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    Wyświetlanie 1-8 z 8
    Tytuł:
    Kultura jawna (obiektywna) i ukryta (subiektywna) w nauczaniu języka polskiego jako obcego. Zadanie jako narzędzie rozwijania międzykulturowej kompetencji komunikacyjnej
    The Explicit (Objective) and Implicit (Subjective) Culture in Teaching Polish as a Foreign Language. The Task as a Means of Developing the Intercultural Communicative Competence
    Autorzy:
    Wawrzeń, Marzena
    Powiązania:
    https://bibliotekanauki.pl/articles/1804631.pdf
    Data publikacji:
    2019-10-24
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    międzykulturowa kompetencja komunikacyjna; podejście ukierunkowane na działanie; podejście zadaniowe; zadanie; kultura obiektywna i subiektywna
    intercultural communicative competence; action-oriented approach; task-based learning; task; objective and subjective culture
    Opis:
    Celem artykułu jest próba udzielenia odpowiedzi na pytania, czym jest międzykulturowa kompetencja komunikacyjna, jakie są jej komponenty oraz jak należy ją rozwijać. Zadanie jako działaniowa forma pracy jest postrzegane w kategoriach narzędzia umożliwiającego rozwijanie umiejętności rozpoznawania i używania aspektów tzw. kultury obiektywnej (jawnej) i subiektywnej (ukrytej).
    The aim of this article is to give an answer to questions – what an intercultural communicative competence is and how to develop it during the language lesson. The task as an action-oriented form of learners’ work is presented as a tool that enables developing skill of understanding and using so called objective and subjective culture.
    Źródło:
    Roczniki Humanistyczne; 2018, 66, 10; 191-199
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implicit Knowledge – a New Phenomenon in Teacher Education
    Autorzy:
    Švec, Vlastimil
    Powiązania:
    https://bibliotekanauki.pl/articles/29520340.pdf
    Data publikacji:
    2006-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    implicit pedagogical knowledge
    student teachers
    experiential learning
    authentic experience
    self-reflection
    sharing of experience
    pedagogical condition
    Opis:
    This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff. Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.
    Źródło:
    The New Educational Review; 2006, 10; 183-194
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Apt to change: The problematic of language awareness and language aptitude in age-related research
    Autorzy:
    Singleton, David
    Powiązania:
    https://bibliotekanauki.pl/articles/780524.pdf
    Data publikacji:
    2014-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language awareness
    language aptitude
    explicit learning
    implicit learning
    critical period
    Opis:
    Language awareness and language aptitude often crop up in discussion of various second language acquisition phenomena, including age-related phenomena. There is a troublesome and ongoing definitional and theoretical problem in this connection: Different researchers have different perspectives on what is to be included in the respective notions; on how do to measure language awareness, on the one hand, and language aptitude, on the other; and on how or whether to differentiate the two constructs in terms of innateness versus experience. This article begins by addressing the entire problematic of the conceptualization of language awareness and language aptitude. The language awareness/aptitude issue features in the maturational debate in connection with two claims. First, it is discussed in relation to the view that second-language (L2) learning of older individuals is explicit (whereas that of younger individuals is implicit). Second, it is referred to in regard to the notion that there are older L2 learners who appear to be able to “beat” the critical period thanks to high levels of language aptitude. The article critically explores both these propositions and concludes that neither is particularly safe, especially given the uncertain state of the relevant research context.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 3; 557-571
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of multi-modal learning in Artificial Grammar Learning Task
    Autorzy:
    Rączy, Katarzyna
    Skóra, Zuzanna
    Szul, Maciej J.
    Powiązania:
    https://bibliotekanauki.pl/articles/637754.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    implicit learning, artificial grammar learning, multimodal learning
    Opis:
    The aim of the following study was to answer the question whether multimodal grammar learning would improve classification accuracy as compared with a unimodal learning. To test this hypothesis, an experimental procedure was constructed based on the research conducted by Conway and Christiansen [2006]. Their study regarded modality-specific Artificial Grammar Learning task (AGL). The grammatical sequence that was used in the study presented here was based on an algorithm with a finite number of results. Two additional sets of ungrammatical sequences were generated in a random manner. One of them was used in the learning phase in the control group while the second one, in the classification phase, in both, control and experimental groups. The obtained results showed that participants performed classification task above the chance level. These findings supported the hypothesis, which stated that grammar learning would occur [Conway and Christiansen 2006; Reber 1989]. We did not observe any effect regarding the hypothesized accuracy enhancement in a multimodal learning condition.
    Źródło:
    Rocznik Kognitywistyczny; 2015, 8
    1689-927X
    Pojawia się w:
    Rocznik Kognitywistyczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO
    The relationship between the knowledge of grammar and selected cognitive and affective individual difference variables: An outline of a research project
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/442871.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    individual differences
    working memory
    motivation
    willingness
    to communicate
    grammar learning strategies
    beliefs about grammar
    instruction
    explicit and implicit knowledge
    różnice indywidulane
    pamięć robocza
    motywacja
    gotowość komunikacyjna
    strategie uczenia się gramatyki
    przekonania
    dotyczące nauczania gramatyki
    wiedza eksplicytna i implicytna
    Opis:
    Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
    Źródło:
    Neofilolog; 2018, 50/2; 197-214
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Semantic Implicit Learning in Acquisition of L2 English
    Autorzy:
    Paciorek, Albertyna
    Powiązania:
    https://bibliotekanauki.pl/articles/463274.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    Implicit learning
    implicit knowledge
    vocabulary learning
    collocation
    semantics
    meaning
    context
    Opis:
    Communicative approaches to language teaching assume the learning occurs as a by-product of communication. The present study explores this issue experimentally, examining the phenomenon of implicit learning among Polish learners of English. The study focuses on learning to apply new English words in semantically appropriate contexts. Whether the learning is implicit or not is determined using subjective measures of awareness (following Z. Dienes/ R. Scott 2005). Polish learners of English read English sentences containing 4 target words. Next they completed an unexpected test on new sentences in which they were asked to indicate whether target words were used correctly and to provide confidence and source judgements to each answer, as subjective measures of awareness (guess/ intuition responses taken as reflecting implicit knowledge). The experimental group was compared with a control group who did not receive training. Findings include significantly above chance performance on guess/ intuition responses in both groups, with an advantage in the experimental group that approached significance, suggesting that this group may have indeed implicitly learnt about the applicable semantic contexts for the newly learnt words. The learning effect did not extend to appropriate but semantically different contexts to the ones participants saw in training, suggesting implicit learning is restricted in its scope. Educators must therefore ensure to provide representative sentence samples when introducing new words and may need to explicitly point out any contexts which semantically diverge from the ones the students were exposed to.
    Źródło:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 14; 113-123
    2080-4814
    Pojawia się w:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser
    Swedish generic pronouns in Finnish-speaking students in Swedish immersion
    Autorzy:
    Nyqvist, Eeva-Liisa
    Lindström Tiedemann, Therese
    Powiązania:
    https://bibliotekanauki.pl/articles/27314246.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Svenska som L2
    generiska pronomen
    implicit och explicit inlärning
    svårighet
    språkbad
    L2 Swedish
    generic pronouns
    implicit and explicit learning
    difficulty
    immersion
    Opis:
    This is a study of the use of generic pronouns in Swedish as a second language (L2) by L1 Finnish immersion students. We compare two groups, 12-year-olds, and 15-year-olds, to see if there is a difference and to identify which the most challenging cases are in both groups. Norm deviations are compared to see if they mainly consist of overuse of generic pronouns or more formal aspects, such as the pronoun which is chosen, and the understanding of the relation between the generic subject, object, possessive and reflexive pronouns. Both groups use generic pronouns in the subject position in a manner which mostly follows the standard, and mainly have problems with possessive pronouns in connection to generic pronouns. It is possible that object generic pronouns would also be problematic, but there are none in our data. Generic pronouns are sometimes left out as subjects, which is ungrammatical in Swedish. There is also occasional overuse of man where it is not idiomatic, and some mixed forms with man and s-passive. Results show possible transfer from the first language (L1) of the learners, but less in the older group. Furthermore, there also appears to be transfer from L3 English, which our informants are learning at school. This seems more present in the older group.
    Źródło:
    Folia Scandinavica Posnaniensia; 2023, 33; 14-28
    1230-4786
    2299-6885
    Pojawia się w:
    Folia Scandinavica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Methodological considerations in studying awareness during learning: Part 1: Implicit learning
    Autorzy:
    Nakamura, Daisuke
    Powiązania:
    https://bibliotekanauki.pl/articles/430468.pdf
    Data publikacji:
    2013
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    awareness
    implicit learning
    review
    methodological problems
    Opis:
    Methodological problems of how awareness during learning should be measured have been extensively discussed and investigated in cognitive psychology. This review considers; 1)whether amnesics can perform implicit learning tasks at a similar level to normal controls, 2) whether differences in instructional orientations create dissociations in performance in tests of implicit and explicit knowledge, and 3) whether participants can retrospectively verbalise the learning outcomes. The paper concludes that; (1) amnesics’ implicit learning abilities differ from the normal controls, (2) instructions on implicit learning do not guarantee the occurrence of implicit learning, and (3) objective and subjective awareness measures used in the literature face inherent problems and so the awareness controversy remains unsettled.
    Źródło:
    Polish Psychological Bulletin; 2013, 44, 1; 102-117
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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