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Tytuł:
Evaluation of the use of information and communication technology in English coursebooks
Ocena zastosowania technologii informacyjno-komunikacyjnych w podręcznikach do nauki języka angielskiego
Autorzy:
Malinowski, Piotr J.
Powiązania:
https://bibliotekanauki.pl/articles/442939.pdf
Data publikacji:
2019-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
coursebook
ICT
learner autonomy
podręcznik
TIK
autonomia ucznia
Opis:
The aim of the article is to present an analysis of the assessment of the use of information and communication technology (ICT) in conventional textbooks for teaching English. After presenting the theoretical framework of the new core curriculum in terms of autonomy and ICT application, the study describes the way in which ICT tools are integrated or ignored in current English textbooks. The study covered textbooks used in the seventh grade of primary school. Six of the eight (one per publisher) textbooks available on the market were selected for this purpose. Qualitative research comprised a thorough evaluation of tasks which comprised explicit references to ICT. The quality of the analysed didactic materials was determined by the potential level of supporting students’ autonomy by using the coursebook tasks in question, measured through a specially designed Likert scale. The conclusions served to propose changes and improvements to these textbooks.
Źródło:
Neofilolog; 2019, 53/2; 329-345
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WSPÓŁODPOWIEDZIALNOŚĆ ZA EFEKTY KSZTAŁCENIA JAKO WYZNACZNIK POSTĘPU AUTONOMIZACJI STUDENTÓW W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO
Co-responsibility for learning outcomes as a determinant of the development of student autonomy in LSP teaching
Autorzy:
Łącka-Badura, Jolanta
Łęska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/1036846.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
ESP
ESP teacher
adult education
learner autonomy
learner’s co-responsibility
języki specjalistyczne
nauczyciel języka specjalistycznego
kształcenie dorosłych
autonomia ucznia
współodpowiedzialność ucznia
Opis:
Building learner autonomy requires effective communication and cooperation between teachers and students with regard to teaching/learning goals and methods. In addition, critical reflection on the progress being made is needed. This paper aims to represent the voices on one side of this dialogue, by investigating the perceptions that Business English students at the University of Economics in Katowice have of the roles which ESP teachers should take. This study into learner autonomy sees the co-responsibility of learners for the outcomes of the teaching/learning process as a significant determinant of the development of autonomy. Besides providing an interesting insight into the needs and expectations of Business English students, the results may contribute to the discussion on the benefits of and problems related to the development of autonomy among young adults in tertiary education.
Źródło:
Neofilolog; 2014, 42/2; 167-180
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Zdolny uczeń – autonomiczny uczeń: jak rozwijać skuteczne strategie uczenia się na lekcji języka obcego
Gifted learner – autonomous learner: How to develop effective strategies for classroom language learning
Autorzy:
Cichoń, Maria
Powiązania:
https://bibliotekanauki.pl/articles/1037662.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Learner autonomy
learning strategies
gifted student
autonomia ucznia
strategie uczenia się
uczeń zdolny
Opis:
The paper is devoted to the learner‟s capacity for autonomous foreign language learning, as well as to the role of the teacher in shaping cognitive, metacognitive and socioaffective strategies, which can contribute to effective language education in particular ways. Nowadays teachers can-not neglect skills falling into the „learn to learn” category, which are included in the university teacher training and handbooks only to a very limited degree. The need to focus on such skills is illustrated by the results of surveys conducted among foreign language students, demonstrating their very limited awareness of language learning strategies.
Źródło:
Neofilolog; 2011, 36; 319-329
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
JOLANTA SUJECKA-ZAJĄC KOMPETENTNY UCZEŃ NA LEKCJI JĘZYKA OBCEGO. WYZWANIA DLA GLOTTODYDAKTYKI MEDIACYJNEJ
Autorzy:
Siek-Piskozub, Teresa
Powiązania:
https://bibliotekanauki.pl/articles/442828.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
mediation in language learning, learner autonomy, mediation dialogue
mediacja w glottodydaktyce, autonomia ucznia, dialog mediacyjny
Źródło:
Neofilolog; 2018, 51/2; 237-243
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INSIDE A RURAL LOWER SECONDARY SCHOOL IN POLAND: FACTORS AFFECTING LEARNER ACHIEVEMENT IN ENGLISH
Różnice indywidualne w uczeniu się języków obcych w wiejskiej szkole gimnazjalnej
Autorzy:
Ellis, Melanie
Powiązania:
https://bibliotekanauki.pl/articles/442812.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
różnice indywidualne
szkoła wiejska
uczeń w kontekście
individual learning differences
rural school
learner-in-context
Opis:
School achievement in foreign languages is often reported in mean scores, or on normalized scales, where schools are compared with each other and against a national average. This has led to the common belief that rural lower secondary schools in Poland are ‘worse’ than schools in larger centres of population. This paper sets out to demonstrate that such a view is erroneous as it fails to take into consideration the context, either at the level of the school as a whole, or at the level of individual learners. Based on data obtained from the first two years of a large scale longitudinal research project, “Teaching and Learning Foreign languages” (BUNJO 2012, 2013), this case study describes the context of one lower secondary school in a village in the east of Poland and profiles four teenage learners (aged 13-14) who attend this school and their achievement in English over the period of one year.
Źródło:
Neofilolog; 2017, 49/1; 61-77
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Postrzeganie procesu uczenia się języka obcego w perspektywie uczniów dorosłych (badanie jakościowe nauczycieli-konsultantów)
Autorzy:
Werbińska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1037634.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
adult learner
adult learning Theory
qualitative study
uczeń dorosły
Teori a Uczenia się Dorosłych
badanie jakościowe
Opis:
The article aims at presenting a longitudinal two-year study on the perception of language learning from the perspective of five adult learners in their late 50s who are teacher consultants by profession and participants of an elementary course in English. The attention is focused on two aspects: 1) what general expectations they have with regard to the course (ie. language skills, knowledge, teacher, etc.) at the beginning of their learning process, 2) what they achieve or fail to achieve after two years of attending the course. The conclusions may provide some implications for language teachers of mature learners as well as future directions for re-searchers of this topic.
Źródło:
Neofilolog; 2011, 37; 175-194
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wykorzystanie Internetu w rozwijaniu autonomii ucznia – wyniki badania ankietowego
The use of the Internet in the development of learner autonomy – the results of a questionnaire study
Autorzy:
Kruk, Mariusz
Powiązania:
https://bibliotekanauki.pl/articles/1037714.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
using the Internet
learner autonomy
experiment study
wykorzystanie internetu na lekcji języka obcego
autonomia ucznia
badania eksperymentalne
Opis:
The aim of the article is to show the extent to which the use of the Internet resources promotes the development of learner autonomy among Polish senior high school learners of English. The data were gathered by means of a questionnaire before and after the treatment and subjected to quantitative and qualitative analysis. It should be noted that the data came from a larger research project in which two groups, experimental and control, received different types of instruction. More precisely, the learners in the experimental group gained access to the Internet and exercised more freedom in learning. On the other hand, the control group students were taught in a traditional way. The results indicate that the experimental learners became more autonomous than their control counterparts.
Źródło:
Neofilolog; 2010, 35; 221-232
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uczeń z doświadczeniem migracji na lekcji języka angielskiego: wyzwania i rozwiązania
A learner with migration experience in an English class: challenges and opportunities
Autorzy:
Rokita-Jaśkow, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/16464800.pdf
Data publikacji:
2022-08-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
the English class
first language
additional language
migrant learner
return migrant
język pierwszy
język angielski
język kolejny
migranci
reemigranci
Opis:
The increasing number of migrant learners in Polish schools poses a new challenge not only for teachers of the language of school education, i.e. Polish, but also for teachers of other subjects, including English. Depending on the migrant learner’s country of origin, English may be his/her foreign, third (or additional) or even first language. This situation increases the heterogeneity of the language group and raises new challenges, which according to Ruiz’s (1984) conceptualization could be approached by the teacher either as a threat to the monolingual policy in the classroom, or as a resource that has the potential to enrich foreign language lessons by developing plurilingual and intercultural competences. On the basis of available research (Rokita-Jaśkow, 2019, 2021), the article presents the challenges teachers face along with suggestions for teaching solutions.
Źródło:
Neofilolog; 2022, 58/2; 193-208
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/443045.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
różnice indywidualne
indywidualizacja
trening ucznia
różnorodność w klasie językowej
individual differences
individualization
learner training
variety in the language classroom
Opis:
The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.
Źródło:
Neofilolog; 2019, 52/1; 179-195
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Audyt językowy w nauczaniu osób dorosłych
Autorzy:
Smuk, Maciej
Powiązania:
https://bibliotekanauki.pl/articles/1037655.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
monitoring
control
audit
language school
adult learner
language competence tests
kontrola
audyt
szkoła językowa
uczeń dorosły
testy sprawdzające kompetencje językowe
Opis:
Among the various means used for assessing the general language competences of adult learners, the audit is one of the most popular tools. Apart from its main purpose, which is the diagnosis of current language proficiency, during the audit the learner’s various needs might be as well analyzed. Additionally, we may use this tool to recognize the non-language competences such as: cognitive styles, dominant type of intelligence or learner’s beliefs, attitudes and habits. Thus, the interdisciplinary character of the audit allows, in an exquisite way, to optimize the content of the foreign language course for adults.
Źródło:
Neofilolog; 2011, 37; 133-143
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obecność osoby nauczającej w zadaniach zorientowanych na samodzielną pracę uczniów w środowisku wirtualnym
Teacher’s assistance in tasks oriented towards learners’ autono-mous work in a virtual environment
Autorzy:
Górecka, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1037594.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
disourse
virtual environment
hybrid teaching
teacher’s role
learner autonomy
dyskurs
środowisko wirtualne
hybrydowy model kształcenia
rola nauczyciela
samodzielność uczących się
Opis:
The present paper is a report on the author’s own teaching experiences and focuses on the creation of learning situations in a virtual environment. The main aim is to define the characteristics of a learning situation in such an environment. More precisely, the paper focuses on: (1) answering the question whether – and to what extent – current studies on the model of hybrid education provide the necessary information useful in developing the professional competence of teachers willing to use ICT tools in their work, and, (2) drawing conclusions about the author’s own teaching experiences, whose aim is to determine what types of actions on the part of the teacher, concerning on the one hand, the task’s scenario and, on the other hand, his or her intervention in a virtual environment, can contribute to learning. The article emphasizes the necessity of perceiving interaction in a virtual environment as a separate communicative situation which requires specific skills both on the part of the teacher and the learner.
Źródło:
Neofilolog; 2012, 38/2; 223-242
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czynniki osobowościowe w procesie przyswajania i użycia języka obcego – kwestia ewaluacji wypowiedzi ustnej
Personality related factors in the process of foreign language acquisition and use – evaluation of students’ oral performance
Autorzy:
Nosidlak, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/442826.pdf
Data publikacji:
2019-12-20
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
evaluation of oral performance individual learner differences
personality
personality states
personality training
ocena wypowiedzi ustnej
osobowość
różnice indywidualne
stany osobowościowe
trening osobowościowy
Opis:
Communication in a foreign language requires activation of numerous, not necessarily linguistic, competences. As recent studies suggest, in order to facilitate this complicated process, people tend to put on different masks and change their personality-related behaviours. Such behavioural changes seem to be typical for testing situations when students’ actions are additionally influenced by stress. Drawing on her own observations and teaching experience, the author of this article strives to point to the correspondence between the manifestation of some behaviours resulting from students’ personality makeups and the effectiveness of their spoken performance in a foreign language. By directing readers’ attention to this correlation, she wants to underline the importance of personality training for the sake of effective communication in a foreign language. Additionally, this article presents the results of a survey conducted among 54 students of English at the Pedagogical University of Cracow – the data collected shows that students intentionally alter their personality-related behaviours in an attempt to earn higher scores on their oral exams. The direction of these changes might constitute useful advice for less experienced foreign-language test-takers.
Źródło:
Neofilolog; 2019, 53/2; 213-226
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WHAT MAKES TEACHERS DEVELOP PROFESSIONALLY: SOME REFLECTIONS ON MOTIVATIONAL ISSUES IN THE CONTEXT OF POST-GRADUATE STUDY PROGRAMMES
Autorzy:
Droździał-Szelest, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/442958.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
autonomia
motywacja
nauczanie refleksyjne
nauczyciel-uczeń
profesjonalizm nauczyciela
przekonania
refleksja
rozwój zawodowy
autonomy
beliefs
motivation
professional development
reflection
reflective teaching
teacher-learner
teacher professionalism
Opis:
This article explores the concept of teacher professionalism, focusing primarily on factors motivating teachers to pursue professional development within the framework of formal, organized teacher development programmes offered by educational institutions. Its major purpose is to contribute to a better understanding of motivational issues involved in teacher education, or teacher learning, as it is sometimes referred to. Its other purpose is to liven up a discussion concerning language teacher education as a life-long experience. The article consists of two parts: its theoretical sections focus on the notions of professionalism and a professional, together with the concepts of autonomy and reflection/reflective practice, which are crucial from the point of view of teacher development. Next, factors motivating teachers to continue their development both as professionals and as individuals are addressed. The second part presents and discusses results of a small-scale individual research project which yielded some interesting data pertaining to motivational issues involved in teacher learning.
Źródło:
Neofilolog; 2019, 52/1; 159-177
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE FOREIGN LANGUAGE STUDENT AS AN ETHNOGRAPHER: LANGUAGE GAMES AND ETHNOGRAPHIC TECHNIQUES FOR ENHANCING THE DEVELOPMENT OF INTERCULTURAL COMPETENCE THROUGH STUDYING FOREIGN LANGUAGE CULTURE
Autorzy:
Owczarek, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1036478.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
FL learner
ethnography of speaking
language games
intercultural communicative competence
symbolic competence
uczeń języka obcego
etnografia mowy
gry językowe
kulturowa kompetencja komunikacyjna
kompetencja symboliczna
Opis:
The present paper aims at finding ways to solve the problem of how to teach culture, showing the connections between culture and language, while at the same time striving to develop intercultural competence. In the author’s opinion, the ethnography of speaking is the answer. Starting with an overview of what ethnography offers to intercultural communicative competence, this paper supports the idea of implementing an approach close to the ethnography of speaking and shows how linguistic ethnography might be implemented into the study of culture in order to show the relationships between language use, cultural behavior and values. This approach rests upon the belief that the implicit knowledge applied in use of a language needs deeper analysis in order to enhance students’ symbolic competence, which in turn enhances their intercultural competence. Examples used in the analysis to justify this claim derive from material used during a course in General English, or courses of British and American Studies. The concept of language-games as proposed by Wittgenstein, who pays attention to the context of language use at the micro level, is applied. The suggestion is to position this analysis in the field of the ethnography of speaking, or linguistic ethnography, and extend the role of a student to one of a linguistic ethnographer. Ethnographic techniques implemented in the analysis of language use and its context might contribute to the development of symbolic competence as complementary to intercultural communicative competence.
Źródło:
Neofilolog; 2020, 55/2; 265-286
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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