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    Wyświetlanie 1-7 z 7
    Tytuł:
    Classroom-based language efficiency assessment: a challenge for EFL teachers
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/919795.pdf
    Data publikacji:
    2012-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Language assessment
    Teacher assessment
    Teachers’ beliefs
    Teacher as assessor
    Opis:
    This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 81-92
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Native-speaker and English as a lingua franca pronunciation norms: English majors views
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/780555.pdf
    Data publikacji:
    2011-08
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English as a Lingua Franca
    teaching pronunciation
    Lingua Franca Core
    native-speaker pronunciation norms
    Opis:
    Within the communicative approach to English as a foreign language (EFL) teaching, the aims of instruction are primarily to enable learners to communicate; hence, functional and communicative intelligibility has become the goal of pronunciation training. On the other hand, contemporary approaches to EFL teaching leave sufficient room for accommodating the individual learner and contextual factors which largely influence the choice of the target pronunciation models. Moreover, in a globalized world, where English has become a contemporary lingua franca for intercultural communication, the pronunciation norms of English as a Lingua Franca (ELF) appear to meet the needs and expectations of learners of English in international settings, coexisting with or replacing native-speaker pronunciation models as the target of instruction. The ELF approach and the Lingua Franca Core elaborated by Jenkins (2000, 2002) have aroused controversy among both researchers and EFL teachers. The paper presents the findings of a questionnaire study involving 234 Polish students, English majors, which aimed to determine their preferences and opinions concerning native-speaker and ELF norms as pronunciation instruction targets. The findings revealed a strong preference for native-like pronunciation models in the subjects’ own language development and a less strong preference for such models in pronunciation teaching at all levels of proficiency. Moreover, the results pointed to the significant role played by the intensity of pronunciation training and the level of awareness of native-speaker pronunciation models in shaping the subjects’ attitudes toward native-like and ELF pronunciation norms.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 2; 247-266
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/781009.pdf
    Data publikacji:
    2012-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Computer-mediated communication
    computer-assisted language learning (CALL)
    learner autonomy
    learning beyond the classroom
    Opis:
    This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 3; 367-389
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE AFFECTIVE SIDE OF WRITING MA THESES IN APPLIED LINGUISTICS
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/442925.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    pisanie akademickie
    prace magisterskie
    czynniki afektywne
    lęk związany z pisaniem
    emocje
    strategie afektywne
    academic writing
    MA theses
    affective factors
    writing anxiety
    emotions
    affective strategies
    Opis:
    Academic writing, which necessitates a coordination of multiple higher-level cognitive skills, poses a challenge to graduate students. The heightened cognitive demands often cause negative emotions, such as stress, frustration, discouragement, but can also evoke positive ones, such as pride, satisfaction, and a feeling of accomplishment. This article reports the findings of a longitudinal qualitative study which aimed at exploring the emotions experienced by the participants, eleven students in an MA seminar, in the process of working on their theses, and the affective strategies they used. The data were collected through diaries kept by the participants over one academic year in which they recorded the emotions that accompanied them during the writing task. The data revealed a fluctuating and dynamic nature of the negative and positive emotions, out of which frustration and satisfaction were the most frequently experienced by the participants. Moreover, a range of affective strategies to control emotions and persist in writing were identified in the diary excerpts. The study illuminates the need to cater to the emotional side of graduate students’ thesis writing by providing them with support and appropriate training in self-regulation.
    Źródło:
    Neofilolog; 2019, 52/1; 119-137
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ENHANCING LEARNERS’ REFLECTIONS IN THE PROCESS OF LEARNING ELF PRONUNCIATION THROUGH TECHNOLOGY-BASED SELF-STUDY
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1036699.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    reflection
    pronunciation
    self-study
    technology-based resources
    learning diary
    refleksja
    wymowa
    samodzielne uczenie się
    techno-logia
    dziennik uczenia się
    Opis:
    This article reports the findings of a qualitative study aimed at investigating how the use of technology-based resources in out-of-class self-study by learners of English affects their level of reflectivity during the process of learning pronunciation. Using as a research tool learners’ diaries submitted on Moodle, the study also explores the value of such diaries in promoting reflection in learners. The findings largely confirmed the considerable role played by technology-based self-study and diary writing in enhancing reflection on learning pronunciation in the participants. These reflections concerned their growing phonological awareness, the use of materials appropriate for pronunciation practice, pronunciation learning strategies, and the affective side of learning. The didactic implications include the need to employ a wide range of technology-based resources for self-study and to encourage learners to keep reflective diaries as part of their pronunciation instruction.
    Źródło:
    Neofilolog; 2014, 42/1; 111-127
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Competencies required for teachers in higher education to conduct classes using a strategic business game
    Autorzy:
    Wach, Anna
    Gaweł, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/425946.pdf
    Data publikacji:
    2020
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    methodological competencies
    university teacher
    constructivism
    strategic virtual games
    simulation
    Opis:
    Contemporary business education should place more emphasis on the development of a proactive attitude among students, engage their creativity in problem solving, shape their analytical competencies and hone their skills related to teamwork, discussion and decision-making. However, this requires the teacher to replace the conventional transmission-based manner of conducting classes with an approach that places the student’s activity at the center. Any shift towards designing educational opportunities and supporting students in the process of constructing their knowledge requires a change in the methodological skills of teachers in higher education. The aim of this article is to present skills related to designing and conducting classes from a constructivist point of view, with the use of strategic business simulation games. The tasks of a teacher using constructivism were examined on the basis of in-depth interviews with university teachers who use business games in their work with students. The present case study shows that when the research participants teach, they create educational opportunities which place their students in problem situations and encourage them to make a series of managerial decisions. They activate the students’ prior knowledge, allow them to make mistakes, stimulate interactions in the process of negotiating the meaning of the reality and support them in realizing the knowledge they acquire. The teachers create a context and immerse the students in running a virtual business, giving them an opportunity to build integrated and holistic knowledge. By giving their students autonomy, they teach them self-reliance and responsibility. It was observed in the analyzed narrations that, apart from a change in tools connected with using a business simulation, there was also a change in thinking about learning and teaching. What is of particular importance in this context is that these changes were accompanied by the teacher’s development and a transformation from someone who based their classes mainly on experience and intuition, into a reflective and conscious educator who not only understands the mechanisms of learning and teaching, but can also name and explain them.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 84, 2; 13-21
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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