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    Tytuł:
    CLIL and non-CLIL students beliefs about language
    Autorzy:
    Sylven, Liss Kerstin
    Powiązania:
    https://bibliotekanauki.pl/articles/780589.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    individual differences
    learner beliefs
    CLIL
    visual narratives
    Opis:
    This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 251-272
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Adversity and redemption: Learning and teaching in the language learning histories of two EFL student-teachers
    Autorzy:
    Baum, Miri Tashma
    Powiązania:
    https://bibliotekanauki.pl/articles/781021.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    identity
    language learning
    autobiographies
    narratives
    motivation
    agency
    self-positioning
    Israel
    Opis:
    A better understanding of the multifaceted, dynamic and situated identity of the language learner stands at the center of much current SLA research. One of the main ways in which it is investigated is through the examination of autobiographical language learning histories. In an effort to better understand some of the processes which lead to a motivated, confident and successful language learner and user, this article analyzes the language learning histories of two EFL student-teachers, notable for their commitment to the learning and teaching of English. A close analysis of their narratives, focusing on thematic, stylistic and performative aspects, reveals what narrative psychologist McAdams (2006) has called “redemptive” patterns, that is, narrative structures in which hardship leads to inner growth and difficulties become “springboards” (Pals, 2006) to success. The two narrators also display a similar flexibility in their evolving self-positioning in response to the difficulties they narrate, and for both, attachment to the imagined community of Anglophone popular culture is an essential component in this process. Together, the learning experiences delineated in the accounts support the call for student-focused pedagogy, which puts emphasis on creating a positive emotional atmosphere, on the one hand, and providing rich intercultural knowledge, on the other.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 273-299
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Survival is insufficient”: The Postapocalyptic Imagination of Emily St. John Mandel’s Station Eleven
    Autorzy:
    Feldner, Maximilian
    Powiązania:
    https://bibliotekanauki.pl/articles/888831.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    Canadian literature
    Emily St. John Mandel
    Station Eleven
    science fiction
    postapocalyptic novel
    postapocalyptic imagination
    end-of-the-world narratives
    Opis:
    Postapocalyptic narratives proliferate in contemporary fiction and cinema. A convincing and successful representative of the genre, Emily St. John Mandel’s Station Eleven (2014) can nevertheless be distinguished from other postapocalyptic texts, such as Cormac McCarthy’s The Road (2006), Margaret Atwood’s Maddaddam trilogy, and the television series The Walking Dead (2010–). The novel does not focus on survival, struggle, and conflict but rather examines the possibility and necessity of cultural expression in a postapocalyptic setting, demonstrating the importance and value of art and memory even in strained circumstances. As a result, it presents an unusually optimistic and hopeful vision of an otherwise bleak future.
    Źródło:
    Anglica. An International Journal of English Studies; 2018, 27/1; 165-179
    0860-5734
    Pojawia się w:
    Anglica. An International Journal of English Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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