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    Wyświetlanie 1-2 z 2
    Tytuł:
    Różnorodność paradygmatów dydaktyki akademickiej. O potrzebie komplementarności podejść
    The plurality of academic didactics paradigms. On the need for complementarity of approaches
    Autorzy:
    Sajdak-Burska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/644747.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    academic didactics
    teaching paradigms
    teaching strategies
    teaching effects
    Opis:
    This paper concerns itself with the interdisciplinary nature of academic didactics as a field of social sciences that uses knowledge and results derived from educational sciences, psychology, philosophy, sociology and didactics specific to particular subjects. It was pointed out that considerations on teaching practices in all scientific disciplines constitute another source of knowledge for the field of academic didactics. The diversity of theoretical and methodological approaches is determined by science-specific and discipline- specific research methodology paradigms, diversified teaching cultures dependent on environmental conditions as well as diversified teaching class patters for students that are often specific to an educational profile. The issue addressed in this paper is whether a single didactic paradigm exists that would unify approaches so different in terms of theory and practice. The paper provides a map of academic didactics paradigms, a description of difficulties related to paradigmatic translations as well as the lack of consent to the multiparadigm approach and issues with interferences and shifts between paradigms. Despite the existing difficulties, the suggestion is made to promote the complementary attitude to various approaches. It is supported by the concept of relations between the assumed academic didactics effects and teaching strategies that lead thereto, which are constituted by different teaching and learning patterns.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2018, 14, 2
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Age effects on the acquisition of nominal and verbal inflections in an instructed setting
    Autorzy:
    Pfenninger, Simone E.
    Powiązania:
    https://bibliotekanauki.pl/articles/780925.pdf
    Data publikacji:
    2011-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English morphology
    second language learning
    second language teaching
    age effects
    instructional setting
    Opis:
    This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005) proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 3; 401-420
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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