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Tytuł:
An Appeal for More Research on Individual Language Guidance
Autorzy:
Kij, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/915850.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language tutoring
individual language guidance
glottodidactic process
learner autonomy
teacher educational roles
Opis:
Although it constitutes a quite popular and effective system of foreign language teaching/learning, language tutoring seems to be disregarded in academic work as well as in teaching materials. Yet, a specific structure of tutoring offers an attractive field for the research that cannot be conducted in the context of group learning. Results of the research could not only enhance the current state of glottodidactic knowledge, but also extend the ethodological base, in which it is now futile to search for instruction on the individual work with the learner. The present article is thus an attempt to begin an academic discussion concerning language tutoring.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 155-164
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom
Autorzy:
Dewaele, Jean-Marc
MacIntyre, Peter
Boudreau, Carmen
Dewaele, Livia
Powiązania:
https://bibliotekanauki.pl/articles/783197.pdf
Data publikacji:
2016
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Foreign Language Enjoyment
Foreign Language Classroom Anxiety
individual differences
gender
Opis:
The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986).  An open question on FLE also provided us with narrative data.  Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences.  The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance.  However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom.  We argue that this heightened emotionality benefits the acquisition and use of the FL.
Źródło:
Theory and Practice of Second Language Acquisition; 2016, 2, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Neurology of foreign language aptitude
Autorzy:
Biedroń, Adriana
Powiązania:
https://bibliotekanauki.pl/articles/780635.pdf
Data publikacji:
2015-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language aptitude
neurology
neurolinguistics
individual differences
Opis:
This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 1; 13-40
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Starting age and other influential factors: Insights from learner interviews
Autorzy:
Munoz, Carmen
Powiązania:
https://bibliotekanauki.pl/articles/780813.pdf
Data publikacji:
2014-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
starting age
individual differences
interviews
language learning histories
motivation
Opis:
The present study uses oral interviews with foreign language learners in search of influential factors in their language learning histories. The sample for the study was drawn from a larger sample of intermediate/advanced learners of English as a foreign language with a minimum of 10 years of exposure/instruction. The sample includes 6 early learners (range of starting age: 3.2-6.5) and 6 late learners (starting age: 11+). Half of them in each group were among those with the highest scores on two English language tests in the larger sample and half among those with the lowest scores on those same tests. A qualitative analysis of the interviews of these learners yields insights into their experience of foreign language learning and the role played in it by starting age and other significant factors, such as motivation and intensive contact with the language.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 3; 465-484
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
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:
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
Autorzy:
Dewaele, Jean-Marc
MacIntyre, Peter D.
Powiązania:
https://bibliotekanauki.pl/articles/781005.pdf
Data publikacji:
2014-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Foreign Language Ejoyment
Foreign Lnguage Classroom Anxiety
individual differences
Opis:
The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 2; 237-274
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment
Autorzy:
Resnik, Pia
Schallmoser, Christine
Powiązania:
https://bibliotekanauki.pl/articles/780723.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language enjoyment
individual differences
LX user
positive psychology in SLA
tandem language learning
Opis:
This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 3; 541-564
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Age Factor in the Foreign Language Class: What Do Learners Think?
Autorzy:
Pfenninger, Simone E.
Singleton, David
Powiązania:
https://bibliotekanauki.pl/articles/783158.pdf
Data publikacji:
2016
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
starting age
language experience essays
learner beliefs
motivation
individual differences
Opis:
The present paper analyzes beliefs about the age factor of learners of English as a foreign language (EFL) with different starting ages (early vs. late starters), in different grades (in Year 7 at the beginning and in Year 12 at the end of secondary school), and with different levels of EFL proficiency (high achievers vs. low achievers). The sample for the study was drawn from a larger sample of 200 secondary school students who were part of a longitudinal study, undertaken in Switzerland between 2008 and 2015. From this sample we selected 10 early starting high-achievers, 10 early starting low-achievers, 10 late starting high-achievers, and 10 late starting low-achievers. A qualitative analysis of language experience essays written at the beginning and at the end of secondary school revealed that learners with different starting ages, in different grades, and with different levels of proficiency displayed different beliefs about the age factor.  The overall lack of age effect on FL achievement found in our previous studies may be explicable in terms of a number of affective factors (e.g. disengagement of the early starters due to language practices of the classroom) and contextual factors (e.g. transition from English in primary to English in secondary).
Źródło:
Theory and Practice of Second Language Acquisition; 2016, 2, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
Autorzy:
Dewaele, Jean-Marc
Alfawzan, Mateb
Powiązania:
https://bibliotekanauki.pl/articles/780971.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language anxiety
foreign language enjoyment
individual differences
learner-internal variables
teacher-centered variables
Opis:
Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 21-45
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Finding the key to successful L2 learning in groups and individuals
Autorzy:
Lowie, wander
van Dijk, Marijn
Chan, Huiping
Verspoor, Marjolijn
Powiązania:
https://bibliotekanauki.pl/articles/780533.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
second language development
complex dynamic systems
variability process study
Opis:
A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 127-148
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Whats age got to do with it? Accounting for individual factors in second language accent
Autorzy:
Moyer, Alene
Powiązania:
https://bibliotekanauki.pl/articles/780941.pdf
Data publikacji:
2014-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
critical period hypothesis
individual differences
second language acquisition
phonology acquisition
motivation
Opis:
Empirical research conducted over the past few decades suggests that the age at which an individual is first exposed to a second language affects long-term outcomes, in particular for phonology. The question that has occupied scholars of various bents is what, exactly, underlies the robust age effects observed. Does age imply immutable changes in one’s ability to ever sound native-like? Are these changes neurological, cognitive, or socio-psychological in nature? What role do L2 use and contact play? Do age-related influences apply to all individuals, or can language learners actually chart their own course when it comes to accent? This paper will outline basic assumptions of the critical period for phonology while suggesting a different approach to the age question that highlights the individual’s role in both process and outcome. Constructs such as L2 experience, motivation, self-concept, learning approach, and willingness to communicate are discussed in depth in order to show the fundamental connection between cognition and affect so critical for late phonological learning. A re-orientation of the age research is suggested as a result, to prioritize contextual understandings of language use and learner agency.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 3; 443-464
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Working memory and second language development: A complex, dynamic future?
Autorzy:
Jackson, Daniel O.
Powiązania:
https://bibliotekanauki.pl/articles/780862.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
working memory
complex dynamic systems theory
second language development
theoretical complementarity
Opis:
Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 89-109
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language Communicative Competence in the System of Postgraduate Education
Autorzy:
TOLOCHKO, SVITLANA
KHOMYCH, VIKTORIIA
DEDA, RUSLANA
Powiązania:
https://bibliotekanauki.pl/articles/457691.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Rzeszowski
Tematy:
postgraduate education
professional language competence
key competence
individual style of business communication
neurolinguistic programming method
formation of foreign language communicative competence
Opis:
Postgraduate education in Ukraine is a specialized improvement of education and professional training of a person through deepening, expansion and renovation his professional knowledge, skills and abilities or getting another specialty based on previously acquired educational qualification and practical experience. Postgraduate education is carried out by higher educational establishment or by structural subdivisions of higher educational establishment with appropriate accreditation level in the form of training programs or internship. This article devoted to the formal expansion of skills within the resulting profile or retraining. Formation and polishing of the person’s individual style of business communication occurs throughout adult life. Language communicative competence is complex education system, which requires constant improvement. Speaking more than one language involves the formation of a foreign language communicative competence. This problem requires a review of government and universities policy on planning and forming of language communicative competence among students of advanced training courses.
Źródło:
Edukacja-Technika-Informatyka; 2017, 8, 2; 118-125
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
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:
Towards Strategic Self-Regulation in Second/Foreign Language Learning. Part I. The ‘Good Language Learner’ Issue
Strategiczna samo-regulacja w nauce języka drugiego/obcego Część I. Zagadnienie ‘dobrego’ ucznia
Autorzy:
Dąbrowska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/565393.pdf
Data publikacji:
2016
Wydawca:
Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
Tematy:
‘good’ language learners
less successful language learners
individual differences
learning strategies
learning self-regulation
‘dobry’ uczeń języka obcego
uczeń o niższych poziomach osiągnięć
różnice indywidualne
strategie uczenia się
samo-regulacja w nauce
Opis:
The main aim of this series of three articles is to explore the question of what it is that makes ‘good’ language learners, what individual factors can influence the learner’s success in second/foreign language learning, and what teachers and learners can learn from those who succeed in this complex task. In Part I., the author reviews a number of research studies on the ‘Good Language Learner’ issue conducted since the 1960s; she also attempts to summarize the main characteristics, strategies, and behaviours of successful and unsuccessful learners. Part II. presents an overview of studies focused on the role of selected individual differences and shows how the variables may influence the process and outcomes of language learning; it also indicates which strategies and behaviours of ‘good’ learners can be taught and learnt in the classroom. In Part III., the author explores the issue further and presents the results of her empirical studies aimed at identifying the features and strategies of both successful students of English as a foreign language and learners with lower achievements. The pedagogical implications for language teaching and learning discussed within the series are closely related to the ideas of strategies-based and styles-and-strategies-based instruction in language education, self-regulated or autonomous language learning, and continued lifelong learning.
Niniejszy cykl trzech artykułów poświęcony jest zagadnieniu tzw. ‘dobrego’ ucznia języka drugiego/obcego, związkom pomiędzy wybranymi czynnikami indywidualnymi a sukcesem w nauce oraz próbie odpowiedzi na pytanie, czego możemy nauczyć się od uczących się języków obcych, którzy odnoszą sukces. W części pierwszej autorka dokonuje przeglądu badań cech, strategii i zachowań ‘dobrego’ ucznia prowadzonych od lat 60-tych ubiegłego wieku oraz przedstawia charakterystykę uczniów o wysokich i niższych poziomach osiągnięć. Część druga poświęcona jest roli wybranych czynników indywidualnych oraz omówieniu badań wskazujących na to, w jaki sposób mogą one wpływać na przebieg i wyniki nauki języka obcego oraz jakich zachowań i strategii ‘dobrych’ uczniów można nauczać i nauczyć się w klasie szkolnej. W części trzeciej autorka prezentuje wyniki własnych badań empirycznych mających na celu identyfikację cech i strategii uczących się o zróżnicowanym poziomie osiągnięć w nauce języka angielskiego jako obcego w warunkach szkolnych. Implikacje pedagogiczne zagadnień omawianych w tej serii artykułów powiązane są z ideą instrukcji strategicznej w edukacji językowej, samo-regulacji i autonomii w nauce oraz umiejętnościom niezbędnym do kontynuacji uczenia się przez całe życie.
Źródło:
Rozprawy Społeczne; 2016, 10, 4; 46-54
2081-6081
Pojawia się w:
Rozprawy Społeczne
Dostawca treści:
Biblioteka Nauki
Artykuł
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