Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "INDIVIDUAL DIFFERENCES" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-5 z 5
    Tytuł:
    The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality
    Autorzy:
    Biedroń, Adriana
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/780933.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    individual differences
    intelligence
    foreign language aptitude
    working memory
    personality
    Opis:
    While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 3; 395-422
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/443045.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    indywidualizacja
    trening ucznia
    różnorodność w klasie językowej
    individual differences
    individualization
    learner training
    variety in the language classroom
    Opis:
    The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.
    Źródło:
    Neofilolog; 2019, 52/1; 179-195
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DYNAMICZNY CHARAKTER ZMIENNYCH INDYWIDUALNYCH – WYZWANIA BADAWCZE I IMPLIKACJE DYDAKTYCZNE
    Dynamic nature of individual difference factors: Research challenges and teaching implications
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/442915.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    teoria dynamicznych systemów złożonych
    motywacja
    gotowość komunikacyjna
    strategie uczenia się
    individual differences
    complex dynamic systems theory
    motivation
    willingness to communicate
    language learning strategies
    Opis:
    Not so long ago individual difference factors were perceived as relatively stable attributes of learners and it appeared that their impact on the outcomes of the language learning process could be determined in a straightforward manner. There was a widespread belief that it was sufficient to design appropriate data collection instruments, carefully validate them, collect the requisite data concerning the variable in question as well as learners’ attainment, and then apply the procedures of inferential statistics in order to arrive at conclusions in this respect (Dörnyei, 2005). Such findings could later be used as a point of reference for pedagogical implications for teachers. However, the findings of research conducted over the last decade, in particular such that has focused upon motivation and willingness to communicate (e.g., Dörnyei, MacIntyre and Henry, 2015), have clearly demonstrated that the situation is much more complicated, because such factors are subject to constant fluctuations, both over longer periods of time, sequences of classes, single lessons or even specific tasks implemented by teachers. This phenomenon brings with it a number of challenges, not only with respect to designing and conducting empirical studies but also in regard to the steps that should be taken to take account of learners’ individual profiles. The main aim of the present paper is to demonstrate how the dynamic nature of individual difference factors can be accommodated in empirical research as well as elucidating its consequences for the individualization of the process of language learning in the classroom and beyond.
    Źródło:
    Neofilolog; 2017, 48/1; 9-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO
    The relationship between the knowledge of grammar and selected cognitive and affective individual difference variables: An outline of a research project
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/442871.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    individual differences
    working memory
    motivation
    willingness
    to communicate
    grammar learning strategies
    beliefs about grammar
    instruction
    explicit and implicit knowledge
    różnice indywidulane
    pamięć robocza
    motywacja
    gotowość komunikacyjna
    strategie uczenia się gramatyki
    przekonania
    dotyczące nauczania gramatyki
    wiedza eksplicytna i implicytna
    Opis:
    Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
    Źródło:
    Neofilolog; 2018, 50/2; 197-214
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies