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    Wyświetlanie 1-9 z 9
    Tytuł:
    POGLĄDY NA NAUKĘ JĘZYKA OBCEGO U OSÓB Z WYSOKĄ I NISKĄ GOTOWOŚCIĄ KOMUNIKACYJNĄ W JĘZYKU ANGIELSKIM
    Reflections about foreign language learning in students with high and low willingness to communicate in a foreign language
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1036836.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    willingness to communicate in L2
    reflection
    avoidance
    language barrier
    affect
    gotowość komunikacyjna w języku obcym
    refleksja
    unikanie
    bariera językowa
    afekt
    Opis:
    Reflection is understood as an activity which enables the reproduction of past experiences, reflection and meditation about them and their evaluation. One of the most significant features shaping learner reflection may be willingness to communicate in a foreign language – one’s volitional readiness to enter a communicative event in this language. In spite of a wealth of research conducted in this area, it is still unclear why some students are willing to start communication in a foreign language, while others are adamant to avoid it. For the purpose of this paper a qualitative-quantitative study was performed, focusing on four students with very low levels of willingness to communicate in English, and four with very high levels. The research results demonstrate that high willingness is connected with feelings of safety, a tendency to achieve high proficiency and learning satisfaction. On the other hand, low willingness to communicate in English coexists with feelings of threat and unavoidable necessity to surrender to the demands of the educational system.
    Źródło:
    Neofilolog; 2014, 42/2; 241-254
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Metodologia badań nad lękiem językowym
    Methodological perspectives in studies on language anxiety
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1037897.pdf
    Data publikacji:
    2009-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language anxiety
    research methodology
    Foreign Language Anxiety Scale
    lęk językowy
    metodologia badań
    Opis:
    The paper aims at analysing the methodological perspectives applied in studies on language anxiety. First, the sample selection procedures and characteristics are presented, followed by the analysis the main research tools applied in this area, and by the outline of the most popular research designs and the description of basic data analyses. The paper finishes with an attempt to depict methodological research perspectives concerning further investigations of language anxiety.
    Źródło:
    Neofilolog; 2009, 32; 85-96
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Task difficulty and the use of coping strategies in the FL classroom
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/577210.pdf
    Data publikacji:
    2011
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    task difficulty
    coping
    approach
    avoidance
    Opis:
    Learning a foreign language in the context of formal education often imposes on students the management of difficult tasks. This demands an adoption of adequate coping behaviour (achievement vs. avoidance). Easy tasks reduce learning opportunities, while too difficult ones lead to escape-motivated problem behavior. For the purpose of the present research it is proposed that the level of FL task difficulty is related to coping behaviour. The empirical results demonstrate that students who perceive FL tasks as difficult apply more avoidance strategies. Apart from that, students with higher and lower levels of task difficulty use similar amounts of achievement strategies. It follows that the implementation of achievement coping is independent from the level of task difficulty.
    Źródło:
    Linguistica Silesiana; 2011, 32; 289-301
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gender-dependent language anxiety in Polish communication apprehensives
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/780826.pdf
    Data publikacji:
    2012-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    communication apprehension
    apprehensives
    language anxiety
    gender
    Opis:
    This paper analyzes the relationship between communication apprehension and language anxiety from the perspective of gender. As virtually no empirical studies have addressed the explicit influence of gender on language anxiety in communication apprehensives, this paper proposes that females are generally more sensitive to anxiety, as reflected in various spheres of communication. For this reason, language anxiety levels in communication apprehensive females should be higher, unlike those of communication apprehensive males. Comparisons between them were made using a student t test, two-way ANOVA, and post-hoc Tukey test. The results revealed that Polish communication apprehensive secondary grammar school males and females do not differ in their levels of language anxiety, although nonapprehensive males experience significantly lower language anxiety than their female peers. It is argued that the finding can be attributed to developmental patterns, gender socialization processes, classroom practices, and the uniqueness of the FL learning process, which is a stereotypically female domain.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 2; 227-248
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Perceived teacher support and language anxiety in Polish secondary school EFL learners
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/781053.pdf
    Data publikacji:
    2011-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    social support
    teacher support
    language anxiety
    grades
    self-assessment
    Opis:
    The teacher’s role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students’ academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety). The main aim of this research is to investigate the relationship between teacher support and language anxiety levels. It is speculated that teacher support functions as a buffer from the effects of negative emotions, such as language anxiety experienced in the foreign language learning process. The participants of the study were 621 secondary grammar school students whose responses to a questionnaire were the main data source. The results of the study demonstrate that students with higher levels of teacher support experience lower language anxiety levels in comparison to their peers with lower levels of teacher support. Students who have a feeling that they can count on the instructor’s help, advice, assistance, or backing manage the learning process more successfully. They evaluate their language abilities highly and receive better final grades. Nevertheless, gender and residential location do not moderate teacher support and language anxiety due to the specificity of the sample consisting of novice secondary grammar school students.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 1; 83-100
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-efficacy in the foreign language learning process: the language anxiety perspective
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/2049848.pdf
    Data publikacji:
    2014
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Opis:
    This paper explores the relationship of self-efficacy to the individual’s academic and social abilities in the process of foreign language learning, analyzing the construct of self-efficacy and its domains (academic, self-regulatory and emotional), and providing insight into the issue of language anxiety, which is specific to foreign language acquisition. The empirical part the research on the relationship between self-efficacy domains and language anxiety, meanwhile, ultimately shows that the modern language cannot be viewed or assessed like any other school subject due to its serious impact on the self of the student.
    Źródło:
    Linguistica Silesiana; 2014, 35; 397-415
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Money talks: financial worries as shapers of foreign language learning outcomes
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/2050821.pdf
    Data publikacji:
    2017
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Opis:
    This study is prompted by the recent economic situation in Europe, calling for special attention to the relationship between family economic problems and the well-being of adolescents. It seeks to shed more light on the experiencing of fi nancial concerns in adolescents who face the challenge of the foreign language learning process in the context of formal education. The participants of the empirical research were 609 students from 23 randomly selected classes of the six secondary grammar schools in Opole, southwest Poland. The results prove that financial strain and worries are negatively related to achievement in the field of foreign language learning. However, the social nature of language learning, as well as the students’ personality profi les, attachment patterns or perception of social support in adolescence also play a role.
    Źródło:
    Linguistica Silesiana; 2017, 38; 357-371
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Danuta Wiśniewska, Action research in EFL pedagogy: Theory and analysis of practice. Poznań: Wydawnictwo Naukowe UAM, 2013. ISBN: 9788323226123, 414 pages
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/783115.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 1; 137-142
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Role of Social Support Systems in Adolescent Foreign Language Learning
    Autorzy:
    Piechurska-Kuciel, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/783187.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    social support
    parental support
    teacher support
    peer support
    Opis:
    Ewa Piechurska-KucielInstitute of EnglishOpole University Abstract In adolescents the main groups of social support are their family, peers and teachers with whom they interact most frequently. They play a buffering role between stress and psychological well-being by helping to cope with adverse challenges, and by providing social integration. Consequently, it is believed that in the situation of stress caused by the necessity to learn a foreign language (FL) as a compulsory subject, social support can be viewed as an important factor that may positively influence learners’ academic achievement, exposing the role of the perceived availability of significant others’ help in achieving FL success. To date, in spite of the call for research on the general functioning of the language learner as a member of the society, the study on the role of social support in the process of foreign language learning is still scarce. The existing research has tough proved that perceived social support significantly predicts resilience in foreign language learning. The feelings of closeness and support the learners receive from the support network protect them from stressors, and they validate the feelings of self-esteem, competence, and personal control in the face of stressful situations. The three main support groups (parents, teachers and peers) help learners develop their social competence, problem-solving skills, autonomy, and sense of purpose. Keywords: social support, parental support, teacher support, peer support
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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