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    Tytuł:
    BADANIE STRATEGII UCZENIA SIĘ W JĘZYKU DRUGIM I TRZECIM
    Researching language learning strategies in the second and third language
    Autorzy:
    Kiermasz, Zuzanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036536.pdf
    Data publikacji:
    2018-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language learning strategies
    second language
    third language
    strategie uczenia się języka
    język drugi
    język trzeci
    Opis:
    Although language learning strategies are a well-researched topic, there are still some aspects which need further investigation and one of these is the application of strategic devices in the second and third language. The following article seeks to compare how learners of two foreign languages use strategies and shows both differences and similarities between the application of strategic devices by presenting the results of a research project in which a questionnaire and an interview were used as the research tools. Strategies were found to be used more often when learning the L2 than during the process of learning the L3. Dissimilarities were observed in the specific types of strategies used, especially in the case of metacognitive strategies, while similarities were noted in the use of affective strategies.
    Źródło:
    Neofilolog; 2016, 46/1; 79-93
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    INVESTIGATING ADVANCED LEARNERS’ USE OF AFFECTIVE STRATEGIES FOR DEALING WITH TEST ANXI-ETY
    Autorzy:
    Mystkowska-Wiertelak, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036543.pdf
    Data publikacji:
    2018-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language learning anxiety
    test anxiety
    language learning strategies
    af-fective strategies
    lęk językowy
    lęk związany z testowaniem
    strategie językowe
    strategie afektywne
    Opis:
    Language anxiety has been researched for many decades now and its significance for attainment cannot be questioned. In numerous research accounts anxiety related to learning a foreign/second language comes in different guises, as speaking anxiety, or communication apprehension, fear of negative evaluation, and finally, test anxiety. In fact, developing linguistic competence in the formal setting is inherently fraught with the need to have one’s skill and knowledge verified in the form of informal and formal, low- or high-stakes tests and examinations. Alleviating the negative consequences of anxiety seems imperative for effective learning, which in the opinion of the present author, will not be possible without gaining a deeper insight into the ways in which learners deal with negative feelings evoked by language study or use. Hence, an attempt has been made to explore the range of strategies employed by a specific group of learners – English majors in their final year of study – to cope with a stressful situation such as a regularly-scheduled achievement test in one of the components of the practical English course. What distinguishes this group of learners is their level of proficiency, which is C1 or nearing C2, but most importantly of all, their long-term experience of dealing with stress that has extended throughout formal education including the duration of MA studies in English Philology. Data collected by means of immediate reports and questionnaires revealed that the participants employed quite a limited scope of stress-reducing strategies and that there were characteristic trends, the analysis of which could serve as a point of departure for offering effective strategy instruction capable of relieving the consequences of negative affective states.
    Źródło:
    Neofilolog; 2016, 46/1; 45-58
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LANGUAGE AND CULTURE LEARNING STRATEGIES IN A STUDY ABROAD CONTEXT
    Autorzy:
    Róg, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/1036582.pdf
    Data publikacji:
    2018-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language learning strategies
    culture learning strategies
    study abroad
    strategie uczenia się języka
    strategie uczenia się kultury
    studia za granicą
    Opis:
    This article takes a step towards bridging the research gap between language-and-culture learning strategies and SLA-oriented outcomes of study abroad programmes. While studies concerning the impact of studying in foreign countries document various language-related benefits of the experience, only a handful addresses the types of language and culture learning strategies employed by study abroad participants. The present study tracks the use of these strategies by Polish students of English philology participating in a semester-long exchange programme in Portugal and Romania. It is revealed that although the use of language and culture learning strategies does not change significantly over the course of students’ stay abroad, the strategies chosen before their departure are used rather consistently.
    Źródło:
    Neofilolog; 2016, 46/1; 11-27
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    RÓŻNICE W KORZYSTANIU ZE STRATEGII UCZENIA SIĘ JĘZYKA ANGIELSKIEGO PRZEZ STUDENTÓW: WNIOSKI Z BADANIA
    Variation in strategies used by university students to learn English: Conclusions from a study
    Autorzy:
    Przybył, Jakub
    Małowska, Malwina
    Chmielewska, Klaudia
    Gawek, Marta
    Grzymała, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/442976.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    individual differences
    language learning strategies
    personality traits
    różnice indywidualne
    strategie uczenia się języków obcych
    cechy osobowości
    Opis:
    The present paper investigates the relationships between language learning strategies and their determinants, such as learners’ gender, their area of studies, and personality traits. It describes a study conducted on a group of 199 students of the Faculty of Social Sciences at Adam Mickiewicz University in Poznań. The results of the study indicate that a number of statistically significant relationships exist between strategy use and other individual variables, e.g. gender, level of proficiency, or learners’ area of studies. Moreover, the authors of the study make an attempt to identify and characterise students’ profiles in terms of their personal characteristics and strategic preferences so asto cast light on various paths to foreign language proficiency.
    Źródło:
    Neofilolog; 2017, 48/1; 105-118
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ODNIESIENIA DO JĘZYKA OJCZYSTEGO JAKO STRATEGIA UCZENIA SIĘ GRAMATYKI JĘZYKA OBCEGO: PERSPEKTYWA POLSKICH UCZNIÓW JĘZYKA ANGIELSKIEGO
    Reliance on the L1 as a strategy of learning L2 grammar: Polish EFL learners’ perspective
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/442895.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language learning strategies
    grammar learning strategies
    L1 Polish
    L2 English
    interview
    strategie uczenia się języka
    strategie uczenia się gramatyki
    polski jako język ojczysty
    angielski jako język obcy
    wywiad
    Opis:
    This article reports the findings of a qualitative study aimed at investi-gating the use of L1-based grammar learning strategies by beginner-level Polish learners of L2 English. The research looked into the partic-ipants’ accounts of their strategy use and into their perceptions about the usefulness of referring to one’s L1 in learning L2 grammar. Semi-structured interviews were conducted as a data elicitation procedure. The findings pointed to considerable reliance on L1-based strategies, such as translation, in the participants’ learning of L2 English grammar, as well as positive opinions about their usefulness. L1-based strategies were reported to be used in explicit, analytic learning of L2 grammar, and their affective role in providing confidence to learners was also mentioned. Pedagogical implications include a need to raise learners’ awareness of the complex roles of the L1 in L2 learning and give them training in the use of specific strategies in order to make L1-based strategy use more informed.
    Źródło:
    Neofilolog; 2017, 48/1; 73-88
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DETERMINANTY KORZYSTANIA ZE STRATEGII UCZENIA SIĘ JĘZYKA ANGIELSKIEGO PRZEZ STUDENTÓW POZNAŃSKICH UCZELNI
    The determinants of strategy use by students learning English at Poznan universities
    Autorzy:
    Przybył, Jakub
    Powiązania:
    https://bibliotekanauki.pl/articles/442933.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    strategie uczenia się języków obcych
    cechy osobowości
    otwartość na doświadczenie
    individual learner characteristics
    language learning strategies
    personality traits
    psychometric measurement
    openness to experience
    Opis:
    The study described in the present paper aimed to account for all the three dimensions of learners’ strategic self-regulation, i.e. cognitive, affective, and sociocultural-interactive language learning strategies (LLS) (Oxford 2011), and attempted to explore their relationships with learners’ personality and other individual variables, such as gender, type of university and area of studies, or the level of proficiency in English. The participants of the study, who formed a representative sample of BA/BS students of AMU and WSB University (722 students in total), completed two questionnaires, a Polish adaptation of SILL ver. 7.0 (Oxford 1990), and the adaptation of NEO-FFI recommended by the Polish Association of Psychology (Zawadzki et al. 2010) for research. The goodness criteria for psychometric research tools (Hornowska 2007) were analysed for both questionnaires. The obtained results confirm the role of most of the above-mentioned individual characteristics in strategy choice, validate the importance of learners’ personality in language learning, and provide evidence of the significance of openness to experience in learning a foreign language.
    Źródło:
    Neofilolog; 2017, 48/1; 89-103
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DYNAMICZNY CHARAKTER ZMIENNYCH INDYWIDUALNYCH – WYZWANIA BADAWCZE I IMPLIKACJE DYDAKTYCZNE
    Dynamic nature of individual difference factors: Research challenges and teaching implications
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/442915.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    teoria dynamicznych systemów złożonych
    motywacja
    gotowość komunikacyjna
    strategie uczenia się
    individual differences
    complex dynamic systems theory
    motivation
    willingness to communicate
    language learning strategies
    Opis:
    Not so long ago individual difference factors were perceived as relatively stable attributes of learners and it appeared that their impact on the outcomes of the language learning process could be determined in a straightforward manner. There was a widespread belief that it was sufficient to design appropriate data collection instruments, carefully validate them, collect the requisite data concerning the variable in question as well as learners’ attainment, and then apply the procedures of inferential statistics in order to arrive at conclusions in this respect (Dörnyei, 2005). Such findings could later be used as a point of reference for pedagogical implications for teachers. However, the findings of research conducted over the last decade, in particular such that has focused upon motivation and willingness to communicate (e.g., Dörnyei, MacIntyre and Henry, 2015), have clearly demonstrated that the situation is much more complicated, because such factors are subject to constant fluctuations, both over longer periods of time, sequences of classes, single lessons or even specific tasks implemented by teachers. This phenomenon brings with it a number of challenges, not only with respect to designing and conducting empirical studies but also in regard to the steps that should be taken to take account of learners’ individual profiles. The main aim of the present paper is to demonstrate how the dynamic nature of individual difference factors can be accommodated in empirical research as well as elucidating its consequences for the individualization of the process of language learning in the classroom and beyond.
    Źródło:
    Neofilolog; 2017, 48/1; 9-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DEVELOPING WRITING STRATEGIES OF POOR LANGUAGE LEARNERS AT THE LEVEL OF JUNIOR-HIGH SCHOOL
    Autorzy:
    Droździał-Szelest, Krystyna
    Domińska, Mirosława Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036540.pdf
    Data publikacji:
    2018-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language learning strategies
    poor language learners
    strategy based instruction
    writing in a foreign language
    pisanie w języku obcym
    słabi uczniowie (w odniesieniu do uczenia się języka)
    strategie uczenia się języka
    trening strategiczny (trening w zakresie strategii)
    Opis:
    Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts.   Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.
    Źródło:
    Neofilolog; 2016, 46/1; 59-77
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozwijanie autonomii ucznia w pracy z uczniem niezwykłym
    Fostering autonomy and the exceptional language learner
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1037664.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Autonomy in language learning
    gifted students
    individualization
    learning strategies
    autonomia w nauce języka
    uzdolnieni uczniowie
    indywidualizacja
    strategie uczenia się
    Opis:
    Fostering learner autonomy is undoubtedly one of the most important goals of foreign language education in Poland, which is evidenced by the fact that it has been included in the current national curriculum, it figures prominently in virtually all available syllabi, and modern coursebooks include numerous elements intended to assist its implementation. It should be made clear, however, that the development of an autonomous approach to language learning is by no means an easy task, the success of which is to a large extent dependent on a particular student. Thus, the aim of the present paper is to demonstrate how autonomy can be effectively promoted in the case of exceptional learners, both such who are successful and such for whom learning a foreign language poses a formidable challenge.
    Źródło:
    Neofilolog; 2011, 36; 301-318
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    STRATEGIE UCZENIA SIĘ SŁOWNICTWA – OBCOKRAJOWCY VS. UŻYTKOWNICY JĘZYKA ODZIEDZICZONEGO
    Vocabulary Learning Strategies – Foreign Language Learners vs. Heritage Language Learners
    Autorzy:
    Seretny, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036535.pdf
    Data publikacji:
    2018-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    vocabulary learning strategies
    Polish language learners
    foreign language learners
    heritage language learners
    strategie uczenia się słownictwa
    uczący się języka polskiego
    użytkownicy języka odziedziczonego
    obcokrajowcy
    Opis:
    In an average Polish language intermediate class (level B1/B2) there are two types of learners; namely, heritage language learners (HLLs) and foreign language learners (FLLs). HLLs are of Polish origin and have gained partial knowledge of the language in a natural environment, unlike FLLs who have learnt Polish in a formal institutional setting and have no Polish roots whatsoever.Teachers of Polish as a foreign/second language claim (in anecdotal evidence), that HLLs speak more fluently, particularly when talking about everyday topics, and that their production sounds more native like, as it is more formulaic. HLLs are, however, perceived as poorer vocabulary learners than FLLs. The aim of the research described in this article was to find out if this phenomenon can be ascribed to the different number and/or type of vocabulary learning strategies used by learners from the two groups.
    Źródło:
    Neofilolog; 2016, 46/1; 95-108
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PRZEFORMUŁOWANIE W PRZYSWAJANIU I UCZENIU SIĘ JĘZYKÓW: SPECYFIKA I FUNKCJE ODTWARZANIA OPOWIADANIA
    Reformulation in language acquisition and learning: the nature and functions of story retelling
    Autorzy:
    Karpińska-Szaj, Katarzyna
    Wojciechowska, Berbadeta
    Powiązania:
    https://bibliotekanauki.pl/articles/1036531.pdf
    Data publikacji:
    2018-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teaching/learning French as a foreign language
    reformula-tion
    retelling story
    discourse competence
    learning strategies
    nauczanie/uczenie się języka francuskiego jako obcego
    przeformułowanie
    odtwarzanie opowiadania
    kompetencja dyskursywna
    strategie uczenia się
    Opis:
    This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The research concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Framework of Reference for Languages, 2003) in Polish and French (the foreign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ discourse competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data collected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a story as a learning strategy.
    Źródło:
    Neofilolog; 2016, 46/1; 109-125
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LA PERFORMANCE MORPHOSYNTAXIQUE DANS LES TÂCHES DE REFORMULATION ÉCRITE. CAS D’ÉTUDIANTS DÉBUTANTS DE FLE
    Morphosyntactic performance in written reformulation tasks. A case of beginners learning French as a foreign language
    Autorzy:
    Karpińska-Szaj, Katarzyna
    Wojciechowska, Bernadeta
    Powiązania:
    https://bibliotekanauki.pl/articles/1036652.pdf
    Data publikacji:
    2019-07-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teaching/learning French as a foreign language
    morphosyntactic subsystem
    reformulation
    learning strategies
    discourse competence
    nauczanie/uczenie się języka francuskiego jako języka obcego
    podsystem morfosyntaktyczny
    przeformułowanie
    strategie uczenia się
    kompetencja dyskursywna
    Opis:
    In this article the relation between the discourse production dynamic and the linguistic competence development is discussed. This problem is considered with regard to two types of language activities based on reformulation tasks: 1) written reconstruction of a story heard, 2) written production of the end of the story. The analysis of experimental data shows that in the second case the approach to the discourse is more complete which positively influences application of complex morphosyntactic structures in students production.
    Źródło:
    Neofilolog; 2015, 44/1; 73-89
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CULTURE ÉDUCATIVE ET CONSTRUCTION DES REPRÉSENTATIONS DE L’ASPECT GRAMMATICAL EN LANGUE ÉTRANGÈRE : STRATÉGIES DES POLONOPHONES APPRENANT LE FRANÇAIS EN MILIEU FORMEL
    Strategies of Polish learners in the formal setting for the construction of representations of grammatical aspect in French
    Autorzy:
    Starościak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036508.pdf
    Data publikacji:
    2018-09-20
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    educational culture
    cognitive strategies
    metacognitive strategies
    foreign language learning and teaching
    impact of the mother tongue
    kultura nauczania i uczenia się
    strategie kognitywne
    strategie metakognitywne
    uczenie się i nauczanie języka obcego
    wpływ języka ojczystego
    Opis:
    In this paper we propose to study, through the results of the reflexive activity of verbalization, cognitive and metacognitive strategies that advanced Polish native learners in French are implementing to construct their representations of the functioning of the French grammatical aspect.The value of the grammatical aspect, expressed in French by the opposition between the passé composé tense and imparfait tense, do not completely coincide with that of the Polish aspectual opposition between perfective and imperfective verbs. Thus, the objective of this research is to analyze the impact of implicit and explicit knowledge from the source language on the construction of the operational rules concerning the grammatical aspect in French. In particular, it will be aimed to characterize the nature of this knowledge and verify how the educational culture of Polish learners affects the processing of grammatical input of the target language.
    Źródło:
    Neofilolog; 2016, 47/2; 243-258
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategie chroniące ego – analiza motywacyjna na przykładzie self-handicapping i defensive pessimism
    Ego-protective strategies – motivational analysis of self, handicapping and defensive pessimism
    Autorzy:
    Więckowska, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1037722.pdf
    Data publikacji:
    2010-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    individual factors in foreign language learning/ teaching process
    strategies of self-handicapping and defensive pessimism
    motivational factors
    czynniki indywidualne w procesie uczenia się/nauczania języków obcych
    strategie self-handicapping i defensive pessimism
    czynniki motywacyjne
    Opis:
    In traditional classrooms, where students are evaluated on the basis of their actions, poor performance is closely linked to the lack of ability. Many students often see failure as a threat to their positive self-image and instead of increasing efforts, apply various ego-protective strategies to shift attention from real or hypothesized lack of ability to other factors influencing unsatisfactory production. In both cases self-worth is protected. This paper aims at performing a motivational analysis of two such strategies, i.e. self-handicapping and defensive pessimism used by secondary school students in achievement context.
    Źródło:
    Neofilolog; 2010, 35; 163-171
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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