Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "English as a Foreign Language" wg kryterium: Wszystkie pola

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-96 z 96
    Tytuł:
    Asynchronous And Synchronous Distance Learning Of English As A Foreign Language
    Autorzy:
    Rigo, František
    Mikuš, Ján
    Powiązania:
    https://bibliotekanauki.pl/articles/2150859.pdf
    Data publikacji:
    2021
    Wydawca:
    Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
    Tematy:
    Asynchronous distance learning
    COVID-19
    Distance learning
    Edmodo
    English
    Google Meet
    Students
    Synchronous distance learning
    Teachers
    Opis:
    The paper deals with using Edmodo (an educational social network) and Google Meet as distance learning tool and platform in teaching English within university English courses during the first and second waves of COVID-19 in Slovakia. It draws the basic difference between online learning and distance learning, as well as between asynchronous and synchronous distance learning. It briefly introduces Edmodo’s and Google Meet’s main features that can be utilised in the process of distance learning of university students. It presents the results of the research that was conducted with the students of Faculty of Mass Media Communication of UCM in Trnava, who participated in English courses conducted by the means of asynchronous and synchronous distance learning during the summer term of the academic year 2019/20 and the winter term of 2020/21, i. e. during both waves of the COVID-19 pandemic. Via the quantitative method of a questionnaire survey, the research participants provided feedback on both asynchronous distance learning (with Edmodo) and synchronous distance learning (combining Google Meet with Edmodo). The findings present students’ perception of the educational platform and the videoconferencing tool pointing to their benefits, weaknesses and overall effectiveness as communication platforms within both forms of distance learning, asynchronous and synchronous. The paper draws comparison of the two methods and assumes conclusions regarding their effectiveness in distance learning of English.
    Źródło:
    Media Literacy and Academic Research; 2021, 4, 1; 89-106
    2585-8726
    Pojawia się w:
    Media Literacy and Academic Research
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    TEACHING ENGLISH AS A FOREIGN LANGUAGE: A CASE STUDY FROM POLAND
    Autorzy:
    ROMANIUK, JAROSLAW R.
    MILLER, KRISTIN
    PIESKI, MARY KAY
    WOJCIK, TERESA G.
    FARKAS, KATHLEEN J.
    Powiązania:
    https://bibliotekanauki.pl/articles/1036099.pdf
    Data publikacji:
    2020-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Teaching English
    immersion language
    language program history
    Polish-United States exchange
    Opis:
    This article presents a detailed history of the development of a particular immersion program to teach English to young Polish students. The program draws support from two organizations, the Kościuszko Foundation and the Polish Scouting Organization. Kościuszko Foundation is dedicated to strengthening the ties between the United States and Poland as well as to increase knowledge of Poland’s history and culture in the United States. The cooperation of these two organizations developed an experience of immersion in language and cultural exchange. Both the teachers and the students in this program benefited from the opportunity to engage in a number of different types of language activities and cultural events through a summer camp experience. This program is, of course, unique, but the elements of context, culture and immersion could be used in other programs to develop English skills and knowledge in the context American culture.
    Źródło:
    Society Register; 2020, 4, 4; 167-182
    2544-5502
    Pojawia się w:
    Society Register
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teacher competencies in supporting reading in English as a foreign language
    Autorzy:
    Ellis, Melanie
    Powiązania:
    https://bibliotekanauki.pl/articles/605728.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    teacher competencies
    supporting reading
    postgraduate teacher education
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    Based on a small-scale survey and discussion with teacher-learners in a postgraduate teacher education program in Poland, this paper aims to investigate their understanding of ‘learning to read in L2 English’ and the current state of their competencies in teaching reading. Descriptors taken from the European Portfolio for Student Teachers of Languages, EPOSTL, are used are used as criteria to analyze the qualitative data. It is found that while there appears to be awareness and indication of application of some competencies, the participants seem confused as to how to support younger elementary L2 learners in developing basic reading skills and may lack understanding of theories to underpin their practice.
    L'article contient uniquement les résumés en anglais.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2019, 43, 3
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A BLENDED LEARNING MODEL FOR TEACHING READING ENGLISH AS A FOREIGN LANGUAGE
    Autorzy:
    Karkour, Islam
    Powiązania:
    https://bibliotekanauki.pl/articles/569444.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    blended learning
    teaching reading
    Opis:
    The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is based on Text Manipulation software, and provides a rationale of each component of this model, followed by a discussion of some practical steps for designing a blended learning model. The third part describes the online courseware as a basic part of the model.
    Źródło:
    Teaching English with Technology; 2014, 14, 4; 17-32
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The impact of gender on attainment in learning English as a foreign language
    Autorzy:
    Główka, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/780507.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    gender
    attainment
    learning English as a foreign language
    Opis:
    This study examined the impact of gender on students’ achievement in learning English as a for-eign language in secondary and higher vocational schools in Poland, as well as teachers’ and stu-dents’ opinions concerning the importance of this influence. The collected data provided ample evidence that girls achieved significantly better results than boys. Such results support the socio-linguistic finding that female students outperform males as they are more open to new linguistic forms in the target language and eradicate interlanguage forms that deviate from target lan-guage norms more readily than their male counterparts (Ellis, 2012). However, these findings were not reflected in the opinions of the student and teacher participants. Both parties held a strong conviction that gender played no major role in learning English. The article concludes by outlining some implications for educational policy makers and foreign language teachers.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 4; 617-635
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Vowel Perception and Transcription Trainer for Learners of English as a Foreign Language
    Autorzy:
    Šimáčková, Šárka
    Podlipský, Václav Jonáš
    Powiązania:
    https://bibliotekanauki.pl/articles/1026693.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    IPA
    training application
    vowel identification
    Opis:
    We use the freely available program Praat to create a vowel-training application for learners of English familiar with IPA transcription. The application is easy to operate, allowing users to change the training difficulty, providing the listeners with immediate feedback, and adapting to their performance during a training session. To evaluate the effectiveness of the Trainer, performance of 59 Czech learners during a single training session and across multiple sessions was tracked. Results showed improvement both between sessions and within sessions. In the final training session, vowel identification accuracy showed considerable resistance to gradual addition of increasing levels of noise. Testing the trainer with additional 52 learners showed significantly higher error-rates for low-frequency words and supported the importance of top-down lexical effect in vowel identification.
    Źródło:
    Research in Language; 2019, 17, 3; 213-230
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reel justice in the context of teaching Legal English as a foreign language.
    Autorzy:
    Dąbrowski, Andrzej
    Powiązania:
    https://bibliotekanauki.pl/articles/914294.pdf
    Data publikacji:
    2017-01-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ELT
    ESP
    film pedagogy
    generic knowledge
    legal genre
    needs analysis
    reel justice
    subject-specific knowledge.
    Opis:
    The paper tackles the issue of law-related cinematic and television productions, metaphorically described as reel justice, in the context of teaching Legal English as a foreign language. In the light of current trends in ESP and film pedagogy, an integrated skills teaching approach is presented that attempts to invoke subject-specific, intercultural and language knowledge of Polish learners of Legal English. The core of the paper focuses on different film-based tasks, exploiting the American series Boston Legal as a didactic material. The paper concludes with recommendations for further research.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 2; 107-120
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Energy issues in Poland. A handbook for learners of English as a foreign language
    Autorzy:
    Staszewska, Aniela
    Powiązania:
    https://bibliotekanauki.pl/books/5825735.pdf
    Data publikacji:
    2023
    Wydawca:
    Politechnika Białostocka. Oficyna Wydawnicza Politechniki Białostockiej
    Opis:
    This English as a Foreign Language (EFL) handbook is an attempt to systemize knowledge about the current energy situation in Poland from the point of view of sustainable development (S.D.). How can we build a resilient energy system that will allow Poles to be less dependent on our neighbors to meet our energy needs? How can Poland better align with European Union norms? The handbook is divided into four parts: (1) Basics of Energy and Power; (2) Current Energy Issues in Poland; (3) Electrification (4) Future Opportunities. It is to be used with students who are familiar with the English language on a B1/B2 level, to allow them to meet the requirement of B2 language proficiency at the end of their studies.
    Niniejszy podręcznik jest próbą usystematyzowania wiedzy o aktualnej sytuacji energetycznej w Polsce z punktu widzenia zrównoważonego rozwoju. Jak możemy zbudować odporny system energetyczny, który pozwoli Polakom być mniej zależnymi od naszych sąsiadów w zaspokajaniu naszych potrzeb energetycznych? Jak Polska może lepiej dostosować się do norm Unii Europejskiej? Podręcznik podzielony jest na cztery części: (1) podstawy energii i zasilanie; (2) bieżące problemy energetyczne w Polsce; (3) elektryfikacja (4) przyszłe możliwości. Ma być stosowany ze studentami, którzy znają język angielski na poziomie B1 / B2, aby umożliwić im spełnienie wymogu znajomości języka B2 pod koniec studiów.
    Dostawca treści:
    Biblioteka Nauki
    Książka
    Tytuł:
    The role of feedback in the process of learning English as a foreign language
    Autorzy:
    Herra, Anna
    Kulińska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1397451.pdf
    Data publikacji:
    2018-12-31
    Wydawca:
    Ateneum - Akademia Nauk Stosowanych w Gdańsku
    Tematy:
    education
    foreign language teaching
    feedback
    English language
    Opis:
    The aim of the paper is to answer the question of what is the role of Feedback in the process of learning English as a foreign language. Feedback is an important element of student-teacher interaction in the classroom. Even experienced teachers admit that it is beneficial to put oneself in the student’s position in order to understand their individual needs, and hence adjust the instruction, assessment and feedback moves to aid language acquisition. Since errors are an unavoidable part of the learning process and teachers feel compelled to address students’ spoken errors, it seems significant to consider how the learners perceive the feedback they receive.
    Źródło:
    Forum Filologiczne Ateneum; 2018, 6, 1; 127-143
    2353-2912
    2719-8537
    Pojawia się w:
    Forum Filologiczne Ateneum
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LAMS AS AN ASSESSMENT TOOL FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE
    Autorzy:
    Castaño, Antonio Brenes
    Urgal, Candela Contero
    Gómez, Gregorio Rodríguez
    Ruiz, Miguel Ángel Gómez
    Noche, Beatriz Gallego
    Powiązania:
    https://bibliotekanauki.pl/articles/941136.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    LAMS
    assessment
    EFL
    Opis:
    In this paper we describe how LAMS (Learning Activity Management System) might help English language teachers to design and implement e-Learning-oriented e-Assessment and to enhance the techniques they employ to provide complete assessment units embracing all linguistic skills. In doing so, we present an example of an assessment unit in which such an implementation can be seen through the combination of different resources LAMS provides, thus improving the design of didactic syllabuses.
    Źródło:
    Teaching English with Technology; 2011, 11, 1; 204-215
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analysis of contemporary methods of teaching English as a Foreign Language in early education
    Autorzy:
    Božić Lenard, Dragana
    Lenard, Ivan
    Powiązania:
    https://bibliotekanauki.pl/articles/44707560.pdf
    Data publikacji:
    2023-10-02
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    English as a Foreign Language
    young learners
    student books
    exercise types
    skills
    Opis:
    High quality teaching materials, which will effectively integrate four major language learning skills, is critical in language learning. Material designers are practitioners who are well aware of the (non)effectiveness of various teaching methods and strategies. This paper aimed to study the types of exercises in young leaners’ language classes and skills focused on. The content analysis was done by examining the most frequently used student books from grade 1 to 4. The analysis has proven that the receptive skills are generally more focused on but the productive ones also receive attention even at the lowest grades. The usual stimulus for in-class tasks is a visual one, which is also used computer/tablet-ready additional learning material. The complexity level ranges from basic shorter output in the lower to more autonomous and real-like communicative situations in the higher grades.
    Źródło:
    Problemy Opiekuńczo-Wychowawcze; 2023, 622(7); 54-63
    0552-2188
    Pojawia się w:
    Problemy Opiekuńczo-Wychowawcze
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring Personality Traits and Loneliness in University EFL (English as a Foreign Language) Learners
    Autorzy:
    Kao, Po-Chi
    Powiązania:
    https://bibliotekanauki.pl/articles/45882427.pdf
    Data publikacji:
    2012-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    personality
    loneliness
    EFL achievement
    foreign language education
    Opis:
    This study attempts to explore the relationships between personality traits, loneliness, and university students’ EFL (English as a foreign language) achievement. A sample consisting of 137 freshman students from two universities participated in this study. Statistical results showed that conscientiousness was positively related to EFL achievement, while neuroticism was negatively related to EFL achievement. Statistical results also revealed that students who achieved poorer EFL results tended to consider themselves to be lonelier. In addition, loneliness was also found to have significant negative relationships with three personality traits including extraversion, agreeableness, and conscientiousness. Taken together, this study would help to contribute to the understanding of personality, loneliness, and EFL achievement in university students.
    Źródło:
    The New Educational Review; 2012, 30; 236-245
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    USING QUIPPER AS AN ONLINE PLATFORM FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE
    Autorzy:
    Mulyono, Herri
    Powiązania:
    https://bibliotekanauki.pl/articles/955893.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Online platform
    learning management system (LMS)
    teaching and learning English as a foreign language (EFL)
    computer-assisted language learning (CALL)
    Opis:
    This paper evaluates the affordability of Quipper as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in Quipper may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle (2003), including L2-input exposure, interaction and linguistic production. The evaluation results indicate that Quipper is affordable for use as an online teaching and learning EFL platform. More importantly, it corresponds to the three conditions of CALL pedagogy, thus making it a potential aid for activities used in teaching and learning foreign language.
    Źródło:
    Teaching English with Technology; 2016, 16, 1; 59-70
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    USE OF INTERACTIVE WEB-BASED EXERCISES FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING: LEARNERS’ PERCEPTIONS
    Autorzy:
    Wang, Yen-Hui
    Powiązania:
    https://bibliotekanauki.pl/articles/940852.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    CALL
    interactive web-based exercises
    learner perception
    foreign language learning
    Opis:
    The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based language assessments at the mid-point and final part of the semester. Learners’ perceptions of the interactive web-based exercises were elicited by a computerized survey conducted at the end of the semester. The results reported on the survey revealed that participants perceived the interactive web-based exercises as interesting but only modestly so. This was probably attributable to the difficulty level of the created exercises and a lack of diverse exercise formats. Even so, having easy access, receiving immediate feedback, allowing multiple attempts, and enabling self-paced learning were mentioned as benefits of the constructed exercises. More importantly, most participants reported the effectiveness of these exercises in improving their reading comprehension and vocabulary leaning. This confirmed language assessment results that demonstrated significant gains in reading comprehension and vocabulary knowledge. Implications include suggestions for language teachers and program developers for improving the way web-based learning activities are created and implemented.
    Źródło:
    Teaching English with Technology; 2014, 14, 3; 16-29
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English as a Foreign Language Learners’ Anxiety and Interlocutors’ Status and Familiarity: An Idiodynamic Perspective
    Autorzy:
    Shirvan, Majid Elahi
    Talebzadeh, Nahid
    Powiązania:
    https://bibliotekanauki.pl/articles/2128125.pdf
    Data publikacji:
    2017
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Foreign language anxiety
    interlocutor
    status
    familiarity
    idiodynamic method
    Opis:
    Foreign language learning anxiety has been the target of many studies in the field of applied linguistics, but, with the dynamics turn in the field, attempts have been recently made to uncover the dynamics of anxiety English as a foreign language (EFL) learners go through, especially within the moments of their conversational interactions. Within these interactions, dynamics of anxiety might emerge in different patterns under the influence of the status of the participants’ interlocutors and their familiarity with them. This study explores the dynamics of EFL learners’ anxiety while interacting with different interlocutors from an idiodynamic perspective. The participants of this case study were two female freshman students, taking a speaking and listening university course, who were interviewed by four interlocutors with different status and level of familiarity. Following an idiodynamic method, they self-rated their anxiety fluctuations under the influence of each interlocutor throughout each conversation followed by stimulated recall interviews regarding the explanations of the changes in their anxiety during the conversations. The results showed both change and stability in the participants’ anxiety under the influence of the interlocutors’ familiarity with the participants and their status as well their verbal and nonverbal feedback. The explanation of these changes based on the main properties of complex dynamic system theory is discussed.
    Źródło:
    Polish Psychological Bulletin; 2017, 4; 489-503
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Relationship between Learning Style Preferences and Reading Strategy Use in English as a Foreign Language
    Autorzy:
    Lesiak-Bielawska, Elżbieta Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/916846.pdf
    Data publikacji:
    2018-11-05
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Learning Style Preferences
    English as a Foreign Language
    Opis:
    The study explored the relationship between learning style preferences and the use of reading strategies triggered during the performance of a reading comprehension assignment in English as a foreign language (EFL). The research conducted drew on the hypothesis that the type of language task activates a battery of strategies that reflect the subject's learning style preferences and the task requirements.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2008, 34, 1; 93-103
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ Perceptions, Experiences, and Challenges of Incorporating Justice in English as a Foreign Language Classrooms
    Autorzy:
    Estaji, Masoomeh
    Zhaleh, Kiyana
    Powiązania:
    https://bibliotekanauki.pl/articles/2121839.pdf
    Data publikacji:
    2021
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    classroom justice enactment
    classroom injustice behavior
    distributive justice
    EFL teachers
    interactional justice
    procedural justice
    Opis:
    The present qualitative study sought to unravel English as a foreign language (EFL) teachers’ perceptions and experiences of classroom justice and injustice. By employing purposive sampling, 31 EFL teachers in Iran were targeted to respond to an open-ended questionnaire. Subsequently, five of them took part in a follow-up, semi-structured interview. All data analyses were conducted via MAXQDA software. The main findings of the study were as follows; (1) The procedural, interactional, and distributive justice dimensions emerged in the teachers’ accounts of justice and injustice; (2) classroom justice was highlighted more saliently in teachers’ accounts than classroom injustice; (3) the teachers mainly had positive evaluations of their justice practices; and (4) they regarded educational and institutional factors, student-related factors, and teacher-related factors as the three major sources of challenges faced by EFL teachers when enacting classroom justice. It is hoped that by unraveling and reflecting on their justice and injustice behaviors, EFL teachers be prompted to go for their instructional justice betterment and more skillfully handle daily challenges that they face when trying to act fairly in the classroom.
    Źródło:
    Polish Psychological Bulletin; 2021, 52, 3; 251-269
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks
    Autorzy:
    Bui, Gavin
    Luo, Xueya
    Powiązania:
    https://bibliotekanauki.pl/articles/1902589.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    topic familiarity
    reading input
    L2 writing
    story continuation
    writing quality
    text length
    lexical diversity
    lexical sophistication
    Opis:
    Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 377-400
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1026699.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language (EFL)
    in-service EFL teachers
    phonetically difficult words (PDWs)
    young EFL learners
    Opis:
    This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
    Źródło:
    Research in Language; 2019, 17, 3; 297-315
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learner Perspective on English Pronunciation Teaching in an EFL Context
    Autorzy:
    Tergujeff, Elina
    Powiązania:
    https://bibliotekanauki.pl/articles/620687.pdf
    Data publikacji:
    2013-03-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    EFL
    pronunciation teaching
    interview
    Opis:
    This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.
    Źródło:
    Research in Language; 2013, 11, 1; 81-95
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CONQUERING THE IRON THRONE: USING CLASSCRAFT TO FOSTER STUDENTS MOTIVATION IN THE EFL CLASSROOM
    Autorzy:
    Rivera-Trigueros, Irene
    Sánchez-Pérez, María del Mar
    Powiązania:
    https://bibliotekanauki.pl/articles/955952.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Classcraft
    English as a Foreign Language
    gamification
    motivation
    secondary education
    Opis:
    This study aims to analyse motivation in the English as a Foreign Language (EFL) secondary classroom through gamification. To this end, a gamification proposal based on Game of Thrones TV series was designed. Classcraft, an online role-playing platform, was used to create a gaming scenario in the classroom. The proposal was implemented in two groups of 4th year of secondary school, formed by 43 students aged between 15 and 16 years old. Results showed that gamification had a positive impact on fostering students’ motivation. Particularly, a notable increase in students’ participation was observed since their extrinsic and intrinsic motivation – which increased 0.69 and 0.58 points accordingly – had improved after the implementation of the gamification proposal. Consequently, Classcraft proved to be a tool with a great potential to involve and engage students in the EFL classroom.
    Źródło:
    Teaching English with Technology; 2020, 20, 4; 3-22
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility
    Autorzy:
    Šimáčková, Šárka
    Podlipský, Václav Jonáš
    Powiązania:
    https://bibliotekanauki.pl/articles/620631.pdf
    Data publikacji:
    2018-08-22
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    L2 phonology
    ultimate attainment
    vowels
    Opis:
    Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.
    Źródło:
    Research in Language; 2018, 16, 2
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Developing language awareness: A study of Japanese students’ perceptions toward English language education
    Autorzy:
    Yamada, Mieko
    Powiązania:
    https://bibliotekanauki.pl/articles/513848.pdf
    Data publikacji:
    2018
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    language awareness
    English as a Foreign Language (EFL)
    intercultural communication
    Japan
    Opis:
    In globalized societies where English uses and users are diverse, promoting intercultural communication skills becomes important in English as a Foreign Language (EFL) education curricula. Drawing on discussions of language awareness, this article explores how Japanese EFL teacher trainees perceive their own English learning and use and how they plan to structure their future English teaching within a multicultural and multilingual Japan. To elicit actual voices and experiences of EFL teacher candidates, in-depth interviews were conducted with Japanese students who were enrolled in the English language teaching courses at one of Japan’s national universities. The article discusses the findings from interviews, and suggests that as a part of EFL teacher training, both teachers and learners should be encouraged to foster language attitudes in order to establish more egalitarian intercultural relationships among English users.
    Źródło:
    Language, Discourse & Society; 2018, 6, 2; 133-150
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Do qualifications even matter? A qualitative analysis of English as a foreign language teacher job ads in Poland
    Autorzy:
    Paciorkowski, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/41538150.pdf
    Data publikacji:
    2023
    Wydawca:
    Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane
    Tematy:
    qualifications
    job ads
    ELF teachers
    recruitment
    Polska
    Opis:
    Job ads have long been of interest to researchers concerned with the issue of native speakerism as they may constitute the initial and often insurmountable barrier to career opportunities for non-native teachers of English. This article explores the requirements that potential employers place before teachers of English in job ads posted on a major Polish job offer aggregate. By means of Thematic Analysis, this research sheds more light on the demands that teachers of English need to meet in the Polish job market and investigates whether job ads in Poland disseminate the ideology of native speakerism. The results show employers may overemphasise personal qualities, such as character traits and attitudes, compared to qualifications and skills. Although the majority of job ads explored did not overtly perpetuate the ideology of native speakerism, further research is necessary to understand the extent of this issue fully.
    Źródło:
    Heteroglossia- studia kulturoznawczo-filologiczne; 2023, 15; 135-148
    2084-1302
    Pojawia się w:
    Heteroglossia- studia kulturoznawczo-filologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Systematicity in Foreign Language Classroom Communication
    Autorzy:
    Bratož, Silva
    Žefran, Mojca
    Powiązania:
    https://bibliotekanauki.pl/articles/1969351.pdf
    Data publikacji:
    2018-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    classroom interaction
    English as a foreign language
    primary education
    routine classroom communication
    Opis:
    The paper discusses the intrinsic potential offered by classroom interaction for language development. The first part examines several theoretical aspects and characteristics of classroom communication. The second part presents the results of a study which investigates different aspects of classroom interaction in foreign language teaching and the strategies used to encourage classroom communication in the target language. The study, which combines quantitative and qualitative research methods, is based on a survey of Slovene teachers teaching English in primary school. Results suggest that while the respondents are well aware of the benefits of using English in classroom communication, they generally use it in an arbitrary and unsystematic fashion. We would like to argue that we can contribute to the effectiveness of the teaching process by approaching classroom communication with a systematic and consistent format.
    Źródło:
    The New Educational Review; 2018, 53; 71-84
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Syntactical Modifications in Teacher Talk of Native and Non-Native Speakers in EFL Classrooms
    Autorzy:
    Ünel, Arzu
    Mirioğlu, Meryem
    Powiązania:
    https://bibliotekanauki.pl/articles/783175.pdf
    Data publikacji:
    2015
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    English as a Foreign Language
    Teacher Talk
    Syntactical Modifications
    Comprehensible Input
    Opis:
    Classroom language in EFL classrooms comprises the core of communication between teachers and learners. Teacher talk plays a central role in understanding the nature of classroom language in this respect. According to Krashen input hypothesis, teacher talk also constitutes an important source of comprehensible input for the language acquisition of the learner (Krashen, 1981). To make the input comprehensible, teachers may make modifications in their vocabulary, syntax, rate of speech or discourse. Accordingly, the aim of this study is to discover whether native speakers of English and non-native speakers of English make any syntactical modifications in their teacher talk at elementary and pre-intermediate levels and to try to find out what kind of syntactical modifications they make if they modify their syntax during their speech. The study was carried out with eight EFL instructors (both NSs and NNSs) at Çağ University in Turkey using their audio-recordings, a questionnaire and interviews. Antconc 3.2.1 Programme and SPSS 17.0 Programme were used to analyse the quantitative data. The findings of the data were incorporated with the results of interviews forming the qualitative part of the study. The results of the data revealed that native speakers of English and non-native speakers of English made syntactical modifications in their teacher talk at elementary and pre-intermediate levels. They ranged from subordinate clauses to the types of sentences. The findings of the study also demonstrated that syntactical modifications in the teacher talk of native speakers and non-native speakers at both levels depended on the proficiency level of the learners although not all of these modifications formed a statistically meaningful difference.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2015, 1, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Doing exposed correction in the language class-room: A conversation analysis perspective
    Autorzy:
    Tůma, František
    Fořtová, Nicola
    Powiązania:
    https://bibliotekanauki.pl/articles/2135339.pdf
    Data publikacji:
    2020-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    conversation analysis
    correction
    repair
    classro om interaction
    English as a foreign language
    Opis:
    Exposed correction can be seen as a tool whose use on the one hand temporarily stops the progressivity of the talk, but at the same time makes it possible for the speakers in interaction to clarify problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis, a dataset of 18 teaching hours (1585 minutes of video-recordings of whole-class work in total) was examined to identify and describe the practices used by learners and teachers in English as a foreign language (EFL) classrooms when conducting exposed correction. The analysis shows that in exposed correction sequences there seems to be a requirement for the learners to produce a reaction to teacher correction. While learners typically repeat the correct form after the teacher has corrected them in a correction sequence that the learners initiated by displaying trouble producing the target language form, teacher-initiated sequences tend to generate minimal post-expansion on the part of the learners. When no student response comes, the teacher may expand the correction sequence. 
    Źródło:
    Yearbook of the Poznań Linguistic Meeting; 2020, 6, 1; 221-242
    2449-7525
    Pojawia się w:
    Yearbook of the Poznań Linguistic Meeting
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Doing exposed correction in the language class-room: A conversation analysis perspective
    Autorzy:
    Tůma, František
    Fořtová, Nicola
    Powiązania:
    https://bibliotekanauki.pl/articles/2135342.pdf
    Data publikacji:
    2020-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    conversation analysis
    correction
    repair
    classro om interaction
    English as a foreign language
    Opis:
    Exposed correction can be seen as a tool whose use on the one hand temporarily stops the progressivity of the talk, but at the same time makes it possible for the speakers in interaction to clarify problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis, a dataset of 18 teaching hours (1585 minutes of video-recordings of whole-class work in total) was examined to identify and describe the practices used by learners and teachers in English as a foreign language (EFL) classrooms when conducting exposed correction. The analysis shows that in exposed correction sequences there seems to be a requirement for the learners to produce a reaction to teacher correction. While learners typically repeat the correct form after the teacher has corrected them in a correction sequence that the learners initiated by displaying trouble producing the target language form, teacher-initiated sequences tend to generate minimal post-expansion on the part of the learners. When no student response comes, the teacher may expand the correction sequence. 
    Źródło:
    Yearbook of the Poznań Linguistic Meeting; 2020, 6, 1; 221-242
    2449-7525
    Pojawia się w:
    Yearbook of the Poznań Linguistic Meeting
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An Investigation of ELT Student Teachers’ Dictionary Ownership and Preferences
    Autorzy:
    Sevik, Mustafa
    Powiązania:
    https://bibliotekanauki.pl/articles/605710.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    english as a foreign language
    university ELT department
    dictionary ownership
    dictionary preferences
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    Alongside with many societal changes, technology has also started to change the teaching and learning of EFL especially since the turn of the millennium. Multimedia based and audio visual materials are now easily accessible and available both for teachers and learners of EFL. Recent research demonstrates that EFL learner ownership and preferences about dictionaries seem to have taken its share from these technological innovations and influences. The increasing number of research on learners’ dictionary ownership and preferences has tried to explore this rather recent situation and has mainly resulted with the main finding that paper dictionaries are losing their long-lasting popularity and that multimedia based dictionaries are becoming popular among EFL learners. This new situation which has pedagogical and curricular applications necessitates research on ELT student teachers’ dictionary ownership and preferences in Turkey, especially considering that research on this area is almost non-existent in Turkish ELT departments. Therefore, the primary aim of this study is to explore ELT student teachers’ dictionary ownership and preferences. With this aim this paper reports on a descriptive study, about dictionary ownership and preferences of 186 ELT student teachers, who voluntarily participated in this study, at Mehmet Akif Ersoy University. Data was collected by means of a Turkish questionnaire that contained 5 sections composed of 50 prescriptive set of statements to which respondents marked their degree of agreement, and 3 open-ended questions. The collected data were analyzed descriptively and the results were provided in tables. The results demonstrate that; student teachers strongly believe that a language learner needs a dictionary; that paper dictionaries are mostly owned but multimedia based dictionaries are mostly preferred; that paper dictionaries are difficult to carry, expensive and time consuming; that they use their dictionaries mostly at home and secondly in class; and that their main reason for using the dictionary is to learn the meaning of vocabulary but not spelling or pronunciation.
    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:
    Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia
    Autorzy:
    Demetrashvili, Ani
    Khachidze, Teona
    Krajka, Jarosław
    Powiązania:
    https://bibliotekanauki.pl/articles/29520506.pdf
    Data publikacji:
    2024-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learner autonomy
    teacher autonomy
    educational culture
    English as a foreign language
    Opis:
    With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.
    Źródło:
    The New Educational Review; 2024, 75; 51-66
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS
    Autorzy:
    O. Qader, Ramyar
    Arslan, Fadime Yalcin
    Powiązania:
    https://bibliotekanauki.pl/articles/955462.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Flipped Classroom Instruction
    English as a foreign language
    traditional instruction
    writing skills
    Opis:
    The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.
    Źródło:
    Teaching English with Technology; 2019, 19, 1; 36-55
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Development of Metalinguistic Awareness in EFL Vocabulary and Spelling: A Longitudinal Case Study of a Child and Adult with Dyslexia
    Autorzy:
    Kałdonek-Crnjaković, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/2049142.pdf
    Data publikacji:
    2021-10-06
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    metalinguistic awareness
    dyslexia
    age factor
    English as a foreign language
    spelling
    vocabulary
    Opis:
    This longitudinal case study aimed at investigating the development of metalin- guistic awareness in EFL spelling and vocabulary in two Croatian learners with dyslexia who differed in age and language proficiency – a child and an adult. They attended weekly sessions that aimed at improving their English spelling and vocabulary. The data were collected for 45 weeks using the teacher’s notes and audio-recorded lesson observations. The results showed that the participants developed their metalinguistic skills; however, the age and language proficiency factor was salient. Also, the metacognitive component of the instruction had a different effect on the development of metalinguistic skills in spelling and vocabulary acquisition. Pedagogical implications are discussed.
    Źródło:
    Anglica. An International Journal of English Studies; 2021, 30(2); 127-144
    0860-5734
    Pojawia się w:
    Anglica. An International Journal of English Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Framing of a Preferred Variety of English by Pre-Service Primary School Teachers of English as a Foreign Language
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/973924.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    framing,
    EFL,
    ELF,
    pre-service teachers,
    varieties of English
    Opis:
    The article presents a mixed-method study on how the preferred variety of the English language was framed by pre-service primary school teachers of English as a Foreign Language (EFL). The group of pre-service primary school teachers (further referred to as “participants”) was recruited at a large university in Norway and matched with the respective control group of non-teacher students enrolled in the English course at the same university. The participants and controls were asked to write a reflective essay on their preferred variety of the English language. The corpus of the participants’ and controls’ essays was analysed quantitatively and qualitatively. The results of the quantitative analysis revealed that British English was preferred by 47% of the participants, who framed it via the frames “Films/TV”, “Sounds”, “Spelling”, “Teacher”, and “Visit”. Those findings were further discussed in the article.
    Źródło:
    Anglica. An International Journal of English Studies; 2019, 28/2; 117-139
    0860-5734
    Pojawia się w:
    Anglica. An International Journal of English Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout
    Autorzy:
    Derakhshan, Ali
    Eslami, Zohreh R.
    Curle, Samantha
    Zhaleh, Kiyana
    Powiązania:
    https://bibliotekanauki.pl/articles/2051510.pdf
    Data publikacji:
    2022-03-21
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English as a foreign language
    positive interpersonal communication
    student burnout
    teacher immediacy
    teacher stroke
    Opis:
    To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.
    Źródło:
    Studies in Second Language Learning and Teaching; 2022, 12, 1; 87-115
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Orbiting by Bharati Mukherjee: A Contemporary American Short Story in the English Classroom
    Autorzy:
    Konopka, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1199311.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Papieski Jana Pawła II w Krakowie
    Tematy:
    applied linguistics
    teaching English as a foreign language
    American short stories
    ethnic literature
    Opis:
    The article puts forward arguments why American short stories should be used to teach English as a foreign language. It also describes the method which might help to teach literature in secondary schools. Additionally, it presents the results of the research conducted among students in Lomza, Poland, which aimed at examining the pedagogical potential of applying ethnic American short stories in teaching English as a foreign language. This was done by comparing the literary critical analysis of Orbiting – a short story written by Bharati Mukherjee with its intuitive interpretations by young Polish adults. Finally, the article is supplemented with the passage from the said text as well as lexical and reading comprehension exercises based on its contents, which can be used in the English classroom.
    Źródło:
    The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2012, 2, 2; 133-150
    2391-6559
    2083-8018
    Pojawia się w:
    The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico
    Autorzy:
    Izquierdo, Jesús
    Aquino Zúñiga, Silvia Patricia
    García Martínez, Verónica
    Powiązania:
    https://bibliotekanauki.pl/articles/1047082.pdf
    Data publikacji:
    2021-03-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language policy
    language planning
    English as a foreign language
    rural education
    teacher education
    Opis:
    In many countries, English as a foreign/second language (L2) teaching has become compulsory in urban and rural public schools. In rural areas, the challenges for the implementation of this state-sanctioned policy have been explored among L2 teaching specialists. However, this mixed-methods study considered a different teacher group and examined the struggles and initiatives of generalist teachers who are obligated to teach English in rural schools. To this end, data were collected from 115 teachers in 17 rural secondary schools in the Southeast of Mexico. First, the participants completed a survey with closed-ended questions that elicited information about teacher education, teaching experience and knowledge of the rural school system. Then, a subsample of participants completed an individual thematized semi-structured interview. They were selected on the basis of L2 teacher education involvement. In the survey data, response patterns were identified using frequency analyses. The interview data were analyzed using categorical aggregation. The data revealed that the generalist teachers struggle with L2 professionalization, sociocultural and instructional challenges. Nonetheless, only few participants have been engaged in L2 teacher education which could help them overcome these challenges. Instead, they rely upon limited strategies to counteract the day-to-day challenges at the expense of effective L2 teaching practices.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 1; 133-156
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The English language as a reflective judgement component in the intercultural Erasmus exchange to and from Poland
    Autorzy:
    Odrowąż-Coates, Anna
    Perkowska-Klejman, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1876139.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    reflective judgement
    English as a foreign language
    EFL
    higher education
    Erasmus
    study abroad
    Opis:
    In the empirical study of intercultural exchange presented in this paper, we assessed Erasmus students for knowledge of English as a foreign language (EFL) and their level of reflective judgement, to test for correlation between the two variables. The basic theoretical framing was derived from King and Kitchener’s (1994) reflective judgment model (RJM), based on 3 different levels of reflectivity, connected to progressive cognitive development of adults: pre-reflective, quasireflective and reflective. The results of the study show that the students displayed high levels of reflective judgment and importantly, we found a correlation between their standard of English and their level of reflectivity. The ability to communicate in English is a prerequisite to participation in the Erasmus programme, therefore it was expected that the students would score well for English knowledge. However, the results of the study suggest that being competent in the use of English as a foreign language may be a predictor of higher reflectivity amongst students in higher education. This creates a controversial pedagogical implication suggesting that learning English as a foreign language to a high standard fuels reflectivity.
    Źródło:
    Edukacja Międzykulturowa; 2021, 14, 1; 178-192
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Another look at boredom in language instruction: The role of the predictable and the unexpected
    Autorzy:
    Kruk, Mariusz
    Pawlak, Mirosław
    Zawodniak, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1047077.pdf
    Data publikacji:
    2021-03-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    boredom
    English as a foreign language
    L2 instruction
    micro-perspective
    negative emotions
    Opis:
    Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 1; 15-40
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning
    Autorzy:
    Luef, Eva Maria
    Resnik, Pia
    Powiązania:
    https://bibliotekanauki.pl/articles/22446717.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Austrian German
    English as a Foreign Language (EFL)
    frequency distribution
    Korean
    sub-syllabic segmentation
    Opis:
    High phonotactic probabilities are known to exert a facilitative effect on word learning in children and adults in their first language. The present study was designed to investigate the role of phonotactic probabilities when learning a foreign language. Focusing on Austrian and Korean learners of English, we investigated two hypotheses related to phonotactic frequency effects: (1) High-frequency segments have more deeply entrenched phonetic representations, with more automatized pronunciation patterns, rendering phonetic learning of homophonous segments more difficult; (2) High-frequency segments are associated with higher phonetic variability in the first language, which can facilitate phonetic learning in a foreign language. Additionally, the locus of phoneme/ bigram frequency effects was analyzed in relation to left-branching and right-branching syllable structure in German and Korean. We found that proximity to English voice-onset time is correlated with phoneme and bigram frequencies in the first language, but results varied by learner group. Sub-syllabic segmentation of the first language was also shown to be an influential factor. Our study is grounded in research on frequency effects and combines its central premise with phonetic learning in a foreign language. The results show a tight relationship between first language statistical probabilities and phonetic learning in a foreign language.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-31
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
    Autorzy:
    Akbaş, Erdem
    Ölçü-Dinçer, Zeynep
    Powiązania:
    https://bibliotekanauki.pl/articles/2051527.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grammatical morpheme
    second language acquisition
    natural order
    learner corpus
    English as a foreign language
    Opis:
    The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Process Drama as a Medium of Creative Teaching and Learning in EFL Classroom
    Autorzy:
    Gałązka, Alicja
    Powiązania:
    https://bibliotekanauki.pl/articles/28766343.pdf
    Data publikacji:
    2006-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Drama
    EFL (English as a foreign language)
    tension
    social context
    role
    momentum
    activities
    communication
    Opis:
    Drama is an art form, a practical activity, and an intellectual discipline highly accessible to young people. In education, it is a mode of learning that challenges students to make meaning of their world. Through students’ active identification with imagined roles and situations in drama, they can learn to explore issues, events and relationships. In drama students draw on their knowledge and experience of the real world. Drama has the capacity to move and change both participants and audiences and to affirm and challenge values, cultures and identities Drama can develop students’ artistic and creative skills and humanize learning by providing lifelike learning contexts in a classroom setting that values active participation in a non-threatening, supportive environment. Drama empowers students to understand and influence their world through exploring roles and situations and develops students’ non-verbal and verbal, individual and group communication skills. It develops students’ intellectual, social, physical, emotional and moral domains through learning that engages their thoughts, feelings, bodies and actions. In the paper I will demonstrate process drama and how it may be used as a creative medium of teaching English as a foreign language.
    Źródło:
    The New Educational Review; 2006, 9; 93-108
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Polish as L1, English as L2: the linguistic transfer impact on Second Language Acquisition stemming from the interlingual differences: implications for young learners education
    Autorzy:
    Łockiewicz, Marta
    Jaskulska, Martyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1387968.pdf
    Data publikacji:
    2017-03-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    English as a foreign language
    Polish as L1
    linguistic transfer
    language transparency
    SLA
    Opis:
    Research has shown that learners of different linguistic backgrounds make similar errors, which is due to linguistic transfer. Cross-linguistic similarities between L1 and L2 can result in: positive transfer, negative transfer, and differing lengths of acquisition. The bigger the difference between the languages, the bigger Second Language Acquisition difficulties and more numerous potential negative transfer areas. This effect is visible in the case of Polish as L1 and English as L2. English and Polish differ in terms of pronunciation (e.g. vowel-based vs. consonant-based), spelling (e.g. opaque vs. semi-transparent), grammar (e.g. fixed vs. flexible word order), syntax (e.g. analytic vs. synthetic), and vocabulary. Therefore, second language instruction should include the errors caused by linguistic transfer, which would facilitate the selection and development of effective instruction methods and techniques.68-76
    Źródło:
    Problemy Wczesnej Edukacji; 2017, 37, 2; 68-76
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Formative assessment in the English as a foreign language classroom in secondary schools in Poland. Report on a mixed-method study
    Autorzy:
    Baran-Łucarz, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/628623.pdf
    Data publikacji:
    2019
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    formative assessment,
    Polish EFL context,
    secondary school education,
    mixed-method approach
    Opis:
    Aim. The paper addresses the problem of formative assessment in the foreign language (FL) classroom. Its main objective is to present the outcomes of a study identifying tendencies related to the use of formative assessment during English lessons in Polish high schools, and students’ opinions on the frequency, type and effects of assessment they had been provided with during secondary school education. Methods. The data come from a retrospective study applying a mixed-method approach. They were gathered with a questionnaire based on a Likert scale, complemented with a few open-ended questions. The responses were provided by 106 students who graduated various high schools in the years 2014-2017 in 36 towns/cities located in different regions of Poland. The frequencies of using formative assessment in the case of all the FL skills and subskills are presented in comparison to summative assessment. The qualitative data were coded with an aim of finding some common trends.    Results. The study showed that in the case of the participants of this research, formative assessment in secondary education at EFL classes was evidently neglected. Many students (approximately 25%) acknowledged to never having been provided with formative assessment with regards to pronunciation, receptive and productive skills. The open responses signal students’ awareness of the importance of feedback and of several negative effects resulting from the lack of its regular provision.    Conclusions. The data gathered in the study seem to call for the need to raise the understanding of the role and the practical abilities to use formative assessment in the EFL classroom both at pre-service and in-service teacher training courses.
    Źródło:
    Journal of Education Culture and Society; 2019, 10, 2; 309-327
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Functions of code-switching in Polish and Hindi Facebook users’ posts
    Autorzy:
    Dąbrowska, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/634513.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    English as a second language, English as a foreign language, code-switching, Computer Mediated Communication
    Opis:
    In the modern era the use of English has become very widespread, the language being used more and more by non-native speakers in a variety of contexts. The objective of the paper is to explore the use of the English language as a second and as a foreign language by bilingual Polish-English and Hindi-English speakers in the medium of Computer Mediated Communication, represented in the following study by the social network context, in order to demonstrate differences in the use of the language by the two groups, stemming from the status of English in the two respective circles, the Outer and the Expanding. The particular aspects of analysis include the frequency of the use of English, the length of the English posts and, notably, the phenomenon of code-switching, its typology and the functions which the respective languages typically perform in the switched elements.
    Źródło:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2013, 130, 1
    2083-4624
    Pojawia się w:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of communication strategy training on EFL students performance in small-group discussions
    Autorzy:
    Benson, Stuart
    Fischer, Danielle
    Geluso, Joe
    Von Joo, Lucius
    Powiązania:
    https://bibliotekanauki.pl/articles/780607.pdf
    Data publikacji:
    2013-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English as a foreign language
    small-group discussions
    communication strategies
    explicit instruction
    co-constructed learning
    Opis:
    In recent years, a number of studies have been conducted with regard to communication strategy training and performance on communicative tasks (Lam, 2009; Nakatani, 2010; Naughton, 2006). This study aims to add to the literature by examining how two strategies, clarifying/confirming and extending a conversation, and two methods of teaching the strategies, affected the interactional sequences and overall group discussion performance of EFL students at a university in Japan. Pre and posttreatment small-group discussions were recorded for assessment, and a stimulated recall interview was administered to determine the participants’ perceptions of their learning and language use. Posttest results reveal that the experimental groups that were taught predetermined phrases aimed at clarifying/confirming and extending a conversation employed such phrases more frequently than the control group. However, this employment of phrases did not lead to higher gains in group discussion skills as the control group enjoyed the largest gains from pre to posttest. The researchers consider the findings in light of previous research, and conclude with recommendations for future research on the topic with special regard to research design.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 2; 245-259
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The processing of textbook material by learners of English as a foreign language with and without dyslexia: a comparative eye-tracking study
    Autorzy:
    Andrychowicz-Trojanowska, Agnieszka
    Grucza, Sambor
    Powiązania:
    https://bibliotekanauki.pl/articles/2083823.pdf
    Data publikacji:
    2020
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    (non)dyslexic student
    variable
    fixation
    set
    layout
    uczeń z/bez dysleksji
    wskaźnik
    fiksacja
    materiał
    układ graficzny
    Opis:
    The article presents the results of the second part of an eye-tracking study conducted on Polish secondary school students working with a textbook for learning English. 20 dyslexic and 20 non-dyslexic school students worked with two sets of materials that had different graphic layouts but the same content. Their eye movements were recorded. The analysed data show that the arrangement of the material and images on the textbook page influence both the way the students (especially dyslexic ones) work with the book and their results.
    Praca uczniów z i bez dysleksji z materiałem podręcznikowym do nauki języka angielskiego – okulograficzne studium porównawcze Artykuł przedstawia wyniki drugiej części badania okulograficznego, przeprowadzonego na polskich uczniach szkoły średniej, pracujących z podręcznikiem do nauki języka angielskiego. 20 uczniów z i 20 bez dysleksji pracowało z dwoma zestawami, które różniły się pod względem graficznym, ale były identyczne z punktu widzenia treści. Ruchy gałek ocznych uczniów były rejestrowane. Zebrane dane pokazują, że rozkład materiału oraz zastosowany na stronie podręcznika układ graficzny wpływają na sposób pracy z nim oraz uzyskane rezultaty (szczególnie u uczniów z dysleksją).
    Źródło:
    Kwartalnik Neofilologiczny; 2020, 1; 3-22
    0023-5911
    Pojawia się w:
    Kwartalnik Neofilologiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Differences in achievements in learning English as a foreign language between the deaf/hard of hearing and hearing high school students in Serbia
    Autorzy:
    Urdarević, Iva
    Powiązania:
    https://bibliotekanauki.pl/articles/1818306.pdf
    Data publikacji:
    2019-12-10
    Wydawca:
    Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
    Tematy:
    deaf and hard of hearing (D/HOH) students
    hearing students
    English
    foreign language
    test
    achievements
    grammar
    vocabulary
    Opis:
    This papers presents the results of research that was aimed at testing the performance of deaf and hard of hearing (D/HOH) high school students in learning English as a foreign language (EFL). The research examined the correlation between the age (number of years of learning EFL), the degree of hearing loss, the sex and the school success in the Serbian language with the achievements of the D/HOH students in solving an English Placement test. The differences in achievements between D/HOH students and those with a normal hearing status were also compared and analyzed. The results of the research indicate that although the D/HOH students achieve poorer results in learning English compared to students with a normal hearing status, they can be successful in learning English as a foreign language. The D/HOH students have some difficulties in learning English vocabulary and grammar. They need more time to successfully master a foreign language, so it is necessary to take into account the specificities of this category of EFL students and to adapt teaching methods and resources to suit their needs.
    Źródło:
    Student Niepełnosprawny. Szkice i rozprawy; 2019, 19, 12; 155-167
    1689-6416
    Pojawia się w:
    Student Niepełnosprawny. Szkice i rozprawy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Prospective primary school EFL teachers’ beliefs about “flipping”
    Autorzy:
    Fernández-Carballo, Mª Victoria
    Powiązania:
    https://bibliotekanauki.pl/articles/2097427.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    English as a foreign language (EFL)
    flipped classroom (FC)
    flipped learning (FL)
    higher education
    students’ perceptions
    Opis:
    Our paper focuses on the implementation of the flipped classroom model with the students of the subject ICT for EFL teaching and learning at a Spanish university. This pedagogical approach, generally speaking, reverses the traditional learning environment by delivering instructional content outside the classroom and working on it in class. The ultimate goal of our research is to evaluate the aforementioned model, used with a sample of 40 students, through a mixed-method approach. To this aim, a satisfaction survey (Gilboy, Heinerichs & Pazzaglia, 2015) plus two open-ended questions were administered to participants in the study. The results obtained, through both quantitative and qualitative techniques, reveal that the majority of the students completing the evaluation preferred the flipped method compared with the traditional one.
    Źródło:
    Teaching English with Technology; 2021, 21, 1; 48-59
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales
    Autorzy:
    Sampson, Richard J.
    Powiązania:
    https://bibliotekanauki.pl/articles/780991.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teacher motivation
    complex systems theory
    person-in-context relational view
    English as a foreign language
    case study
    Opis:
    This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences “external” to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 2; 293-318
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Znaczenie determinacji w nauce języka angielskiego jako obcego na poziomie zaawansowanym
    The role of determination in learning English as a foreign language at an advanced level
    Autorzy:
    Pawlak, Mirosław
    Zawodniak, Joanna
    Kruk, Mariusz
    Powiązania:
    https://bibliotekanauki.pl/articles/1036458.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    grit
    individual differences
    personality
    perseverance
    long-term goals
    determinacja
    różnice indywidualne
    osobowość
    wytrwałość
    cele długofalowe
    Opis:
    Second language acquisition (SLA) researchers have long been engaged in investigating the effect of a range of learner individual differences (IDs, e.g., motivation, anxiety and aptitude) on L2 learning and achievement. At the same time, there are no more than a few studies focusing of on learner personality and its place in SLA and the relationship between personality traits and other ID variables. One such underappreciated and thus poorly recognized personality trait is grit, understood as a combination of perseverance and passion for long-term goals. The present paper reports a study in which grit was investigated among advanced university students majoring in English with the help of a language-specific grit scale and semi-structured interviews. The empirical considerations are preceded by a small number of theoretical comments on the nature of grit and related research that was conducted to date. The paper ends with the discussion of future research directions and possible pedagogical implications.
    Źródło:
    Neofilolog; 2021, 56/1; 9-22
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Review of Grażyna Kiliańska-Przybyło (2017). The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study
    Autorzy:
    Wysocka, Marzena S.
    Powiązania:
    https://bibliotekanauki.pl/articles/443007.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    interculturalism
    intercultural encounters
    intercultural dialogue
    English as a foreign language
    międzykulturowość
    spotkania interkulturowe
    dialog interkulturowy
    język angielski jako obcy
    Źródło:
    Neofilolog; 2019, 53/2; 347-349
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Język angielski jako lingua franca a kształcenie nauczycieli języka angielskiego
    English as a lingua franca and the implications for English language teacher training
    Autorzy:
    Bobin, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/16530395.pdf
    Data publikacji:
    2020
    Wydawca:
    Akademia im. Jakuba z Paradyża w Gorzowie Wielkopolskim
    Tematy:
    angielski jako lingua franca
    nauczanie języka angielskiego jako obcego
    English as a lingua franca
    teaching English as a foreign language
    Opis:
    English as a lingua franca is a name which refers to an approach to using English rather than a distinct variety of the English language. It is undeniable that English today has become a tool and is used for communication mostly by non-native speakers, which posits major questions about pedagogical implications, such as: who is entitled to set norms and rules of the use of English, or how to train teachers of English as foreign language. The paper is an attempt at presenting certain arising features of ELF and a number of resultant questions. As international research into ELF is under way, the text does not offer any definitive answers, but outlines the emerging trends.
    Angielski jako lingua franca (ELF) jest określeniem paradygmatu użycia języka angielskiego, a nie konkretnej odmiany. Język angielski jako narzędzie komunikacji służy obecnie przede wszystkim nierodzimym użytkownikom języka, co pociąga za sobą istotne pytania i dyskusje dotyczące implikacji pedagogicznych: kto powinien narzucać reguły użycia języka i normy lub jak kształcić nauczycieli języka angielskiego. Artykuł jest próbą przedstawienia pewnych kształtujących się cech angielskiego jako ELF oraz wynikających z tego procesu pytań. Międzynarodowe badania ciągle trwają, dlatego nie znajdziemy tu definitywnych odpowiedzi na nie, tylko opis zarysowujących się trendów.
    Źródło:
    Studia – konteksty pogranicza; 2020, 4; 9-18
    2543-6465
    Pojawia się w:
    Studia – konteksty pogranicza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    USE YOUR HEAD TO MAKE LEARNING BY HEART EASY, CZYLI O IDIOMACH Z PUNKTU WIDZENIA LINGWISTYKI KOGNITYWNEJ
    USE YOUR HEAD TO MAKE LEARNING BY HEART EASY, on idioms from the perspective of cognitive linguistics
    Autorzy:
    Szudy-Sojak, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1036663.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    idioms
    metaphor
    metonymy
    embodied language
    English as a foreign language teaching
    idiomy
    metafora
    metonimia
    język ucieleśniony
    nauczanie języka angielskiego
    Opis:
    The aim of the article is to focus on the cognitive mechanisms that motivate the meanings of idioms as presented by Zoltán Kövesces. Contrary to traditional view, according to which an idiom is an expression whose overall meaning differs from the meanings of its constituents, cognitive linguistics claims that the meaning of a large number of idioms is not arbitrary but motivated. It rejects the “dead metaphor” perspective in favour of underlining relations between domains. The approach, which underlines the embodied aspects of language and cognition, appears tempting in particular in relation to body-related idioms. Metaphorical awareness can play a role of comprehensible input in learning idiomatic language.
    Źródło:
    Neofilolog; 2014, 43/2; 223-233
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transformation in the Turkish Educational System from the Ottoman Empire to the Republic of Turkey: The Elements Behind the Contemporary Status of EFL
    Autorzy:
    Maden, Sinem
    Powiązania:
    https://bibliotekanauki.pl/articles/38576873.pdf
    Data publikacji:
    2024
    Wydawca:
    Związek Nauczycielstwa Polskiego
    Tematy:
    the educational system
    the Ottoman Empire
    the Turkish Republic
    students’ motivation to learn English
    English as a Foreign Language (EFL)
    Opis:
    Aim: The aim of this study is to show the evolution of the Turkish educational system, tracing its development from the Ottoman Empire simultaneously with the political and historical events. Thus, it intends to explore the conditions and requirements that played a pivotal role in shaping the current status of in Turkey. Methods: The historical review method was used to present frequent regulations applied by the Ottoman Empire and the Turkish Republic in the country's educational system, and more specifically in the education of English. Results: Frequent radical changes of the last two decades in the educational system have resulted in a number of problems. Firstly, education lost its value in the eyes of students as they thought the authorities do not see the educational system as something important for the country. Secondly, there have been many concerns among teachers and school administrators regarding the implementation of the improvement projects due to some factors such as inequality in opportunities across the country, physical limitations, and budgetary constraints. In the context of Foreign Language Education (FLE), the lack of foreign language questions in the common mandatory university entrance exam (TYT), and the assessment of only passive language knowledge in the foreign language exam (YDT), led to a decline in students' motivation to learn English. Conclusions: Enhancing English proficiency prior to university admission could lead to more success in language learning experiences of students in Turkey. This approach would prevent them from wasting their time before commencing their university education and avoid challenges arising from delayed foreign language learning.
    Źródło:
    Przegląd Historyczno-Oświatowy; 2024, LXVII, 1-2; 23-44
    0033-2178
    Pojawia się w:
    Przegląd Historyczno-Oświatowy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables.
    Autorzy:
    Dewaele, Jean-Marc
    Al-Saraj, Taghreed M.
    Powiązania:
    https://bibliotekanauki.pl/articles/780805.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Foreign Language Classroom Anxiety
    English as a foreign language
    Arabic learners
    self-perceived proficiency
    frequencu of use
    Emotional Stability
    Social Initiative
    age
    Opis:
    The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 205-228
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Integrating Language Skills in a Foreign Language: From a Traditional to an Online Perspective
    Integracja umiejętności językowych w języku obcym: pomiędzy nauczaniem tradycyjnym a zdalnym
    Autorzy:
    Chodkiewicz, Halina
    Powiązania:
    https://bibliotekanauki.pl/chapters/2192944.pdf
    Data publikacji:
    2022
    Wydawca:
    Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
    Tematy:
    teaching English as a foreign language
    the four language skills
    the discrete skills approach
    skills integration
    online language teaching
    reconceptualization of language skills
    Opis:
    Since the wide acceptance of the traditional conceptualization of the four skills in EFL methodology – that is listening, reading, speaking and writing – in the 1960s and 1970s, it has become clear that the framework for foreign language skill instruction requires further professional modification. In fact, over the years a range of questions have been put forward in order to explain potential relationships between them and suggest their ordering, coordination, integration or interdependence in working out practical solutions. The undertaken debates have contributed to launching the use of the terms of ‘integrating language skills’ or ‘integrated skills’. The goal of this chapter is to provide an overview of evolving standpoints taken by ELT specialists on the issue of integrating language skills, primarily referred to the four language skills. However, since the audiolingualists’ support given to the traditional model of the four skills, both theoreticians and practitioners have brought about into the forefront a range of new ideas, many of them connected with the growing significance of ICT and online activities implemented in L2/FL teaching and learning. The considerations of language skills integration have proved crucial for materials and course designers as well as practicing teachers responsible for lesson planning and task construction. A recently proposed division of language skills into reception, production, interaction and mediation (Council of Europe, 2001, 2018) has reduced the status of the traditional conceptualization of the four language skills and offered a broader, more comprehensive view of language skills and the links holding between them.
    Źródło:
    Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 33-45
    9788364881893
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English
    Dynamik der Bedürfnisse in den Kursen zur englischen Phonetik für eine Gruppe berufstätiger Englischlehrender
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1182375.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    English as a Foreign Language (EFL)
    in-service teachers
    needs analysis (NA)
    phonetics
    primary school
    englisch als fremdsprache
    berufstätige lehrkräfte
    bedarfsanalyse
    phonetik
    grundschule
    Opis:
    This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed in the article.
    Dieser Artikel stellt eine Studie zur Dynamik der Bedürfnisse von berufstätigen Lehrenden für Englisch als Fremdsprache (EFL) in der Grundschule vor, die an einem Kurs zur englischen Phonetik an einer regionalen Universität in Norwegen teilnehmen. Der Kurs richtet sich an Englischlehrende (im Weiteren als „Teilnehmer“ bezeichnet), die ihren Vollzeitunterricht mit der Beteiligung an Kursen für Englisch als Fremdsprache verbinden. Ziel der Untersuchung ist es herauszufinden, wie sich die Dynamik der Bedürfnisse der Teilnehmer über einen Zeitraum von zwei Semestern ändert. Die Forschung basiert auf den theoretischen Prämissen der Bedarfsanalyse (NA) von Hyland (2006), der die Bedürfnisse von Fremdsprachenlernenden als einen kontinuierlichen Prozess betrachtet, der sich im Laufe der Zeit ändert. Die Ergebnisse der Bedarfsanalyse verweisen darauf, dass die Teilnehmer am Anfang ein starkes Bedürfnis nach Abschluss des Sprachunterrichts auf einem höheren Niveau zum Ausdruck bringen, um eine Fremdsprache an der Grundschule zu unterrichten. Diese Einstellung entwickelt sich jedoch gegen Ende des Kurses dahingehend, dass der Rolle des Lehrers, der als nachzuahmendes Vorbild für Lernenden im Bereich der Geläufigkeit, der Intonation und des Unterrichtens nur in der Fremdsprache fungiert, mehr Gewicht beigemessen wird. Diese Beobachtungen bilden eine Basis für weitere Überlegungen in dieser Arbeit.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 107-132
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zależność / niezależność od pola danych a rozwijanie sprawności pisania w języku angielskim. Rezultaty badania korelacyjnego
    The relationship between field dependence / field independence and the development of writing skills in English. The outcomes of the correlational study
    Die Abhängigkeit / Unabhängigkeit vom Datenfeld und die Entwicklung der Schreibfertigkeit im Englischen. Die Ergebnisse einer Korrelationsstudie
    Autorzy:
    Jantarska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/956336.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    learning / teaching English as a foreign language
    individual learner differences
    cognitive / learning style
    field dependence
    field independence
    language skills
    writing skills
    correlational study
    Opis:
    The following article presents the results of the correlational study, conducted in 2014 on a sample of 110 participants (first and third graders of the secondary schools). The researcher has analyzed the nature and strength of the relationship between the cognitive style of field dependence / field independence (an independent variable of the study) and English writing test results (a dependent variable of the study). The choice of proper research instruments has enabled the researcher to evaluate whether and to what extent the relationship between the main variables of the study is modified by age and sex of the subjects. Conclusions are drawn on the basis of correlational diagrams and statistical analyses. The presented findings may confirm the importance of individualized foreign language teaching.
    Der Artikel stellt die Ergebnisse der Korrelationsstudie dar, die 2014 in einer Gruppe von 110 Schülern der ersten und der dritten Klasse (Lyzeum) durchgefuhrt wude. Man untersuchte das Vorhandensein und die Beziehung zwischen kognitivem Stil, Abhängigkeit / Unabhängigkeit vom Datenfeld (unabhängige Variable) und der Testergebnisse der Schreibfertigkeit im Englischen (abhängige Variable). Die Auswahl der Struktur der Studie lässt bestimmen, ob und in welchem Grade Alter und Geschlecht der Teilnehmer die Abhängigkeitskraft zwischen den Hauptvariablen der Studien beeinflussen. Die Schlussfolgerungen hat man anhand der Auswertung der Korrelationsdiagramme und der Statistikanalysen durchgeführt. Die Ergebnisse bedürfen weiterer Analyse von Lernstilen und der Individualisierung des Fremdspracherwerbsprozesses im Englischen.
    Źródło:
    Linguodidactica; 2014, 18; 63-74
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Deep learning (pogłębianie procesu uczenia się) z perspektywy analizy potrzeb studentów języka angielskiego jako obcego
    Deep Learning from the Perspective of Needs Analysis of Students of English as a Foreign Language
    Autorzy:
    Papaja, Katarzyna
    Świątek, Artur
    Mielnik, Kamil
    Powiązania:
    https://bibliotekanauki.pl/articles/1398073.pdf
    Data publikacji:
    2019-12-31
    Wydawca:
    Ateneum - Akademia Nauk Stosowanych w Gdańsku
    Tematy:
    Deep Learning
    process
    teacher
    student
    foreign language
    personalisation
    transformation
    deep learning
    pogłębione uczenie się
    proces
    nauczyciel
    uczeń
    język obcy
    personalizacja
    transformacja
    Opis:
    Although the term Deep Learning does not seem to be a new term in language learning, it attracted relatively little attention until just a few years ago. Different fields of study show that Deep Learning leverages a sophisticated process to learn multiple levels of abstraction from the data; however, in languages, the term has been widely accepted as the key concept in the transformation and personalisation of the learning process. In this paper, we take the definition of Deep Learning, and we corroborate the theories by use of the study which aims to assess the needs of students in the context of language exercises, resources as well as tools and modern technological solutions. A proper understanding of Deep Learning is necessary to examine the potential benefits for students and the broadly defined society. Therefore, the essence of the research is to obtain the answers to what is important in the education of modern foreign languages and also what the teacher’s role is. A quantitative study was conducted on 441 students of English Philology. The results of the needs analysis of foreign language students allow for a greater understanding of their expectations towards themselves and their teachers; additionally, to answer the question about what kind of education recipients they are and whether they are active participants in the whole educational process.
    Choć termin pogłębionego procesu uczenia się (deep learning) nie wydaje się być terminem nowym w nauczaniu języków, do niedawna przyciągnął stosunkowo niewiele uwagi naukowców. W wielu językach jednak termin ten został powszechnie zaakceptowany jako kluczowa koncepcja transformacji i personalizacji procesu uczenia się. W niniejszym artykule prezentujemy definicję deep learning i potwierdzamy teorię poprzez badanie, którego celem jest ocena potrzeb uczniów w kontekście ćwiczeń językowych, zasobów, a także narzędzi i nowoczesnych rozwiązań technologicznych. Prawidłowe zrozumienie pogłębionego uczenia się jest konieczne, aby zbadać potencjalne korzyści wynikające z niego dla studentów i szeroko rozumianego społeczeństwa. Dlatego też istotą prowadzonych badań jest uzyskanie odpowiedzi na pytanie, co jest ważne w dydaktyce współczesnych języków obcych, a także jaka jest rola nauczyciela w tym zakresie. Wyniki analiz potrzeb uczniów języków obcych pozwalają uzyskać wiedzę na temat ich oczekiwań wobec siebie samych oraz wobec nauczycieli, a także odpowiedzieć na pytanie, jakiego rodzaju odbiorcami edukacji są młodzi uczący się i czy aktywnie partycypują w globalnym procesie kształcenia.
    Źródło:
    Forum Filologiczne Ateneum; 2019, 7, 1; 301-320
    2353-2912
    2719-8537
    Pojawia się w:
    Forum Filologiczne Ateneum
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego
    Towards bilingualism in primary school education – problems in teaching reading in English as a foreign language
    Autorzy:
    Kusiak-Pisowacka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/1387961.pdf
    Data publikacji:
    2017-02-21
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    reading in a foreign language
    primary school education
    phonological awareness
    bilingualism
    coursebooks
    Opis:
    The article focusses on developing reading by Polish young learners of English as a foreign language. The discussion is conducted within a psycholinguistic componential perspective, which allows for a detailed analysis of various components that constitute the reading skill. Most attention is given to phonological awareness at the decoding stage of reading and its role in beginning reading. First, the author deals with syntactic and orthographic differences between reading in English and reading in Polish. The results of several cross-linguistic studies are presented to illustrate the importance of inter-lingual differences in reading in a foreign language. Then the article reports on the analysis of five coursebooks of English for Polish young learners. The study aimed to investigate how each of the coursebooks develops the reading skill. The analysis looked at the methods of teaching reading, types of reading tasks, the explicitness of phonological instruction, presentation of letter-sound correspondences and the development of other reading-related abilities. The results of the study revealed that the coursebooks differ in the way they teach beginning reading, raising important questions of both didactic and theoretical nature.
    Źródło:
    Problemy Wczesnej Edukacji; 2017, 36, 1; 42-53
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PATTERN PRACTICE REVISITED: FROM SYNTAX TO SENSE AND POSITIVE EMOTIONS
    Autorzy:
    Scheffler, Paweł
    Butzkamm, Wolfgang
    Powiązania:
    https://bibliotekanauki.pl/articles/442954.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    gramatyczne dryle tłumaczeniowe
    język ojczysty w nauce języka angielskiego
    pozytywne emocje
    pattern practice
    bilingual drills
    native language in learning English as a foreign language
    positive emotions
    Opis:
    For many second and foreign language learners, the goal of language instruction is fluent oral performance. Such performance can be achieved if the mechanisms underlying L2 performance have been automatized. It is generally recognized that promoting automaticity in the classroom requires massive repetition and consistent practice, which, however, need to correspond to conditions of use in order for transfer into real speech to take place. It is also often acknowledged that meeting these requirements in classroom instruction is very difficult as traditional repetitive practice activities often take time away from communicative language use and fail to induce positive emotions in learners. In this article, we take a fresh look at the theory behind, and the implementation of, pattern practice. We begin by arguing that it is construction grammar that provides a theoretical foundation for pattern practice. We also demonstrate that monolingual drills in the audiolingual method marginalized meaning and were often mechanical. We then present bilingual drills as an alternative exercise type which facilitates pattern recognition, oral repetition and focus on meaning. We show that referring to the native language makes it possible to localize and individualize the examples used and to induce positive emotions in the process. Finally, we discuss communicative drills and use transcripts of classroom interaction to demonstrate that repetitive practice, communication and positive emotions can all be combined.
    Źródło:
    Neofilolog; 2019, 52/1; 89-101
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dostosowanie lekcji języka angielskiego jako obcego do potrzeb uczniów z dysfunkcją słuchu w nauczaniu wczesnoszkolnym
    Adapting English as a Foreign Language classes to the needs of students with hearing impairments in early elementary education
    Autorzy:
    Domagała-Zyśk, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/903583.pdf
    Data publikacji:
    2018-03-08
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    niesłyszący
    słabosłyszący
    nauczanie języka obcego
    projektowanie uniwersalne w edukacji
    deaf
    hard-of-hearing
    foreign language instruction
    universal design in learning
    Opis:
    Uczniowie niesłyszący i słabosłyszący coraz powszechniej uczą się w szkołach ogólnodostępnych i integracyjnych. Aby ich nauczanie było skuteczne, konieczne jest zapewnienie szeregu dostosowań, czasem modyfikacji metod i form pracy nauczyciela. Celem artykułu jest omówienie zagadnienia dostosowania lekcji języka angielskiego jako obcego w nauczaniu wczesnoszkolnym do potrzeb uczniów z dysfunkcją słuchu. Podstawą do efektywnej edukacji w tym zakresie jest przygotowanie programów nauczania, podręczników i obudowy dydaktycznej zgodne z zasadami projektowania uniwersalnego, a następnie zaplanowanie niezbędnych dostosowań i modyfikacji indywidualnie do potrzeb i możliwości dzieci. Autorka artykułu wskazuje zasady projektowania uniwersalnego, zgodnie z którymi należy planować proces dydaktyczny nauczania języka obcego uczniów z uszkodzeniami słuchu. Uwzględniając wewnętrzne zróżnicowanie tej grupy uczniów, powinno się zwrócić uwagę nie tylko na konieczność indywidualizacji w zakresie postępowania metodycznego, ale także form i metod pracy na lekcjach języka angielskiego i metod prezentacji materiału dydaktycznego przez nauczyciela lub innych uczniów. W celu optymalizacji odbioru i przekazu treści należy zadbać o zapewnienie odpowiednich, dostosowanych do możliwości percepcyjnych oraz realizacyjnych ucznia, warunków zewnętrznych. Zwraca się ponadto uwagę na różnorodność sposobów prezentowania wiedzy przez uczniów z uszkodzonym słuchem i tym samym brania przez nich czynnego udziału w lekcji. Autorka, dając propozycje dostosowań, podkreśla jednocześnie konieczność zadbania o to, aby materiał dydaktyczny zachował pełną wartość merytoryczną.
    Increasingly, deaf and hard-of-hearing students are attending mainstream and integrated schools. It is necessary to provide a number of adaptations, sometimes modifications, of the teacher’s instructional methods and forms for their education to be effective. The purpose of this article is to discuss the issue of adapting English as a Foreign Language classes in early elementary education to the needs of students with hearing impairments. Effective education in this area requires syllabuses, textbooks, and teaching resources that are developed in accordance with the principles of universal design for learning and then necessary adaptations and modifications that are planned on an individual basis following children’s needs and abilities. The author suggests the principles of universal design for learning according to which foreign language instruction for students with hearing impairments should be planned. Due to the internal diversity of this group of students, not only methodological procedures should be individualized but also instructional forms and methods used during English classes as well as the methods of presenting instructional materials by the teacher or other students. In order to optimize the reception and transmission of content, appropriate external conditions that are adapted to individual students’ perceptual and performance abilities need to be provided. Also, the diversity of ways in which students with hearing impairments present their knowledge and thus actively participate in classes is pointed out. Suggesting different adaptations, the author emphasizes the need to take care that instructional materials maintain their full substantive value.
    Źródło:
    Szkoła Specjalna; 2018, LXXIX(1); 12-20
    0137-818X
    Pojawia się w:
    Szkoła Specjalna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kompetencje w zakresie języka angielskiego studentów niesłyszących i słabosłyszących w opinii ich lektorów
    The Competences of deaf and hold of hearing (DHN) students in English as a foreign language – in the opinion of their teachers
    Autorzy:
    Domagała-Zyśk, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/920294.pdf
    Data publikacji:
    2015-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    deaf
    hard-of-hearing
    foreign language
    language competences
    Opis:
    The purpose of this paper is to present the competences of deaf and hard of hearing (DHH) students in English as a foreign language – in the opinion of their teachers. There were 19 English teachers of the deaf and hard of hearing participating in this study and they represent 11 Polish and 8 foreign universities. The participants were asked to complete a questionnaire, evaluating their DHH students’ competencies in reading, writing, lipreading/listening and speaking in English at the beginning and at the end of the students’ formal English classes at the university. The results indicate a good potential of this group of students in mastering basic language skills, but also their considerable difficulties in terms of mastering a foreign language at higher levels. The article also contains recommendations of teachers regarding teaching strategies to improve the quality of education of this group of students.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2015, 9; 27-41
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes
    Autorzy:
    Sarnou, Dallel
    Sarnou, Hanane
    Powiązania:
    https://bibliotekanauki.pl/articles/44450160.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    English as a second foreign language
    English vocabulary
    songs
    Algerian third-year elementary pupils
    Opis:
    Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities. Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only. A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023. Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time. Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 277-296
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kompetencje uczniów niesłyszących i słabosłyszących w zakresie posługiwania się językiem angielskim w szkołach podstawowych, gimnazjach i szkołach ponadgimnazjalnych
    Deaf and hard of hearing students’ competencies in using English as a foreign language in primary, low secondary and secondary schools
    Autorzy:
    Domagała-Zyśk, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1037685.pdf
    Data publikacji:
    2011-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Hearing impairment
    educational needs
    research
    English
    dysfunkcja słuchu
    potrzeby edukacyjne
    badania
    język angielski
    Opis:
    Teaching foreign languages to the deaf formally started in Poland in 2001 so it still can be treated as a relatively new educational phenomenon that needs to be thoroughly researched. So far there have been only several works in the literature that would present the approaches, methods and techniques that the teachers might use. However, there is not a single study that would touch upon the problem of the effectiveness of the teaching programs. The aim of the paper is to explore the linguistic competencies of the deaf students of Polish primary, low secondary (gymnasium) and secondary schools as far as their reading comprehension, vocabulary and grammar competencies and communicative skills are concerned. On the basis of these analyses and contemporary knowledge about the principles of teaching foreign languages to the deaf (cf. Domagała-Zysk 2001, 2003, 2010 and others) a document is presented, Linguistic competences of the hearing-impaired students in the foreign language classroom, that might serve as a significant contribution to our knowledge about the effectiveness of foreign language education for deaf students.
    Źródło:
    Neofilolog; 2011, 36; 99-119
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Efektywność przyswajania słownictwa specjalistycznego w języku angielskim jako obcym: porównanie dwóch działań dydaktycznych opartych na nauczaniu komplementarnym
    The effectiveness of the acquisition of specialist vocabulary in English as a foreign language - the comparison of two didactic procedures based on complementary teaching
    Autorzy:
    Lesiak-Bielawska, Elżbieta Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/425818.pdf
    Data publikacji:
    2014
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    vocabulary acquisition in English for Specific Academic Purposes (ESAP)
    IBM SPSS Statistics 20.0
    Opis:
    The article presents research findings related to vocabulary acquisition in English for Specific Academic Purposes (ESAP). To explore the impact of two complementary / blended learning procedures on receptive and productive aspects of vocabulary acquisition in ESAP, a quasi-experimental research design was adopted, with both pre- and post-treatment tests, experimental and control groups, but no random assignment of respondents. IBM SPSS Statistics 20.0 was employed to conduct the preliminary processing of the collected data and their statistical analysis.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2014, 5 (57); 25-32
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dylematy związane z włączaniem uczniów dyslektycznych do systemu edukacji
    Dilemmas related to the inclusion of dyslexic students into the education system
    Autorzy:
    Szumska, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/2127892.pdf
    Data publikacji:
    2022-02-03
    Wydawca:
    Akademia Humanistyczno-Ekonomiczna w Łodzi
    Tematy:
    dysleksja
    włączanie
    uczniowie ze specjalnymi potrzebami edukacyjnymi
    język angielski jako język obcy
    język angielski jako drugi język
    język angielski jako język dodatkowy
    dyslexia
    inclusion
    special educational needs students
    English as a foreign language
    English as a second language
    English as an additional language
    Opis:
    Celem niniejszego artykuły była prezentacja możliwości włączania uczniów dyslektycznych do procesu kształcenia w szkołach głównego nurtu. Tekst stanowi przegląd zestawu zasad pozwalających na lepsze funkcjonowanie dyslektyków w systemie szkolnictwa. Chciałam również pokazać całościowy obraz współpracy pomiędzy specjalistami szkolnymi, nauczycielami a rodzicami uczniów dyslektycznych.
    The aim of the article was to present opportunities to include dyslexic students into the process of education in mainstream schools. The text constitutes an overview of a set of rules to allow for the better functioning of dyslexic students in the educational system. I also wanted to present a holistic view of cooperation between specialists, school teachers and the parents of pupils with dyslexia.
    Źródło:
    Językoznawstwo; 2021, 15; 279-288
    2391-5137
    Pojawia się w:
    Językoznawstwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Centralne Zaburzenia Przetwarzania Słuchowego a nabywanie kompetencji językowych w zakresie języka obcego
    Teaching English as a Second/Foreign Language to CAPD -Impaired Students
    Autorzy:
    Bieńkowska, Izabela
    Polok, Krzysztof
    Powiązania:
    https://bibliotekanauki.pl/articles/1896630.pdf
    Data publikacji:
    2018-12-30
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    CZPS
    język obcy
    plany nauczania
    kreatywność
    aktywność psychomotoryczna
    CAPD
    foreign language
    teaching plans
    creativity
    psychomotor activity
    Opis:
    Centralne Zaburzenia Przetwarzania Słuchowego (CZPS, ang. CAPD – Central Auditory Processing Disorder lub APD – Auditory Processing Disorder) zazwyczaj mylone jest z wadą słuchu fizycznego (z ubytkiem słuchu) lub problemami związanymi z zaburzeniami koncentracji uwagi, najczęściej współwystępujących z nadpobudliwością psychoruchową. Jednak u dzieci z CZPS zarówno słuch odbiorczy, jak i przewodzeniowy jest prawidłowy, a problem polega na niewłaściwym przetwarzaniu bodźców słuchowych. Szacuje się, że 30% dzieci z dysleksją oraz do 50% dzieci z trudnościami w nauce ma zaburzenia przetwarzania słuchu typu centralnego. Niniejszy artykuł podejmuje problematykę CZPS w wypadku 9-letniej uczennicy szkoły podstawowej. Jest również próbą odpowiedzi na pytanie: jak pracować z takimi uczniami, żeby podnieść efektywność ich pracy i nabywania wiedzy/umiejętności na lekcjach języka obcego.
    Central Auditory Processing Disorder (CAPD) or APD (Auditory Processing Disorder) is usually confused with a physical hearing impairment (i.e. with hearing loss), or problems related to attention deficit disorders, usually comorbid with psychomotor hyperactivity. However, in children with APD both receiving and conductive hearing is normal, and the problem is the improper processing of auditory stimuli. It is estimated that 30% of children with dyslexia and up to 50% of children with learning disabilities have central hearing processing disorders. This article deals with the problem of CAPD discovered and followed scientifically in two students. It is also an attempt to answer the question how to work with such students; in particular, how to increase the efficiency of their work and acquisition of knowledge/skills in foreign language lessons. The paper will present a suggestion to be possibly applied by foreign/ second language teachers meeting APD-impaired learners in their everyday educational activities.
    Źródło:
    Linguodidactica; 2018, 22; 23-45
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Efektywność przyswajania materiału leksykalnego specjalistycznego w języku angielskim jako obcym. Wyniki eksperymentu badawczego porównującego efektywność pracy metodą tradycyjną i w formule blended-learning
    The effectiveness of acquiring specialist lexical material in English as a foreign language. The results of a research experiment comparing the efficiency of the traditional method and the blended learning formula
    Autorzy:
    Kowalczyk, Oliwia
    Powiązania:
    https://bibliotekanauki.pl/articles/2206756.pdf
    Data publikacji:
    2017-04-13
    Wydawca:
    Akademia Humanistyczno-Ekonomiczna w Łodzi
    Tematy:
    język specjalistyczny
    profesjolekt medyczny
    metoda tradycyjna
    blended learning
    specialist language
    medical language
    traditional approach
    Opis:
    Celem niniejszego artykułu jest przedstawienie wyników eksperymentu pilotażowego badającego efektywność przyswajania materiału leksykalnego specjalistycznego w języku angielskim jako obcym w nauczaniu profesjolektów za pomocą metody tradycyjnej i nauczaniu w formule blended learning. W pierwszej części przedstawiona zostanie koncepcja nauczania metodą blended learning. W części drugiej natomiast opisane zostanie badanie autorki oraz wyniki, jakie zostały uzyskane.
    The purpose of this paper is to discuss the results of the experiment measuring the effectiveness of specialist vocabulary acquisition. The research compares the traditional approach and the use of blended learning methods in teaching specialist lexical items. The first part presents the concept of blended learning. The further part is devoted to the experiment itself, followed by the analysis of the obtained results.
    Źródło:
    Językoznawstwo; 2017, 11; 137-144
    1897-0389
    2391-5137
    Pojawia się w:
    Językoznawstwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DaF oraz EFL w ujęciu komplementarnym
    Complementary aspects of teaching English and German as a foreign language
    Autorzy:
    Plęs, Łukasz Marek
    Powiązania:
    https://bibliotekanauki.pl/articles/463270.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    DaF
    EFL
    nauczanie języków obcych
    kognaty
    Opis:
    This paper is a review of key aspects of complementary teaching of English and German as a foreign language i.e. according to the DaFnE (German after English) principle that means the sequential constellation of English as the first foreign language and German as the second one (tertiary language). It should be noted that this approach has been developed since the seventies of the twentieth century. From the statistical point of view, German is the second most commonly taught foreign language in Poland, preceded by English. Therefore it would be desirable to develop the DaFnE concept also in this country. The objective of the present paper is to show the advantages of the idea and available reference books in this regard.
    Źródło:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 12; 97-105
    2080-4814
    Pojawia się w:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    4th generation technologies as language supporting tools used by English-language teachers. Applications review
    Autorzy:
    Łuszcz, Małgorzata Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1075692.pdf
    Data publikacji:
    2019
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    4th generation technologies
    English as a second or foreign language
    applications for English teaching
    tools supporting English teaching
    Opis:
    This work aims to present the usefulness of mobile applications in the language education process. The subject of research has been applications recommended by the British Council and online dictionaries, available in the form of a mobile app. The analysed solutions are free applications such as the Oxford Dictionary or Johny Grammar Word Challenge with the LearnEnglish series. Developing language skills and competencies in English lessons in Polish schools can be done using a variety of applications, both paid and free. Each app offers various forms of foreign language improvement, and the vast majority provide English-Polish translations, including explanations of how to define a specific word. The work was divided into three principal sections: reading and writing applications, online dictionaries and applications developing the ability to use English using the method of learning through play. The assumption of the analysis is the selection of apps available for mobile devices that support the process of teaching English during classes. The analysed solutions are tested both concerning functionality and usability as well as regarding the attractiveness of use. The primary interest in this work is Oxford and Johny Grammar, one of the applications recommended by the British Council to support the education process, which is at the same time the foundation of sustainable development, maintained as an integral part.
    Źródło:
    World Scientific News; 2019, 119; 97-110
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L2 irregular verb morphology: Exploring behavioral data from intermediate English learners of German as a foreign language using generalized mixed effects models
    Autorzy:
    Wagner, Thomas
    Powiązania:
    https://bibliotekanauki.pl/articles/780543.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    mental lexicon
    irregular verb morphology
    analogy
    pattern associator
    apophony
    Opis:
    This paper examines possible psycholinguistic mechanisms governing stem vowel changes of irregular verbs in intermediate English learners of German as a foreign language (GFL). In Experiment 1, nonce-infinitives embedded in an authentic fictional text had to be inflected for German preterite, thus testing possible analogy driven pattern associations. Experiment 2 explored the psycholinguistic reality of the so-called apophonic path by prompting two inflections for one given nonce-word. Data were analyzed using generalized mixed effects models accounting for within-subject as well as within-item variance. The results of Experiment 1 and 2 support the notion of a pattern associator and yield only scarce evidence for the psycholinguistic reality of a universal apophonic path. Therefore, the organization of irregular verb morphology in the mental lexicon of intermediate GFL learners might best be captured by the linguistic notion of structured lexical entries as well as the psycholinguistic mechanism of an analogy-based pattern associator.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 3; 535-556
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ustne strategie komunikacyjne stosowane przez Anglika uczącego się języka polskiego jako obcego. Studium przypadku
    Oral Communication Strategies Used by an English Individual Learning Polish as a Foreign Language. A Case Study
    Autorzy:
    Wojtczak, Edyta
    Powiązania:
    https://bibliotekanauki.pl/articles/47025224.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    strategie komunikacyjne
    język polski jako obcy
    język mówiony
    studium przypadku
    communication strategies
    Polish as a foreign language
    spoken language
    case study
    Opis:
    W artykule autorka przedstawia i omawia wybrane strategie komunikacyjne o charakterze kompensacyjnym oraz interakcyjnym. Analizie poddane zostały transkrypcje nagrań pochodzące z pięciu prowadzonych przez siebie zajęć na poziomie A2. Biorący udział w badaniu cudzoziemiec (Anglik) charakteryzuje się pozytywnym podejściem do stosowania działań o charakterze strategicznym, co widoczne jest w jego wypowiedziach. Autorka prezentuje, jak może wyglądać komunikacja z częstym wykorzystywaniem strategii komunikacyjnych.
    In this article, the author presents and discusses a few compensatory and interactive communication strategies. The language material comes from five classes at the A2 level. These classes were recorded and the transcripts were analyzed. The researched English student demonstrates a positive approach to the use of different strategic actions. These actions can be observed in his interactions. The author shows that using compensatory and interactive communication strategies may have positive influence to the process of communication.
    Źródło:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2022, 29; 279-291
    0860-6587
    2449-6839
    Pojawia się w:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BRYTYJSCY POLACY – POLSCY BRYTYJCZYCY: OSIĄGNIĘCIA MŁODEGO POKOLENIA EMIGRACYJNEGO W ZAKRESIE JĘZYKA OJCZYSTEGO NA PODSTAWIE ANALIZY EGZAMINU GENERAL CERTIFICATE OF SECONDARY EDUCATION (POLISH)
    The British Polish – the Polish British: achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certificate of Secondary Education (Polish)
    Autorzy:
    Łączek, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/442947.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    bilingual education
    exolingual environment
    General Certificate of Secondary Education (Polish)
    (Polish) ethnic minority
    English as a foreign/ second/ additional language
    glottodidactics
    edukacja dwujęzyczna
    środowisko egzolingwalne
    General Certificate of Secondary Education (j.polski)
    (polska) mniejszość etniczna
    angielski jako język obcy/drugi/dodatkowy
    glottodydaktyka
    Opis:
    The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certifi¬cate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Educa-tion (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.
    Źródło:
    Neofilolog; 2017, 49/2; 257-272
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Written Output of the Deaf and Hard of Hearing Primary School Students Learning English as a Second Language
    Kompetencje w zakresie pisania niesłyszących i słabo słyszących uczniów szkół podstawowych uczących się języka angielskiego jako obcego
    Autorzy:
    Domagała-Zyśk, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1811462.pdf
    Data publikacji:
    2012
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    niesłyszący
    słabo słyszący
    język obcy
    edukacja
    szkoła podstawowa
    deaf
    hard of hearing
    foreign language
    education
    primary school
    Opis:
    Contemporarily learning foreign languages it is a must for anybody who wants to acquire high quality education and be competitive on the job market. It is also true for the students who are deaf and hard of hearing. Their language disability makes it much more difficult to become a proficient foreign language user. The aim of the paper is to present the preliminary effects of the process of teaching and learning English as a foreign language to the deaf and hard of hearing students. The research presented was conducted in several primary Special Schools for the Deaf and Hard of Hearing around Poland. The study concentrates mainly on the deaf and hard of hearing students’ writing skills in English. Students’ written works were linguistically analyzed by the author of this research and also presented to “competent judges” - adult native English speakers. The results show that deaf and hard of hearing student are able to construct meaningful texts in English. However, they are very simple in their form and content. This problem needs further analysis, also the comparative ones.
    Uczenie się języków obcych jest współcześnie koniecznością dla każdego, kto chciałby zdobyć wysokiej jakości wykształcenie i być konkurencyjny na rynku pracy. Ta prawda jest także oczywista dla osób niesłyszących i słabo słyszących, jednak ich niepełnosprawność językowa w istotnym stopniu utrudnia im biegłe opanowanie języka obcego. Celem artykułu jest zaprezentowanie wstępnych wyników badań efektów procesu uczenia się i nauczania języka angielskiego jako obcego uczniów niesłyszących i słabo słyszących. Prezentowane badania zostały przeprowadzone w kilku szkołach i ośrodkach dla uczniów niesłyszących i słabo słyszących na terenie całej Polski. Badania koncentrowały się głównie na umiejętności pisania w języku angielskim. Pisemne wypowiedzi uczniów zostały przeanalizowane pod względem językowym przez autorkę pracy oraz przedstawione do analizy sędziom kompetentnym - dorosłym rodzimym użytkownikom języka angielskiego. Wyniki wskazują, że uczniowie niesłyszący i słabo słyszący są w stanie tworzyć zrozumiałe dla rodzimych użytkowników języka teksty w języku obcym, jednak są to teksty bardzo proste w swojej formie i treści. Zagadnienie to wymaga dalszych badań i analiz, także o charakterze porównawczym.
    Źródło:
    Roczniki Pedagogiczne; 2012, 4(40), 3; 93-110
    2080-850X
    Pojawia się w:
    Roczniki Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Technology as a Method of Teaching and Learning Foreign Languages
    Autorzy:
    Softa, Velbona
    Powiązania:
    https://bibliotekanauki.pl/articles/2152911.pdf
    Data publikacji:
    2022-12-22
    Wydawca:
    Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
    Tematy:
    English language teachers
    digitalisation effect
    foreign language environment
    students` performance in foreign languages
    digital natives
    foreign language classes
    Opis:
    Technology is by far an inseparable tool to foreign language learning. Computer assistance language learning, (CALL) presented in the sixties was only the beginning of a new era in foreign language learning, to be ensued by information and communication technology (ICT) in the form of e-learning and the Internet in the recent decades. This paper aims at investigating how commonly is technology used in the foreign language classes in Albanian education system and what English language teachers (ELT) state about digitalisation effect in the learning environment and the students` performance according to personal experience. By using “ Eight Questions to Ask Yourself”, (Hockly N., 2011b) questionnaire adopted into test mode, comprising eight items to respond in a Likert scale, coded from 1-6, it resulted that the vast majority of ELT (91-95%) state that digitalization is time and effort effective and it facilitates the lesson presentation and is a crucial tool to enhance the foreign language environment. 42 % of ELT have a range of tools and repertoire of techniques to draw on and only 33 % design effective task types for the tool. They rely on internet application as a resource in foreign language classes. However they consider that technology is both stimulating and distracting to students, who are reportedly digital natives.
    Źródło:
    Intercultural Communication; 2022, 7, 1; 81-90
    2451-0998
    Pojawia się w:
    Intercultural Communication
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Communicative Approach as a Means of Learning a Foreign Language in Higher Education
    Autorzy:
    Chornous, Vira
    Powiązania:
    https://bibliotekanauki.pl/articles/16538884.pdf
    Data publikacji:
    2022-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    creative methods
    speech activity
    future teacher
    English language
    learning motivation
    Opis:
    The article substantiates the importance of using a communicative approach in foreign language teaching. The term “communication” is interpreted by scientists as a totality, meaningful generalisation of theoretical and practical knowledge presented in the form of concepts, principles, provisions that promote mutual understanding, and situations necessary for successful interactions. The purpose of teaching a foreign language in a higher education institution is the possession of future teachers of communicative competencies that allow them to implement their knowledge, skills and abilities to solve creative problems. The principles of communicative learning are determined: the principle of speech and mental activity, individualisation, functionality, and novelty. The main factors of effective application of the communicative approach important for teaching a foreign language are highlighted: communicative orientation of all kinds of training; the main link in learning by their interests, abilities, and needs; teaching materials are presented on a thematic or functional basis. Communicative teaching methods are identified, which are based on a humanistic approach and aimed at the development and self-improvement of the individual, the disclosure of its reserve capabilities and creative potential, create conditions for effective improvement of education in higher education. The scientific novelty of forming students’ communicative skills in higher education institutions is determined by changes in the education system, focusing on the formation of communicative competence of future professionals. The use of pedagogical tasks in foreign language classes allows students to form a communicative culture, skills and abilities of foreign language communication; contributes to the real, personal preparation of students for future professional activities; makes foreign language classes more interesting and meaningful. Orientation of foreign language classes on the development of professionally necessary communicative skills and communicative culture ensures the implementation of the principles of the contextual approach of learning, increases students’ motivation for learning and the success of foreign language learning.
    Źródło:
    Viae Educationis; 2022, 1; 41-45
    2956-2856
    Pojawia się w:
    Viae Educationis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rola języka angielskiego jako pierwszego języka obcego w nauczaniu języka niemieckiego jako drugiego języka obcego – założenia teoretyczne a rzeczywistość dydaktyczna
    The role of English as the first foreign language in the process of teaching German as the second foreign language – between theory and praxis
    Autorzy:
    Hinc, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/956391.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    teaching of German as the second foreign language after English
    didactics of multilingualism
    dydaktyka wielojęzyczności
    nauczanie języka niemieckiego jako drugiego języka obcego po języku angielskim
    Opis:
    Problematyka niniejszego artykułu dotyczy praktykowania dydaktyki wielojęzyczności w nauczaniu języka niemieckiego jako drugiego języka obcego po języku angielskim. W rozważaniach teoretycznych oprócz próby zdefiniowania pojęcia wielojęzyczności i przedstawienia psycholingwistycznych podstaw dydaktyki wielojęzyczności przedstawione zostały założenia koncepcji, która we wspomnianej konstelacji językowej określana jest jako koncepcja DaFnE. Część empiryczna artykułu odnosi się do badania ankietowego, którym objęci zostali nauczyciele języka niemieckiego z terenu aglomeracji Trójmiasta. Celem badania było sprawdzenie, czy i w jakim zakresie nauczyciele języka niemieckiego praktykują dydaktykę wielojęzyczności, wykorzystując swoją znajomość języka angielskiego i znajomość języka angielskiego swoich uczniów.
    The following article relates to practising the didactics of multilingualism in teaching German as the second foreign language after English as the first foreign language. In the theoretic part an attempt was made to define a concept of multilingualism and to present the psycholinguistic background of the didactics of multilingualism. In addition, the tenets of the DaFnE concept that pertains to the above language constellation were presented. The practical part refers to an empirical study that was conducted among teachers of German in the area of Trójmiasto. The aim of the study was to investigate if and in which fields teachers of German practise the didactics of multilingualism using their knowledge of English, as well as their pupils’ command of this language.
    Źródło:
    Linguodidactica; 2016, 20; 105-118
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Konzept Deutsch als Fremdsprache nach Englisch (DaFnE) – Notwendigkeit oder Wunschvorstellung? Empirische Untersuchung in Grundschulen in Großpolen
    Autorzy:
    Wypusz, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/915166.pdf
    Data publikacji:
    2015-07-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    DaFnE-conception
    German as a Foreign language
    German after English
    Tertiary Language Learning
    Multilingualism
    Opis:
    DaFnE (German abbreviation: Deutsch als Fremdsprache nach Englisch – German after English) is an approach to teaching German as a third language to students who have already learned English. This methodology, which combines a first language (L1) with English as a second language (L2) and German as a third language (L3), is gaining popularity in Poland. This article contains both theoretical background and empirical research related to DaFnE. The first part introduces relevant definitions, aims of the DaFnE method and a short history of Tertiary Language Learning. The second part discusses teaching materials, which were created by the author of the article and used during empirical research in primary schools in the region of Greater Poland. Additionally, the paper includes results of surveys among the students and interviews among the German teachers.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 1; 81-91
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching fundamentals of machine design in English
    Nauczanie podstaw konstrukcji maszyn po angielsku
    Autorzy:
    Golenko, A.
    Powiązania:
    https://bibliotekanauki.pl/articles/196459.pdf
    Data publikacji:
    2014
    Wydawca:
    Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
    Tematy:
    teaching in a foreign language
    English as a medium of instruction
    coursebook
    nauczanie w języku obcym
    angielski jako język wykładowy
    książka do wykładu
    Opis:
    The paper summarises the good and bad experience that has been collected by the author during more than dozen years of teaching Fundamentals of Machine Design in English for both foreign and Polish students. The most acute problem consists in the lack of teaching aids to the course. The author presents a coursebook to the Fundamentals, which might be useful to all those involved in this type of instruction. Typical problems in the instruction process resulting from a different approach to the course in Polish and foreign universities are also discussed.
    W artykule przedstawiono doświadczenia (dobre i złe) z ponad 12-letniego okresu nauczania podstaw konstrukcji maszyn w języku angielskim zarówno dla studentów zagranicznych, jak i polskich. Największym problemem jest brak pomocy dydaktycznych do przedmiotu. Autor przedstawia książkę do wykładu, która może być pomocna dla wszystkich zaangażowanych w tego typu nauczanie. Przedstawiono również typowe problemy w nauczaniu wynikające z odmiennego sposobu realizacji przedmiotu na naszych uczelniach i uczelniach zagranicznych.
    Źródło:
    Zeszyty Naukowe. Transport / Politechnika Śląska; 2014, 83; 91-97
    0209-3324
    2450-1549
    Pojawia się w:
    Zeszyty Naukowe. Transport / Politechnika Śląska
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Intellectual Empathy as a Socio-Cultural Facet of Communication: The Case of English Modals from the Perspective of Polish
    Autorzy:
    Turewicz, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/504724.pdf
    Data publikacji:
    2016
    Wydawca:
    Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
    Tematy:
    communication
    sociolinguistics
    semantics
    foreign language learning
    concepts
    metaphor
    Opis:
    The paper addresses the issue of compatibility between the speaker’s intention and the hearer’s expectations in a communicative act as an issue related to what I would like to call “intellectual empathy.” The immediate inspiration for the topic is the following quotation from Susan M. Ervin-Tripp (1964: 93): “The possibility of insult and of humor based on linguistic choices means that members agree on the underlying rules of speech and on the social meaning of linguistic features.” Langacker’s Cognitive Grammar allows us to accommodate the extra-linguistic facets of meaning construction, thus to identify the role of the speaker/hearer’s cooperation in the construction and reconstruction of meaning in a particular usage context, the role that is dependent on the degree of intellectual empathy between the speech act participants. English modals have been selected as an aspect of the language illustrating the relevance of linguistic choices resulting from socio-cultural determinants behind intellectual empathy.
    Źródło:
    Academic Journal of Modern Philology; 2015, 4; 121-134
    2299-7164
    2353-3218
    Pojawia się w:
    Academic Journal of Modern Philology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Czy rosyjski jest bardziej „angielski” niż polski? O zapożyczeniach w języku informatycznym w aspekcie glottodydaktycznym
    Is Russian more “English” than Polish? About English borrowings in the language of information technology from the perspective of teaching Polish as a foreign language
    Autorzy:
    Hudy, Viktoriia
    Powiązania:
    https://bibliotekanauki.pl/articles/680363.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    język specjalistyczny
    zapożyczenia
    język informatyczny
    specialist language
    borrowings
    language of information technology
    Opis:
    Due to globalization professionals in different fields of knowledge, especially those who are highly-skilled, may easily find employment beyond the borders of their own countries. Poland is one of the countries, where the labor market is getting more and more attractive to foreigners. It is also the case for the IT sector that for years has attracted specialists from the countries of the former Soviet Union. Therefore, it seems to be interesting to compare the influence of English, which is the base of the specialist language in this sector, on the Polish and Russian languages. In this paper, the author answers the question whether English borrowings in the Polish and Russian language of information technology are the same. The author shows the degree of assimilation of exemplary loan words in both languages under discussion and presents the resulting implications for teaching Polish as a foreign language.
    Dzięki powszechnej globalizacji specjaliści z różnych dziedzin, zwłaszcza wysoko wykwalifikowani, mogą bez problemu znaleźć zatrudnienie poza granicami swojego kraju. Polska znajduje się wśród państw, których rynek pracy jest coraz bardziej atrakcyjny dla wielu cudzoziemców. Dotyczy to także branży IT, od lat przyciągającej specjalistów z krajów byłego Związku Radzieckiego. Interesujące jest zatem – wydaje się – porównanie wpływu języka angielskiego, będącego podstawą języka specjalistycznego tej branży, na język polski i rosyjski. W artykule autorka podejmuje próbę odpowiedzi na pytanie, czy anglicyzmy występujące w polskim i rosyjskim języku informatycznym są takie same. Pragnie także pokazać stopień przyswojenia przykładowych zapożyczeń w obu omawianych językach i omówić wynikające z tych obserwacji implikacje dla glottodydaktyki polonistycznej.
    Źródło:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2019, 26; 399-411
    0860-6587
    2449-6839
    Pojawia się w:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interkulturelle Kompetenz im Fremdsprachenunterricht Deutsch nach Englisch Eine Pilotuntersuchung der Klassen 4–6 im Raum Poznań
    Intercultural Competence in Language Teaching: German after English A pilot study of the classes 4–6 in Poznan/Poland
    Autorzy:
    Zuzok, Nadja
    Powiązania:
    https://bibliotekanauki.pl/articles/917092.pdf
    Data publikacji:
    2018-11-05
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Intercultural competence
    (teaching) German as a foreign language
    German after English
    young learners
    Opis:
    The following essay is about teaching German after English and the intercultural traces that can be found in German teaching and learning after having been learned English. The current polish situation makes this topic relevant, as German is taught as second foreign language. The present study wants to investigate which influence this learning German after English has when speaking of intercultural competence.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 235-243
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CERTYFIKATOWE TESTY Z JĘZYKA POLSKIEGO I ANGIELSKIEGO NA POZIOMIE C2 W UJĘCIU PORÓWNAWCZYM
    The certificate examination in English and Polish at C2 level: a comparative analysis
    Autorzy:
    Banach, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/442869.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    testowanie znajomości języka
    język polski jako obcy
    glottodydaktyka porównawcza
    państwowe egzaminy certyfikatowe z języka polskiego jako obcego
    egzaminy Cambridge
    language testing
    Polish as a foreign language
    comparative glottodidactics
    state certificate examinations in Polish as a foreign language
    Cambridge exams
    Opis:
    The amendment to the Polish Language Act in 2015 has resulted in significant changes in the system of the state certificate examinations in Polish as a foreign language. One of the changes is a revised format of the certificate examination at C2 level. The author begins by briefly presenting the recent revisions to the test. The Polish examination is then compared with its English equivalent: C2 Proficiency, a renowned British test which has undergone numerous changes since its first ad-ministration in 1913. The comparative analysis is focused on the struc-ture of both examinations and their parts, task types that are used and skills that are tested. Through showing similarities and differences between the analyzed language proficiency tests the author reflects on practical implications of various choices made by experts who are responsible for test design and development.
    Źródło:
    Neofilolog; 2019, 53/1; 71-88
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Internationalization As A Challenge For University Management Boards On The Example Of The University Of Economics And Humanities – A Case Study
    Autorzy:
    Jaszczurowska, Elżbiieta
    Powiązania:
    https://bibliotekanauki.pl/articles/476237.pdf
    Data publikacji:
    2017
    Wydawca:
    Wyższa Szkoła Ekonomiczno-Humanistyczna w Bielsku-Białej
    Tematy:
    internationalization
    management
    higher education institutions
    authorities
    mobility
    exchange
    foreign languages
    English language
    Opis:
    Summing up, it should be emphasized that in the age of globalization it is impossible to omit the learning process internationalization, and there is no other way than to promote learning of foreign languages, especially English. Globalization does not give a choice, nor does it absolve anyone from the need to deepen knowledge and skills. Regardless of whether a given organization is a large university or a small non-public institution, each one must submit to this process in order to maintain the activities on the educational services market. Otherwise, such an institution will educate graduates doomed to unemployment which, in turn, will make it unpopular and sometimes worthless. Hence, university authorities should be open to inevitable changes and introduce innovative actions in this area.
    Źródło:
    MIND Journal; 2017, 3; 1-12
    2451-4454
    Pojawia się w:
    MIND Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The influence of training on detecting lying In language: a case study of native speakers Of polish using english as a learned language
    Wpływ treningu na wykrywanie kłamstwa w języku: Studium przypadku natywnych mówców języka polskiego posługujących się językiem angielskim jako językiem nabytym
    Autorzy:
    Kuzio, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/423862.pdf
    Data publikacji:
    2017
    Wydawca:
    Lubuskie Towarzystwo Naukowe
    Tematy:
    lying in language
    the role of lying
    the role of a foreign language in lying
    kłamstwo w języku
    rola kłamstwa
    rola języka obcego w kłamstwie
    Opis:
    The author of the article discusses the importance of detecting dishonesty in various cultures and presents the nature of dishonesty and its problematic assessment. The aims and the hypothesis tested in this study result from the analyses of foreign language learning. In the first part of the article, the author aims to introduce theoretical aspects of detecting lying, its nature, and the research results on the role of the basic factors in the lying process: training, trust, observers, language and culture, and their effectiveness in detecting lying. The study results are presented in the empirical part. The results are analysed in three stages, following the stages of the study being performed and the hypothesis verified. In the final part, the author presents the results showing a correlation between the variables.
    W artykule autorka omawia znaczenie wykrywania oszustw w rożnych kulturach i przedstawia charakter oszustwa i jego problematyczną ocenę. Cele i hipoteza testowana w prezentowanym projekcie badawczym są wynikiem analiz związanych z przyswajaniem języka obcego. Pierwsza część artykułu ma na celu wprowadzenie do teoretycznych aspektów wykrywania kłamstwa i jego swoistego charakteru, a także istotnych wyników badań dotyczących roli podstawowych czynników procesu: szkolenia, zaufania, obserwatorów, języka i kultury i ich skuteczności przy wykrywani kłamstw. Wyniki badań zostały przedstawione w części empirycznej. Analizowano je w trzech etapach, zgodnych z etapami realizacji badań i weryfikacji postawionych w nich hipotez. W podsumowaniu zostały przedstawione wnioski ukazujące korelację pomiędzy badanymi zmiennymi.
    Źródło:
    Rocznik Lubuski; 2017, 43, 2; 175-190
    0485-3083
    Pojawia się w:
    Rocznik Lubuski
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozumowanie dedukcyjne w procesie uczenia się języka niemieckiego jako drugiego języka obcego na przykładzie podsystemu gramatycznego
    Deductive reasoning in the learning process of German as a second foreign language based on example of grammatical subsystem
    Autorzy:
    Bawej, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/16465404.pdf
    Data publikacji:
    2022-04-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    deduction
    strategies
    transfer
    English
    German
    grammar
    dedukcja
    strategie
    angielski
    niemiecki
    gramatyka
    Opis:
    The role of the first foreign language in second foreign language learning is an interesting research question. The main purpose of the research was to relate if and how the learners make deductions about German grammar based on English language skills. Therefore, this study presents the results of a survey conducted among students of Applied Linguistics who learn German after English. Participants were interviewed to state their opinion about the usefulness of English in learning German structures. The results of this inquiry allow the conclusions that learners use and transfer the previously acquired knowledge and information from what they have in first foreign language in order to understand, learn or form structures in the second foreign language. They compare both languages, look for similarities in the creation of the construction and the application of the structures or constructions, conclude by analogies between English and German in grammatical subsystem. In this way they deduce that English makes possible and facilitates to memorize grammatical forms while learning German, e.g. passive voice, articles, tenses, irregular verbs, comparative and superlative adjectives.
    Źródło:
    Neofilolog; 2022, 58/1; 85-98
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Förderung der Mehrsprachigkeit im Tertiärsprachenunterricht – interlingualer DaF-Unterricht in Tschechien und Polen
    Developing of the Multilingualism in the Tertiary Language Learning – German as a Foreign Language in Czech Republic and Poland
    Autorzy:
    Gryczka, Jacek
    Powiązania:
    https://bibliotekanauki.pl/articles/36876427.pdf
    Data publikacji:
    2024-01-24
    Wydawca:
    Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    Mehrsprachigkeitsdidaktik
    Tertiärsprachenunterricht
    Deutsch nach Englisch
    Tertiary Language Learning and Teaching
    Didactics of Multilingualism
    English after German
    Opis:
    The aim of this article is to deal with the topic of German as a foreign language by considering German in the context of the other languages already known to the learners. It is about the positive effects of prior knowledge as well as prior experience in learning subsequent languages, i.e. about language and language learning transfer in the constellation “German after English”, because English is mostly the first foreign language in school today. The goal is to raise awareness of the multilingual context of Central Europe and to use it specifically for didactic support of foreign language teaching. After an introduction and an overview of the knowledge on language learning and the didactics of multilingualism the outlook deals with the use of the research results considering the didactic theory in learning and teaching practice.
    In dem Beitrag wird das Thema Deutsch als Fremdsprache (DaF) behandelt, indem Deutsch im Kontext der anderen, den Lernenden schon bekannten Sprachen, beobachtet wird. Dabei handelt es sich um die positiven Effekte der Vorkenntnisse sowie der Vorerfahrungen beim Erlernen von Folgesprachen, d. h. des sprach- und sprachlernbezogenen Transfers in der Konstellation „Deutsch nach Englisch“, da das Englische heutzutage zumeist die erste Fremdsprache in der Schule ist. Die Idee besteht darin, den mehrsprachigen Kontext Mitteleuropas bewusst zu machen und gezielt zur didaktischen Unterstützung im Fremdsprachenunterricht einzusetzen. Nach einer Einführung und einer Übersicht über die bisherigen Kenntnisse zum Sprachenlernen und zur Mehrsprachigkeitsdidaktik wird im Ausblick auf die Nutzung der Forschungsergebnisse unter Berücksichtigung der didaktischen Theorie in der Lern- und Lehrpraxis eingegangen.
    Źródło:
    Linguistische Treffen in Wrocław; 2023, 24; 265-273
    2084-3062
    2657-5647
    Pojawia się w:
    Linguistische Treffen in Wrocław
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What do we call the children? Familial terms of address in Polish and English
    Jak mówimy do dzieci? Familijne formuły adresatywne w języku polskim i angielskim
    Autorzy:
    Dziwirek, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/680330.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    formuły adresatywne
    dzieci
    kulturowe scenariusze
    kolektywizm
    indywidualizm
    nauczanie języka polskiego jako obcego
    terms of address
    children
    cultural scripts
    individualism
    collectivism
    teaching Polish as a foreign language
    Opis:
    Przekaz kulturowy w glottodydaktyce przejawia się nie tylko w transmisji wiedzy o tradycjach, zwyczajach czy historii danego kraju, ale również w uwrażliwieniu studentów na podstawowe idee i zachowania obcej kultury. Obecny artykuł przedstawia zasadnicze kontrasty między polską i angielskojęzyczną kulturą i ich wpływ na język używany w gronie rodziny. Polscy rodzice często używają zdrobnień familijnych terminów syn, córka czy dziecko, co nigdy nie zdarza się w angielskojęzycznych rodzinach. Artykuł pokazuje, że te różnice wypływają z różnic kulturowych. Kultura polska jest kulturą kolektywistyczną i jedną z jej podstawowych wartości jest serdeczność. Kultura anglojęzyczna jest kulturą indywidualistyczną, w której niezależność jej naczelną wartością.
    The paper addresses cultural differences between Polish and English as they pertain to familial terms of address. Using corpus data, I demonstrate that Polish parents frequently address their children using hypocoristic forms of the terms syn ‘son’, córka ‘daughter’ and dziecko ‘child’. These forms convey affection and emphasize familial ties. English parents, on the other hand, use children’s names, nicknames, or terms of endearment. I argue that these differences follow from underlying contrasts in cultural scripts: English individualism and Polish warmth.
    Źródło:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2019, 26; 471-485
    0860-6587
    2449-6839
    Pojawia się w:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    STUDIUM PRZYPADKU POLSKIEGO UCZNIA Z DYSLEKSJĄ UCZĄCEGO SIĘ JĘZYKA ANGIELSKIEGO JAKO JĘZYKA OBCEGO METODĄ MULTISENSORYCZNĄ ORAZ WPŁYW TAKIEGO NAUCZANIA NA SKUTECZNOŚĆ WŁASNĄ UCZNIA
    A CASE STUDY OF A POLISH DYSLEXIC FOREIGN LANGUAGE STUDENT LEARNING ENGLISH AS A SECOND LANGUAGE WITH THE EMPLOYMENT OF MULTISENSORY METHOD AND THE IMPACT OF SUCH LEARNING ON STUDENTS’ SELF-EFFICACY
    Autorzy:
    Gosiewska-Turek, Bogusława
    Powiązania:
    https://bibliotekanauki.pl/articles/460119.pdf
    Data publikacji:
    2020
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    dyslexia, self-efficacy, multisensory method, case study, dyslexic student
    dysleksja, skuteczność własna, metoda multisensoryczna, studium przypadku, uczeń z dysleksją
    Opis:
    Aim:The main purpose of the study is to show that students with dyslexia, learning a foreign language need special treatment, different from the one provided to students without learning difficulties. This exclusive approach concerns not only individualised learning but also special teaching methods making foreign language learning easier. Method:The author of the article conducted a case study in which a 12-year-old dyslexic student was provided with 6 private foreign language sessions within a 6-week period. Furthermore, in order to obtain the triangulation of data, the participant of the study filled out self-efficacy questionnaire right before and after the private tutoring Results:The data collected reveal that schools should adapt teaching methods offered dyslexic students to their needs. In order to increase effectiveness of their foreign language learning, dyslexic students’ learning process should be individualized. These steps will enable not only better foreign language acquisition but also improve dyslexic students’ motivation which is a condition for successful language learning
    Cel: Celem badania jest wykazanie iż uczniowie z dysleksją podczas nauki języka obcego wymagają wyjątkowego traktowania, innego od tego jakie jest oferowane uczniom bez szczególnych potrzeb edukacyjnych. To szczególne działanie dotyczy zarówno zindywidualizowanego podejścia do ucznia jak i zastosowania szczególnych metod nauczania języka obcego ułatwiających naukę uczniom z dysleksją Metody: Autorka przeprowadziła badanie opisowe przypadku, w którym przez okres 6 tygodniu zastosowała 6 indywidualnych sesji, podczas których nauczała języka angielskiego dwunastoletniego chłopca z dysleksją. Ponadto w celu uzyskania triangulacji danych przed rozpoczęciem oraz po zakończeniu badania uczeń wypełnił kwestionariusz na skuteczność własną Wyniki: Rezultaty przeprowadzonego badania pokazują, iż indywidualne sesje z uczniem z dysleksją poprawiły znacznie jego kompetencje językowe oraz podniosły skuteczność własną, która jest z kolei warunkiem efektywnego uczenia się Wnioski: Poniższe badanie wskazuje na to, że w szkołach powinno być zapewnione dostosowanie metod nauczania do pracy z uczniem z dysleksją. W celu zapewnienia efektywnego nauczania tych uczniów ich nauka języka obcego powinna być zindywidualizowana. To nie tylko pozwoli na bardziej efektywne przyswajanie materiału, ale również na podniesienie motywacji u dyslektyków
    Źródło:
    Ogrody Nauk i Sztuk; 2020, 10; 103-114
    2084-1426
    Pojawia się w:
    Ogrody Nauk i Sztuk
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ANGIELSKI SZANSĄ DLA FRANCUSKIEGO, CZYLI REFLEKSJA O ZINTEGROWANYM NAUCZANIU JĘZYKOWYM Z PERSPEKTYWY DYDAKTYKI WIELOJĘZYCZNOŚCI
    English as an opportunity for French: a reflection on an integrated didactic approach to different languages studied from the perspective of pluralistic approaches to languages and cultures
    Autorzy:
    Piotrowska-Skrzypek, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1036559.pdf
    Data publikacji:
    2018-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    pluralistic approaches to languages and cultures
    integrated didactic approach to different languages studied
    foreign language
    ter-tiary language learning
    French after English
    dydaktyka wielojęzyczności i wielokulturowości
    zintegrowane nauczanie językowe
    języki obce nowożytne
    nauczanie/uczenie się języka tercjalnego
    francuski po angielskim
    Opis:
    The supporters of the concept of multilingualism and interculturalism emphasize that learning new languages is more effective when one consciously refers to the past and current experiences in the exploration and use of languages. A person who, in addition to the mother tongue, learned a foreign language and knows how to use it, not only possesses a skill set needed in the process of learning but also has the information about a language system. Referring to the available research on multilingualism, this article outlines the methods of utilizing this potential during foreign language classes and of preparing the ground for a complex program of teaching additional languages. 
    Źródło:
    Neofilolog; 2016, 46/2; 173-183
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EL ANÁLISIS DE ERRORES EN LA ENSEÑANZA POLACA DEL INGLÉS FRENTE A LOS ESTUDIOS DE ERRORES DE ESPAÑOL LENGUA EXTRANJERA
    Error Analysis in the Teaching of English to Polish Students Compared with the Error Analysis of Spanish as a Foreign Language
    Analiza błędów w polskim nauczaniu angielskiego wobec analizy błędów w hiszpańskim jako języku obcym
    Autorzy:
    Adamczyk, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/509600.pdf
    Data publikacji:
    2019
    Wydawca:
    Akademia Finansów i Biznesu Vistula
    Tematy:
    análisis de errores
    contrastivismo
    alumnos polacos
    enseñanza de inglés
    error analysis
    contrastivism
    Polish students
    teaching English
    analiza błędów
    kontrastywizm
    polscy uczniowie
    nauczanie angielskiego
    Opis:
    Desde nuestro interés por la adquisición de lenguas extranjeras por alumnos polacos, básicamente el español, y en particular, por los estudios de análisis de errores, en el presente trabajo nos acercamos a las metodologías de los estudios adquisicionistas practicados en el ámbito de la enseñanza de inglés a alumnos polacos, ya que históricamente la enseñanza de esta tan difundida lengua ha constituido una referencia para el desarrollo de las metodologías de enseñanza de otras lenguas, al igual que pasa en el campo de los estudios de adquisición, donde los dedicados al inglés también constituyen una referencia obligatoria en materia de investigación de los procesos ocurridos en el aula de lengua extranjera. En el presente trabajo, que tiene carácter de revisión metodológica, observamos el desarrollo de la disciplina desde los estudios contrastivos de adquisición del inglés por polacos hasta la realización del trabajo de análisis de errores por Zybert (2000), cuyos procedimientos procuramos presentar y reseñar aquí con el objetivo de comprobar la posibilidad de aplicar estos procedimientos en nuestro ámbito, esto es, en el estudio de la enseñanza de español lengua extranjera (ELE). Nos interesan básicamente las implicaciones prácticas de este estudio.
    Since our principal concern is the acquisition of foreign languages, especially Spanish, by Polish students, in this paper we focus on the methodologies of language acquisition in the field of teaching English to Polish students. Historically, the teaching of English has served as a point of reference for the development of methodologies of teaching other languages and has become a mandatory reference in the investigation of the processes taking place in the foreign language classroom This paper gives an overview of the development of the discipline from the contrastive studies of the acquisition of English by Polish students to the analysis of errors in the teaching of English to Polish students carried out by Zybert (2000), whose methodology we present here with the aim of adopting his procedures when we teach Spanish as a foreign language. Therefore, we are chiefly concerned with the practical implications of Zybert's study.
    Z racji zainteresowania tematyką przyswajania języków obcych przez polskich uczniów, przede wszystkim języka hiszpańskiego, oraz szczególnie analizą błędów, w niniejszej pracy skupiono się na metodologii badań akwizycyjnych przeprowadzonych z zakresie uczenia się angielskiego przez polskich uczniów, jako że historycznie to nauczanie tego tak rozpowszechnionego języka stanowiło punkt odniesienia dla rozwoju metodyki nauczania innych języków obcych, jak i w zakresie badań nad przyswajaniem języków, w którym to prace dotyczące języka angielskiego mają charakter wzorcowy w odniesieniu do badań procesów dydaktycznych. W pracy o charakterze przeglądu metodologiczno-bibliograficznego przedstawiono rozwój dyscypliny od studiów kontrastywnych nad przyswajaniem angielskiego przez polskich uczniów po analizę błędów w tym zakresie przez Zyberta (2000) w pracy, której założenia i przebieg tu przedstawiono i scharakteryzowano w celu przekonania się, czy widzimy zastosowanie jej procedur w odniesieniu do nauczania hiszpańskiego jako języka obcego. Interesują nas więc aspekty aplikacyjne tej pracy w naszych badaniach. Słowa kluczowe: analiza
    Źródło:
    Zeszyty Naukowe Uczelni Vistula; 2019, 64(1) Filologia; 28-39
    2353-2688
    Pojawia się w:
    Zeszyty Naukowe Uczelni Vistula
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Acerca de las propiedades temporales y aspectuales del perfecto en español y en inglés: una perspectiva didáctica
    Temporal and Aspectual Properties of the Category Perfecto / Perfect in Spanish and English: A Didactic Perspective
    Wartości temporalne i aspektualne kategorii perfecto / perfect w języku hiszpańskim i angielskim: perspektywa dydaktyczna
    Autorzy:
    Niestorowicz, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/1876219.pdf
    Data publikacji:
    2020-08-12
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    czas
    aspekt
    perfecto / perfect
    nauczanie języka hiszpańskiego jako języka obcego (ELE)
    tense
    aspect
    teaching Spanish as a foreign language (ELE)
    Opis:
    Acerca de las propiedades temporales y aspectuales del perfecto en español y en inglés: una perspectiva didácticaEl propósito de este trabajo es describir algunas características temporales y aspectuales del perfecto en español y en inglés desde una perspectiva didáctica. Así pues presentaremos un estudio contrastivo en el cual intentamos analizar las formas verbales del pretérito perfecto compuesto en comparación con las formas verbales del present perfect inglés. La fundamentación de nuestro estudio viene motivada por la necesidad de reflexionar sobre la aplicación didáctica de la comparación en el caso de los aprendices de ELE cuya L1 es el polaco y los que tienen como referencia el inglés como L2, dado que, en polaco, al pretérito perfecto compuesto y al pretérito perfecto simple les corresponde la misma forma gramatical de pasado, así que el polaco carece de una oposición temporal semejante a la de pretérito perfecto compuesto y pretérito perfecto simple.
    The purpose of the present article is to describe the temporal and aspectual characteristics of the category perfecto / perfect in Spanish and English from a didactic perspective. A contrastive study will be presented, which will compare the verbal forms of Spanish pretérito perfecto compuesto tense with verbal forms of English present perfect tense. The present article is motivated by the need to reflect on the didactic use of the comparative study for Polish students learning Spanish as a foreign language, for whom the only reference point may be English, given that there is no temporal opposition in Polish such as pretérito perfecto compuesto / pretérito perfecto simple.
    Celem niniejszego artykułu jest opis cech temporalnych i aspektualnych kategorii perfecto / perfect w języku hiszpańskim i angielskim z perspektywy dydaktycznej. Zaprezentowane zostanie kontrastywne studium, w którym porówna się formy werbalne hiszpańskiego czasu pretérito perfecto compuesto z formami werbalnymi angielskiego czasu present perfect. Artykuł motywowany jest potrzebą refleksji nad dydaktycznym zastosowaniem niniejszego studium komparatywnego dla polskich studentów uczących się języka hiszpańskiego, dla których jedynym punktem odniesienia może być język angielski, zważywszy, że w języku polskim nie istnieje opozycja czasowa typu pretérito perfecto compuesto / pretérito perfecto simple.
    Źródło:
    Roczniki Humanistyczne; 2020, 68, 5; 235-244
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rozwijanie działań mediacyjnych od poziomu podstawowego – na przykładzie kursu języka polskiego jako obcego dla studentów stomatologii
    Developing mediation activities from the basic level – Polish as a foreign language for dental students
    Autorzy:
    Biernacka, Michalina Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/47043762.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    podejście działaniowe
    działania mediacyjne
    glottodydaktyka specjalistyczna
    action-oriented approach
    mediation activities
    English for Specific Purposes
    Opis:
    Celem artykułu było przedstawienie sposobów wspierania działań i strategii mediacyjnych na poziomie A1. Jako przykład posłużył kurs języka polskiego jako obcego dla studentów stomatologii, którzy uczą się w Centrum Nauczania Języków Obcych Uniwersytetu Medycznego w Łodzi. Opisano przebieg prowadzenia analizy potrzeb (triangulacja) i główne założenia kursu zgodnego z podejściem działaniowym, które poskutkowały zaplanowaniem 40 godzin kursu specjalistycznego. Ze względu na to, że nie ma jeszcze na polskim rynku wydawniczym podręczników do nauczania języka polskiego jako obcego (nawet ogólnego) na poziomie A1 opartych na podejściu ukierunkowanym na działanie, za ESOKJ (2003) i CEFR-CV (2020) przytaczano informacje argumentujące konkretne zasady projektowania wspomnianego kursu. Na podstawie wybranych zadań mediacyjnych omówiono możliwości, a także trudności, jakie niesie ze sobą wprowadzanie działań mediacyjnych na najniższym poziomie nauczania jpjo. Na koniec przedstawiono wyniki ankiet ewaluacyjnych, potwierdzających skuteczność proponowanych rozwiązań metodycznych.
    The aim of this paper was to present how to support mediation activities and strategies at the A1 level. An example was a course of Polish as a foreign language for dental students who study at the Foreign Languages Center of the Medical University of Lodz. The analysis of needs was described. It resulted in planning 40 hours of a specialty course, as well as the main assumptions of the course – in accordance to the action-oriented approach. There are no textbooks for teaching Polish as a foreign language (even general language) at the A1 level based on the action-oriented approach. Therefore, CEFR (2001) and CEFR-CV (2020) quoted information justifying the specific rules for designing such a course. On the basis of selected mediation tasks, the possibilities and difficulties of introducing mediation activities at such a low level were discussed. Finally, the results of the evaluation surveys were presented, confirming the effectiveness of the proposed methodological solutions.
    Źródło:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2023, 30; 265-282
    0860-6587
    2449-6839
    Pojawia się w:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Międzynarodowa innowacja pedagogiczna „Let’s chat via Snail Mail” przykładem rozwijania umiejętności produktywnej pisania na zajęciach języka angielskiego II etapu edukacyjnego w szkole podstawowej
    The international pedagogical innovation ”Lets chat via Snail Mail” as the example of developing the productive skill of writing during English lessons at the second level of education in primary school
    Autorzy:
    Gryz, Iwona
    Powiązania:
    https://bibliotekanauki.pl/articles/2200608.pdf
    Data publikacji:
    2018-12-28
    Wydawca:
    Akademia Humanistyczno-Ekonomiczna w Łodzi
    Tematy:
    innowacja pedagogiczna
    podstawa programowa
    II etap edukacyjny szkoły podstawowej (klasy IV-VIII)
    sprawność produktywna: pisanie
    egzamin z języka obcego nowożytnego po klasie VIII szkoły podstawowej
    pedagogical innovation
    core curriculum
    the second educational level of primary school (grades IV – VIII)
    the productive skill: writing
    a modern foreign language exam after the eighth grade of primary school
    Opis:
    We wstępie artykułu autorka przybliża definicję innowacji pedagogicznej w odniesieniu do płaszczyzny szkolnej. Następnie, omawia główne zadania szkoły (w nawiązaniu do nowej podstawy programowej kształcenia ogólnego w szkołach podstawowych z 14.02.2017r.) oraz wybrane elementy z podstawy programowej języka obcego nowożytnego II etapu edukacyjnego, ze szczególnym zwróceniem uwagi na rozwijanie umiejętności produktywnej pisania oraz kompetencji społecznych. Na koniec opisuje przykład pedagogicznej innowacji językowej o zakresie międzynarodowym „Let’s chat via Snail Mail”, wdrażanej w szkole podstawowej województwa mazowieckiego w klasach IV–VII w roku szkolnym 2017/2018.
    At the beginning of the article, the author introduces the definition of pedagogical innovation with reference to the school reality. Next, she discusses the main tasks of the school (in relation to the new core curriculum of general education in primary schools from 14/02/2017) and selected elements from the core curriculum of the modern foreign language of the second educational stage, with particular attention to developing the productive skill of writing and social competence. Finally, she describes the example of pedagogical language innovation with an international scope “Let's chat via Snail Mail”, implemented in the primary school of the Mazovian Voivodeship in grades IV–VII in the school year 2017/2018.
    Źródło:
    Językoznawstwo; 2018, 12; 231-245
    1897-0389
    2391-5137
    Pojawia się w:
    Językoznawstwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-96 z 96

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies