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    Wyświetlanie 1-5 z 5
    Tytuł:
    Creating a ‘Positive Environment’ Through Drama in the EFL Classroom
    Autorzy:
    Gałązka, Alicja
    Trinder, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/1969040.pdf
    Data publikacji:
    2018-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    positive environment
    drama
    Second Language Acquisition
    Opis:
    We all learn best when we are in a state of rational and emotional balance, or what is referred to as ‘flow’. We know that body and mind are linked physically, cognitively and emotionally and teachers need to recognise and support the integrated development of all the three areas within their teaching and to seek safe and positive ways of doing so. The emotional environment improves students’ self-awareness, motivation, empathy, recognition of choices and leads to strong and supportive communities. Drama provides a supportive forum for checking out that impact in a distanced way, with the teacher there to mediate the experience, often from within a role. Drama offers a stimulating and rich opportunity to discuss and understand our own emotions, attitudes and beliefs through observing, empathising with, feeling and exploring the emotions of characters both portrayed and interacted with in a role. Drama provides a safe emotional context and a sense of security for learners. In the various fields of research into the factors influencing success in Second Language Acquisition (SLA), trends accentuating the importance of recognising the indicators of success based upon personality and psychology have been ascribed great significance. In the paper, the results of a pilot study to an ongoing research project will be presented. The main aim of the project is to establish the influence of drama on the creation of a positive educational environment, taking into consideration such variable factors as: feeling of security, feeling of identity, sense of belonging, sense of purpose, feeling of competence, and through this an improvement in language competence. The research is a theoretical-empirical investigation of a diagnostic-explanatory-verifi catory nature. Results will be presented from the perspective of both quantitative and qualitative analysis.
    Źródło:
    The New Educational Review; 2018, 54; 193-205
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Locus of Control and Receptive Skills in Second Language Acquisition
    Autorzy:
    Gałązka, Alicja
    Trinder, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/2004881.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    locus of control
    receptive skills
    Second Language Acquisition
    Opis:
    The aim of the study was to investigate the relationship between locus of control and achievement in second language learning, when using reading and listening as the measure of success of the learners. The study was conducted on a pilot group of 102 university students, enrolled in a master’s degree course at a university in Poland. The students were asked to complete the Drwal 29-question test of locus of control and a number of reading and listening tests to complete over an extended period of time in order to gain a reliable overview of their levels of achievement. The results, somewhat against the run of expectation, indicated that there was no apparent correlation-either positive or negative-between the orientation of locus of control of the participants and achievement. This goes against the conventional assumption that there should be some form of negative correlation, as previous research indicates that sucessful learners in an academic environment are more likely than not to have an inwardly orientated locus of control.
    Źródło:
    The New Educational Review; 2016, 46; 130-141
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Compiti narrativi di apprendenti polacchi di italiano L2
    Narrative Tasks of polish Learners of Italian L2
    Autorzy:
    Mosca, Monica
    Powiązania:
    https://bibliotekanauki.pl/articles/446602.pdf
    Data publikacji:
    2013-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Second language acquisition
    motion event
    narrative
    verb and satellite languages
    Opis:
    This preliminary study investigates the emergence of constructions of motion in Polish learners of Italian L2, based on a narrative task. The semantic-typological tendencies relative to expressions of motion are discussed, as well as implications for L2 acquisition. It appears that learners with different levels of competence tend to conform to the target language.
    Źródło:
    Italica Wratislaviensia; 2013, 4; 59-84
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Asimmetrie nella codifica dell’informazione deittica: italiano vs russo
    Asymmetries in the Encoding of Deictic Reference: Italian versus Russian
    Autorzy:
    Benigni, Valentina
    Ruvoletto, Luisa
    Powiązania:
    https://bibliotekanauki.pl/articles/446597.pdf
    Data publikacji:
    2019-09-13
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    deixis
    deictic asymmetries
    second-language acquisition
    contrastive grammar
    parallel corpora
    deissi
    asimmetrie deittiche
    apprendimento / acquisizione della seconda lingua
    grammatica contrastiva
    corpora paralleli
    Opis:
    This paper aims to analyse, through a contrastive approach, the asymmetries between Italian and Russian in the encoding of deictic reference. Some complex and divergent instances of deictic anchoring are discussed in relation to the notion of deictic centre (or zero-point, in Lyons’ terms). Different types of asymmetry can be identified according to structural and functional criteria: a) overcoding versus undercoding of deictic information (e.g., Italian tra and dopo versus Russian čerez); b) different internal articulation of the deictic reference (such as in the sequence of tenses, which is governed by mood and tense in Italian and solely by tense in Russian); c) the adoption of a different perspective in the deictic conceptualisation of space, time, and person (as in conversive predicates). All of these types of asymmetry seem to affect learners’ acquisition of L2. For this reason, a systematic analysis of errors committed in deictic reference can be a useful tool for second-language teaching.
    Il presente contributo si pone l’obiettivo di indagare, mediante un approccio contrastivo, alcuni casi di asimmetria tra l’italiano e il russo nella codifica del riferimento deittico. In relazione al concetto di centro deittico (zero-point, secondo la terminologia proposta Lyons, 1977), sono analizzati alcuni esempi complessi di differente ancoraggio deittico nelle due lingue, raggruppati in base a criteri strutturali e funzionali: a) casi di ipercodifica vs ipocodifica (come nell’uso di tra e dopo vs čerez), b) casi di diversa articolazione interna di un analogo riferimento deittico (come nell’uso di modo e tempo del verbo vs solo tempo nella consecutio temporum) e c) casi in cui il riferimento deittico viene concettualizzato secondo prospettive diverse (come nei predicati conversivi). Tali forme di asimmetria risultano particolarmente complesse per gli apprendenti delle due lingue, motivo per cui l’analisi degli errori prodotti nella codifica della deissi può rivelarsi un utile strumento anche in una prospettiva didattica.
    Źródło:
    Italica Wratislaviensia; 2019, 10.1; 31-58
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Preposizioni "a", "in", "per", "tra". L’italiano L2 di parlanti polacchi
    The Prepositions "a", "in", "per", and "tra": Italian L2 of Polish Speakers
    Autorzy:
    Mosca, Monica
    Powiązania:
    https://bibliotekanauki.pl/articles/446447.pdf
    Data publikacji:
    2018-11-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    second-language acquisition
    Italian L2
    Polish motion event
    Italian prepositions
    Polish prepositions
    acquisizione della lingua seconda
    italiano L2 di apprendenti polacchi
    "motion event" in polacco
    preposizioni italiane
    preposizioni polacche
    Opis:
    This article deals with the learning of some spatial prepositions in Italian L2 by Polish learners. Italian and Polish differ in at least two ways, as Polish expresses syntactic relations by a full case system, while Italian relies only on prepositions. More importantly, according to Talmy’s classification, Polish is a satellite-framed language while Italian is verb-framed, but later studies have shown that these categories are not perfectly binary but fuzzy. In the learning of prepositions, three elements are in play: a natural progression from simpler to more complex prepositions; the conceptualisation of the event in which the prepositions are used to express spatial relations; and the semantic categorisation of the participants into the event, in particular the basic one, Ground. By means of different elicitation techniques (questionnaires, frog story, and written tasks), many oral and written texts have been collected from Polish learners of Italian of different levels of competence. It has been revealed that the influence of the motion-event typology affects the learning of the motion expressions in an irrelevant proportion; this is probably due to the fact that Polish, like other Slavic languages, appears to be less satellite-framed than Germanic languages, being characterised by the weak autonomy of the verbal prefixes. The inappropriate uses of prepositions confirm the natural progression of complexity, and the semantic categorisation of the Ground also exerts an influence. In any case, the interplay of these different forces gives rise to different personal idiosyncrasies.
    L’articolo verte sull’apprendimento di alcune preposizioni spaziali in italiano L2 di apprendenti polacchi con diversa competenza della lingua obiettivo. Il quadro teorico adottato è quello della linguistica cognitiva e del “(re-)thinking for speaking”. Secondo alcune ricerche, la distanza tipologica tra L1 e L2 condiziona il processo di apprendimento sia a livello grammaticale sia a livello cognitivo, in quanto implica la proiezione di un sistema concettuale su un altro. Quest’aspetto produce interferenza linguistica tra la lingua sorgente e la lingua obiettivo. Italiano e polacco differiscono in almeno secondo due parametri; il polacco esprime le relazioni sintattiche con un esteso sistema di casi, mentre l’italiano dispone solo delle preposizioni. Inoltre, secondo la classificazione di Talmy, il polacco è una lingua satellite-framed mentre l’italiano è verb-framed. Studi successivi hanno, però, dimostrato che queste categorie non sono mutamente esclusive ed i confini tendono ad essere sfumati. Nell’apprendimento delle preposizioni entrano in gioco tre elementi, una progressione naturale da quelle più semplici a quelle più complesse, la concettualizzazione dell’evento in cui le preposizioni sono impiegate e la categorizzazione semantica dei partecipanti all’evento. I campioni, scritti e orali, sono stati raccolti con varie tecniche di elicitazione. L’influenza che la tipologia del “motion event” esercita sul processo di apprendimento si rivela scarsa, probabilmente perché il polacco, come altre lingue slave, appaiono meno satellite-framed delle lingue germaniche, dal momento che il preverbo è dotato di meno autonomia. L’uso di preposizioni non appropriate conferma la progressione naturale della complessità.
    Źródło:
    Italica Wratislaviensia; 2018, 9.2; 195-218
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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