Autor: Marzec-Stawiarska, Małgorzata - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Techniki rozwijające wyższe poziomy przetwarzania tekstu w kształceniu sprawności czytania wśród dorosłych
Autorzy:: Marzec-Stawiarska, Małgorzata
Powiązania:: https://bibliotekanauki.pl/articles/1037651.pdf
Data publikacji:: 2019-09-24
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: Developing reading skills
foreign language
levels of text processing
techniques for developing text comprehension
adults
rozwijanie sprawności czytania
język obcy
poziomy przetwarzania tekstu
techniki rozwijające rozumienie tekstu
dorośli
Opis:: The article is devoted to reading skills development among adult students of English. It presents parameters of the techniques which, according to the contemporary theories of reading processes, should teach text comprehension efficiently. The article also shows how to incorporate these techniques into a classroom setting and presents the results of the research in which students, who used these techniques in practice, expressed their opinions about their motivational value and efficiency.
Źródło:: Neofilolog; 2011, 37; 27-38
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: FOREIGN LANGUAGE READING ANXIETY AMONG ADVANCED STUDENTS OF ENGLISH – A PILOT STUDY
Autorzy:: Marzec-Stawiarska, Małgorzata
Powiązania:: https://bibliotekanauki.pl/articles/444520.pdf
Data publikacji:: 2013-06-01
Wydawca:: Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:: reading anxiety
reading apprehension
advanced students
Opis:: The article discusses the problem of foreign language reading anxiety among advanced students of English. It describes a pilot study whose aim was to check whether reading apprehension exists in this group of participants, to investigate cognitive, behavioural and somatic symptoms of anxiety and to create an instrument which would allow for its multidimensional analysis. The study shows that reading anxiety exists at advanced levels of linguistic proficiency. Within cognitive framework of anxiety testing apprehension was found to be prevailing. As far as anxiety generating factors are concerned students are most stressed by inability to understand a text, by activities accompanying reading tasks and by reading aloud. Behavioural and somatic symptoms exist in a small degree in this group of respondents.
Źródło:: Acta Neophilologica; 2013, XV/1; 89-102
1509-1619
Pojawia się w:: Acta Neophilologica
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 3.

Tytuł:: Foreign language writing anxiety among adult advanced learners of English
Autorzy:: Marzec-Stawiarska, Małgorzata
Powiązania:: https://bibliotekanauki.pl/articles/577069.pdf
Data publikacji:: 2012
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:: writing anxiety
writing apprehension
writer's block
writing skills
English as foreign language
Opis:: The article aims to discuss foreign language writing anxiety and present the results of the study which was to investigate whether writing apprehension can be observed among advanced adult learners of English. Analysing anxiety from a three dimensional perspective proposed by Lang (1971) the study revealed that advanced adult students most intensely experience cognitive anxiety whose most prevailing symptoms are panic, worry and elements of test anxiety. Somatic anxiety has also been observed in this group of participants with heart pounding, freezing up, mind going blank and jumbled thoughts as the most common symptoms. Finally, the research revealed that avoidance behaviour appears infrequently among advanced writers. The research results have been used as the basis for formulating pedagogical implications on how to reduce students’ writing apprehension.
Źródło:: Linguistica Silesiana; 2012, 33; 221-239
0208-4228
Pojawia się w:: Linguistica Silesiana
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 4.

Tytuł:: Elementy wspólnego pisania na zajęciach pisania akademickiego – badanie pilotażowe
Collaborative writing during classes of academic writing
Autorzy:: Marzec-Stawiarska, Małgorzata
Powiązania:: https://bibliotekanauki.pl/articles/1037572.pdf
Data publikacji:: 2012-06-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: collaborative writing in foreign language
writing
academic text
wspólne pisanie w języku obcym
sprawność pisania
tekst akademicki
Opis:: The article discusses the issue of collaborative writing during classes of academic writing for advanced students of English as a foreign language. It describes a research project in which the influence of collaborative planning on the quality of written discourse was analysed. The research found that essays based on the plan constructed by students in pairs were better in terms of organisation, linguistic variety, content and accuracy than essays written by these participants individually. Moreover, the questionnaires written by the participants revealed their positive attitude to collaborative essay planning.
Źródło:: Neofilolog; 2012, 39/1; 41-54
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 5.

Tytuł:: Gender differences in foreign language speaking-in-class anxiety
Autorzy:: Marzec-Stawiarska, Małgorzata
Powiązania:: https://bibliotekanauki.pl/articles/2049811.pdf
Data publikacji:: 2014
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Opis:: The article reports the results of a study investigating the infl uence of gender on foreign language speaking anxiety (FLSA) of a group of second year university students. The research revealed no gender differences in the level of anxiety measured with the foreign language speaking anxiety scale (FLSAS) developed for the purpose of this study. Moreover, no statistically signifi cant interaction was observed between gender and a) perceived diffi culty of speaking skills, b) self-assessment of one’s speaking skills, c) self-effi cacy level, d) general speaking anxiety, and the level of speaking-in-class anxiety. Some gender differences in the apprehension level were observed in the case of speaking activities and patterns of interaction: females were found to be more anxious while speaking in front of the class, in small groups and during presentations and role-plays. However, in the majority of investigated speaking tasks gender differences did not reach the level of signifi cance.
Źródło:: Linguistica Silesiana; 2014, 35; 417-434
0208-4228
Pojawia się w:: Linguistica Silesiana
Dostawca treści:: Biblioteka Nauki

Artykuł

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