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    Wyświetlanie 1-13 z 13
    Tytuł:
    Exploring Personality Traits and Loneliness in University EFL (English as a Foreign Language) Learners
    Autorzy:
    Kao, Po-Chi
    Powiązania:
    https://bibliotekanauki.pl/articles/45882427.pdf
    Data publikacji:
    2012-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    personality
    loneliness
    EFL achievement
    foreign language education
    Opis:
    This study attempts to explore the relationships between personality traits, loneliness, and university students’ EFL (English as a foreign language) achievement. A sample consisting of 137 freshman students from two universities participated in this study. Statistical results showed that conscientiousness was positively related to EFL achievement, while neuroticism was negatively related to EFL achievement. Statistical results also revealed that students who achieved poorer EFL results tended to consider themselves to be lonelier. In addition, loneliness was also found to have significant negative relationships with three personality traits including extraversion, agreeableness, and conscientiousness. Taken together, this study would help to contribute to the understanding of personality, loneliness, and EFL achievement in university students.
    Źródło:
    The New Educational Review; 2012, 30; 236-245
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Crossovers: Digitalization and literature in foreign language education
    Autorzy:
    Lütge, Christiane
    Merse, Thorsten
    Owczarek, Claudia
    Stannard, Michelle
    Powiązania:
    https://bibliotekanauki.pl/articles/780721.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    digital literature
    literary learning
    digitalization
    foreign language education
    Opis:
    Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (romance of the book vs. euphoric media heavens), thereby crossing over into a perspective in which digital and literary education are intertwined. In engaging with digital literary texts, it is additionally important to consider how different competencies and literary/literacy practices interact and inform each other, including: (1) a receptive perspective: reading digital narratives and digital literature can become a space for literary aesthetic experience, and (2) a productive perspective: learners can become “produsers” (Bruns, 2008) of their own digital narratives by drawing on existing genre conventions and redesigning “available designs” (New London Group, 1996). Consequently, we propose a typology of digital literatures, incorporating functional, interactive and narrative aspects, as applied to a diverse range of digital texts. To further support our discussion, we draw on a range of international studies in the fields of literacies education and 21st century literatures (e.g., Beavis, 2010; Hammond, 2016; Kalantzis & Cope, 2012; Ryan, 2015) and, in turn, explore trajectories for using concrete digital literary texts in the foreign language classroom.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 3; 519-540
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    USING THE SECOND LIFE DIGITAL ENVIRONMENT FOR FL EDUCATION: A POSTMODERN PERSPECTIVE
    Autorzy:
    Levent, Uzun
    Powiązania:
    https://bibliotekanauki.pl/articles/955869.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Second Life
    foreign language education
    educational technologies
    educational philosophies
    postmodernism
    Opis:
    The aim of the present study was to raise awareness related to the postmodern educational philosophies, and to the opportunities provided by the emerging technologies and conditions of our era with regard to foreign language (FL) education. The main discussion was that educators and educational practices are not in complete harmony with the recent products of technology or with the needs, interests, and habits of the learners. The current work proposed Second Life (SL) as a useful model to focus on and investigate in order to derive some theoretical and practical guidelines and conclusions that will be consistent with all philosophies, applications, stakeholders, instruments, and conditions in educational settings in the current age of technology and in the future. The present study concluded that the administrative side of education has fallen far behind the progress in technology, and thus remains quite traditional and static, which creates a paradoxical situation suggesting that the teaching part has lost its power and efficiency, while the learning part continues to be innovative and creative.
    Źródło:
    Teaching English with Technology; 2017, 17, 2; 42-54
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring Learner Needs: Needs Analysisin the Global Workplace
    Autorzy:
    Kossakowska-Pisarek, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/2076603.pdf
    Data publikacji:
    2017
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    needs analysis
    global workplace
    intercultural skills
    intercultural communication
    foreign language education
    Opis:
    The increasingly diversified global workplace poses challenges to communication between different culture representatives. Thus the needs of workers should include intercultural skills, and this should be taken into consideration by teachers. The article looks at the evolution of the concept of needs and their assessment. It advocates for broadening the scope of needs analysis to include the needs related to intercultural communication. It reviews various approaches and practice of needs assessment and discusses needs in the global workplace.
    Źródło:
    Kwartalnik Neofilologiczny; 2017, 2; 167-180
    0023-5911
    Pojawia się w:
    Kwartalnik Neofilologiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Developing Intercultural Skills and Competence Among Students of Law Through Intercultural Language Learning
    Autorzy:
    Kossakowska-Pisarek, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/2076255.pdf
    Data publikacji:
    2016
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    intercultural language learning
    intercultural skills
    legal skills
    intercultural communication
    foreign language education
    Opis:
    In our globalized world intercultural competence is increasingly necessary for students of Law as communication with people from multicultural backgrounds has become crucial in their professional practice. It involves expanding their worldview to understand and respect customs and values of other cultures. The paper discusses various models, defines the skills that should be critical for intercultural interactions and assesses intercultural language learning in the context of the needs of students of Law.
    Źródło:
    Kwartalnik Neofilologiczny; 2016, 1; 37-49
    0023-5911
    Pojawia się w:
    Kwartalnik Neofilologiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Verbindliche und verbindende Landeskunde. Eine Analyse des niederländischen DaF-Lehrwerkes Neue Kontakte
    Autorzy:
    Tammenga-Helmantel, Marjon
    Powiązania:
    https://bibliotekanauki.pl/articles/911977.pdf
    Data publikacji:
    2019-07-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    course book analysis
    German as a foreign language
    teaching materials
    Landeskunde
    culture education
    foreign language education
    Opis:
    This study investigates the position, content and pedagogy of Landeskunde in proficiency skills-focussed Dutch foreign language teaching. It analyses the course book used most frequently in Dutch secondary education for German as a foreign language: Neue Kontakte. This research examines the position of cultural content in course materials and in explicitly formulated learning goals. Moreover, it is investigated what cultural content is introduced and whether this is either integrated in language proficiency training and connected to the world of the learners. The results show that Neue Kontakte offers a broad range of cultural topics which are either linked to the Netherlands or Dutch or to the learners’ personal environment. Additionally, Landeskunde is integrated in language proficiency exercises. On the other hand, its status is considered weak; no cultural learning goals are formulated and hardly any repetition of cultural content and little critical reflection on the foreign and the own culture are observed.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 1; 157-178
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Gift of Languages. Paradigm Shift in US Foreign Language Education by Fabrice Jaumont and Kathleen Stein-Smith (A Book Review)
    Autorzy:
    Grotek, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/35194399.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    dual language immersion programmes
    foreign language education
    advocacy
    multilingualism
    the USA
    paradigm shift
    Opis:
    The article offers a critical review of The Gift of Languages. Paradigm Shift in U.S. Foreign Language Education by Fabrice Jaumont & Kathleen Stein-Smith, published by TBR Books in 2019. The book, fitting in the general category of instruction manuals and motivational materials, has been written in support of the cause of the advocates of the paradigm shift in foreign language learning in the United States. Focusing on the need to expand the L2 skills among US elementary, high school, and college students by means of the systematic implementation of two-way Dual-Language Immersion programs in K-12 and secondary public education, the monograph contributes to the mission of the Center for the Advancement of Language, Education and Communities. The CALEC, a non-profit organization with international membership and worldwide reach, focuses on promoting multilingualism and cross-cultural understanding by supporting language communities in creating programs of education in languages and cultures. The present article offers a review of this important, albeit popular, publication as a document testifying to the transformations of the American culture in the Age of Globalization.
    Źródło:
    Review of International American Studies; 2023, 16, 2; 205-223
    1991-2773
    Pojawia się w:
    Review of International American Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What is your educational philosophy? Modern and postmodern approaches to foreign language education
    Autorzy:
    Uzun, Levent
    Powiązania:
    https://bibliotekanauki.pl/articles/780823.pdf
    Data publikacji:
    2012-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy of education
    foreign language education
    teaching versus learning
    education versus training
    postmodern approaches to education
    Opis:
    The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 3; 333-348
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implementation of Bilingual Education in Ukrainian Institutions of Higher Education
    Autorzy:
    Snizhko, Nataliia
    Powiązania:
    https://bibliotekanauki.pl/articles/29430840.pdf
    Data publikacji:
    2023-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    foreign language education
    bilingual education
    model of bilingual education
    subject-oriented bilingual didactic models
    bilingual professional education
    Opis:
    The article deals with issues regarded to implementation of bilingual education in Ukrainian universities. This process can be considered as part of Ukrainian integration into European and world scientific and educational space. Furthermore, this area is being developed according with the National Doctrine of Educational Development. Specific aspects of bilingual education development at the end of the 20th century are noted. Bilingual educational system leads to both getting the education as provided by the bilingual system itself and personality formation when an individual is open to the interaction with the whole world. Applied to obtaining a certain specialty at the university, the goal of bilingual education is a synthesis of communicative and subject competencies. It is reported that a foreign (in particular, English) language is not only the goal, but also a means of understanding the world of special knowledge. Bilingual education features are examined in detail. It is noted that at the moment a comprehensive concept of bilingual professional education in Ukraine has not been built. Currently, only certain aspects of the problem of bilingual education in higher education have been defined. А number of issues have been formulated which need to be theoretically comprehended in order to implement succesfully the bilingual educational system at the universities. Attention is paid to the complex of didactically and methodically relevant factors which depend on the students’ future profession and qualifications. Appropriate criteria have been identified, which influence on many levels on the content, organization and choice of methods of bilingual education in a certain field of study. It is underlined that the factors (criteria) are both the linguistic ones and non-linguistic ones. Finding and taking into account all these factors is mandatory to create the scientifically based concept of the bilingual educational system at the non-language departments.
    Źródło:
    Viae Educationis; 2023, 3; 35-39
    2956-2856
    Pojawia się w:
    Viae Educationis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ewaluacja podręcznika w nauczaniu języków obcych
    Coursebook evaluation in foreign language education
    Autorzy:
    Kusiak-Pisowacka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/463317.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    Ewaluacja podręcznika
    nauczanie języków obcych
    materiały dydaktyczne
    Coursebook evaluation
    foreign language education
    teaching materials
    Opis:
    The aim of the paper is to discuss the role of coursebook evaluation in foreign language education. Coursebooks are presented as the most common learning materials used in institutionalized education. First, the way coursebooks can enhance or inhibit the process of foreign language teaching and learning is addressed. Then, several types of coursebook evaluation are analyzed, along with various roles that coursebook evaluation can play in foreign language education. To emphasise the importance of evaluating coursebooks, a selection of checklists applied in the process of coursebook evaluation is discussed. The author of the paper draws on her experience as a co-author of foreign language coursebooks used in Polish secondary schools, a reviewer of coursebooks employed by the Polish Ministry of Education and a foreign language teacher trainer.
    Źródło:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 14; 65-75
    2080-4814
    Pojawia się w:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THEORETICAL CONSIDERATIONS FOR DEVELOPING INTERCULTURAL SENSITIVITY THROUGH TRANSLATION ACTIVITIES: BEYOND THE MONOLINGUAL PREMISE IN FOREIGN LANGUAGE EDUCATION
    Autorzy:
    Lankiewcz, Hadrian
    Wąsikiewicz-Firlej, Emilia
    Powiązania:
    https://bibliotekanauki.pl/articles/1037927.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    tłumaczenie
    nauczanie języka obcego
    sprawności językowe
    wrażliwość interkulturowa
    translation
    foreign language education
    language skills
    intercultural sensitivity
    Opis:
    The article presents theoretical considerations pertaining to the use of translation in foreign language teaching and argues for the reinstatement of translation activities in language teaching to contribute to the development of intercultural sensitivity among language users. The authors build upon critical-ecological reflections in language education. They posit that a globalized world requires a departure from the monolingual language teaching paradigm, particularly in multicultural and multilingual contexts such as, for example, a united Europe. The argument touches upon the issues of neoliberal skills training, intercultural education, language pedagogy (glottodidactics), language acquisition and translation theories as well as observations of the practicalities imposed on L2 users by the postmodern reality and market forces. The authors present the incorporation of translation practices into foreign language teaching as a means of enhancing intercultural sensitivity and a way of fighting linguistic and cultural colonization. The ultimate goal – the new “paradigm shift” (Butzkamm and Caldwell, 2009) – is to contribute to social justice via foreign language education.
    Źródło:
    Neofilolog; 2019, 52/2; 313-333
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Te weinig aandacht voor cultuur in Nederlandse en Vlaamse tekstboeken Nederlands voor anderstaligen?
    Too Little Attention to Culture in Dutch and Flemish Textbooks to Learn Dutch as a Foreign Language
    Zbyt mało uwagi dla kultury w holenderskich i flamandzkich podręcznikach do nauki języka niderlandzkiego jako obcego?
    Autorzy:
    de Louw, Robert
    Buczak, Mikołaj
    Powiązania:
    https://bibliotekanauki.pl/articles/1872922.pdf
    Data publikacji:
    2021-10-12
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    kultura
    kompetencja interkulturowa
    język niderlandzki jako język obcy
    nauczanie języków obcych
    culture
    intercultural competence
    Dutch as a foreign language
    foreign language education
    Opis:
    Algemeen wordt erkend dat cultuur en interculturele competentie een inherent onderdeel moeten zijn van het vreemdetalenonderwijs. Er bestaat echter geen consensus over de vorm en de mate waarin zij moeten worden geïntegreerd. Dit geldt niet alleen voor curricula, maar ook voor cursusboeken. Aan de hand van het ui-diagram van Hofstede (bestaande uit symbolen, helden, rituelen en waarden) wordt in dit artikel ingegaan op vier cursusboeken voor het Nederlands als vreemde taal en wordt ingezoomd op het onderwerp “eten en drinken” om de (inter)culturele inhoud ervan te bepalen. De resultaten laten zien dat de focus in deze cursusboeken ligt op de symbolen, dat wil zeggen de buitenste laag van het diagram. De auteurs bieden uitleg, enkele kritische opmerkingen en pedagogische implicaties en vragen om een comparatieve benadering in het onderwijzen van cultuur en interculturele competentie.
    Powszechnie uznaje się, że kultura i kompetencje międzykulturowe powinny być nieodłączną częścią procesu nauczania języków obcych. Nie ma jednak zgody co do formy i zakresu, w jakim należy je włączać nie tylko do programów nauczania, lecz także do podręczników. Wykorzystując „diagram cebuli” Hofstedego, auyorzy niniejszego artykułu analizują temat „jedzenia i picia” w czterech podręcznikach do nauki języka niderlandzkiego, próbując określić ich treści (inter)kulturowe. Wyniki pokazują, że w analizowanych publikacjach kładzie się nacisk głównie na symbole, tj. zewnętrzną warstwę diagramu. Autorzy przedstawiają wyjaśnienia, krytyczne uwagi i implikacje pedagogiczne oraz postulują porównawcze podejście w nauczaniu kultury i kompetencji interkulturowej.
    It is generally acknowledged that culture and intercultural competence should be an inherent part of the foreign language teaching process. There is, however, no consensus as to the form and extent to which they should be incorporated not only into curricula but also coursebooks. By using Hofstede’s “Onion Diagram”, this paper looks at four coursebooks for Dutch as a foreign language and zooms in on the topic of “eating and drinking” to determine their (inter)cultural content. The results show that the focus in these coursebooks is on the symbols, i.e. the outer layer of the diagram. The authors of the paper offer explanations, some critical remarks and pedagogical implications, and call for a comparative approach to teaching culture and intercultural competence.
    Źródło:
    Roczniki Humanistyczne; 2021, 69, 5 Zeszyt Specjalny / Speciale Uitgave; 203-222
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    INNOVATIVE LANGUAGE LEARNING/TEACHING PROCESS IN HIGHER EDUCATION INSTITUTIONS. A POLISH-LITHUANIAN COMPARATIVE STUDY
    INNOWACYJNE NAUCZANIE/UCZENIE SIĘ JĘZYKA OBCEGO W SZKOLE WYŻSZEJ. POLSKO-LITEWSKIE BADANIE PORÓWNAWCZE
    Autorzy:
    Karczewska, Małgorzata
    Žeguniene, Vaida
    Kupriene, Laima
    Powiązania:
    https://bibliotekanauki.pl/articles/424236.pdf
    Data publikacji:
    2019
    Wydawca:
    Lubuskie Towarzystwo Naukowe
    Tematy:
    educational technologies
    foreign language education
    innovative teaching/
    learning methods
    innowacyjne metody nauczania/uczenia się
    nauczanie/uczenie się języka obcego
    technologie edukacyjne
    Opis:
    The article reviews innovative educational technologies. A theoretical review of innovative teaching/learning methods is then juxtaposed with Polish and Lithuanian higher education reality. The aim of the survey was to find out what modern technologies are used in foreign language teaching and what modern technologies the respondents would like to have used in the foreign language classroom, and why. 100 Polish and 100 Lithuanian university students were asked to fill in a questionnaire. As digital natives, the respondents were expected to be familiar with modern technologies and willing to use them in foreign language learning. The study shows that the most popular innovative technologies among both Polish and Lithuanian students are audio files; Internet resources are also frequently used. In the Lithuanian group, projectors as well as language laboratories are popular, while in the Polish group, online dictionaries and interactive boards are commonly used. The respondents also suggested a list of technologies to implement. The results show how useful modern technologies are in foreign language teaching/learning, which requires further discussion on how to use them effectively.
    W artykule przedstawiono przegląd innowacyjnych metod nauczania/uczenia się języka obcego. Następnie metody te zestawiono z realiami polskiej i litewskiej szkoły wyższej. Celem badania było sprawdzenie, które z nowoczesnych technologii są wykorzystywane przez nauczycieli języków obcych, a które technologie należałoby wprowadzić i dlaczego. W badaniu wzięło udział 100 polskich i 100 litewskich studentów. Zakładano, że ankietowani, z uwagi na przynależność do pokolenia cyfrowych tubylców, będą oczekiwać ich wykorzystania na zajęciach z języka obcego. Badanie pokazało, że najczęściej wykorzystywanymi narzędziami są pliki audio i materiały pochodzące z Internetu. Ponadto wśród studentów litewskich popularne są rzutniki multimedialne i laboratoria językowe, a wśród studentów polskich - słowniki online i tablice interaktywne. Badanie pokazało, że nowe technologie są popularne i przydatne w nauczaniu języków obcych, co z kolei każe zastanowić się nad ich efektywnym użyciem.
    Źródło:
    Rocznik Lubuski; 2019, 45, 1; 135-150
    0485-3083
    Pojawia się w:
    Rocznik Lubuski
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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