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Tytuł:
Grammar Learning Strategy Inventory (GLSI): Another look
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1047099.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammar teaching
grammar learning strategies
Grammar Learning Strategies Inventory
validity
reliability
exploratory factor analysis
Opis:
Despite all the progress that has been made in research on language learning strategies since the publication of Rubin’s (1975) seminal paper on good language learners, there are areas that have been neglected by strategy experts. Perhaps the most blatant manifestation of this neglect is the paucity of research into grammar learning strategies (GLS). The main premise of this paper is that for such research to gain momentum, it is to necessary to create valid and reliable data collection instruments that would enable tapping the use of different types of GLS. In line with this reasoning, the article reports a study that aimed to determine the psychometric properties of the Grammar Learning Strategy Inventory (GLSI), a tool constructed by Pawlak (2009b, 2013) on the basis of his classification of strategies for learning grammar in a second or foreign language. Exploratory factor analysis was also employed with the purpose of uncovering the underlying structure of strategic learning of grammar. The analysis provided evidence for largely satisfactory validity and reliability of the GLSI, indicating at the same time there is room for improvement, with concrete changes being possible after the instrument has been tested with a much larger sample.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 351-379
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Grammar Learning Strategies and Language Attainment: Seeking a Relationship
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/620606.pdf
Data publikacji:
2009-01-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
grammar learning strategies
language attainment
language proficiency
instructional mode
Opis:
Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
Źródło:
Research in Language; 2009, 7; 43-60
1731-7533
Pojawia się w:
Research in Language
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:
THE EFFECT OF CALL-BASED TASKS ON EFL LEARNERS’ GRAMMAR LEARNING
Autorzy:
Alian, Jalal ed-din
Khodabandeh, Farzaneh
Soleimani, Hassan
Powiązania:
https://bibliotekanauki.pl/articles/940913.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL
grammar
tasks
learners
Opis:
In modern language teaching institutions and schools, the proficient language teachers apply different kinds of tasks to teach some skills and sub-skills. In the current study, the researcher investigated the effect of two different tasks, namely Computer Assisted Language Learning (CALL)-based tasks and written questions tasks on students’ English grammar learning. The researcher in the control group asked the participants to answer the written questions in their workbooks and the participants in the experimental group do their assignments using the computers. Based on the post-test results, both CALL-based and written question tasks had positive effects on the participants. The study supports the idea that motivating tasks can have positive results toward language learning.
Źródło:
Teaching English with Technology; 2018, 18, 3; 54-68
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECT OF MALL-BASED TASKS ON EFL LEARNERS GRAMMAR LEARNING
Autorzy:
Farzaneh, Khodabandeh
Jalal, ed-din Alian
Hassan, Soleimani
Powiązania:
https://bibliotekanauki.pl/articles/955870.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
grammar learning
Mobile Assisted Language Learning (MALL)
photocopied questions
social networks
tasks
Opis:
Many studies have confirmed the importance of tasks on language learning. Nowadays, many teachers apply different kinds of tasks in their classrooms. The current study investigated the effect of mobile assisted language learning tasks (MALL) on participants’ English grammar learning. The researcher administered a pre-validated grammar test to 90 junior high school participants aged between 14 to 16 with the mean age 15. The researcher taught grammar to both groups inductively and asked the participants to do their assignments according to their group’s tasks. Based on the post-test results, it can be concluded that the experimental groups had better results than the control group. The study supports the hypothesis that sharing tasks in virtual networks can have positive results for language learning, specifically grammar learning.
Źródło:
Teaching English with Technology; 2017, 17, 2; 29-41
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Timing of form-focused instruction: Effects on EFL learners’ grammar learning
Autorzy:
Xu, Jinfen
Li, Changying
Powiązania:
https://bibliotekanauki.pl/articles/2143625.pdf
Data publikacji:
2022-09-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
timing
form-focused instruction
isolated FFI
integrated FFI
passive voice
Opis:
This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners’ grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received treatments which combined form and meaning with the English passive voice as the teaching target, but learners’ attention was drawn to the passive voice with different timing. The before-isolated and after-isolated groups received the treatment before and after communicative activities, respectively. For the integrated FFI group, intervention occurred during communicative activities. A picture writing test and a written error correction test were employed to measure students’ performance. The results indicated that the three experimental groups manifested significant improvement. Before-isolated FFI produced the best immediate and delayed effects, and integrated FFI produced better immediate effect than after-isolated FFI, while after-isolated FFI produced better delayed effect than integrated FFI. The findings indicated that pedagogical sequences in FFI are important, and teachers might need to guide adolescent learners to focus on form explicitly before communicative activities.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 3; 405-433
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy
Autorzy:
Nováková, Zuzana
Powiązania:
https://bibliotekanauki.pl/articles/22446718.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
grammar
error analysis
repeated speaking tasks
learner autonomy
metacognitive strategies
learner-centered approach
Opis:
Learner-centered approaches to learning and teaching alongside education for sustainable development (ESD) emphasize the education of engaged and active global citizens (UNESCO, 2017). The development of students’ reflective skills and metacognitive strategies is the center of this study that aims at investigating the learner language of a group of adult learners at an upper-intermediate level. It sets out to investigate to what extent learners are able to notice and correct their errors after reflecting on their spoken production. Moreover, it seeks to examine the students’ perception of their self-reflection and their attitude towards using speaking tasks for grammar learning. Comparative error analysis showed that the participants were able to amend 34.6% of total errors. These were made mainly in noun phrases (30% of total errors in Task 1 and 31% in Task 3) and verb phrases (40% of total errors in both tasks). Although no general conclusions could be drawn, the results seem to suggest that after critical, evidence-based reflection, the participants were able to notice and correct some errors, namely, in determination and the use of the past simple. The results of the survey analysis showed that all participants reported on an improved awareness of the gaps in their interlanguage, and all of them considered speaking tasks beneficial to grammar development. The study indicates that carefully planned, repeated speaking tasks might be helpful for learners’ language processing, consolidation of their grammatical knowledge and the improvement of their reflection skills and metacognitive strategies.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-23
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Leveraging gamification into EFL grammar class to boost student engagement
Autorzy:
Ardi, Priyatno
Rianita, Elvira
Powiązania:
https://bibliotekanauki.pl/articles/2087256.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
student engagement
EFL grammar learning
gamification
Kahoot!
Opis:
Student engagement is paramount for the success of EFL learning. This paper explores how the leverage of a game-based learning platform, Kahoot!, into EFL grammar learning and teaching boosted student engagement. One grammar lecturer and 22 English-major students participated in this qualitative case study. Data were obtained through observations, reflective journals, and interviews. The results revealed that the platform enhanced student engagement in EFL grammar learning in six ways, namely enabling students to set goals, helping students focus more on the tasks, facilitating students to build enthusiasm and interest in learning, allowing students to experience playful learning activities, facilitating students to collaborate with their friends, and fulfilling students’ need of reward and sense of competition. The students were also reported to exhibit behavioral, cognitive, and emotional dimensions of engagement during the implementation of Kahoot!. The findings have important implications for EFL grammar learning and teaching. In addition to the affordances of Kahoot!, teachers are still central to the implementation of the platform to engage the students in EFL grammar learning.
Źródło:
Teaching English with Technology; 2022, 22, 2; 90-114
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effect of computer-assisted gamified learning on students attitudes and progress in advanced grammar class
Autorzy:
Turula, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2087090.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
focus on form pedagogy
technology-enhanced grammar learning
gamification
Opis:
The paper looks at how an eclectic, gamified course design affects student attitudes to learning grammar as well as how effective such a design is in terms of final-exam results. Described and discussed here is a 2-year study investigating such digital enhancement in a Practical Grammar class. Carried out as experimental, the study involved 2 groups of first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the traditional grammar class was replaced with a quasi- experimental instruction including elements of gamification, digital input flooding (including pull and push presentation techniques) and enhancement as well as collaborative (structure flashcards and grammar memes) and exploratory (structure samples from multimedia) learning of grammar. At the end of the course, the students’ result of the final grammar test were gathered and compared with the results of the population of first-year students (N1c=113) in whose case the traditional treatment (lecture on rules plus practice in class; practice at home). Additionally the students’ attitudes towards various aspects of the experiment were checked with a survey. The same treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis shows that while the experimental treatment proved equally effective examwise, various factors, such as learner individual differences and material specificity need to be taken into account.
Źródło:
Teaching English with Technology; 2021, 21, 3; 3-17
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Użycie strategii uczenia się gramatyki przez studentów filologii angielskiej
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1037649.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
grammar teaching
grammar learning strategies
cognitive strategies
linguistic knowledge
nauczanie gramatyki
strategie uczenia się gramatyki
strategie kognitywne
wiedza językowa
Opis:
Grammar learning strategies can be defined as deliberate actions and thoughts which are employed for learning and gaining greater control over the use of grammar structures (Cohen and Pinilla-Herrera, 2009: 64). This indicates that they are used with the purpose of developing both explicit and implicit second language knowledge. Surprisingly, empirical investigations of such strategic devices are few and far between, with the available studies relying on different classifications and data collection tools, and often producing conflicting results. The present paper contributes to this important line of inquiry by reporting the findings of a re-search project which aimed to explore the use of these strategies by 200 advanced adult learners of English, future teachers of this language en-rolled in a BA program in English philology. The data were collected by means of an instrument designed by the present author (Pawlak, 2009c, 2010, 2011) on the basis of his taxonomy of such strategic devices and, similarly to earlier studies in this area (e.g. Pawlak 2008, 2009a), the analysis showed that the choice of grammar learning strategies hinges upon a number of variables and there are differences between the responses to Likert scale items and open-ended questions. The results serve as a basis for tentative suggestions for grammar instruction in modern languages departments and directions for future research.
Źródło:
Neofilolog; 2011, 37; 39-54
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KAHOOT IT OR NOT? CAN GAMES BE MOTIVATING IN LEARNING GRAMMAR?
Autorzy:
Zarzycka-Piskorz, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/955501.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
gamification
Kahoot
grammar instruction
Opis:
Gamification is not a very new concept. It is the use of game elements and game design techniques in a non-game context. It is used in various contexts for various purposes. There is strong evidence that shows the relationship between game playing and increased motivation. More and more learning games emerge and bring a promise to help to learn a language. There are certain game elements that could be used in non-game contexts to trigger effective player engagement as well as persistence and motivation to win/learn. The paper outlines the influence of specific game elements onto players, presents the motivational aspects of game involvement, and investigates what game elements could be responsible for increasing motivation to participate and engage in a grammar learning game. All of these are investigated on the example of a Kahoot.it online game, which was used with the General English language course students attending the classes in The Modern Languages Centre at the Pedagogical University, Cracow, Poland. The main objective of the research paper is to observe and assess how the students’ motivation increases – if – to learn and practise grammar and how effective this mode of learning is. It also presents the teachers’ evaluation of the design process, its implementation and recommendations for further use.
Źródło:
Teaching English with Technology; 2016, 16, 3; 17-36
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ODNIESIENIA DO JĘZYKA OJCZYSTEGO JAKO STRATEGIA UCZENIA SIĘ GRAMATYKI JĘZYKA OBCEGO: PERSPEKTYWA POLSKICH UCZNIÓW JĘZYKA ANGIELSKIEGO
Reliance on the L1 as a strategy of learning L2 grammar: Polish EFL learners’ perspective
Autorzy:
Wach, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/442895.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language learning strategies
grammar learning strategies
L1 Polish
L2 English
interview
strategie uczenia się języka
strategie uczenia się gramatyki
polski jako język ojczysty
angielski jako język obcy
wywiad
Opis:
This article reports the findings of a qualitative study aimed at investi-gating the use of L1-based grammar learning strategies by beginner-level Polish learners of L2 English. The research looked into the partic-ipants’ accounts of their strategy use and into their perceptions about the usefulness of referring to one’s L1 in learning L2 grammar. Semi-structured interviews were conducted as a data elicitation procedure. The findings pointed to considerable reliance on L1-based strategies, such as translation, in the participants’ learning of L2 English grammar, as well as positive opinions about their usefulness. L1-based strategies were reported to be used in explicit, analytic learning of L2 grammar, and their affective role in providing confidence to learners was also mentioned. Pedagogical implications include a need to raise learners’ awareness of the complex roles of the L1 in L2 learning and give them training in the use of specific strategies in order to make L1-based strategy use more informed.
Źródło:
Neofilolog; 2017, 48/1; 73-88
1429-2173
Pojawia się w:
Neofilolog
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:
The Sensation Seeking Tendency and Learning Style of Grammar School Students with Extended Physical Education and Sports Training
Autorzy:
Culková, Dita
Powiązania:
https://bibliotekanauki.pl/articles/1997438.pdf
Data publikacji:
2017-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
learning
learning style
sensation
sensation seeking tendency
grammar school students
descriptive study
Opis:
The study examines the sensation seeking tendency – Zuckerman’s concept (1978) and student’s learning style – Dunn’s concept (2000). The study is of descriptive character and uses quantitative methods. To collect data, two standardized questionnaires are combined into one – Learning styles, Interests and Hobbies Inventory. Students of Czech grammar schools with extended physical education and sports training were observed. Analysis of Variance has found that boys seek sensation extensively more than girls regardless of their class type; furthermore, students from classes with P.E. and sports specialization do not seek sensation more extensively in comparison with students from general classes. Statistically significant differences in preferred learning styles have been identified between both types of classes.
Źródło:
The New Educational Review; 2017, 50; 199-211
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Réduction de l’anxiété de grammaire selon Bill VanPatten et William R. Glass
Obniżenie lęku przed uczeniem się gramatyki języka obcego według Billa VanPatten’a i Williama R. Glass’a
Reduction of grammar anxiety according to Bill VanPatten and William R. Glass
Autorzy:
Łuszczyńska, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/956300.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
grammar
language anxiety
learning
processing
instruction
teaching
gramatyka
lęk językowy
uczenie się
przetwarzanie
nauka
nauczanie
Opis:
In this paper we describe the relationship between language anxiety and grammar learning. Sources of grammar anxiety can be attributed to too much material, teacher concern for errors, student evaluation, lack of congruence between Communicative Language Teaching and traditional grammar instruction, or lack of grammar instruction. This article presents some techniques to diminish anxiety in light of an approach to grammar instruction proposed by B. VanPatten and W.R. Glass (1999).
W niniejszym artykule opisujemy związek pomiędzy lękiem językowym a uczeniem się gramatyki języka obcego. Jego pojawienie się może być związane z nadmiarem informacji, zbytnim skupieniem się nauczycieli na błędach, ocenianiem uczniów oraz zbyt dużą rozbieżnością pomiędzy podejściem komunikacyjnym a nauczaniem tradycyjnym gramatyki. W artykule przytaczamy również pewne sugestie oraz techniki pomocne w obniżaniu lęku przed uczeniem się gramatyki w ujęciu zaproponowanym przez VanPatten’a i Glass’a (1999).
Źródło:
Linguodidactica; 2017, 21; 181-194
1731-6332
Pojawia się w:
Linguodidactica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Förderung der Schlüsselkompetenzen im universitären Grammatikunterricht durch den Einsatz der LdL-Methode – Ergebnisse einer Fragebogenstudie
Enhancing key competences in an academic grammar course using the method Learning by Teaching – results of the study
Autorzy:
Janicka, Monika
Powiązania:
https://bibliotekanauki.pl/articles/52411310.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Schlüsselkompetenzen
Konstriktivismus
Lernen durch Lehren
Grammatikkurs
key competences
the constructivist approach
learning through teaching
grammar course
kompetencje kluczowe
konstruktywizm
uczenie się poprzez nauczanie
kurs gramatyki
Opis:
In the knowledge economy, the memorization of facts and procedures is important but not sufficient. In order to responding to changes in society and the economy it becomes necessary to develop key competences. Competences-oriented education introduces innovative forms of teaching and learning based on the constructivist learning approach, such as the LbT-Method (Learning by Teaching /Lernen durch Lehren/), which gives the students the opportunity to learn by doing. The article introduces the results of a survey which was conducted during the third semester of a “Grammar in Communication” course at the faculty of Applied Linguistics at Maria Curie-Skłodowska University in Lublin. According to the students’ assessment, their participation in this course enhanced their literacy, multilingual, personal, social and learning-to-learn competences, as well as their entrepreneurial competence. The results of this survey will be used to optimize the course design in the future.
Źródło:
Neofilolog; 2023, 61/1; 170-187
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Język staro-cerkiewno-słowiański: źródło inspiracji czy zbędny balast? O możliwościach wykorzystania gramatyki języka scs. w nauce współczesnych języków słowiańskich
The Old Church Slavonic Language: A Source of Inspiration or an Unnecessary Burden? On the Possibilities of Using OCS Grammar in the Teaching and Learning of Modern Slavic Languages
Autorzy:
Fałowski, Przemysław
Powiązania:
https://bibliotekanauki.pl/articles/38704514.pdf
Data publikacji:
2023
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
Old Church Slavonic language
Slavic languages
Slavic studies
grammar
surveys
Opis:
The aim of this article was to investigate the status of the Old Church Slavonic language in the context of today’s academic didactics, especially in Slavic studies. The research aimed to test two hypotheses: (a) an Old Church Slavonic course is useful in the teaching of modern Slavic languages, (b) students of Slavic studies can see the practical dimension of a course in this language and the links between Old Church Slavonic and other Slavic languages. In the course of the analysis, both hypotheses were confirmed: it was proven that the Old Church Slavonic language course can have a practical application, and for most students this aspect of the course is important. The results of the study can be used to improve the course on the grammar of Old Church Slavonic: from the revision of the syllabus entries to specific exercises in classes with students.
Celem artykułu było zbadanie statusu języka staro-cerkiewno-słowiańskiego w kontekście dzisiejszej dydaktyki akademickiej, szczególnie slawistycznej. Badania miały na celu sprawdzenie dwóch hipotez: a) kurs języka staro-cerkiewno-słowiańskiego jest przydatny w nauczaniu współczesnych języków słowiańskich, b) studenci studiów slawistycznych dostrzegają praktyczny wymiar kursu tego języka oraz powiązania języka staro-cerkiewno-słowiańskiego z innymi językami słowiańskimi. W toku analizy potwierdzone zostały obie hipotezy: udowodniono, że kurs języka staro-cerkiewno-słowiańskiego może mieć praktyczne zastosowanie, a dla większości studentów ten aspekt zajęć jest istotny. Wyniki przeprowadzonych badań mogą zostać wykorzystane do udoskonalenia kursu z gramatyki języka staro-cerkiewno-słowiańskiego: począwszy od korekty zapisów w sylabusach, aż po konkretne ćwiczenia w ramach zajęć ze studentami.
Źródło:
Studia z Filologii Polskiej i Słowiańskiej; 2023, 58
0081-7090
2392-2435
Pojawia się w:
Studia z Filologii Polskiej i Słowiańskiej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How to keep the HG weights non-negative : the truncated Perceptron reweighing rule
Autorzy:
Magri, G.
Powiązania:
https://bibliotekanauki.pl/articles/103939.pdf
Data publikacji:
2015
Wydawca:
Polska Akademia Nauk. Instytut Podstaw Informatyki PAN
Tematy:
Harmonic Grammar
error-driven learning
Perceptron
convergence
Opis:
The literature on error-driven learning in Harmonic Grammar (HG) has adopted the Perceptron reweighing rule. Yet, this rule is not suited to HG, as it fails at ensuring non-negative weights. A variant is thus considered which truncates the updates at zero, keeping the weights non-negative. Convergence guarantees and error bounds for the original Perceptron are shown to extend to its truncated variant.
Źródło:
Journal of Language Modelling; 2015, 3, 2; 345-375
2299-856X
2299-8470
Pojawia się w:
Journal of Language Modelling
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A cognitively plausible model for grammar induction
Autorzy:
Katzir, R.
Powiązania:
https://bibliotekanauki.pl/articles/103927.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Instytut Podstaw Informatyki PAN
Tematy:
Universal Grammar
learning
Minimum Description-Length
Opis:
This paper aims to bring theoretical linguistics and cognition-general theories of learning into closer contact. I argue that linguists’ notions of rich Universal Grammars (UGs) are well-founded, but that cognition-general learning approaches are viable as well and that the two can and should co-exist and support each other. Specifically, I use the observation that any theory of UG provides a learning criterion – the total memory space used to store a grammar and its encoding of the input – that supports learning according to the principle of Minimum Description-Length. This mapping from UGs to learners maintains a minimal ontological commitment: the learner for a particular UG uses only what is already required to account for linguistic competence in adults. I suggest that such learners should be our null hypothesis regarding the child’s learning mechanism, and that furthermore, the mapping from theories of UG to learners provides a framework for comparing theories of UG.
Źródło:
Journal of Language Modelling; 2014, 2, 2; 213-248
2299-856X
2299-8470
Pojawia się w:
Journal of Language Modelling
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
Autorzy:
Bataineh, Ruba Fahmi
Mayyas, Mais Barjas
Powiązania:
https://bibliotekanauki.pl/articles/955650.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EFL
grammar instruction
Moodle
reading comprehension
Opis:
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
Źródło:
Teaching English with Technology; 2017, 17, 3; 35-49
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Students perceptions of the incorporation of flipped learning into L2 grammar lessons
Autorzy:
Noroozi, Ahmad
Rezvani, Ehsan
Ameri-Golestan, Ahmad
Powiązania:
https://bibliotekanauki.pl/articles/2097667.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
conventional classroom
flipped classroom
sociocultural theory of learning
students’ perception
Opis:
The present study examined EFL learners’ perceptions of using flipped learning procedure in a grammar class. The participants recruited were 60 Iranian intermediate male EFL learners, randomly assigned to an experimental and a control group. The learners in the control group, having no preparation prior to class, were given direct instruction by using whiteboard with no or little use of interactivities in their grammar lessons. The instruction in the experimental group, however, featured flipped learning through WhatsApp and was augmented through in-class face-to-face discussion. Online teaching as the pre-class preparatory activity grounded the learners in the formal instruction of new grammatical concepts. The in-class time was then used by the teacher to induce learner-centered, meaningful interaction intended to render better comprehension and retention of the target grammar. The data collection instruments were College and Universities Classroom Environment Inventory (CUCEI) and a semi-structured interview. The results revealed that the participants receiving flipped learning instruction found it satisfactory, engaging, and effective. The findings add further evidence to the existing literature on flipped learning and have implications for curriculum development and pedagogy enhancement.
Źródło:
Teaching English with Technology; 2021, 21, 1; 112-130
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hilberg’s Conjecture – a Challenge for Machine Learning
Autorzy:
Dębowski, Łukasz
Powiązania:
https://bibliotekanauki.pl/articles/1373619.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
statistical language modeling
Hilberg’s conjecture
maximal repetition
grammar-based codes
Santa Fe processes
Opis:
We review three mathematical developments linked with Hilberg’s conjecture – a hypothesis about the power-law growth of entropy of texts in natural language, which sets up a challenge for machine learning. First, considerations concerning maximal repetition indicate that universal codes such as the Lempel-Ziv code may fail to efficiently compress sources that satisfy Hilberg’s conjecture. Second, Hilberg’s conjecture implies the empirically observed power-law growth of vocabulary in texts. Third, Hilberg’s conjecture can be explained by a hypothesis that texts describe consistently an infinite random object.
Źródło:
Schedae Informaticae; 2014, 23; 33-44
0860-0295
2083-8476
Pojawia się w:
Schedae Informaticae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Real–valued GCS classifier system
Autorzy:
Cielecki, Ł.
Unold, O.
Powiązania:
https://bibliotekanauki.pl/articles/929825.pdf
Data publikacji:
2007
Wydawca:
Uniwersytet Zielonogórski. Oficyna Wydawnicza
Tematy:
uczenie maszynowe
wnioskowanie gramatyczne
gramatyka bezkontekstowa
learning classifier systems
GCS
GAs
grammatical inference
context-free grammar
Opis:
Learning Classifier Systems (LCSs) have gained increasing interest in the genetic and evolutionary computation literature. Many real-world problems are not conveniently expressed using the ternary representation typically used by LCSs and for such problems an interval-based representation is preferable. A new model of LCSs is introduced to classify realvalued data. The approach applies the continous-valued context-free grammar-based system GCS. In order to handle data effectively, the terminal rules were replaced by the so-called environment probing rules. The rGCS model was tested on the checkerboard problem.
Źródło:
International Journal of Applied Mathematics and Computer Science; 2007, 17, 4; 539-547
1641-876X
2083-8492
Pojawia się w:
International Journal of Applied Mathematics and Computer Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
‘Produkty’ kultury uczenia się uczniów szkoły podstawowej i gimnazjum
The 'Products' of the Culture of Learning of Students in Primary Schools and Grammar Schools
Autorzy:
Filipiak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/2137694.pdf
Data publikacji:
2013-07-14
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Opis:
The author of this article shares the results of her research that diagnosed learning abilities among students in primary schools and grammar schools, including their motivation and learning strategies. She shares the results of her attempt to infiltrate the world of personal theories and ideas of teachers referring to them as ways of „learning to learn”. In conclusion, she tries to answer the following question: is the transformation of the Polish school into the culture of co-operative learning (suggested by J.S. Bruner) possible? And if the answer is affirmative, what are the conditions for this to happen? What „road signs” should be followed? What kinds of educational and motivational supports do the students and teachers need?
Źródło:
Forum Oświatowe; 2012, 24, 1(46); 159-183
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Współczesne ujęcia kategorii rodzaju gramatycznego w polszczyźnie a praktyka (glotto)dydaktyczna – wprowadzenie
Autorzy:
Stefańczyk, Wiesław Tomasz
Seretny, Anna
Powiązania:
https://bibliotekanauki.pl/articles/511573.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
grammatical gender
noun
Polish language teaching and learning
pedagogical grammar
Opis:
In contemporary Polish linguistics, there are two approaches to determining grammatical gender classes: the traditional and the contemporar formal. According to the traditional concept, derived from the classical school, the nominative case is the basis for the division into gender classes. In modern Polish language, the traditional approach distinguishes the following classes: masculine, feminine, and neutral and in the plural form there is also the masculine‑personal and non‑masculine‑personal. On the other hand, in the contemporary approach the basis for division into gender classes is the accusative case, and less frequently, the genitive case. In didactic practice however, and especially in teaching Polish as a foreign language, the traditional approach is applied as it is the most transparent, understandable and accessible to learners.
Źródło:
Postscriptum Polonistyczne; 2017, 1 (19) W kręgu badań językoznawczych; 71-85
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
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