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Wyszukujesz frazę "Pudo, Dorota" wg kryterium: Autor


Wyświetlanie 1-8 z 8
Tytuł:
« C’est vraie et bonne amour que de pere et de mere ». La peinture des relations familiales dans Les Narbonnais et dans leur mise en prose
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/638257.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Opis:
The author analyses the picture of family relationships in the 13th-century epics belonging to the cycle of William of Orange (Narbonnais), comparing it to the one presented in corresponding fragments of the 15th-century prose adaptation of this cycle, and alluding to the real, historical functioning of medieval families. At the level of mutual communication between the members of Narbonne family, some attenuation of the expression of anger can be noticed, by means of eliminating the invectives and other irrespectful forms. The same tendency appears in presenting other types of Narbonne family’s behaviour: in the adaptation, they are deprived of the epic vehemence and brutality (Aymeri doesn’t hit his wife, and his son doesn’t threaten him with his sword). In both versions, the family is strongly paternalistic, and the count dominates his wife as well as his sons. Nevertheless, whereas the epic song is concerned mainly by the differences between the maternal and paternal vision of their sons’ education, the adaptation focuses on the generation conflict. Finally, one can notice a change in the place of the family in the system of values: in the song, the social values are more important (position, wellness, welfare of the lineage as a whole), whereas the prose author seems to value more the relationships between family members defined as unique, irreplaceable creatures.
Źródło:
Romanica Cracoviensia; 2009, 9, 1
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Évolution du personnage épique médiéval sur l’exemple de quelques textes consacrés à Guillaume d’Orange et à Huon de Bordeaux
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/638368.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Opis:
The author tries to investigate the changes occurring in the medieval epic heroes, concerning both the conception of the personage and the characters’ particular features. In the case of Guillaume d’Orange, the major differences between the epic poems devoted to him (in the 12th and 13th centuries) and the prose adaptation (15th century) are related to a few very important issues. The hero’s activity is less and less concentrated on the fight against the pagans and the protection of the royal power, thus enabling him to have a more personal motivation, especially love. His feelings are described more directly, and he himself isn’t presented only as a rude warrior any more, but also as a courtly lover, a strategist or a fine orator. The style of the scenes of which he is the protagonist becomes more unified due to the omission of most of the comical fragments involving him. As for Huon, who already in the 13th century poem hardly resembles a traditional epic hero, in the 15th century adaptation he becomes more coherent than in the epic source, which is obtained mainly by his idealization and sublimation. Although the evolution of both heroes reveals some similarities, there are some significant changes as well observed in the literary world regardless of the chronology, which cannot be ignored.
Źródło:
Romanica Cracoviensia; 2008, 8, 1
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Huon de Bordeaux : comment s’ouvrent et se closent l’épopée originale et sa mise en prose
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/638331.pdf
Data publikacji:
2007
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Opis:
Huon de Bordeaux : comment s’ouvrent et se closent l’épopée originale et sa mise en prose
Źródło:
Romanica Cracoviensia; 2007, 7
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le soi de l’apprenant d’une langue étrangère : adaptation de certaines théories psychologiques en didactique de langues
The foreign language learner’s self: adaptation of selected psychological theories in SLA studies
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1036457.pdf
Data publikacji:
2021-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
self
L2 motivation
Ideal L2 Self
Ought-to L2 Self
self-discrepancy
possible selves
Ja
motywacja do nauki języka obcego
językowe Ja idealne
językowe Ja powinnościowe
teoria rozbieżności Ja
możliwe Ja
Opis:
As an interdisciplinary science, SLA studies are receptive to ideas formulated in other disciplines. Although the relevance of psychology for SLA is often underestimated, its influence has recently grown with the advent of neurosciences and the increased interest in learner variables. One f concept from psychology that is potentially interesting is theories of the self, some of which have recently been adapted into research on foreign language learner motivation. In this article, we examine two particular psychological concepts (possible selves and self-discrepancy) as sources of an influential L2 motivation model – Dörnyei’s L2 Motivational Self System – which is very little debated in French SLA literature. We outline the main points of the three theories, analyse them and try to assess the adaptation process. As in any case of transfer between disciplines, the source theories are altered, but the result has proven a meaningful and enriching addition to studies of L2 motivation.
Źródło:
Neofilolog; 2021, 56/1; 23-38
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lecture autonome en classe de langue étrangère pour adultes
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/638159.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
foreign language teaching, reading, autonomy, adult learners
Opis:
Autonomous reading in foreign language courses for adults This article analyses the possibility of teaching adult language learners how to become more autonomous through reading activities. Having defined the specificity of reading in learning a foreign language and discussed the notion of the learner’s autonomy, the author examines the autonomous reading in a school context and in adult education. Although reading seems particularly suitable for practicing autonomy, some obstacles often obstruct this process: the preselection of reading contents, imposed place, time and reading method... The author then analyses some propositions of autonomous reading and, in the conclusion, adds some elements that can help giving adult learners a new passion for reading in a foreign language.
Źródło:
Romanica Cracoviensia; 2013, 13, 2
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA REFLEKSJI W NAUCZANIU DOROSŁYCH SŁUCHACZY KOMERCYJNYCH KURSÓW JĘZYKOWYCH
The role of reflection in teaching adult students on commercial language courses
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1036840.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflection
reflexivity
language teaching
adult learners
efleksja
refleksyjność
glottodydaktyka
dorośli uczniowie
Opis:
This article examines various levels of reflection in language learning and teaching, such as reflecting on one’s own foreign language production, on the language system in general, on one’s learning habits and, in the case of the teacher, on the teaching process. The author hypothesizes that all of these are bound to change some of their characteristics depending on features such as age of the learner and learning context. The article examines reflection in adult students of commercial language courses, trying to point out that all the levels of reflection mentioned are supposed to increase in this group. Age is proved to increase language-focused reflectivity in the subjects, whereas the specific learning context might, for reasons of strong personal motivation, be an asset in encouraging learner reflections on their own learning strategies. These conclusions are nonetheless to be treated with caution, for some specific inhibitors to reflection might appear in this group as well, and further research is needed to confirm this possibility.
Źródło:
Neofilolog; 2014, 42/2; 227-239
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
SUBIEKTYWNE TEORIE NA TEMAT UCZENIA SIĘ JĘZYKA OBCEGO STUDENTÓW ROMANISTYKI
Subjective theories about learning foreign languages in Romance Philology students
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/442875.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
subjective theories
foreign language learning
teorie subiektywne
uczenie się języków obcych
Opis:
Research on subjective (implicit) theories, similarly to studies on other kinds of beliefs, has a rich tradition in the SLA field. This study presents the results of a survey conducted among 55 Romance Philology stu-dents, containing open-ended questions about different aspects of the language learning process: nature of the language itself, learner's per-sonal attributes facilitating learning, effective learning activities, optimal learning environment, obstacles to learning, role played by other people. Due to the use of a qualitative methodology (open-ended questions), a large variety of different answers was collected. The data were analysed and divided into subject categories, and the answers falling into each category were counted in order to provide an overall view of the group's tendencies. The students' answers mainly confirm that they see learning a language as a long process demanding time and effort. Students' motivation and perseverance prove to be the most important factors whereas features such as intelligence or language aptitude are underestimated.
Źródło:
Neofilolog; 2017, 48/1; 55-71
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Utilité des théories cognitives des émotions dans la réflexion scientifique consacrée aux émotions des enseignants
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/605482.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
cognitive theory
teacher emotions
Opis:
The author examines the utility of cognitive theories of emotions for scientific reflexion dedicated to teachers´ emotion. Emotions are a phenomenon relatively rarely described and often treated as irrational or uncontrollable. Cognitive approches enhance the mental contents of the emotional experience, viewing it as a conscious and fully informative act. Such a vision allows to understand teachers´ emotions better, to analyse their deep contents and to perceive them as valuable sources of knowledge.
Źródło:
Lublin Studies in Modern Languages and Literature; 2011, 35; 119-129
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-8 z 8

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