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    Wyświetlanie 1-6 z 6
    Tytuł:
    Narzędzia identyfikacji zdolności do nauki języków obcych, ich analiza i możliwości zastosowania w glottodydaktyce
    Tools of measuring foreign language learning aptitude, their analysis and possibilities of application in language pedagogy
    Autorzy:
    Sobańska-Jędrych, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1037751.pdf
    Data publikacji:
    2010-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    glottodidactic research
    aptitude
    measuring aptitude
    badania glottodydaktyczne
    , zdolności językowe
    pomiar predyspozycji językowych
    Opis:
    Diagnosis is one of teachers’ (including foreign language teachers) key tasks. The teacher should get to know his or her learners and their intellectual abilities before beginning the process of developing their language competence. Unfortunately, Polish teachers lack standard tools of measuring foreign language learning aptitude. Such a situation follows from insufficient knowledge in this field. Another reason is the scarcity with which this issue is discussed. The aim of this article is to discuss the ways of diagnosing foreign language learning aptitude that have been attempted so far both in Poland and abroad. This will constitute the background for the analysis of the present tools for measuring foreign language learning aptitude and the possibilities of applying them in research into foreign language learning and teaching. This analysis takes as a point of reference the current theory of abilities involved in learning a foreign language.
    Źródło:
    Neofilolog; 2010, 35; 23-32
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zdolności językowe w świetle modularnej teorii umysłu – implikacje glottodydaktyczne
    Language abilities in a modular perspective: Implications for foreign language learning and teaching
    Autorzy:
    Sadownik, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/1037700.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Aptitude
    modular theory of mind
    zdolności językowe
    modularna teoria umysłu
    Opis:
    The article is devoted to the problem of the nature and structure of the human language capacity. The author addresses the fundamental questions of the place and role language plays among other cognitive faculties, such as perception, thinking, memory, attitude, etc. She first emphasizes the multi-disciplinary character to the research programs dealing with specific and unique attributes of human cognitive system, its structure and function. Current models of the human mind happen to be typically based on diver-gent methodological, epistemological, and ontological assumptions. How useful they prove to be in the end comes with their heuristic value, which is how much inspiration they bring about theoretically as well empirically. It is modular models of the mind that the author subjects to scrutiny and claims to be the basis for further methodological discussion on human capacity for language placed in the context of mono-, bi-, and multilingualism. What makes the author opt for modular conceptions in particular is their theoret-ical relevance, originality, and convergence with latest findings in cognitive neuroscience. The latter is the reason why she takes the cognitive and the neurobiological aspects of language capacity to be complementary to each other. Any and all attempts at relating cognitive neuroscience to modularity theories are, then, said to be interesting and have practical implications. So do neurolinguistic experiments and models of the mind that stem from both neurobiological and modular considerations.
    Źródło:
    Neofilolog; 2011, 36; 283-299
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CZYNNIKI AFEKTYWNE W TEORII I BADANIACH NAD ZDOLNOŚCIAMI JĘZYKOWYMI
    Affective factors in theory and research in foreign language aptitude
    Autorzy:
    Biedroń, Adriana
    Powiązania:
    https://bibliotekanauki.pl/articles/442859.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    zdolności językowe
    czynniki afektywne
    individual differences
    foreign language aptitude
    affective factors
    Opis:
    There is much controversy surrounding the influence of affect on for-eign language aptitude. In most foreign language aptitude models and tests this factor is treated marginally or it is entirely absent. In research studies, much attention is devoted to individual factors defined in the context of positive psychology, but their relationships with cognitive factors are rarely analyzed. This paper is an attempt to present the role of factors other than cognitive in foreign language aptitude theory and research, selected reasons for their weak position, as well as pedagogical implications and suggestions for further research.
    Źródło:
    Neofilolog; 2019, 52/1; 29-41
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    UCZEŃ ZDOLNY A UDZIAŁ W OLIMPIDZIE JĘZYKOWEJ
    A gifted student and participation in Foreign Language Olympics
    Autorzy:
    Spychała-Wawrzyniak, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/443035.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    uczeń zdolny
    uczeń uzdolniony językowo
    Olimpiada Języka Hiszpańskiego
    gifted student
    student with language aptitude
    Spanish Olympics
    Opis:
    Out of all foreign languages in Polish schools Spanish has achieved the most dynamic increase in popularity within the last few years. For those most fascinated with Spanish and its culture, there have been six editions of the National Spanish Contest in Poland, organised by the Modern Language Association of Poland in cooperation with Adam Mickiewicz University’s Institute of Romance Studies. The aim of the article is to present the assumptions and activities of the contest, targeted at the most gifted students, as well as to examine the ways in which the best ones among them prepared themselves, including the amount of time they spent analysing the program guidelines. We will try to address the question whether contest finalists are truly gifted students or merely ones with high language aptitude. Special focus will be placed on finalists’ work with their teachers. We are also going to consider possible challenges and problems, which they faced during the preparation process.
    Źródło:
    Neofilolog; 2017, 49/1; 79-93
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ZDOLNOŚCI JĘZYKOWE I INTELIGENCJA W NAUCE JĘZYKA OBCEGO – TEORIA NAUKOWA A PRAKTYKA DYDAKTYCZNA
    Foreign language aptitude and intelligence in foreign language learning – theory and practice
    Autorzy:
    Biedroń, Adriana
    Powiązania:
    https://bibliotekanauki.pl/articles/442970.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    cognitive factors
    intelligence
    foreign language aptitude
    foreign language learning
    czynniki poznawcze
    inteligencja
    zdolności językowe
    nauka języka obcego
    Opis:
    This paper is an attempt to shed light on cognitive factors in second language learning which are considered hardly modifiable, namely intelligence and foreign language aptitudes, including working memory. At first, each of the factors will be defined, the main research findings will briefly be outlined and some controversies and stereotypes surrounding the constructs will be presented. Next, the interface between research into these factors and teaching practice will be discussed. In particular, we will refer to ability training, aptitude-treatment-interaction and pedagogical suggestions concerning teaching mixed-ability classes.
    Źródło:
    Neofilolog; 2017, 48/1; 29-40
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    On the effects of L2 aptitude, phonological short-term memory, and L2 motivation on L2 listening performance
    Autorzy:
    Véliz-Campos, Mauricio
    Cerda-Oñate, Karina
    Biedroń, Adriana
    Rojas-Barahona, Cristian A.
    Veliz, Leonardo
    Powiązania:
    https://bibliotekanauki.pl/articles/52446730.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    L2 aptitude
    phonetic coding ability
    phonological short-term memory
    L2MSS
    L2 listening performance
    zdolności do nauki języka
    zdolność kodowania fonetycznego
    fonologiczna pamięć krótkotrwała
    system samomotywacji w języku obcym
    umiejętność słuchania w języku obcym
    Opis:
    L2 learning is influenced by both individual learner variables and contextual factors. Contextual factors have been extensively researched, but although internal learner-specific variables have received attention, this has been to a lesser extent. Among these internal variables, L2 motivation and L2 aptitude are likely the most significant predictors of L2 learning progress and listening performance. This study explored the effects of (i) L2 motivation, following the L2 Motivational Self-System model; (ii) L2 aptitude; and (iii) phonological short-term memory (PSTM) on L2 listening performance. These variables combined have not yet been studied with reference to L2 listening. In this correlational study, a listening test was taken as a pre- and post-test in a sample of 104 Year 1 and Year 2 English language pre-service teachers from a Chilean University three months apart. L2 aptitude and PSTM measures were taken using the first two sections of the Modern Language Aptitude Test (MLAT) for the former variable, and a non-word repetition task for the latter. The results suggest that PSTM, but not L2 aptitude, predicted listening performance at time 2. Also, the results indicate that after adjusting for listening performance at time 1, the only motivational factor predicting listening performance at time 2 was learning experience.
    Źródło:
    Neofilolog; 2024, 63/1; 100-119
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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