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Tytuł:
Investigating Effects of Integrated Reading and Writing Skills Instruction in Enhancing Students’ Critical Thinking Skills in EFL Classroom
Autorzy:
Tilahun, Ayalew
Teka, Mulugeta
Simegn, Berhanu
Powiązania:
https://bibliotekanauki.pl/articles/2053533.pdf
Data publikacji:
2022-01-28
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
integrated reading and writing instruction
reading skills
writing skills
critical thinking achievement
Opis:
The main concern of this study was to investigate the effects of integrated reading and writing skills instruction on EFL learners' critical thinking skills achievement at Bahir Dar University. At this point, a quasi-experimental research design was employed, and 96 English majoring students as experimental (n = 48) and control (n = 48) groups participated in the study with a random assignment. Herein, the experimental group was instructed through integrated reading and writing skills instruction and the control group with the conventional method for consecutive 12 weeks, and then, 25 (twenty-five) pre and post-tests of critical thinking questions were employed to assess students’ achievement. Data were collected through tests, and then the Kappa inter-rater reliability and split-half tests were employed to compute the reliability and internal consistency of both tests respectively. Finally, the data were analyzed using an independent t-test, and then the result of the pre-test revealed that both experimental and control groups were homogenous in critical thinking skills’ achievement. However, after the treatment, the post-test results depicted that the experimental group significantly outscored the control group. In a nutshell, the study showed the supremacy of integrated reading and writing skills instruction over the conventional approach in enhancing students’ critical thinking skills achievement.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 1; 105-127
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Komunikacja lekarz – pacjent w opinii pacjentów
Doctor–Patient Communication – According to Patients
Autorzy:
Sulkowska, Agnieszka
Milewski, Stanisław
Kaczorowska-Bray, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/667392.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
communication
patient
doctor
communicative
skills
medspeak
Opis:
This article is concerned with the important issue of communication between doctors and patients. A patient’s agreement to proposed therapy, his or her cooperation, and engagement in the therapeutic process to a large extent depend on the communicative skills of a doctor or therapist. This article stems from the survey carried out among the patients of the Clinical Hospital of the University Medical Centre in Gdansk, and, thereby, it attempts to evaluate the aforementioned skills.
Źródło:
Logopedia Silesiana; 2018, 7; 36-55
2300-5246
2391-4297
Pojawia się w:
Logopedia Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Taksonomia sprawności słuchania i mówienia w języku polskim jako ojczystym
A taxonomy of listening and speaking skills in Polish as a native language
Autorzy:
Chyb-Winnicka, Marta
Tabisz, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2016147.pdf
Data publikacji:
2021-12-22
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
sprawność słuchania
sprawność mówienia
taksonomia
podstawa programowa
szkoła podstawowa
listening skills
speaking skills
taxonomy
core curriculum
primary school
Opis:
Celem artykułu jest przedstawienie ujęcia taksonomicznego sprawności słuchania i mówienia w języku polskim jako ojczystym. Autorki wychodzą z założenia, że w zapisach podstawy programowej języka polskiego w szkole podstawowej z 2017 roku kładzie się nacisk zwłaszcza na kształcenie sprawności czytania i pisania, stąd zwrócenie uwagi na pozostałe dwie sprawności: słuchania i mówienia, i propozycja usystematyzowania wiedzy o nich z wykorzystaniem kategorii taksonomicznych.
In their article, Marta Chyb-Winnicka and Anna Tabisz present a taxonomic approach to the teaching of listening and speaking skills in lessons of Polish as a native language. The authors show that the 2017 provisions of the core curriculum for the Polish language in primary schools in Poland put special emphasis on the development of reading and writing skills. For this reason, Chyb-Winnicka and Tabisz underline the importance of teaching the two other skills, i.e., listening and speaking, and argue that taxonomic categories should be used to systematize the knowledge of these skills.
Źródło:
Z Teorii i Praktyki Dydaktycznej Języka Polskiego; 2021, 30; 117-135
0208-5011
2353-9577
Pojawia się w:
Z Teorii i Praktyki Dydaktycznej Języka Polskiego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wiki Tool in Higher Education: An Australian Perspective
Autorzy:
Issa, Tomayess
Issa, Theodora
Issa, Touma B.
Powiązania:
https://bibliotekanauki.pl/articles/1365879.pdf
Data publikacji:
2017-04-10
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Wiki
challenges
perceptions
skills
postgraduate unit
Australia
Opis:
This paper aims to examine the challenges of and perceptions about promoting students’ learning, communication, and interaction via the Wiki tool in the blackboard platform. Wiki intends to sustain and advance students’ professional and personal skills, the former ones including reading, writing, research, information, critical thinking, decision making, technology, digital oral presentation, drawing (i.e. concept maps), teamwork, and languages, and the latter ones including motivation, leadership, negotiation, communication, problem solving, time management, reflection, self-management, and self-appraisal. Additionally, integrating Wiki in teaching and learning will improve students’ work performance, productivity, and self-confidence, as these skills are needed for not only the current study, but also the workplace in the future. Additionally, using this tool in teaching and learning, especially in the higher education, can bring some challenges to the lecturer and students, particularly in the presentation and marking. This paper will discuss the Wiki implementation in the postgraduate unit at an Australian university. The study results confirmed that using Wiki in the postgraduate unit at an Australian university enhanced students’ personal and professional skills; in addition, students learned and absorbed the new concepts and cutting-edge-knowledge of the ITS65 unit, i.e. sustainability and Green IT.
Źródło:
International Journal of Research in E-learning IJREL; 2016, 2, 1; 11-27
2451-2583
2543-6155
Pojawia się w:
International Journal of Research in E-learning IJREL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Implementation of IT Tools as a Method of Improving Language and Communication Skills of Bi- and Trilingual Students
Autorzy:
Widła, Halina
Powiązania:
https://bibliotekanauki.pl/articles/448464.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
language and communication skills
learning by teaching
e-learning
Opis:
This article gives some examples of students’ systematic semi-autonomous work in the multimedia master’s seminar, which enhances their language competencies as well as strictly technical skills. The theoretical background, based on the results of research carried out by the author in 2005–2019, demonstrates how knowledge of learners’ first and second languages is advantageous during the acquisition of a third language. Seeing that this process is individual (every learner has his or her different “linguistic biography”), it is difficult take this fact into account in the coursebooks. E-learning courses, which allow students to work in semi-autonomy, become helpful in this situation. Accommodating the needs of biand trilingual students, prospective foreign-language teachers and translators create their own multimedia resources that fill gaps in the didactic offerings. Moreover, the unusual forms of learning by teaching (LdL – from the German phrase Lernen durch Lehren) improve the quality of the learning process, helping students achieve the desired language and communication skills.
Źródło:
International Journal of Research in E-learning IJREL; 2019, 5, 2; 33-48
2451-2583
2543-6155
Pojawia się w:
International Journal of Research in E-learning IJREL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie kompetencji językowych w układzie zintegrowanym, czyli praktyka w praktyce
Teaching Language Skills in Integrated Teaching System – Practical Approach
Autorzy:
Seretny, Anna
Lipińska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/511626.pdf
Data publikacji:
2012
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
language skills
language competences
language system
integrated teaching system
Opis:
The cognitive approach in teaching points out clearly to the necessity of integrating language skills in didactic process. Such skills in everyday situations usually appear together: we read in order to write down certain information, we listen to someone’s utterance in order to repeat it to someone else, we write something for someone else to read it etc. Such attitude in teaching imitates a real character of natural communication that combines different types of skills in one multidimensional entity. Methodological materials say nothing or very little on the necessity of integral teaching of the parts of language system that are connected even closer than language skills. No statement can be produced if we do not know the words that this statement should contain and we do not know the rules that must be followed to put these words together. We also need to be able to spell and write down the words correctly in order to make our statement understandable. The article discusses the idea of integrated teaching of the parts of language system along with highlighting its advantages. It is also going to be proved that due to such approach in teaching a learner has numerous and various contacts with language materials, which according to Craik and Lockhart (1971) enhances the process of remembering learnt material.
Źródło:
Postscriptum Polonistyczne; 2012, 2(10); 165-176
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Positive Language Education: Combining Positive Education and Language Education
Autorzy:
Mercer, Sarah
MacIntyre, Peter
Gregersen, Tammy
Talbot, Kyle
Powiązania:
https://bibliotekanauki.pl/articles/783211.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
SLA
positive psychology
education
wellbeing
PERMA
21st century skills
Opis:
In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.
Źródło:
Theory and Practice of Second Language Acquisition; 2018, 4, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wykorzystanie metody Kids’ Skills – Dam Radę! Bena Furmana w terapii dzieci z jąkaniem w wieku przedszkolnym i wczesnoszkolnym
The use of Ben Furman’s Kids’ Skills method in the therapy of stuttering for pre- and early-school age children
Autorzy:
Faściszewska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/2128630.pdf
Data publikacji:
2022-03-17
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Kids’ Skills
Ben Furman
stuttering
stammering
children
Solution-Focused Brief Therapy (SFBT)
Kids’ Skills - Dam Radę!
jąkanie się
dzieci
terapia skoncentrowana na rozwiązaniach (TSR)
Opis:
Celem autorki artykułu jest przedstawienie propozycji wykorzystania metody Kids’ Skills – Dam Radę! Bena Furmana (2010) w terapii dzieci z jąkaniem się w wieku przedszkolnym i wczesnoszkolnym. Metoda ta opiera się na terapii krótkoterminowej skoncentrowanej na rozwiązaniach – TSR (ang. SFBT) oraz terapii ericksonowskiej, systemowej i narracyjnej (Furman, 2010). Współcześnie logopedzi coraz częściej czerpią z terapii krótkoterminowej skoncentrowanej na rozwiązaniu, pracując z osobami z różnymi zaburzeniami komunikacyjnymi, w tym z jąkaniem się (Fourlas, Ntourou, 2021; Kelman, Nicholas, 2020; Nicholas, 2015).W artykule przedstawiono 15 kroków metody Kids’ Skills – Dam Radę! Bena Furmana oraz omówiono pytania zadawane przez terapeutę i stosowane techniki, wskazując na to, w jaki sposób podejście może być dostosowane do dzieci, które się jąkają. Kluczową ideą programu Kids’ Skills – Dam Radę! jest przekonanie, że problemy można interpretować jako brak umiejętności, które dziecko będzie w stanie nabyć. Celem metody jest zachęcenie dziecka i pomoc w zdobyciu nowej umiejętności, czy też pogłębienie, wykorzystanie umiejętności już posiadanych, by mogło ono przezwyciężyć swoje trudności.Program jest oparty na współpracy z najbliższym środowiskiem dziecka – rodzicami, rodzeństwem, szkołą. Terapia dzieci w wieku przedszkolnym i wczesnoszkolnym, które się jąkają, powinna być zintegrowana, obejmować poznawcze, behawioralne i afektywne komponenty. Przedstawiono więc, jak można wykorzystać metodę Kids’ Skills – Dam Radę! w czterech kluczowych obszarach pracy z dzieckiem jąkającym się. Są to obszary: 1. Otwartość na temat jąkania. 2. Stosowanie technik/strategii pomocnych w kontrolowaniu jąkania. 3. Umiejętności najefektywniejszego komunikowania się. 4. Rozumienie uczuć, reakcji i przekonań związanych z jąkaniem i radzenie sobie z nimi. Metoda ta pozwala na dużą elastyczność i dopasowanie się do potrzeb dziecka w wieku przedszkolnym i wczesnoszkolnym z jąkaniem oraz jego rodziców/opiekunów. Wymaga ona jednak od terapeuty dobrej znajomości metody Kids’ Skills – Dam Radę!, rozumienia trudności, przeżywanych emocji osób z jąkaniem i ich rodzin oraz doświadczenia w pracy różnymi metodami terapeutycznymi z dziećmi jąkajacymi się.
Maria Faściszewska’s aim in this article is to present a therapeutic program which involves the use of Ben Furman’s Kids’ Skills (2010) method in the therapy of pre- and early-school stuttering children. The method is based on the Solution-Focused Brief Therapy (SFBT), as well as the Ericksonian therapies, systemic and narrative (Furman, 2010). Currently, speech and language therapists are increasingly drawing on the Solution Focused Brief Therapy when working with individuals with a variety of communication disorders including stuttering (Fourlas, Ntourou, 2021; Kelman, Nicholas, 2020; Nicholas, 2015).When discussing the 15 steps of Ben Furman’s Kids’ Skills method and discussing the questions asked by a therapist and the techniques used, Faściszewska examines how this approach can be adapted to children who stutter. The key idea of Kids’ Skills method is that we can interpret a child’s problems in terms of their lack of certain skills which can be acquired. The aim of the method is to encourage and help the child to learn a new skill, while reinforcing the skills they already have, to help them overcome their difficulties.The program is firmly based on a cooperation with the child’s closest social circle: their parents, their siblings, and the school. The therapy for pre- and early-school age children who stutter should integrate cognitive, behavioral, and affective components. The program outlines how the Kids’ Skills method can be used in four key areas of working with a stuttering child. These areas are: 1. Being open about stuttering; 2. Using techniques/strategies to control stuttering; 3. Communicating effectively; 4. Understanding and dealing with feelings, reactions, and beliefs associated with stuttering. This method allows for a great deal of flexibility and adaptation to the needs of pre- and early-school stuttering children and their parents/carers. However, the therapist must have an adequate understanding of the Kids’ Skills method, of the difficulties that may occur, of the emotions experienced by stutterers and their families. Experience in using different therapeutic methods with stuttering children is also required.
Źródło:
Forum Lingwistyczne; 2022, 10; art. no. FL.2022.10.07
2449-9587
2450-2758
Pojawia się w:
Forum Lingwistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Badanie opanowania umiejętności czytania przez uczniów klas czwartych szkoły podstawowej
Research of reading skills of the fourth grade pupils in the primary school
Autorzy:
Przybyla, Olga
Turek, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/667360.pdf
Data publikacji:
2013-01-01
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
research of reading skills
determinants of the reading process
decoding
reading comprehension
Opis:
The authors discuss the results of research carried out to present reading skills of pupils in the primary school. Taking into account theoretical background, used to prepare the research methodology, the most significant factors contributing to the reading process are analyzed. There are two dimensions of reading skills that are involved in the research: decoding and reading comprehension of the text. The range of decoding provides the assessment of reading speed (treated as a number of words read within one minute), correctness of reading (perceived as proportion of the read word in a correct way compared to all read words per minute), and a type of mistakes made by children during reading.
Źródło:
Logopedia Silesiana; 2013, Logoepdia Silesiana nr 2; 24-50
2300-5246
2391-4297
Pojawia się w:
Logopedia Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Technology of Development of Transversal Skills of Future Philologists in the Process of Distance Learning in the Online Course “Effective Communication”
Autorzy:
Simonenko, Tetiana
Nikitska, Yulia
Powiązania:
https://bibliotekanauki.pl/articles/448462.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
higher education
transversal skills
online course “Effective Communication”
future philologists
distance learning
Opis:
The article is devoted to an important problem in the higher educational system, namely, the presentation of the technology of development of transversal skills of future philologists in the process of distance learning in the online course “Effective Communication.” This study presents experimental information that makes it possible to determine the effectiveness of the proposed technology for the development of such transversal skills in students as: critical thinking, interpersonal skills, organisational skills, and informational skills.
Źródło:
International Journal of Research in E-learning IJREL; 2019, 5, 2; 21-32
2451-2583
2543-6155
Pojawia się w:
International Journal of Research in E-learning IJREL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.
Autorzy:
Ślęzak-Świat, Agnieszka Marta
Powiązania:
https://bibliotekanauki.pl/articles/783238.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
literacy
screen vs paper reading
note-taking
critical thinking skills
digital literacy.
Opis:
The skill of reading undergoes dramatic changes due to the change of reading interface readers are exposed to. Readers who want to be active participants of knowledge society need to perceive it as more than just a receptive skill. The study aims to assess the condition of homo legens, diagnose what kind of reading interface preferences characterize 21st-century readers, how they respond to texts considering reading both digitally and in print, accepting or viewing critically the underlying ideology of the text. The analysis of the collected data attempts to determine if the reported preferences are conducive to the development of critical thinking skills for 21st-century literacy, which include understanding complex ideas, evaluating evidence, weighing alternative perspectives and constructing justifiable arguments.
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 2; 75-93
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book review: Anna Mystkowska-Wiertelak and Mirosaw Pawlak (2017) Willingness to Communicate in Instructed Second Language Acquisition. Combining a Macro- and Micro-Perspective
Autorzy:
Gabryś-Barker, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/783223.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
willingness to communicate
language learning
speaking skills
questionnaire data
quantitative analysis
qualitative analysis
Źródło:
Theory and Practice of Second Language Acquisition; 2017, 3, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Report on the Implementation of Work Package 4 “Selection and Testing New ICT Tools” in the Framework of the IRNet Project
Autorzy:
dos Reis, António
Cubo Delgado, Sixto
Gutiérrez Esteban, Prudencia
Díaz, Laura Alonso
Smyrnova-Trybulska, Eugenia
Noskova, Tatiana
Morze, Nataliia
Kostolányová, Kateřina
Drlík, Martin
Issa, Tomayess
Powiązania:
https://bibliotekanauki.pl/articles/448389.pdf
Data publikacji:
2017-04-01
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Information and communicational technology tools (ICT)
road map
skills
Custom Satisfaction Evaluation Model (CSEM)
Opis:
This article, prepared by an international team of authors – researchers from different scientific areas, connected with ICT, e-learning, pedagogy, and other related disciplines – focuses on the objectives and some results of the IRNet international project. In particular, this article describes the research tools, methods, and some procedures of the Work Package 4 (WP4) “Selection and Testing New ICT tools”: Objectives, Tasks, Deliverables, and implementation of research trips. Researchers from partner universities have analysed the results of WP4 in the context of the next stages and Work Packages of the IRNet project – International Research Network.
Źródło:
International Journal of Research in E-learning IJREL; 2016, 2, 1; 129-150
2451-2583
2543-6155
Pojawia się w:
International Journal of Research in E-learning IJREL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
E-learning Specialists Training for IT Infrastructure of an Educational Institution Management
Autorzy:
Morze, Nataliia
Vorotnykova, Iryna
Makhachashvili, Rusudan
Powiązania:
https://bibliotekanauki.pl/articles/448440.pdf
Data publikacji:
2017-07-10
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
competence education
management of ІТ infrastructure
professional competence of e-learning manager
soft skills
Opis:
The article discloses the possibility of training e-learning specialists to manage the IT infrastructure of educational institutions. The contents and results of lifelong learning competencies formation and professional competencies, skills, and soft skills in the course of “Managing the IT infrastructure of an educational institutions” are studied. Content training for specialists in e-learning is defined by such topics as “ICT policy and IT infrastructure of educational institutions,” “Program and technical solutions for building IT infrastructure of educational institutions,” “Using cloud technologies for IT infrastructure of educational institutions,” and presented as an e-course that includes educational materials and competence tasks that form a competence for lifelong learning (communication in mother tongue, communication in foreign languages, knowledge of mathematics and general knowledge in the field of science and technology, skills in digital media, training for gaining knowledge, social and civic skills, proactive position and practical approach, awareness and self-expression in culture) and professional competence (in educational, technical, managerial, and project activities). The feasibility of using competency tasks to prepare specialists in e-learning is confirmed by educational achievements of 94 full-time and part-time students. What is analysed are the students’ acquired soft skills (flexibility, teamwork, leadership, outgoingness, social skills, creativity).
Źródło:
International Journal of Research in E-learning IJREL; 2017, 3, 1; 11-26
2451-2583
2543-6155
Pojawia się w:
International Journal of Research in E-learning IJREL
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gure Ikastola en tres languages: the teaching and learning of trilingual oral expository skills by means of a didactic sequence
Autorzy:
Aldekoa, Ana
Powiązania:
https://bibliotekanauki.pl/articles/783165.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
trilingual oral expository skills
trilingual didactic sequence
language alternation and integration
interlingual transfer
multilingual competence
Opis:
The aim of this presentation is to analyse the development of trilingual oral expository skills in sixteen-year-old Spanish L1, Basque L2 and English L3 students in the framework of a multilingual didactic sequence. The promotion of multilingualism including a minority language such as Basque is a major specificity of the Basque educational system (Cenoz, 2009; Idiazabal et al., 2015), and the Integrated Teaching of Languages (ITL) is highlighted as a relevant approach for multilingual education both in the Basque and European contexts (Gobierno Vasco, 2015; Troncy, 2014). Initial and final oral expository texts produced at the beginning and at the end of a didactic sequence by trilingual students constitute the empirical data of this study. Both texts were addressed to students’ school community as well as to foreign students with the aim of presenting their school. We followed text genre-based criteria in order to analyse students' trilingual productions (Dolz & Schneuwly, 2016). Results show that students did improve their oral expository texts overall, although to different extents: among the aspects that showed a greater improvement, we can name the explicit mention of core elements at the introductory section in Basque, the more consistent use of topic introducers regardless of the language and the more regular use in English of resources to clarify those concepts whose meaning could be difficult to grasp for foreign students. Among those aspects where improvement is notably less, we could mention that students hardly ever addressed the audience in English and thus failed to catch their interest; also, the production of target-deviant past tense verb forms in English remains quite problematic. From the perspective of the ITL, we will conclude that this analysis shows that teaching oral expository skills from an integrated perspective fosters multilingual development, being inter-linguistic discursive transfer a relevant didactic resource (Cummins, 2008).
Źródło:
Theory and Practice of Second Language Acquisition; 2018, 4, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 24

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