Temat: instruction - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: PRZEKONANIA STUDENTÓW FILOLOGII ANGIELSKIEJ NA TEMAT NAUCZANIA GRAMATYKI
English majors’ beliefs about grammar instruction
Autorzy:: Pawlak, Mirosław
Mystkowska-Wiertelak, Anna
Bielak, Jakub
Powiązania:: https://bibliotekanauki.pl/articles/1036702.pdf
Data publikacji:: 2019-09-04
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: learner beliefs
grammar instruction
corrective feedback
przekonania uczących się
nauczanie gramatyki
korekta błędów
Opis:: Learners’ beliefs concerning the process of learning and teaching a foreign language without doubt play a very important role since they can determine the effectiveness of the instructional techniques and procedures that are employed by teachers, thereby considerably influencing the outcomes of that process. This applies in equal measure to teaching all the language skills and subsystems, including grammar instruction, or, more generally, form-focused instruction. In view of such considerations, the aim of the present paper is to report the findings of a study which sought to tap the beliefs of 106 Polish students of English philology with respect to such issues as the choice of the syllabus, the degree of integration of focus on form with meaning and message conveyance, the ways in which grammar structures are introduced and practiced as well as the provision of corrective feedback on grammar errors. The data were collected by means of a questionnaire specifically designed for this purpose (Pawlak, 2012, 2013b), which contained both Likert-scale and openended questions related to all of these areas. The analysis of the data demonstrates that the participants manifest clear preferences with respect to the process of learning and teaching grammar, which, on the one hand, may provide a basis for introducing modifications into grammar classes taught to English majors, and, on the other, makes it possible to identify areas that should be given more emphasis in the course of educating future teachers of English.
Źródło:: Neofilolog; 2014, 42/1; 77-93
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Nauczanie gramatyki języka obcego a podejście zadaniowe
Teaching grammar in a foreign language and task-based instruction
Autorzy:: Pawlak, Mirosław
Powiązania:: https://bibliotekanauki.pl/articles/2098467.pdf
Data publikacji:: 2021-09-28
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: grammar instruction
task-based language teaching
task-supported language teaching
communicative tasks
nauczanie gramatyki
podejście zadaniowe
podejście wspierane zadaniami
zadania komunikacyjne
Opis:: While there is a consensus that teaching grammar is now indispensable in most educational contexts, there still exist numerous controversies as to how this should most beneficially be done. They concern, among others, such issues as the choice of instructional options to be used in order to introduce and practice grammar structures or to provide corrective feedback on errors made in the use of such structures (cf. Loewen, 2020; Nassaji, 2017; Pawlak, 2014, 2020a). On a more general level, a question arises as to the optimal way of organizing the material to be taught, with consequences for the overall approach to grammar instruction. One influential alternative to a structural syllabus, in which case grammar structures are carefully preselected and sequenced, is task-based language teaching, which can be conceptualized and implemented in various ways (cf. Ellis, 2017, 2018). The paper discusses the role of grammar in the task-based approach, also taking into account techniques and procedures that can be employed for this purpose. An overview of existing empirical evidence will be presented and an attempt will be made to highlight the way in which communicative tasks can be used to assist grammar teaching in the Polish educational context.
Źródło:: Neofilolog; 2021, 57/1; 79-100
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Internetowa platforma do nauki języków Duolingo – opinie użytkowników
The online language learning platform Duolingo: Users’ opinions
Autorzy:: Aleksandrowska, Olga
Stanulewicz, Danuta
Powiązania:: https://bibliotekanauki.pl/articles/442845.pdf
Data publikacji:: 2020-09-30
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: language learning platforms
Duolingo
self-assessment
English as the language of instruction
gamification
internetowe platformy do nauki języków
samoocena
angielski jako język nauczania
grywalizacja
Opis:: A recent increase in the introduction and integration of information and communication technologies in education has prompted researchers to investigate the functioning and effectiveness of various digital tools. In the first part of the article, the authors present the benefits of using online platforms in language learning, with special focus on Duolingo. The second part describes the major assumptions, course design and language tasks offered by the platform. The final part concentrates on the results of a small-scale study in the form of interviews, conducted with 32 Duolingo users.
Źródło:: Neofilolog; 2020, 55/1; 125-144
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

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

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Skocz do pozycji: 5.

Tytuł:: ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO
The relationship between the knowledge of grammar and selected cognitive and affective individual difference variables: An outline of a research project
Autorzy:: Pawlak, Mirosław
Powiązania:: https://bibliotekanauki.pl/articles/442871.pdf
Data publikacji:: 2018
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: individual differences
working memory
motivation
willingness
to communicate
grammar learning strategies
beliefs about grammar
instruction
explicit and implicit knowledge
różnice indywidulane
pamięć robocza
motywacja
gotowość komunikacyjna
strategie uczenia się gramatyki
przekonania
dotyczące nauczania gramatyki
wiedza eksplicytna i implicytna
Opis:: Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
Źródło:: Neofilolog; 2018, 50/2; 197-214
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: STUDENTS’ PERCEPTIONS OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT SELECTED TECHNICAL UNIVERSITIES IN POLAND
Autorzy:: Droździał-Szelest, Krystyna
Szczuka-Dorna, Liliana
Powiązania:: https://bibliotekanauki.pl/articles/1036859.pdf
Data publikacji:: 2020-02-17
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: basic skills, students' needs
content-based instruction
specialist knowledge
CLIL (Content and Language Integrated Learning)
communicative teaching
language immersion
professional competence
podstawowe umiejętności
potrzeby studentów
nauczanie przedmiotowe (poprzez treści)
wiedza specjalistyczna
CLIL (zintegrowane nauczanie językowo-przedmiotowe)
nauczanie komunikacyjne, „zanurzenie” w języku
kompetencja zawodowa
Opis:: The present article is an attempt to present the situation in the area of Content and Language Integrated Learning at some technical universities in Poland. It starts with a brief outline of CLIL methodology as well as its status in the context of Polish tertiary education, and then moves on to a discussion of the results of the study conducted among Polish and international students attending English-medium courses in their specialist areas, such as, for instance, engineering. The courses involve learning of new, difficult concepts as well as specialized vocabulary. The study took place in three universities which have been offering content instruction in English for a number of years. Its aim was to investigate problems and difficulties that students come across during the course of their studies in a foreign language, as well as their expectations concerning such a mode of education.
Źródło:: Neofilolog; 2013, 41/2; 149-167
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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