with her learning encourage and empower her. Mariia uses her freedom to control her own learning (Huang & Benson, 2013) and makes choices from the many lifewide experiential learning opportunities in her life (Karlsson & Kjisik, 2011). Reflective writing in the learning diary helps her to construct a realistic vision of herself as a learner and user of English, and she leaves the identity position of a failure in the classroom and claims a new, more successful one (Norton, 2014).
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 3; 409-429
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sprachliche Fehler und deren Auffassung im Wandel der Geschichte des Fremdsprachenunterrichts
Language Errors in Different Foreign Language Teaching Perspectives
Autorzy:
Pawłowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/917075.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
didactic process
language error
language teaching methods
learner autonomy
Opis:
The article focuses on the problem of language errors that – more often than not – still tends to be regarded as a marginal phenomenon which does not deserve any particular attention. An attempt is made at analyzing the concept of a language error and tracking the approach to it adopted in selected language teaching methods, arriving finally at the language error theory in modern language teaching.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 165-177
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 43

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