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Tytuł:
Language learning strategies: An holistic view
Autorzy:
Griffiths, Carol
Cansiz, Gökhan
Powiązania:
https://bibliotekanauki.pl/articles/1047073.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learner differences
learning target
learning context
orchestration
number
frequency
Opis:
The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an overall picture which includes learning situation, learning target and individual learner characteristics. This article will first of all review the literature and the previous research on these controversial issues, and suggest a workable definition. Then, in order to illustrate the importance of such an holistic view, the results of a small scale study which looks at the strategies used by 16 successful language learners who were all either teaching English or teaching in English at university level will be reported. The quantitative results indicated that these successful learners used many strategies, especially those that suited their goals and their situations; they also frequently used and carefully orchestrated strategy repertoires which suited their own individual needs. The responses of one highly successful respondent were also examined qualitatively. The implications of these findings and the importance of viewing learners holistically are discussed and suggestions are made for ongoing research.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 3; 473-493
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context
Autorzy:
Serafini, Ellen J.
Powiązania:
https://bibliotekanauki.pl/articles/780848.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
complex dynamic systems
L2 motivation
L2 self
learning context
Opis:
Drawing on theoretical insights from a complex dynamic systems framework, this work explores the ways that learner selves, as they relate to learning and using languages, manifest across different contexts and timescales and emerge in interaction with various factors. First, a broad overview of dynamically-oriented L2 motivation research is provided before critically considering the need for research that aligns with conceptual advances made under the dynamic turn in SLA. In particular, this critical overview highlights a crucial need for more research employing dynamic methods capable of revealing how learner perceptions of self emerge in relation to their interlocutors and in interaction with external factors, including language ideologies that may uniquely characterize sociocultural contexts where target languages other than English are learned. The chapter concludes by discussing ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 133-157
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines
Autorzy:
Pocinho, Margarida
Olczak, Agnieszka
Franicka, Marzanna
Powiązania:
https://bibliotekanauki.pl/articles/1387561.pdf
Data publikacji:
2018-05-25
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
bilingual language acquisition
young children
kindergarten
daily routines
emotional learning context
Opis:
This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.
Źródło:
Problemy Wczesnej Edukacji; 2018, 40, 1; 30-39
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Revising the Use of Differentiation in Text-Based Tasks in the Context of Ukrainian–Polish Bilingualism
O kwestii zastosowania zróżnicowanego podejścia podczas opracowywania tekstów przez studentów w warunkach dwujęzyczności ukraińsko-polskiej
Autorzy:
Shevchuk, Larysa
Powiązania:
https://bibliotekanauki.pl/articles/49098113.pdf
Data publikacji:
2021
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
Ukrainian-Polish bilingualism
learning in the context of bilingualism
text-based tasks
differentiation of text-based tasks
students’ learning
learning differentiation
Opis:
This article describes the specifics of Ukrainian–Polish bilingualism which can be observed in the territory of Ukraine and the present opportunities for studying Polish and Ukrainian. Various ways of using differentiation text-based tasks are proposed in the context of Ukrainian–Polish bilingualism. The article contains a description of differentiation in line with different types of activity. The completion of tasks aimed at familiarization with the text, text analysis, reconstruction, production, and complementation is possible due to different variants of content correlation in Polish and Ukrainian. The differentiation of activities during text analysis, supplemented by students’ own reflections and the results of their creative activity, is realized by finding answers to questions in the text posed in Polish, formulating answers to the questions, and completing the questions. This is made possible in different ways depending on the language used, be it Polish or Ukrainian. Task completion on the reconstruction, construction and complementation of texts is conducted in a similar manner. In case of difficulties, it is possible to use one’s native language in determining the main idea of the text, drawing up a plan, comparing two texts, etc. The use of different types of translation is an important method of differentiation when working with texts. The author also considers native language materials in a textbook’s methodological guidelines to be useful.
Autorka omawia cechy dwujęzyczności ukraińsko-polskiej na Ukrainie oraz dostępne możliwości nauki języka polskiego i ukraińskiego. Przedstawia sposoby zastosowania zróżnicowania w pracy uczniów z tekstami w warunkach dwujęzyczności ukraińsko-polskiej. Zamieszcza opis tego zróżnicowania w zależności od rodzaju pracy z tekstem. Podaje, że wykonanie zadań związanych z zapoznaniem się z tekstem, jego analizą, odtworzeniem, konstrukcją i uzupełnieniem tekstu jest możliwe dzięki różnym korelacyjnym opcjom materiału w języku polskim i ukraińskim. Rozróżnienie podejścia podczas analizy tekstu zostało uzupełnione wyrażaniem własnych opinii przez uczniów i wynikami ich działań twórczych. Są one realizowane również poprzez wykonywanie zadań mających na celu odnalezienie w tekście polskim odpowiedzi na pytania, ułożenie takiej odpowiedzi i uzupełnienie pytań. Jest to możliwe do zrobienia w różny sposób, w zależności od użycia języka polskiego lub ukraińskiego. Podobnie uczniowie wykonują zadania polegające na streszczaniu, konstruowaniu i uzupełnianiu tekstów. W przypadku powstania trudności możliwe jest użycie języka ojczystego przy ustalaniu głównej myśli w tekście, sporządzaniu planu, porównywaniu dwóch fragmentów itp. Ważny sposób stosowania zróżnicowania w pracy z tekstem – to użycie różnych rodzajów tłumaczeń. Za przydatne autorka uważa również materiały w języku ojczystym zawarte we wskazówkach metodycznych podręcznika.
Źródło:
Cognitive Studies | Études cognitives; 2021, 21
1641-9758
2392-2397
Pojawia się w:
Cognitive Studies | Études cognitives
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Semantic Implicit Learning in Acquisition of L2 English
Autorzy:
Paciorek, Albertyna
Powiązania:
https://bibliotekanauki.pl/articles/463274.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
Implicit learning
implicit knowledge
vocabulary learning
collocation
semantics
meaning
context
Opis:
Communicative approaches to language teaching assume the learning occurs as a by-product of communication. The present study explores this issue experimentally, examining the phenomenon of implicit learning among Polish learners of English. The study focuses on learning to apply new English words in semantically appropriate contexts. Whether the learning is implicit or not is determined using subjective measures of awareness (following Z. Dienes/ R. Scott 2005). Polish learners of English read English sentences containing 4 target words. Next they completed an unexpected test on new sentences in which they were asked to indicate whether target words were used correctly and to provide confidence and source judgements to each answer, as subjective measures of awareness (guess/ intuition responses taken as reflecting implicit knowledge). The experimental group was compared with a control group who did not receive training. Findings include significantly above chance performance on guess/ intuition responses in both groups, with an advantage in the experimental group that approached significance, suggesting that this group may have indeed implicitly learnt about the applicable semantic contexts for the newly learnt words. The learning effect did not extend to appropriate but semantically different contexts to the ones participants saw in training, suggesting implicit learning is restricted in its scope. Educators must therefore ensure to provide representative sentence samples when introducing new words and may need to explicitly point out any contexts which semantically diverge from the ones the students were exposed to.
Źródło:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 14; 113-123
2080-4814
Pojawia się w:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola kontekstu w procesie nauczania i projektowania materiałów edukacyjnych w środowisku on-line
The role of context in the process of teaching and designing through on-line educational materials
Autorzy:
Wójcik, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/586470.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Ekonomiczny w Katowicach
Tematy:
E-learning
Interoperacyjność
Kontekst
Metadane
Obiekty wiedzy
Context
Interoperability
Learning objects
Metadata
Opis:
W artykule omówiono różne rodzaje kontekstu, które należy rozważyć, planując nauczanie w środowisku zdalnego nauczania. Szczególny nacisk położono na obiekty wiedzy oraz tworzące i opisujące je metadane edukacyjne, wspierające zachowanie kontekstu. Przedstawiono również jak dostosowano treści oraz sposób prowadzenia zajęć on-line do kontekstu uczniów, nauczycieli oraz organizacji w trzech kursach wykorzystywanych w Wyższej Szkole Informatyki i Zarządzania w Rzeszowie.
The article discusses the different types of context that should be considered during planning the teaching process in distance learning environment. Particular emphasis was placed on creating learning objects and describing them educational metadata supporting the conservation of context. The method in which the content is adjusted and the way on-line classes are conducted has also been amended into three courses utilized by the University of Information Technology and Management in Rzeszow. This is used in the context of students, teachers, and organizations.
Źródło:
Studia Ekonomiczne; 2015, 216; 135-149
2083-8611
Pojawia się w:
Studia Ekonomiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Diversity of Rule-based Approaches: Classic Systems and Recent Applications
Autorzy:
Nalepa, Grzegorz J.
Powiązania:
https://bibliotekanauki.pl/articles/632629.pdf
Data publikacji:
2016
Wydawca:
Projekt Avant
Tematy:
rules
knowledge engineering
learning
context-aware systems
cognitive-architectures
Opis:
Rules are a common symbolic model of knowledge. Rule-based systems share roots in cognitive science and artificial intelligence. In the former, they are mostly used in cognitive architectures; in the latter, they are developed in several domains including knowledge engineering and machine learning. This paper aims to give an overview of these issues with the focus on the current research perspective of artificial intelligence. Moreover, in this setting we discuss our results in the design of rule-based systems and their applications in context-aware and business intelligence systems.
Źródło:
Avant; 2016, 7, 2
2082-6710
Pojawia się w:
Avant
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BLENDED E-LEARNING AS A REQUIREMENT FOR TEACHING EFL IN A THAI ACADEMIC CONTEXT
Autorzy:
Tananuraksakul, Noparat
Powiązania:
https://bibliotekanauki.pl/articles/955419.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
blended e-learning
extrinsic motivation in learning EFL
positive attitudes toward learning EFL
Thai academic context
Opis:
This paper results from a pilot study in a Thai academic context testing two hypotheses. First, blended e-learning required by an institution can motivate learners extrinsically to learn EFL. Second, blended e-learning can enhance learners’ positive attitudes toward learning EFL. The hypotheses were constructed based on an implication that Thai students generally needed extrinsic motivation in learning driven by their authoritative teachers and past relevant studies that showed positive results. Although the quantitative outcomes support the hypotheses, they are not generalizable. Additionally, required blended e-learning may not be the best teaching tool for this group of EFL learners, for they tend to identify themselves better with social media, especially Facebook.
Źródło:
Teaching English with Technology; 2016, 16, 4; 48-55
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
MIMO Beam Selection in 5G Using Neural Networks
Autorzy:
Ruseckas, Julius
Molis, Gediminas
Bogucka, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/2055220.pdf
Data publikacji:
2021
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
5G
context information
MIMO beam orientation
machine learning
neural networks
Opis:
In this paper, we consider cell-discovery problem in 5G millimeter-wave (mmWave) communication systems using multiple input, multiple output (MIMO) beam-forming technique. Specifically, we aim at the proper beam selection method using context-awareness of the user-equipment to reduce latency in beam/cell identification. Due to high path-loss in mmWave systems, beam-forming technique is extensively used to increase Signal-to-Noise Ratio (SNR). When seeking to increase user discovery distance, narrow beam must be formed. Thus, a number of possible beam orientations and consequently time needed for the discovery increases significantly when random scanning approach is used. The idea presented here is to reduce latency by employing artificial intelligence (AI) or machine learning (ML) algorithms to guess the best beam orientation using context information from the Global Navigation Satellite System (GNSS), lidars and cameras, and use the knowledge to swiftly initiate communication with the base station. To this end, here, we propose a simple neural network to predict beam orientation from GNSS and lidar data. Results show that using only GNSS data one can get acceptable performance for practical applications. This finding can be useful for user devices with limited processing power.
Źródło:
International Journal of Electronics and Telecommunications; 2021, 67, 4; 693--698
2300-1933
Pojawia się w:
International Journal of Electronics and Telecommunications
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
« J’ai l’impression d’être la seule à aimer l’allemand » : Perceptions et représentations d’étudiants face à leur apprentissage de l’allemand en Alsace
“I feel like I’m the only one who likes German”: Perceptions et représentations d’étudiants face à leur apprentissage de l’allemand en Alsace
Autorzy:
Faucompré, Chloé
Putsche, Julia
Powiązania:
https://bibliotekanauki.pl/articles/15024222.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
border context
Alsace
German language teaching and learning
social representations
perception
Opis:
This contribution proposes a reflection on the representations and perceptions that Alsatia students have of their German language learning in the context of the Upper Rhine. After explaining the challenge of teaching and learning German in this cross-border context, we will present some significant quantitative and qualitative results in order to establish a sort of diagnosis of the decline in bilingualism observed by interregional institutions.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 69-85
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL Teachers’ Perceptions of a Long Shift to Online Learning in a Saudi University during the Coronavirus Pandemic
Autorzy:
Al Shlowiy, Ahmed
Layali, Khaled
Powiązania:
https://bibliotekanauki.pl/articles/22446710.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
benefits and drawbacks
COVID-19
online learning
Saudi EFL context
teachers’ observations
Opis:
Discovering the new variants of coronavirus by the end of 2020 pushed many countries to continue suspending universities and schools. A complete change to online learning seemed the only available option to continue education given the detection of new coronavirus variants. Such a long time of using online learning can display how teachers experience this hard time of the pandemic. The researchers performed this study to explore EFL teachers’ perceptions of online learning in a Saudi university during this period. They aimed to have a closer look at EFL teachers’ perceptions of the sudden shift into online learning. They focused on the teachers’ benefits, drawbacks, and suggestions. They used a questionnaire and interviews to collect qualitative data to answer research questions. Results showed five benefits and two drawbacks of using online learning to teach English in that Saudi university. The benefits are being a good and useful option for teaching during the coronavirus pandemic, motivation of teachers, ease of access and use, interacting between teachers and students, and being less teacher-centered. The drawbacks are disruption by poor Internet and technical issues and cheating by students on assessments. The participants provided some suggestions to improve the benefits and overcome the drawbacks.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-18
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An intuitive app generator and accompanying e-learning modules as examples of successful assistive technology
Autorzy:
Brzezińska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/426384.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
assistive technology
app generator
training apps
e-learning modules
context-aware assistance
Opis:
In this article, the author, who was a member of the Erasmus+ Count Me In Too project, endeavors to demonstrate that the assistive technology developed within the project provides effective context-aware assistance for people with learning difficulties, for whom the project was aimed. She discusses in detail the intuitive app generator created by eLearning Studios (Coventry, Great Britain), 2 (of 11) training apps designed by Teatr Grodzki (Bielsko-Biala, Poland), and the e-learning modules supplementing the apps, with theoretical foundation laid by Eldeberry AB (Hägersten, Sweden). The author shows how personalized IT tools facilitate education and improve job performance of people with disabilities, thus helping them achieve personal and professional success. The partners were, among others, motivated by the fact that European societies and job markets are gradually becoming more inclusive towards people with disabilities. The tools were successfully tested with over 300 learners in Denmark, Hungary, and Poland, and assessed by the project partners and vocational education and training specialists. The research proved that the tools, translated into national languages and forming a bank of educational resources to be followed or adapted by interested users, may inspire teachers, managers, and supervisors, and facilitate vocational training and other types of e-learning.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 2 (74); 19-26
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
On using data mining techniques for context-aware student grouping in e-learning systems
Autorzy:
Zakrzewska, D.
Powiązania:
https://bibliotekanauki.pl/articles/94961.pdf
Data publikacji:
2014
Wydawca:
Szkoła Główna Gospodarstwa Wiejskiego w Warszawie. Wydawnictwo Szkoły Głównej Gospodarstwa Wiejskiego w Warszawie
Tematy:
e-learning
data mining
student grouping
context-awareness
grupowanie studentów
świadomość kontekstu
Opis:
Performance of an e-learning system depends on an extent to which it is adjusted to student needs. Priorities of the last ones may differ in accordance with the context of use of an e-learning environment. For personalized e-learning system based on student groups, different distribution of the groups should be taken into account. In the paper, using of data mining techniques for building student groups depending on the context of the system use is considered. As the main technique unsupervised classification is examined,. Context parameters depending on courses and student models are tested. Experiment results for real student data are discussed.
Źródło:
Information Systems in Management; 2014, 3, 1; 77-88
2084-5537
2544-1728
Pojawia się w:
Information Systems in Management
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
21st CENTURY LEARNING SKILLS AND AUTONOMY: STUDENTS’ PERCEPTIONS OF MOBILE DEVICES IN THE THAI EFL CONTEXT
Autorzy:
Howlett, Graham
Zainee, Waemusa
Powiązania:
https://bibliotekanauki.pl/articles/955465.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
mobile devices in EFL context
MALL
21st century learning skills
learner autonomy
Opis:
This study examined the extent to which English as a Foreign Language (EFL) high-school students believed mobile devices increase learning and learner satisfaction in the Thai school/classroom context, and whether they are prepared for autonomous learning using these devices. The participants were 277 students in eight high-schools in Southern Thailand who completed a questionnaire constructed around the core competencies of 21st century learning skills and autonomous traits in relation to mobile device use. The findings indicated that students had access/ability to use mobile devices, and either agreed/strongly agreed that mobile devices increase their learning potential and satisfaction, suggesting they are ready for autonomous learning using mobile devices in partnership with their 21st century learning skills. Recommendations are made for teachers and policy-makers to allow students to complement their learning using mobile devices.
Źródło:
Teaching English with Technology; 2019, 19, 1; 72-85
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INSIDE A RURAL LOWER SECONDARY SCHOOL IN POLAND: FACTORS AFFECTING LEARNER ACHIEVEMENT IN ENGLISH
Różnice indywidualne w uczeniu się języków obcych w wiejskiej szkole gimnazjalnej
Autorzy:
Ellis, Melanie
Powiązania:
https://bibliotekanauki.pl/articles/442812.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
różnice indywidualne
szkoła wiejska
uczeń w kontekście
individual learning differences
rural school
learner-in-context
Opis:
School achievement in foreign languages is often reported in mean scores, or on normalized scales, where schools are compared with each other and against a national average. This has led to the common belief that rural lower secondary schools in Poland are ‘worse’ than schools in larger centres of population. This paper sets out to demonstrate that such a view is erroneous as it fails to take into consideration the context, either at the level of the school as a whole, or at the level of individual learners. Based on data obtained from the first two years of a large scale longitudinal research project, “Teaching and Learning Foreign languages” (BUNJO 2012, 2013), this case study describes the context of one lower secondary school in a village in the east of Poland and profiles four teenage learners (aged 13-14) who attend this school and their achievement in English over the period of one year.
Źródło:
Neofilolog; 2017, 49/1; 61-77
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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