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    Wyświetlanie 1-4 z 4
    Tytuł:
    Znaczenie determinacji w nauce języka angielskiego jako obcego na poziomie zaawansowanym
    The role of determination in learning English as a foreign language at an advanced level
    Autorzy:
    Pawlak, Mirosław
    Zawodniak, Joanna
    Kruk, Mariusz
    Powiązania:
    https://bibliotekanauki.pl/articles/1036458.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    grit
    individual differences
    personality
    perseverance
    long-term goals
    determinacja
    różnice indywidualne
    osobowość
    wytrwałość
    cele długofalowe
    Opis:
    Second language acquisition (SLA) researchers have long been engaged in investigating the effect of a range of learner individual differences (IDs, e.g., motivation, anxiety and aptitude) on L2 learning and achievement. At the same time, there are no more than a few studies focusing of on learner personality and its place in SLA and the relationship between personality traits and other ID variables. One such underappreciated and thus poorly recognized personality trait is grit, understood as a combination of perseverance and passion for long-term goals. The present paper reports a study in which grit was investigated among advanced university students majoring in English with the help of a language-specific grit scale and semi-structured interviews. The empirical considerations are preceded by a small number of theoretical comments on the nature of grit and related research that was conducted to date. The paper ends with the discussion of future research directions and possible pedagogical implications.
    Źródło:
    Neofilolog; 2021, 56/1; 9-22
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ewaluacja narzędzi badania nudy na zajęciach z praktycznej nauki języka angielskiego z perspektywy makro i mikro
    Examining boredom in practical English classes as viewed from the macro and micro perspectives
    Autorzy:
    Zawodniak, Joanna
    Pawlak, Mirosław
    Kruk, Mariusz
    Powiązania:
    https://bibliotekanauki.pl/articles/442913.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    boredom
    evaluation of boredom
    instruments for examining boredom
    practical English classes
    nuda
    ocenianie nudy
    narzędzia pomiaru nudy
    zajęcia z praktycznej nauki języka angielskiego
    Opis:
    Although boredom is among the most frequently experienced academic emotions, it has received surprisingly little attention from L2 researchers and teachers. This paper aims to discuss and evaluate the existing quantitative and qualitative instruments that can be used for examining boredom in practical English classes. It will start with a brief overview of the causes and manifestations of boredom in the language classroom. This will be followed by the presentation of the methodology of three empirical studies which will serve as a basis for highlighting the strengths and weaknesses of the data collection tools employed. Finally, an attempt will be made to delineate future research directions in the study of boredom in the L2 classroom and to illuminate the methodological choices available to researchers in this respect.
    Źródło:
    Neofilolog; 2019, 53/2; 299-314
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Another look at boredom in language instruction: The role of the predictable and the unexpected
    Autorzy:
    Kruk, Mariusz
    Pawlak, Mirosław
    Zawodniak, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1047077.pdf
    Data publikacji:
    2021-03-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    boredom
    English as a foreign language
    L2 instruction
    micro-perspective
    negative emotions
    Opis:
    Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 1; 15-40
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Potential sources of foreign language learning boredom: A Q methodology study
    Autorzy:
    Kruk, Mariusz
    Pawlak, Mirosław
    Elahi Shirvan, Majid
    Taherian, Tahereh
    Yazdanmehr, Elham
    Powiązania:
    https://bibliotekanauki.pl/articles/2051509.pdf
    Data publikacji:
    2022-03-21
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language learning boredom (FLLB)
    Q methodology
    teacher-induced boredom
    student-induced boredom
    activity-induced boredom
    Opis:
    The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.
    Źródło:
    Studies in Second Language Learning and Teaching; 2022, 12, 1; 37-58
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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