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Wyświetlanie 1-14 z 14
Tytuł:
Poczucie własnej skuteczności studentów w rozwijaniu sprawności pisania w języku obcym
Students’ sense of self-efficacy in developing writing skills in a foreign language
Autorzy:
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/52570021.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
self-efficacy
written expression
teacher action
self-regulation
poczucie własnej skuteczności
wypowiedź pisemna
działania nauczyciela
samoregulacja
Opis:
Self-efficacy is a well-known and researched concept originating from the social-cognitive theory of Albert Bandura (1977, 1997). However, it still seems to be able to promote interesting reflections that are important for language education in higher education, both in teacher and learner activities. According to a number of studies learners acquire important skills and attitudes that are linked to a high degree of self-efficacy: they are highly motivated to learn, set ambitious goals for themselves, and are more persistent and committed to learning than those with a low degree of self-efficacy. The text analyses the results of a quantitative-qualitative study conducted among students participating in foreign language classes at the University of Warsaw. The collected data is analysed with the aim of answering the following research questions: What is the level of self-efficacy in written expression in a foreign language at B2-C2 levels? How do the students perceive the teacher-lecturer’s actions to strengthen their sense of self-efficacy? Do they see strengthening their involvement in written expression as a key element of self-efficacy? In addition, we are also interested in their opinion towards the possibilities of Chat GPT in this regard. The results are used to propose some teaching activities that will enhance students’ self-efficacy in written expression at B2-C2 levels as an important motivational factor which may result in a sense of agency.
Źródło:
Neofilolog; 2024, 62/1; 24-42
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?
Professional self-awareness of language teachers – how to equip pre-service students?
Autorzy:
Sujecka-Zając, Jolanta
Szymankiewicz, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/15582181.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
self-awareness
self-evaluation
self-regulation
competences
foreign language teachers
vocational education
practical tools
Opis:
The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 197-215
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le tutorat – un dispositif d’aide à la réussite dans le contexte universitaire
Tutoring - an aid to success in the university context
Autorzy:
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/16463067.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
pédagogie universitaire
tutorat
rôles du tuteur
succès dans l’enseignement et l’apprentissage
university teaching
tutoring
tutor roles
success in teaching and learning
Opis:
Tutoring means personalized cognitive, metacognitive and affective support of the individual to better guide him/her on the path of learning or teaching. It seems to be experiencing a revival of interest in this difficultperiod of the pandemic where  education is increasingly conflicting between face-to-face and distance learning.Tutoring is considered to be one of the most powerful devices for helping students succeed, but we propose to show its benefits also for teacher-researchers in the pedagogical aspect of their work. Our objective will be to synthesize the French and Anglo-Saxon experience that have long explored the positive impact of tutoring in the university context as well as to examine the conditions for its  implementation in university courses in Poland.Our experience as a tutor of university teachers - although not yet very rich - will allow us to analyze some concrete cases.
Źródło:
Neofilolog; 2022, 59/2; 29-42
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mediation in the administrative and court-administrative proceedings
Autorzy:
Itrich-Drabarek, Jolanta
Jurgilewicz, Marcin
Misiuk, Andrzej
Zając, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/47259588.pdf
Data publikacji:
2022-05-01
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
mediation
mediator
public administration
administrative procedure
mediacja
administracja publiczna
procedura administracyjna
Opis:
The legislator placed mediation in administrative and court-administrative proceedings. The normative regulation of this institution is mainly similar to the solutions applicable in civil proceedings. Mediation is voluntary and its conduct is entrusted to the mediator. The practical use of mediation in administrative or court-administrative proceedings makes an amicable formula that makes resolving administrative cases real. Considering the fact that in 2017 the legislator amended the administrative procedure by embedding mediation in the administrative law system, the authors of the study undertook the evaluation of the mediation institution in administrative and court-administrative proceedings.
Źródło:
Studia Iuridica; 2021, 89; 111-124
0137-4346
Pojawia się w:
Studia Iuridica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pédagogie universitaire rénovée à l’époque de la pandémie : comment passer de l’autre côté de l’écran ?
Improving university teaching during the pandemic: how to switch to the other side of the screen?
Autorzy:
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/2098451.pdf
Data publikacji:
2021-12-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
pédagogie universitaire
accompagnement pédagogique des apprenants
enseignement pédo-centré
enseignement pendant la pandémie
university teaching
monitoring student learning
learner-centered pedagogy
education in the pandemic
Opis:
The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes. 
Źródło:
Neofilolog; 2021, 57/2; 249-264
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy jesteśmy gotowi na ekoglottodydaktykę w polskim kontekście edukacyjnym?
Are we ready for eco-Foreign Language Teaching in the Polish educational context?
Autorzy:
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/442952.pdf
Data publikacji:
2020-09-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
eco-linguistics
foreign language teaching
language diversity
language environment ecological-Foreign Language Teaching
ekolingwistyka
uczenie się/nauczanie języka obcego
różnorodność językowa
środowisko językowe ekoglottodydaktyka
Opis:
The trend for eco-linguistics, which has been dynamically develop-ing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does „strong” af-fect the „weak” but “weak” reciprocates? „Weak” has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the „teacher of a code” to the „teacher of meaning”, which has specific didactic consequences in how language activities are ap-proached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?
Źródło:
Neofilolog; 2020, 55/1; 11-26
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DIALOG DYDAKTYCZNY W UCZENIU SIĘ JĘZYKA OBCEGO
Didactic dialogue in learning a foreign language
Autorzy:
Karpińska-Szaj, Katarzyna
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/442830.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
dialog dydaktyczny
(re)mediacja
specjalne potrzeby edukacyjne
trudności w nauce języka obcego
didactic dialogue
(re)mediation
special educational needs
ddifficulties in learning a foreign language
Opis:
The article presents ‘didactic dialogue’ against the background of other interactive forms of remediation in foreign language learning. Drawing on the works of Antoine de La Garanderie, Reuven Feuierstein and Pierre Vermersch, three didactic approaches have been analyzed. Theoretical considerations have been illustrated with conclusions for-mulated on the basis of own studies on the use of dialogues in differ-ent educational contexts, which included: the diagnosis and remedia-tion of language deficits of special educational needs students, reme-diation in the case of school failure in foreign language learning, and an interview after completing a task of retelling a story.
Źródło:
Neofilolog; 2019, 52/1; 61-73
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EGZAMINATORA NA EGZAMINIE USTNYM Z JĘZYKA OBCEGO (NA PRZYKŁADZIE EGZAMINU CERTYFIKACYJNEGO UW Z JĘZYKA FRANCUSKIEGO)
On the examiner’s communication and mediation competences in the foreign language oral examination (on the example of the Certificate Examination in French at the University of Warsaw)
Autorzy:
Kucharczyk, Radosław
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/442857.pdf
Data publikacji:
2019-09-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
certification
oral exam
mediation
examiner
certyfikacja
egzamin ustny
mediacja
egzaminator
Opis:
The purpose of this article is to reflect on the examiner’s mediation skills in the process of certifying speaking ability in a foreign language. In the theoretical part we discuss the principles of language proficien-cy certification in accordance with the guidelines of the Council of Eu-rope and the specificity of certifying speaking ability. Then we present the results of our own research the aim of which was to evaluate the examiners’ mediation skills during the French oral examination at level B2 at the University of Warsaw.
Źródło:
Neofilolog; 2019, 53/1; 9-27
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Glottodydaktyka w ujęciu epistemologicznym
Glottodidactics from an epistemological perspective
Autorzy:
Jolanta Zając, Jolanta Zając
Powiązania:
https://bibliotekanauki.pl/articles/1037799.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
Epistemology is part of philosophy, and therefore uses rigid criteria on each discipline which aims at being treated as a science. Nowadays, glottodidactics does not have a complex as regards the other social sciences, but should have a kind of identity which fully legitimizes its scientific connections. This paper proposes to remind us of some of the core elements of such a document.
Źródło:
Neofilolog; 2010, 34; 37-48
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Importance de la norme linguistique dans l’autonarration des étudiants en philologie romane
The importance of the linguistic norm in the auto-narration of the students in Romance Philology
Autorzy:
Smuk, Maciej
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/1048265.pdf
Data publikacji:
2019-07-09
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
linguistic norm
auto-narration
learning a foreign language
correction
Opis:
The aim of this article is to analyse the attitude towards the linguistic norm of the first-year students of Romance Philology in Warsaw through the auto-narration. By this tool, belonging to the qualitative methodology, the learner performs a retrospective introspection and thus ‘evaluates’ the learning, in our context – his learning of grammar. The stories of students-future philologists will be analysed according to the following aspects: the importance given to the linguistic norm (understood here as the need for grammatical correction), the perception of its ‘utility’ in relation to other competences and language subsystems, the relationship between awareness of the norm and the effectiveness / quality of communication in a foreign language.
Źródło:
Studia Romanica Posnaniensia; 2019, 46, 2; 111-122
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA MEDIACJI DYDAKTYCZNEJ W ROZWIJANIU WARSZTATU POZNAWCZEGO UCZNIA NA LEKCJI JĘZYKA OBCEGO
The role of didactic mediation in the development of the learner’s cognition in the language classroom
Autorzy:
Sujecka-Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/442897.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
mediation
didactic dialogue
language learning
cognitive
resources
teacher-mediator
mediacja
dialog dydaktyczny
uczenie się języka
zasoby
poznawcze
nauczyciel jako mediator
Opis:
Each learning is, by its very nature, a situation of conflict as well as cognitive and socio-affective, and its intensity depends on the learner's existential competence (savoir-être) and individual differences. To learn effectively, one must regularly use cognitive tools that constitute the mental equipment of the person. The teacher as a mediator could encourage the learner to better use the tools he or she already has or to develop new tools that are missing for now. The theoretical remarks will be supported by examples from empirical research in which Didactic Dialogue has been used, which is an approach for didactic mediation in the language class.
Źródło:
Neofilolog; 2017, 48/2; 169-181
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Evolution Of The Results Of 1500 Liver Transplantations Performed In The Department Of General, Transplant And Liver Surgery Medical University Of Warsaw
Autorzy:
Krawczyk, Marek
Grąt, Michał
Grąt, Karolina
Wronka, Karolina
Krasnodębski, Maciej
Stypułkowski, Jan
Masior, Łukasz
Hołówko, Wacław
Ligocka, Joanna
Nyckowski, Paweł
Wróblewski, Tadeusz
Paluszkiewicz, Rafał
Patkowski, Waldemar
Zieniewicz, Krzysztof
Pączek, Leszek
Milkiewicz, Piotr
Ołdakowska-Jedynak, Urszula
Najnigier, Bogusław
Dudek, Krzysztof
Remiszewski, Piotr
Grzelak, Ireneusz
Kornasiewicz, Oskar
Kotulski, Marcin
Smoter, Piotr
Grodzicki, Mariusz
Korba, Michał
Kalinowski, Piotr
Skalski, Michał
Zając, Krzysztof
Stankiewicz, Rafał
Przybysz, Marta
Cieślak, Bartosz
Nazarewski, Łukasz
Nowosad, Małgorzata
Kobryń, Konrad
Wasilewicz, Michał
Raszeja-Wyszomirska, Joanna
Piwowarska, Jolanta
Giercuszkiewicz, Dorota
Sańko-Resmer, Joanna
Rejowski, Sławomir
Szydłowska-Jakimiuk, Monika
Górnicka, Barbara
Wróblewska-Ziarkiewicz, Bogna
Mazurkiewicz, Michał
Niewiński, Grzegorz
Pawlak, Jacek
Pacho, Ryszard
Powiązania:
https://bibliotekanauki.pl/articles/1395614.pdf
Data publikacji:
2015-05-01
Wydawca:
Index Copernicus International
Tematy:
liver transplantation
survival
outcomes
donors
center experience
center volume
Opis:
Liver transplantation is a well-established treatment of patients with end-stage liver disease and selected liver tumors. Remarkable progress has been made over the last years concerning nearly all of its aspects. The aim of this study was to evaluate the evolution of long-term outcomes after liver transplantations performed in the Department of General, Transplant and Liver Surgery (Medical University of Warsaw). Material and methods. Data of 1500 liver transplantations performed between 1989 and 2014 were retrospectively analyzed. Transplantations were divided into 3 groups: group 1 including first 500 operations, group 2 including subsequent 500, and group 3 comprising the most recent 500. Five year overall and graft survival were set as outcome measures. Results. Increased number of transplantations performed at the site was associated with increased age of the recipients (p<0.001) and donors (p<0.001), increased rate of male recipients (p<0.001), and increased rate of piggyback operations (p<0.001), and decreased MELD (p<0.001), as well as decreased blood (p=0.006) and plasma (p<0.001) transfusions. Overall survival was 71.6% at 5 years in group 1, 74.5% at 5 years in group 2, and 85% at 2.9 years in group 3 (p=0.008). Improvement of overall survival was particularly observed for primary transplantations (p=0.004). Increased graft survival rates did not reach the level of significance (p=0.136). Conclusions. Long-term outcomes after liver transplantations performed in the Department of General, Transplant and Liver Surgery are comparable to those achieved in the largest transplant centers worldwide and are continuously improving despite increasing recipient age and wider utilization of organs procured from older donors.
Źródło:
Polish Journal of Surgery; 2015, 87, 5; 221-230
0032-373X
2299-2847
Pojawia się w:
Polish Journal of Surgery
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Besoins communicatifs en L1 comme source derreurs sociolinguistiques en LE chez les étudiants débutants en philologie romane
Communicative needs in L1 as a source of sociolinguistic mistakes in foreign language among beginning students of Romance philology
Autorzy:
Zając, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/1051577.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
Speaking foreign language does not imply only mastering its lexical and morphosyntactic code, but, more importantly, learning to conceptualize differently the world around us. One of major sources of deviations in L2 is due to a very poor mastery of conventional structures (formulaic competence), an incorrect linguistic profiling and the confusion between the synthetic and analytical character of the L1 and the L2 (here Polish and French). Beginners in Romance philology often fall into a trap when trying to verbalize in a written form their communicative intentions. We propose here to analyze their sociolinguistic and sociocultural mistakes in order to imagine a course of remedial teaching.
Źródło:
Studia Romanica Posnaniensia; 2011, 38, 2; 5-17
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-14 z 14

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