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    Wyświetlanie 1-5 z 5
    Tytuł:
    Developing Individual Language Competences via Task-Based Learning and Content and Language Integrated Learning (CLIL)
    Autorzy:
    Ebenberger, Astrid
    Powiązania:
    https://bibliotekanauki.pl/articles/605868.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    Individualiaation
    differentiation
    CLIL
    task-based-learning
    foreign-language-teaching
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    In Austria optional English language teaching (ELT) starts in kindergarten. It becomes obligatory and curriculum based in the first year of primary school. The first two years language teaching happens in an integrative way and lasts around 20 minutes per week. It gets expanded to one single lesson per week in the 3rd and 4thgrade of primary school. Schools are allowed to decide autonomously if they offer – depending on their financial and human resources – additional courses for gifted and interested young learners. Therefor the outcomes and competences of learners after four years of obligatory ELT sometimes differ tremendously when children proceed to secondary education. Dealing with a heterogeneous group of language learners and teaching according to individual needs, competences and pre-knowledge seems to be one of the most important and most difficult challenges each teacher, even primary school teachers, has to focus. The aspects of differentiation and individualisation have become crucial for the success of a teaching and learning process. Concepts like task-based learning and especially content and language integrated learning (CLIL) support the increase of proficiency, accuracy and fluency in English as a foreign language. The methods force the preparation of different material and different exercises due to different pre-knowledge, different depths of knowledge and different interests of learners.  According to these aspects the paper (and the talk) presents examples and material that supports the development of individual language competences. 
    Le numéro contient uniquement les résumés en anglais.
    Том не содержит аннотаций на английском языке.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2017, 41, 1
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Flipping the L2 Business Writing Classroom. How Business Students Experience Being in an Investment Consultant Role in a Collaborative Research and Writing Task
    Autorzy:
    PELSMAEKERS, Katja
    Powiązania:
    https://bibliotekanauki.pl/articles/463502.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    BELF
    business writing
    active learning
    task-based learning
    workplace writing
    Opis:
    Using corpus and student survey (n=71) data, this contribution analyses a complex writing task, and dis-cusses how it is experienced by Business English students. Starting from the assumption that language use in the current business environment is often highly contextual and goal-oriented, we designed a writing task requiring collaborative content research and writing in an investment consultancy ‘frame’, aiming for realism, language use adequacy, traditional and transversal learning outcomes, and student involvement and empowerment. The instructor equally played a realistic role of both language coach and potential lay client. From the sampled students’ perspective, this assignment turns out to be highly involving and diffi-cult as well as effective and mind-broadening. However, student comments also add a few critical notes to the claim that clarity and accuracy of content matter more than linguistic correctness, and that knowledge of business-specific vocabulary and genre conventions take precedence over general language mastery.
    Źródło:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 13; 51-64
    2080-4814
    Pojawia się w:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Immersion learning activities: developing communicative tasks in the community
    Autorzy:
    Pinto, Jorge
    Powiązania:
    https://bibliotekanauki.pl/articles/783254.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language learning
    out-of-class activities
    task-based language teaching
    Opis:
    This paper examines the out-of-class Portuguese language teaching activities for foreign students learning Portuguese at the Faculty of Arts of the University of Lisbon and their results in the output of learners. Even in contexts of immersion, students have a tendency to focus only on class activities and not on community activities that involve face-to-face contact with native speakers. To change this situation, we have created a new subject, built on task-based language teaching, called "Immersion Activities", for the Portuguese Foreign Language Annual Course. We present the preliminary results of a study carried out with eighty students and twelve teachers, whose objective is to verify up to what extent this subject translates into a more effective learning of the language and if students' perceptions, at the end of the semester, regarding the learning outcomes, coincide or not with those of the teachers. From the results, it is possible to observe that the students’ and teachers’ opinions converge in the same sense: immersion activities provide a better development of students' communicative competence in Portuguese.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2018, 4, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia
    Autorzy:
    Tusino, -
    Faridi, Abdurrachman
    Saleh, Mursid
    Fitriati, Sri Wuli
    Powiązania:
    https://bibliotekanauki.pl/articles/1963612.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    hybrid learning
    task-based language teaching
    critical thinking
    writing performance
    Opis:
    This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.
    Źródło:
    The New Educational Review; 2020, 61; 109-118
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning
    Autorzy:
    Bachelor, Jeremy W.
    Powiązania:
    https://bibliotekanauki.pl/articles/2080386.pdf
    Data publikacji:
    2022-07-29
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    interlanguage pragmatics
    intercultural communication
    online learning
    motivation
    task-based language teaching
    Opis:
    Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 94, 2; 19-27
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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