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    Wyświetlanie 1-14 z 14
    Tytuł:
    The use of language learning strategies in a second and third language: The case of foreign language majors
    Autorzy:
    Pawlak, Mirosław
    Kiermasz, Zuzanna
    Powiązania:
    https://bibliotekanauki.pl/articles/781031.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language
    third language
    language learning strategies
    multilingualism
    Opis:
    Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 427-443
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The role of in-service training for language teachers in the domain of language competence
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/919704.pdf
    Data publikacji:
    2011-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language teacher education
    language competence
    teacher training
    in-service second language teachers
    Opis:
    Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 21-30
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Grammar Learning Strategies and Language Attainment: Seeking a Relationship
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/620606.pdf
    Data publikacji:
    2009-01-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    grammar learning strategies
    language attainment
    language proficiency
    instructional mode
    Opis:
    Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
    Źródło:
    Research in Language; 2009, 7; 43-60
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discours Language; Classroom; Qualitative
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/916740.pdf
    Data publikacji:
    2018-11-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Language
    Classroom
    Qualitative
    Opis:
    Recent years have witnessed a revival of interest in form-focused instruction in foreign language pedagogy and there is a growing realization that a certain degree of emphasis on formal aspects of the target language is necessary if learners are to achieve high levels of accuracy (e.g. Doughty and Williams 1998; Ellis 2001). In the view of second language theorists and researchers, one of the ways in which this kind of emphasis can most profitably be accomplished is by drawing students' attention to linguistic forms as they are engaged in primarily meaning-focused activities (cf. Long and Robinson 1998). Such a dual focus on form and meaning can, for example, result from the provision of explicit or implicit negative feedback targeting the forms that turn out to be problematic. The paper will discuss the findings of a research project which investigated the feasibility of integrating form and meaning during naturally occurring secondary school English lessons. Thirty 45-minute lessons were tape-recorded, parts of the lessons which were largely communicative in nature were identified and transcribed, and the exchanges with a dual focus of the kind described above were pinpointed and subjected to qualitative analysis. The analysis showed that it is in fact possible to integrate form and meaning during communication-focused activities, that focus on form of that kind can be used to address not only grammatical problems but also those related to lexis and phonology, and that it may be beneficial for the learners' interlanguage development.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2005, 30, 1; 283-294
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nauczanie gramatyki języka obcego a podejście zadaniowe
    Teaching grammar in a foreign language and task-based instruction
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/2098467.pdf
    Data publikacji:
    2021-09-28
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    grammar instruction
    task-based language teaching
    task-supported language teaching
    communicative tasks
    nauczanie gramatyki
    podejście zadaniowe
    podejście wspierane zadaniami
    zadania komunikacyjne
    Opis:
    While there is a consensus that teaching grammar is now indispensable in most educational contexts, there still exist numerous controversies as to how this should most beneficially be done. They concern, among others, such issues as the choice of instructional options to be used in order to introduce and practice grammar structures or to provide corrective feedback on errors made in the use of such structures (cf. Loewen, 2020; Nassaji, 2017; Pawlak, 2014, 2020a). On a more general level, a question arises as to the optimal way of organizing the material to be taught, with consequences for the overall approach to grammar instruction. One influential alternative to a structural syllabus, in which case grammar structures are carefully preselected and sequenced, is task-based language teaching, which can be conceptualized and implemented in various ways (cf. Ellis, 2017, 2018). The paper discusses the role of grammar in the task-based approach, also taking into account techniques and procedures that can be employed for this purpose. An overview of existing empirical evidence will be presented and an attempt will be made to highlight the way in which communicative tasks can be used to assist grammar teaching in the Polish educational context.  
    Źródło:
    Neofilolog; 2021, 57/1; 79-100
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    STUDIA FILOLOGICZNE, PRZYGOTOWANIE DO ZAWODU NAUCZYCIELA A WYZWANIA CODZIENNOŚCI
    Foreign language programs, teacher preparation and everyday challenges
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1036640.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    foreign language teacher education
    teacher knowledge base
    language policy
    standards for teacher education
    kształcenie nauczycieli języków obcych
    wiedza nauczyciela
    polityka językowa
    standardy kształcenia nauczycieli
    Opis:
    Becoming a foreign language teacher involves meeting a range of requirements which have mainly been specified in the Decree of the Minister for Science and Higher Education issued on January 17th, 2012, concerning the standards that have to be complied with in teacher education. Education of this kind is still most frequently offered in the course of BA or MA programs in foreign languages, with the crucial caveat that, primarily as a result of decreasing demand for foreign language teachers, this component has been eliminated in many institutions of higher education or students are required to pay for an additional module providing such training. It is assumed that on completion of a BA or MA program as well as obtaining credits for the required courses focusing on pedagogy, a student will have the requisite qualifications to teach a particular foreign language at appropriate educational levels. This implies that, by this time, he or she should have acquired the necessary knowledge, skills and competences, both in the foreign language and in psychological and pedagogical issues, which can ensure effective teaching and learning. The paper aims to subject such assumptions to critical scrutiny, demonstrate that they blatantly fail to take into account the real situation in Polish education, as well as offer some tentative proposals that could enhance the quality of foreign language teacher training in our country.
    Źródło:
    Neofilolog; 2015, 44/2; 155-169
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Conclusion: The future of research into language learning strategies
    Autorzy:
    Pawlak, Mirosław
    Oxford, Rebecca L.
    Powiązania:
    https://bibliotekanauki.pl/articles/781039.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language learning strategies
    future research directions
    research methodology
    classroom pedagogy
    Opis:
    In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. Second, we comment upon the methodological issues that such research inevitably has to face, stressing in particular the need to combine a macro-and micro-perspective. Third, we emphasize the pedagogical orientation of such empirical investigations and make a plea for intensive efforts on the part of specialists to find ways in which the findings of LLS research can in fact inform classroom pedagogy.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 525-535
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    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
    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:
    Rozwijanie autonomii ucznia w pracy z uczniem niezwykłym
    Fostering autonomy and the exceptional language learner
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1037664.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Autonomy in language learning
    gifted students
    individualization
    learning strategies
    autonomia w nauce języka
    uzdolnieni uczniowie
    indywidualizacja
    strategie uczenia się
    Opis:
    Fostering learner autonomy is undoubtedly one of the most important goals of foreign language education in Poland, which is evidenced by the fact that it has been included in the current national curriculum, it figures prominently in virtually all available syllabi, and modern coursebooks include numerous elements intended to assist its implementation. It should be made clear, however, that the development of an autonomous approach to language learning is by no means an easy task, the success of which is to a large extent dependent on a particular student. Thus, the aim of the present paper is to demonstrate how autonomy can be effectively promoted in the case of exceptional learners, both such who are successful and such for whom learning a foreign language poses a formidable challenge.
    Źródło:
    Neofilolog; 2011, 36; 301-318
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Problemy pomiaru wiedzy językowej
    Issues in measuring foreign language knowledge
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1037752.pdf
    Data publikacji:
    2010-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    glottodidactic research
    measuring foreign language knowledge
    explicit and implicit knowledge
    badania glottodydaktyczne
    pomiar wiedzy językowej
    wiedza eksplicytna i implicytna
    Opis:
    A key issue in research projects exploring the effectiveness of foreign language learning and teaching is precise measurement of learners’ knowledge of the targeted structure before and after the pedagogic intervention with an eye to determining the value of specific instructional options. Such measurement, however, poses a considerable challenge because traditional tests focusing on grammar or lexis only provide information about explicit, declarative knowledge, which is conscious and can primarily be applied in situations in which learners have sufficient time to plan their responses. For this reason, it is also necessary to measure implicit, procedural knowledge which is subconscious and automatic, thus enabling successful participation in spontaneous communication where limited attentional resources have to be employed in understanding and conveying messages in real time. The aim of this paper is to characterize the two types of linguistic knowledge, present the tools that can be employed in their measurement, and demonstrate how instruments of this kind can be successfully utilized in empirical investigations aiming to verify the effectiveness of techniques and procedures in teaching grammar.
    Źródło:
    Neofilolog; 2010, 35; 9-22
    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
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