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    Wyświetlanie 1-7 z 7
    Tytuł:
    Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter?
    Autorzy:
    Mahdavy, Babak
    Mousavi Namavar, Masoomeh
    Powiązania:
    https://bibliotekanauki.pl/articles/22446714.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    listening comprehension
    listening strategies
    test method
    Opis:
    Many studies have so far tried to examine the relationship between listening strategies and listening comprehension. However, it seems that none of them have focused on the effect of the test method on the findings. The present study has investigated the issue by having 55 English language learners respond to pictorial and non-pictorial listening test items with different response formats. The listening section of the Preliminary English Test (PET) and a 36-item listening strategies questionnaire were administered in the first session and after a week’s interval, the participants took a modified version of PET listening. The data were collected in a language laboratory. Several correlation and regression tests were run to investigate the relationships between listening comprehension as measured by the original and modified PET listening tests and metacognitive, cognitive and socio-affective listening strategies. The results showed that L2 learners’ use of metacognitive listening strategies is the strongest predictor of listening performance. In addition, the findings indicated that the relationship between the use of listening strategies and listening performance is mediated by the kind of test method which is used for measuring L2 listening. Directions for future research and implications for practice are presented.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-22
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of Adjunct Model of Instruction on EAP Learners’ Reading Comprehension Skill
    Autorzy:
    Karimi, Mahzad
    Ghorbanchian, Elahe
    Powiązania:
    https://bibliotekanauki.pl/articles/22446659.pdf
    Data publikacji:
    2022-07-29
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Adjunct Model
    EAP Classes
    Online Course
    Reading Comprehension
    Opis:
    With the quick transition to online teaching during the COVID-19 pandemic, it is vital to take the recent development in language teaching methodology into consideration, especially the pedagogical utility of new models of English for Academic purposes (EAP). Accordingly, the main objective of the present study was to investigate the efficacy of the adjunct model in improving the overall reading comprehension skills of Iranian architecture students in online EAP courses. To this end, from the population of students studying architecture at the Isfahan University of Art, three intact classes, each with 35 sophomore students were selected. While the first class was taught by a language teacher (the Language-driven Group) and the second class received instruction from a content teacher (the Content-driven Group), the third class was taught by applying the adjunct model involving both content and language teachers. At the end of the semester, a reading comprehension test was administrated to all students. The analysis of the data through running a one-way ANOVA and post hoc analysis revealed that the students in the adjunct class outperformed their peers in the other two classes on the reading comprehension test.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-19
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students
    Autorzy:
    Kendik-Gut, Justyna
    Powiązania:
    https://bibliotekanauki.pl/articles/783143.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    reading comprehension
    background knowledge
    language proficiency
    domain-specific texts
    Opis:
    This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further  analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 2; 59-74
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gimnazjalista czyta Redutę Ordona. O utworach z kontekstem historycznym w kształceniu polonistycznym
    A Secondary School Student Reads Reduta Ordona [Ordon’s Redoubt]. On Literary Text with a Historical Context in Polonistic Education
    Autorzy:
    Horwath, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/510869.pdf
    Data publikacji:
    2012
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    literature of the nineteenth century
    comprehension
    methods of work at school
    Opis:
    The article raises an issue of students’ cognition of literary texts from the nineteenth century included in the core curriculum. The author draws attention to the difficulties associated with understanding the literal and metaphorical language that varies from the everyday lan-guage of the students. The author also introduces methods to mitigate these problems and proposes a form of classroom exercises which facilitate the analysis and interpretations of literary works.
    Źródło:
    Postscriptum Polonistyczne; 2012, 2(10); 231-240
    1898-1593
    2353-9844
    Pojawia się w:
    Postscriptum Polonistyczne
    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:
    Lektura szkolna ucznia z ASD. Na przykładzie W 80 dni dookoła świata Jules’a Verne’a
    School reading of students with ASD. Based on the example of Jules Varne’s Around the World in Eighty Days
    Autorzy:
    Balcerek, Helena
    Powiązania:
    https://bibliotekanauki.pl/articles/782354.pdf
    Data publikacji:
    2020
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    text
    didactic material
    ASD (Autism Specrtum Disorder)
    reading comprehension
    special needs education
    abridgement
    Opis:
    The article discusses observations pertaining to one of the basic aims/objectives of education, namely: reception and analysis of a text read by students with ASD (Autism Spectrum Disorder) at the 2nd stage of their education, as well as the form of abridgement of the text (based on the example of Jules Verne’s Around the World in Eighty Days) to suit the needs and capabilities of special-needs students. The conclusions presented herein result from pedagogical observations conducted during many years of a Polish-language teacher’s work focused on students with ASD in one of Warsaw’s elementary schools. They point to the necessity of individual facilitation of the entire process of reception, analysis, and interpretation of the text read in order to meet the needs and capabilities of a particular student-reader. Selection of suitable text and the abridgement thereof to the level of a child with developmental disorder classified as ASD, must take into account the preceding diagnosis and special educational needs mentioned in a psychological and pedagogical counselling centre’s medical opinion.
    Źródło:
    Z Teorii i Praktyki Dydaktycznej Języka Polskiego; 2020, 29; 87-97
    0208-5011
    2353-9577
    Pojawia się w:
    Z Teorii i Praktyki Dydaktycznej Języka Polskiego
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nie tylko po lekcjach…
    Not just after school…
    Autorzy:
    Latoch-Zielińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2016164.pdf
    Data publikacji:
    2021-12-14
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    edukacja polonistyczna
    interpretacja
    czytanie kontekstowe
    dialog z tekstem
    Polish education
    interpretation
    context-embedded approach to reading
    dialogue-based text comprehension
    Opis:
    W recenzowanej monografii Małgorzaty Wójcik-Dudek pt. Po lekcjach opublikowane zostały, poddane uprzednio aktualizacji i w wielu przypadkach poszerzone, rozproszone wcześniej teksty. Lektura kolejnych artykułów uświadamia czytelnikom, jak wiele istotnych wątków i problemów kryją w sobie znane wszystkim lektury, jak wiele może zyskać edukacja polonistyczna z nowego ich odczytania, które jest wynikiem twórczego dialogu, stawiania innych niż zwykle pytań, ciekawego kontekstu interpretacyjnego.
    The primary objective of the review is to present and discuss the monograph titled Po lekcjach [After school] by Małgorzata Wójcik-Dudek. In her work, the author collects and updates a set of previously published articles, in some of the cases broadening their scope. The examination of the texts in question reveals the multitude of topics and problems underlying their analysis. A context-embedded approach to reading and dialogue-based text comprehension prove crucial for providing a new perspective on the texts discussed by Wójcik-Dudek in Po lekcjach, which, in effect, develops the field of Polish education.
    Źródło:
    Z Teorii i Praktyki Dydaktycznej Języka Polskiego; 2021, 30; 251-262
    0208-5011
    2353-9577
    Pojawia się w:
    Z Teorii i Praktyki Dydaktycznej Języka Polskiego
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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