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Wyświetlanie 1-15 z 143
Tytuł:
Creativity in foreign language teaching
Autorzy:
Ševečková, Monika
Powiązania:
https://bibliotekanauki.pl/articles/957870.pdf
Data publikacji:
2016
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Cognitive linguistics
creativity
folklore
foreign language
game
motivation
pedagogy
Russian
Opis:
Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc.) in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.). As well as increasing their ability in the target foreign language students also acquire factual information (realia) through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.
Źródło:
Journal of Education Culture and Society; 2016, 7, 2; 180-188
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign Language Teaching and Intercultural Competencies
Autorzy:
Štrajn, Darko
Powiązania:
https://bibliotekanauki.pl/articles/2076600.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
interculturalism
competence
education
foreign language
curriculum
Opis:
In the study LACE (Languages and Cultures in Europe), which was carried out in 2008 for the European Commission’s Directorate for Multilingualism, the team started from the perception that education – and especially foreign language teaching – can fulfil at least a part of the expectations, if it focuses concretely on the development of abilities, skills and, above all, intercultural competences of pupils. The project LACE was built on theories of intercultural competences (Chen and Starosta 2005; Byram 1997, 2000, 2001, 2002) with an objective to deliver some evidence to form a basis for devising appropriate policies in the European multilingual space.
Źródło:
Kwartalnik Neofilologiczny; 2017, 2; 157-166
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Grammar and Formulaicity in Foreign Language Teaching
Autorzy:
Gozdawa-Gołębiowsk, Romuald
Powiązania:
https://bibliotekanauki.pl/articles/916842.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammar
foreign language teaching
Opis:
There are three general problem areas in the production of native-like language by the foreign learner: lexically based co-occurrence restrictions, inflectional paradigms and function words with little semantic impact. Remedial action can either be rule-based or dictionary-based. This corresponds to two traditionally recognized modes of sentence processing: analytic (with conscious reference to the grammatical system) or holistic (formulaic, where whole chunks are attended to). I argue for the existence of a third, middle-of-the-road strategy, which I tentatively label the "contentive" mode of sentence processing, with the focus on content-bearing individual lexical items.. Contentive processing is a key factor in the modular concept of formulaicity, proposed in this paper. A formula can be thought of as a bundle of opaque features, a recurrent unit, a social token or a morphosyntactic exemplar. This puts a different perspective on language teaching.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2008, 34, 1; 75-86
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using Blogs for Foreign Language Teaching and Learning
Autorzy:
Gorąca-Sawczyk, Gabriela
Powiązania:
https://bibliotekanauki.pl/articles/915687.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
blogs
education blogs
blended learning
integrated language learning
autonomy
medial competence
cultural competence
multimodal communication in foreign language classes
motivation
Opis:
The main purpose of the study reported in this article is to find out from the didactic perspective what a blog is, how it can be effectively used in foreign language teaching and learning, and which competences can be developed by students using blogs. This article also aims to show whether blogs written by teachers motivate students to learn foreign languages. 
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 2; 87-99
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Significance of Cultural Component in Foreign Language Teaching
Autorzy:
Łazicka, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2048345.pdf
Data publikacji:
2014-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
education
foreign languages
culture
literature
art
aesthetic education
Opis:
My paper deals with the significance of introducing the cultural component in foreign language teaching as well as the necessity of developing young people’s sensitivity to culture, especially to art and literature. In the article, the basic definitions and relevant terms connected with culture are discussed, according to the current status of glottodidactic knowledge. The question of how and to what extent should the cultural component be introduced in the school is also raised. Moreover, the aims of teaching cultural elements as well as their role and importance in foreign language learning are presented. In the final part of the text I describe an example of a practical pedagogical application of the cultural component, which can be used during English classes. This crosscultural studies project consists of three lessons, focused on a chosen aspect of British culture, namely the creation of two representatives of the 18thcentury art and literature. The presentation of this project supports the thesis that the combination of teaching language together with cultural elements is possible. It also serves as an example of how to achieve this aim and, simultaneously, how to make lessons both educational and untypical, which means more entertaining for the students. All in all, the aim of the article is to emphasise the need for aesthetic education as well as to raise teachers’ and educators’ awareness of the aforementioned problem.
Źródło:
Kultura i Edukacja; 2014, 6(106); 204-217
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ecolinguistic approach to foreign language teaching on the example of English
Autorzy:
Wiertlewska, Janina
Powiązania:
https://bibliotekanauki.pl/articles/918001.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Ecolinguistics
Robustness
Foreign language teaching
The triad
Natural language diversity maintenance
Opis:
The paper deals with the problem of balance maintenance of natural languages in the context of foreign language teaching. A new paradigm of foreign language teaching in the following triad: native language – global language – second foreign language is proposed. Translingualism is treated as the only means of maintaining linguistic balance between natural languages viewed from an ecolinguistic perspective.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 141-151
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Necessity of improvement of foreign language teaching in the Slovak Republic
Autorzy:
Šarvajcová, Marcela
Štrbová, Monika
Powiązania:
https://bibliotekanauki.pl/articles/1878469.pdf
Data publikacji:
2021-09-25
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
education
foreign languages
teacher
information- communication technologies
Opis:
The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.
Źródło:
Journal of Education Culture and Society; 2021, 12, 2; 251-263
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Phonetic Notation in Foreign Language Teaching and Learning: Potential Advantages and Learners’ Views
Autorzy:
Mompean, Jose A.
Powiązania:
https://bibliotekanauki.pl/articles/620835.pdf
Data publikacji:
2015-09-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
phonetic notation
pronunciation teaching/learning
Opis:
This paper focuses on the use of phonetic notation in foreign language teaching and learning. The aim of the paper is twofold: first, we review some of the potential advantages that the use of phonetic notation seems to have in language teaching and learning; and secondly, the paper reports on learner views obtained with a questionnaire anonymously filled in by EFL (English as a foreign language) learners in tertiary education who followed an English course where an extensive use of phonetic symbols was made for pronunciation work in Finland, France and Spain. The results suggest that learners were relatively familiar with phonetic notation prior to their course although there were differences between countries. Phonetic notation was perceived positively by a majority of learners, particularly in terms of its perceived potential for raising awareness of the target language’s pronunciation features and its potential to visually represent sounds. Learners’ answers were also mostly positive regarding the potential of phonetic notation for autonomous learning, as well as the perceived ease and usefulness of phonetic notation.
Źródło:
Research in Language; 2015, 13, 3; 292-314
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dimensions of Multicultural Education and Their Implications for Primary School Foreign Language Teaching
Autorzy:
Król, Werona
Powiązania:
https://bibliotekanauki.pl/articles/507127.pdf
Data publikacji:
2013
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
multicultural education
foreign language teaching
primary school
dimensions of multicultural education
content integration
knowledge construction process
prejudice reduction
equity pedagogy
empowering school culture and social structure
Opis:
In the context of contemporary reality, the issue of multicultural education is becoming more and more popular. Therefore, the purpose of the article is two-fold: to discuss Banks’ vve dimensions of multicultural education and to share some ideas on how these dimensions are or can be used to assist teachers in integrating multicultural content into their primary foreign language classrooms. Moreover, one section of the paper is devoted to the vgure of Professor James. A Banks, who is widely regarded as a founder of multicultural education. Moreover, the professor’s own rewections on the dimensions of interest expressed in the interview conducted by Tucker in 1998 are presented. Finally, having recognised the importance of early multicultural education, the author of the article concludes that primary foreign language teachers should not hesitate and encourages them to start preparing their students to become unbiased global citizens.
Źródło:
Journal of Preschool and Elementary School Education; 2013, 3; 47-60
2084-7998
Pojawia się w:
Journal of Preschool and Elementary School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
In-Person vs Distance - Perceptions of Foreign Language Teaching in Slovenian Primary Schools
Autorzy:
Brumen, Mihaela
Kovač Sanda, Špela
Bratina, Tomaž
Powiązania:
https://bibliotekanauki.pl/articles/2034189.pdf
Data publikacji:
2022-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
classroom
remote teaching
foreign language
primary school
Opis:
Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.
Źródło:
The New Educational Review; 2022, 67; 132-143
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Misinformation – Foreign Language Teaching Problems Resulting from the Perception of Reality and Communication Culture
Autorzy:
Matulewska, Aleksandra
Wasielewska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/1036205.pdf
Data publikacji:
2004-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
This paper discusses the problems connected with mistranslation of idioms, emotionally marked expressions and false cognates. The purpose of the paper is to present the main foundations of misinformation and communication noise which result from the fact that foreign language learners are unaware of (i) the existence of false cognates, and (ii) thedifferences between the literal meaning and the implied one as far as emotionally marked expressions and idioms are concerned. It often causes communication breakdowns and equivalence deficiency in interlingual communication. The authors give examples of such idioms, emotionally marked expressions and false cognates and discuss the communicative aspects connected with such misinformation. Finally, the paper includes the suggestions of techniques which may be used by foreign language teachers in order to make the language learners aware of those problems. What follows at the end of the paper is a collection of four activities for English learners which are designed to teach them how to distinguish those problematic words and expressions and to make them understand the impact of communication noise on the messages produced by them.
Źródło:
Investigationes Linguisticae; 2004, 11; 1-16
1426-188X
1733-1757
Pojawia się w:
Investigationes Linguisticae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Psychological and pedagogical aspects of foreign language teaching on the basis of Internet technologies
Autorzy:
Pushkareva, Irina Yurevna
Martynova, Anastasiya Aleksandrovna
Powiązania:
https://bibliotekanauki.pl/articles/1177957.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Opis:
The advantage of the Internet technologies in the process of learning a foreign language nowadays doesn’t cause any doubts and doesn’t require any additional arguments. Directly the Internet resources are invaluable and are the vast basis for creation informational, educational and training sphere, as well as to satisfy their professional and personal needs. The economic development of the country gradually makes the Internet a reality for the majority of Russian schoolchildren. However, the mere availability of access to the Internet resources is not a guarantee of fast and high quality language education. In the world there are many examples of how methodologically illiterate-built work of students with the Internet resources has produced their wrong stereotypes and generalizations about the culture of English-speaking countries. The article explores the advisability of using computer technologies in teaching and learning foreign languages, and explores possible ways of language learning with the help of the Internet.
Źródło:
Polskie Forum Psychologiczne; 2015, XX, 1; 122-127
1642-1043
Pojawia się w:
Polskie Forum Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Integrating information and communication technologies in the process of foreign language teaching and learning
Autorzy:
Serostanova, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/628232.pdf
Data publikacji:
2014
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
information and communication technologies (ICT), foreign language teaching and learning (FLT/FLL), computer programs, interactive whiteboards, Internet- -based (telecommunication) projects, distance learning
Opis:
The paper is an attempt to cover some of the issues of using information and communication technologies (ICT) in foreign languages teaching and learning (FLT/FLL) on the basis of intercultural approach. The facilities of Internet along with computer programs, audio and video devices, interactive whiteboards and telecommunications are considered. Special attention is given to the peculiarities of telecommunication projects; the example of telecommunication project realization is represented. The advantages and disadvantages of distance language learning are considered. Besides, some diffi culties that students and teachers come across during ICT-supported language education are also discussed. Key words: information and communication technologies (ICT), foreign language teaching and learning (FLT/FLL), computer programs, interactive whiteboards, Internet-based (telecommunication) projects, distance learning.
Źródło:
Journal of Education Culture and Society; 2014, 5, 1; 187-197
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Updating the school: neurodidactics in foreign language teaching
Aktualizacja szkoły: neurodydaktyka w nauczaniu języków obcych
Autorzy:
Botwina, Renata
Saniewska, Marta
Powiązania:
https://bibliotekanauki.pl/articles/956399.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
brain-based learning
foreign language teaching
multitasking
webquest
the Moodle platform
neurodydaktyka
nauczanie/uczenie się przyjazne mózgowi
nauczanie
języków obcych
platforma moodle
Opis:
Neurodidactics or brain-based learning, a relatively new interdisciplinary science, constitutes an interface between didactics, neuroscience, pedagogy and psychology. Based on the latest findings of brain research, it provides principles and suggestions for effective brain-based learning and teaching. This paper entitled “Updating the school: neurodidactics in foreign language teaching” describes the principles of neurodidactics or brain-based learning with reference to foreign language teaching. It presents the basics of neurodidactics and brain-based teaching and the way it affects learning and memory. With this in mind, some brain-based ideas and approaches for the foreign language classroom are explained which may help to find a better and more effective way of foreign language learning and teaching.
Neurodydaktyka lub nauczanie/uczenie się przyjazne mózgowi to stosunkowo nowa nauka interdyscyplinarna, która sytuuje się pomiędzy dydaktyką, neurologią, pedagogiką i psychologią. Artykuł zatytułowany „Aktualizacja szkoły: neurodydaktyka w nauczaniu języków obcych” opisuje działanie neurodydaktyki w odniesieniu do nauczania języków obcych. Przedstawia najważniejsze zasady neurodydaktyki, nauczania/uczenia się przyjaznego mózgowi i pamięci. Ponadto prezentuje wybrane techniki, które mogą być z powodzeniem użyte podczas lekcji języka obcego w szkole. Mogą one pomóc w znalezieniu lepszego i bardziej skutecznego sposobu uczenia się i nauczania języków obcych.
Źródło:
Linguodidactica; 2016, 20; 41-49
1731-6332
Pojawia się w:
Linguodidactica
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 143

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