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    Wyświetlanie 1-48 z 48
    Tytuł:
    The Relationship between Learning Style Preferences and Reading Strategy Use in English as a Foreign Language
    Autorzy:
    Lesiak-Bielawska, Elżbieta Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/916846.pdf
    Data publikacji:
    2018-11-05
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Learning Style Preferences
    English as a Foreign Language
    Opis:
    The study explored the relationship between learning style preferences and the use of reading strategies triggered during the performance of a reading comprehension assignment in English as a foreign language (EFL). The research conducted drew on the hypothesis that the type of language task activates a battery of strategies that reflect the subject's learning style preferences and the task requirements.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2008, 34, 1; 93-103
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The impact of gender on attainment in learning English as a foreign language
    Autorzy:
    Główka, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/780507.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    gender
    attainment
    learning English as a foreign language
    Opis:
    This study examined the impact of gender on students’ achievement in learning English as a for-eign language in secondary and higher vocational schools in Poland, as well as teachers’ and stu-dents’ opinions concerning the importance of this influence. The collected data provided ample evidence that girls achieved significantly better results than boys. Such results support the socio-linguistic finding that female students outperform males as they are more open to new linguistic forms in the target language and eradicate interlanguage forms that deviate from target lan-guage norms more readily than their male counterparts (Ellis, 2012). However, these findings were not reflected in the opinions of the student and teacher participants. Both parties held a strong conviction that gender played no major role in learning English. The article concludes by outlining some implications for educational policy makers and foreign language teachers.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 4; 617-635
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Functions of code-switching in Polish and Hindi Facebook users’ posts
    Autorzy:
    Dąbrowska, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/634513.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    English as a second language, English as a foreign language, code-switching, Computer Mediated Communication
    Opis:
    In the modern era the use of English has become very widespread, the language being used more and more by non-native speakers in a variety of contexts. The objective of the paper is to explore the use of the English language as a second and as a foreign language by bilingual Polish-English and Hindi-English speakers in the medium of Computer Mediated Communication, represented in the following study by the social network context, in order to demonstrate differences in the use of the language by the two groups, stemming from the status of English in the two respective circles, the Outer and the Expanding. The particular aspects of analysis include the frequency of the use of English, the length of the English posts and, notably, the phenomenon of code-switching, its typology and the functions which the respective languages typically perform in the switched elements.
    Źródło:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2013, 130, 1
    2083-4624
    Pojawia się w:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learner Perspective on English Pronunciation Teaching in an EFL Context
    Autorzy:
    Tergujeff, Elina
    Powiązania:
    https://bibliotekanauki.pl/articles/620687.pdf
    Data publikacji:
    2013-03-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    EFL
    pronunciation teaching
    interview
    Opis:
    This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.
    Źródło:
    Research in Language; 2013, 11, 1; 81-95
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Vowel Perception and Transcription Trainer for Learners of English as a Foreign Language
    Autorzy:
    Šimáčková, Šárka
    Podlipský, Václav Jonáš
    Powiązania:
    https://bibliotekanauki.pl/articles/1026693.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    IPA
    training application
    vowel identification
    Opis:
    We use the freely available program Praat to create a vowel-training application for learners of English familiar with IPA transcription. The application is easy to operate, allowing users to change the training difficulty, providing the listeners with immediate feedback, and adapting to their performance during a training session. To evaluate the effectiveness of the Trainer, performance of 59 Czech learners during a single training session and across multiple sessions was tracked. Results showed improvement both between sessions and within sessions. In the final training session, vowel identification accuracy showed considerable resistance to gradual addition of increasing levels of noise. Testing the trainer with additional 52 learners showed significantly higher error-rates for low-frequency words and supported the importance of top-down lexical effect in vowel identification.
    Źródło:
    Research in Language; 2019, 17, 3; 213-230
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CONQUERING THE IRON THRONE: USING CLASSCRAFT TO FOSTER STUDENTS MOTIVATION IN THE EFL CLASSROOM
    Autorzy:
    Rivera-Trigueros, Irene
    Sánchez-Pérez, María del Mar
    Powiązania:
    https://bibliotekanauki.pl/articles/955952.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Classcraft
    English as a Foreign Language
    gamification
    motivation
    secondary education
    Opis:
    This study aims to analyse motivation in the English as a Foreign Language (EFL) secondary classroom through gamification. To this end, a gamification proposal based on Game of Thrones TV series was designed. Classcraft, an online role-playing platform, was used to create a gaming scenario in the classroom. The proposal was implemented in two groups of 4th year of secondary school, formed by 43 students aged between 15 and 16 years old. Results showed that gamification had a positive impact on fostering students’ motivation. Particularly, a notable increase in students’ participation was observed since their extrinsic and intrinsic motivation – which increased 0.69 and 0.58 points accordingly – had improved after the implementation of the gamification proposal. Consequently, Classcraft proved to be a tool with a great potential to involve and engage students in the EFL classroom.
    Źródło:
    Teaching English with Technology; 2020, 20, 4; 3-22
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Developing language awareness: A study of Japanese students’ perceptions toward English language education
    Autorzy:
    Yamada, Mieko
    Powiązania:
    https://bibliotekanauki.pl/articles/513848.pdf
    Data publikacji:
    2018
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    language awareness
    English as a Foreign Language (EFL)
    intercultural communication
    Japan
    Opis:
    In globalized societies where English uses and users are diverse, promoting intercultural communication skills becomes important in English as a Foreign Language (EFL) education curricula. Drawing on discussions of language awareness, this article explores how Japanese EFL teacher trainees perceive their own English learning and use and how they plan to structure their future English teaching within a multicultural and multilingual Japan. To elicit actual voices and experiences of EFL teacher candidates, in-depth interviews were conducted with Japanese students who were enrolled in the English language teaching courses at one of Japan’s national universities. The article discusses the findings from interviews, and suggests that as a part of EFL teacher training, both teachers and learners should be encouraged to foster language attitudes in order to establish more egalitarian intercultural relationships among English users.
    Źródło:
    Language, Discourse & Society; 2018, 6, 2; 133-150
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility
    Autorzy:
    Šimáčková, Šárka
    Podlipský, Václav Jonáš
    Powiązania:
    https://bibliotekanauki.pl/articles/620631.pdf
    Data publikacji:
    2018-08-22
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    L2 phonology
    ultimate attainment
    vowels
    Opis:
    Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.
    Źródło:
    Research in Language; 2018, 16, 2
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Syntactical Modifications in Teacher Talk of Native and Non-Native Speakers in EFL Classrooms
    Autorzy:
    Ünel, Arzu
    Mirioğlu, Meryem
    Powiązania:
    https://bibliotekanauki.pl/articles/783175.pdf
    Data publikacji:
    2015
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    English as a Foreign Language
    Teacher Talk
    Syntactical Modifications
    Comprehensible Input
    Opis:
    Classroom language in EFL classrooms comprises the core of communication between teachers and learners. Teacher talk plays a central role in understanding the nature of classroom language in this respect. According to Krashen input hypothesis, teacher talk also constitutes an important source of comprehensible input for the language acquisition of the learner (Krashen, 1981). To make the input comprehensible, teachers may make modifications in their vocabulary, syntax, rate of speech or discourse. Accordingly, the aim of this study is to discover whether native speakers of English and non-native speakers of English make any syntactical modifications in their teacher talk at elementary and pre-intermediate levels and to try to find out what kind of syntactical modifications they make if they modify their syntax during their speech. The study was carried out with eight EFL instructors (both NSs and NNSs) at Çağ University in Turkey using their audio-recordings, a questionnaire and interviews. Antconc 3.2.1 Programme and SPSS 17.0 Programme were used to analyse the quantitative data. The findings of the data were incorporated with the results of interviews forming the qualitative part of the study. The results of the data revealed that native speakers of English and non-native speakers of English made syntactical modifications in their teacher talk at elementary and pre-intermediate levels. They ranged from subordinate clauses to the types of sentences. The findings of the study also demonstrated that syntactical modifications in the teacher talk of native speakers and non-native speakers at both levels depended on the proficiency level of the learners although not all of these modifications formed a statistically meaningful difference.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2015, 1, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia
    Autorzy:
    Demetrashvili, Ani
    Khachidze, Teona
    Krajka, Jarosław
    Powiązania:
    https://bibliotekanauki.pl/articles/29520506.pdf
    Data publikacji:
    2024-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learner autonomy
    teacher autonomy
    educational culture
    English as a foreign language
    Opis:
    With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.
    Źródło:
    The New Educational Review; 2024, 75; 51-66
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Systematicity in Foreign Language Classroom Communication
    Autorzy:
    Bratož, Silva
    Žefran, Mojca
    Powiązania:
    https://bibliotekanauki.pl/articles/1969351.pdf
    Data publikacji:
    2018-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    classroom interaction
    English as a foreign language
    primary education
    routine classroom communication
    Opis:
    The paper discusses the intrinsic potential offered by classroom interaction for language development. The first part examines several theoretical aspects and characteristics of classroom communication. The second part presents the results of a study which investigates different aspects of classroom interaction in foreign language teaching and the strategies used to encourage classroom communication in the target language. The study, which combines quantitative and qualitative research methods, is based on a survey of Slovene teachers teaching English in primary school. Results suggest that while the respondents are well aware of the benefits of using English in classroom communication, they generally use it in an arbitrary and unsystematic fashion. We would like to argue that we can contribute to the effectiveness of the teaching process by approaching classroom communication with a systematic and consistent format.
    Źródło:
    The New Educational Review; 2018, 53; 71-84
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS
    Autorzy:
    O. Qader, Ramyar
    Arslan, Fadime Yalcin
    Powiązania:
    https://bibliotekanauki.pl/articles/955462.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Flipped Classroom Instruction
    English as a foreign language
    traditional instruction
    writing skills
    Opis:
    The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.
    Źródło:
    Teaching English with Technology; 2019, 19, 1; 36-55
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    An Investigation of ELT Student Teachers’ Dictionary Ownership and Preferences
    Autorzy:
    Sevik, Mustafa
    Powiązania:
    https://bibliotekanauki.pl/articles/605710.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    english as a foreign language
    university ELT department
    dictionary ownership
    dictionary preferences
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    Alongside with many societal changes, technology has also started to change the teaching and learning of EFL especially since the turn of the millennium. Multimedia based and audio visual materials are now easily accessible and available both for teachers and learners of EFL. Recent research demonstrates that EFL learner ownership and preferences about dictionaries seem to have taken its share from these technological innovations and influences. The increasing number of research on learners’ dictionary ownership and preferences has tried to explore this rather recent situation and has mainly resulted with the main finding that paper dictionaries are losing their long-lasting popularity and that multimedia based dictionaries are becoming popular among EFL learners. This new situation which has pedagogical and curricular applications necessitates research on ELT student teachers’ dictionary ownership and preferences in Turkey, especially considering that research on this area is almost non-existent in Turkish ELT departments. Therefore, the primary aim of this study is to explore ELT student teachers’ dictionary ownership and preferences. With this aim this paper reports on a descriptive study, about dictionary ownership and preferences of 186 ELT student teachers, who voluntarily participated in this study, at Mehmet Akif Ersoy University. Data was collected by means of a Turkish questionnaire that contained 5 sections composed of 50 prescriptive set of statements to which respondents marked their degree of agreement, and 3 open-ended questions. The collected data were analyzed descriptively and the results were provided in tables. The results demonstrate that; student teachers strongly believe that a language learner needs a dictionary; that paper dictionaries are mostly owned but multimedia based dictionaries are mostly preferred; that paper dictionaries are difficult to carry, expensive and time consuming; that they use their dictionaries mostly at home and secondly in class; and that their main reason for using the dictionary is to learn the meaning of vocabulary but not spelling or pronunciation.
    Le numéro contient uniquement les résumés en anglais.
    Том не содержит аннотаций на английском языке.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2017, 41, 1
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Doing exposed correction in the language class-room: A conversation analysis perspective
    Autorzy:
    Tůma, František
    Fořtová, Nicola
    Powiązania:
    https://bibliotekanauki.pl/articles/2135339.pdf
    Data publikacji:
    2020-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    conversation analysis
    correction
    repair
    classro om interaction
    English as a foreign language
    Opis:
    Exposed correction can be seen as a tool whose use on the one hand temporarily stops the progressivity of the talk, but at the same time makes it possible for the speakers in interaction to clarify problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis, a dataset of 18 teaching hours (1585 minutes of video-recordings of whole-class work in total) was examined to identify and describe the practices used by learners and teachers in English as a foreign language (EFL) classrooms when conducting exposed correction. The analysis shows that in exposed correction sequences there seems to be a requirement for the learners to produce a reaction to teacher correction. While learners typically repeat the correct form after the teacher has corrected them in a correction sequence that the learners initiated by displaying trouble producing the target language form, teacher-initiated sequences tend to generate minimal post-expansion on the part of the learners. When no student response comes, the teacher may expand the correction sequence. 
    Źródło:
    Yearbook of the Poznań Linguistic Meeting; 2020, 6, 1; 221-242
    2449-7525
    Pojawia się w:
    Yearbook of the Poznań Linguistic Meeting
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Doing exposed correction in the language class-room: A conversation analysis perspective
    Autorzy:
    Tůma, František
    Fořtová, Nicola
    Powiązania:
    https://bibliotekanauki.pl/articles/2135342.pdf
    Data publikacji:
    2020-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    conversation analysis
    correction
    repair
    classro om interaction
    English as a foreign language
    Opis:
    Exposed correction can be seen as a tool whose use on the one hand temporarily stops the progressivity of the talk, but at the same time makes it possible for the speakers in interaction to clarify problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis, a dataset of 18 teaching hours (1585 minutes of video-recordings of whole-class work in total) was examined to identify and describe the practices used by learners and teachers in English as a foreign language (EFL) classrooms when conducting exposed correction. The analysis shows that in exposed correction sequences there seems to be a requirement for the learners to produce a reaction to teacher correction. While learners typically repeat the correct form after the teacher has corrected them in a correction sequence that the learners initiated by displaying trouble producing the target language form, teacher-initiated sequences tend to generate minimal post-expansion on the part of the learners. When no student response comes, the teacher may expand the correction sequence. 
    Źródło:
    Yearbook of the Poznań Linguistic Meeting; 2020, 6, 1; 221-242
    2449-7525
    Pojawia się w:
    Yearbook of the Poznań Linguistic Meeting
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Development of Metalinguistic Awareness in EFL Vocabulary and Spelling: A Longitudinal Case Study of a Child and Adult with Dyslexia
    Autorzy:
    Kałdonek-Crnjaković, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/2049142.pdf
    Data publikacji:
    2021-10-06
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    metalinguistic awareness
    dyslexia
    age factor
    English as a foreign language
    spelling
    vocabulary
    Opis:
    This longitudinal case study aimed at investigating the development of metalin- guistic awareness in EFL spelling and vocabulary in two Croatian learners with dyslexia who differed in age and language proficiency – a child and an adult. They attended weekly sessions that aimed at improving their English spelling and vocabulary. The data were collected for 45 weeks using the teacher’s notes and audio-recorded lesson observations. The results showed that the participants developed their metalinguistic skills; however, the age and language proficiency factor was salient. Also, the metacognitive component of the instruction had a different effect on the development of metalinguistic skills in spelling and vocabulary acquisition. Pedagogical implications are discussed.
    Źródło:
    Anglica. An International Journal of English Studies; 2021, 30(2); 127-144
    0860-5734
    Pojawia się w:
    Anglica. An International Journal of English Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico
    Autorzy:
    Izquierdo, Jesús
    Aquino Zúñiga, Silvia Patricia
    García Martínez, Verónica
    Powiązania:
    https://bibliotekanauki.pl/articles/1047082.pdf
    Data publikacji:
    2021-03-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language policy
    language planning
    English as a foreign language
    rural education
    teacher education
    Opis:
    In many countries, English as a foreign/second language (L2) teaching has become compulsory in urban and rural public schools. In rural areas, the challenges for the implementation of this state-sanctioned policy have been explored among L2 teaching specialists. However, this mixed-methods study considered a different teacher group and examined the struggles and initiatives of generalist teachers who are obligated to teach English in rural schools. To this end, data were collected from 115 teachers in 17 rural secondary schools in the Southeast of Mexico. First, the participants completed a survey with closed-ended questions that elicited information about teacher education, teaching experience and knowledge of the rural school system. Then, a subsample of participants completed an individual thematized semi-structured interview. They were selected on the basis of L2 teacher education involvement. In the survey data, response patterns were identified using frequency analyses. The interview data were analyzed using categorical aggregation. The data revealed that the generalist teachers struggle with L2 professionalization, sociocultural and instructional challenges. Nonetheless, only few participants have been engaged in L2 teacher education which could help them overcome these challenges. Instead, they rely upon limited strategies to counteract the day-to-day challenges at the expense of effective L2 teaching practices.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 1; 133-156
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Polish as L1, English as L2: the linguistic transfer impact on Second Language Acquisition stemming from the interlingual differences: implications for young learners education
    Autorzy:
    Łockiewicz, Marta
    Jaskulska, Martyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1387968.pdf
    Data publikacji:
    2017-03-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    English as a foreign language
    Polish as L1
    linguistic transfer
    language transparency
    SLA
    Opis:
    Research has shown that learners of different linguistic backgrounds make similar errors, which is due to linguistic transfer. Cross-linguistic similarities between L1 and L2 can result in: positive transfer, negative transfer, and differing lengths of acquisition. The bigger the difference between the languages, the bigger Second Language Acquisition difficulties and more numerous potential negative transfer areas. This effect is visible in the case of Polish as L1 and English as L2. English and Polish differ in terms of pronunciation (e.g. vowel-based vs. consonant-based), spelling (e.g. opaque vs. semi-transparent), grammar (e.g. fixed vs. flexible word order), syntax (e.g. analytic vs. synthetic), and vocabulary. Therefore, second language instruction should include the errors caused by linguistic transfer, which would facilitate the selection and development of effective instruction methods and techniques.68-76
    Źródło:
    Problemy Wczesnej Edukacji; 2017, 37, 2; 68-76
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analysis of contemporary methods of teaching English as a Foreign Language in early education
    Autorzy:
    Božić Lenard, Dragana
    Lenard, Ivan
    Powiązania:
    https://bibliotekanauki.pl/articles/44707560.pdf
    Data publikacji:
    2023-10-02
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    English as a Foreign Language
    young learners
    student books
    exercise types
    skills
    Opis:
    High quality teaching materials, which will effectively integrate four major language learning skills, is critical in language learning. Material designers are practitioners who are well aware of the (non)effectiveness of various teaching methods and strategies. This paper aimed to study the types of exercises in young leaners’ language classes and skills focused on. The content analysis was done by examining the most frequently used student books from grade 1 to 4. The analysis has proven that the receptive skills are generally more focused on but the productive ones also receive attention even at the lowest grades. The usual stimulus for in-class tasks is a visual one, which is also used computer/tablet-ready additional learning material. The complexity level ranges from basic shorter output in the lower to more autonomous and real-like communicative situations in the higher grades.
    Źródło:
    Problemy Opiekuńczo-Wychowawcze; 2023, 622(7); 54-63
    0552-2188
    Pojawia się w:
    Problemy Opiekuńczo-Wychowawcze
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
    Autorzy:
    Akbaş, Erdem
    Ölçü-Dinçer, Zeynep
    Powiązania:
    https://bibliotekanauki.pl/articles/2051527.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grammatical morpheme
    second language acquisition
    natural order
    learner corpus
    English as a foreign language
    Opis:
    The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Orbiting by Bharati Mukherjee: A Contemporary American Short Story in the English Classroom
    Autorzy:
    Konopka, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1199311.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Papieski Jana Pawła II w Krakowie
    Tematy:
    applied linguistics
    teaching English as a foreign language
    American short stories
    ethnic literature
    Opis:
    The article puts forward arguments why American short stories should be used to teach English as a foreign language. It also describes the method which might help to teach literature in secondary schools. Additionally, it presents the results of the research conducted among students in Lomza, Poland, which aimed at examining the pedagogical potential of applying ethnic American short stories in teaching English as a foreign language. This was done by comparing the literary critical analysis of Orbiting – a short story written by Bharati Mukherjee with its intuitive interpretations by young Polish adults. Finally, the article is supplemented with the passage from the said text as well as lexical and reading comprehension exercises based on its contents, which can be used in the English classroom.
    Źródło:
    The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II; 2012, 2, 2; 133-150
    2391-6559
    2083-8018
    Pojawia się w:
    The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Another look at boredom in language instruction: The role of the predictable and the unexpected
    Autorzy:
    Kruk, Mariusz
    Pawlak, Mirosław
    Zawodniak, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1047077.pdf
    Data publikacji:
    2021-03-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    boredom
    English as a foreign language
    L2 instruction
    micro-perspective
    negative emotions
    Opis:
    Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 1; 15-40
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The English language as a reflective judgement component in the intercultural Erasmus exchange to and from Poland
    Autorzy:
    Odrowąż-Coates, Anna
    Perkowska-Klejman, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1876139.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    reflective judgement
    English as a foreign language
    EFL
    higher education
    Erasmus
    study abroad
    Opis:
    In the empirical study of intercultural exchange presented in this paper, we assessed Erasmus students for knowledge of English as a foreign language (EFL) and their level of reflective judgement, to test for correlation between the two variables. The basic theoretical framing was derived from King and Kitchener’s (1994) reflective judgment model (RJM), based on 3 different levels of reflectivity, connected to progressive cognitive development of adults: pre-reflective, quasireflective and reflective. The results of the study show that the students displayed high levels of reflective judgment and importantly, we found a correlation between their standard of English and their level of reflectivity. The ability to communicate in English is a prerequisite to participation in the Erasmus programme, therefore it was expected that the students would score well for English knowledge. However, the results of the study suggest that being competent in the use of English as a foreign language may be a predictor of higher reflectivity amongst students in higher education. This creates a controversial pedagogical implication suggesting that learning English as a foreign language to a high standard fuels reflectivity.
    Źródło:
    Edukacja Międzykulturowa; 2021, 14, 1; 178-192
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Process Drama as a Medium of Creative Teaching and Learning in EFL Classroom
    Autorzy:
    Gałązka, Alicja
    Powiązania:
    https://bibliotekanauki.pl/articles/28766343.pdf
    Data publikacji:
    2006-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Drama
    EFL (English as a foreign language)
    tension
    social context
    role
    momentum
    activities
    communication
    Opis:
    Drama is an art form, a practical activity, and an intellectual discipline highly accessible to young people. In education, it is a mode of learning that challenges students to make meaning of their world. Through students’ active identification with imagined roles and situations in drama, they can learn to explore issues, events and relationships. In drama students draw on their knowledge and experience of the real world. Drama has the capacity to move and change both participants and audiences and to affirm and challenge values, cultures and identities Drama can develop students’ artistic and creative skills and humanize learning by providing lifelike learning contexts in a classroom setting that values active participation in a non-threatening, supportive environment. Drama empowers students to understand and influence their world through exploring roles and situations and develops students’ non-verbal and verbal, individual and group communication skills. It develops students’ intellectual, social, physical, emotional and moral domains through learning that engages their thoughts, feelings, bodies and actions. In the paper I will demonstrate process drama and how it may be used as a creative medium of teaching English as a foreign language.
    Źródło:
    The New Educational Review; 2006, 9; 93-108
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning
    Autorzy:
    Luef, Eva Maria
    Resnik, Pia
    Powiązania:
    https://bibliotekanauki.pl/articles/22446717.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Austrian German
    English as a Foreign Language (EFL)
    frequency distribution
    Korean
    sub-syllabic segmentation
    Opis:
    High phonotactic probabilities are known to exert a facilitative effect on word learning in children and adults in their first language. The present study was designed to investigate the role of phonotactic probabilities when learning a foreign language. Focusing on Austrian and Korean learners of English, we investigated two hypotheses related to phonotactic frequency effects: (1) High-frequency segments have more deeply entrenched phonetic representations, with more automatized pronunciation patterns, rendering phonetic learning of homophonous segments more difficult; (2) High-frequency segments are associated with higher phonetic variability in the first language, which can facilitate phonetic learning in a foreign language. Additionally, the locus of phoneme/ bigram frequency effects was analyzed in relation to left-branching and right-branching syllable structure in German and Korean. We found that proximity to English voice-onset time is correlated with phoneme and bigram frequencies in the first language, but results varied by learner group. Sub-syllabic segmentation of the first language was also shown to be an influential factor. Our study is grounded in research on frequency effects and combines its central premise with phonetic learning in a foreign language. The results show a tight relationship between first language statistical probabilities and phonetic learning in a foreign language.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-31
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout
    Autorzy:
    Derakhshan, Ali
    Eslami, Zohreh R.
    Curle, Samantha
    Zhaleh, Kiyana
    Powiązania:
    https://bibliotekanauki.pl/articles/2051510.pdf
    Data publikacji:
    2022-03-21
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English as a foreign language
    positive interpersonal communication
    student burnout
    teacher immediacy
    teacher stroke
    Opis:
    To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.
    Źródło:
    Studies in Second Language Learning and Teaching; 2022, 12, 1; 87-115
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of communication strategy training on EFL students performance in small-group discussions
    Autorzy:
    Benson, Stuart
    Fischer, Danielle
    Geluso, Joe
    Von Joo, Lucius
    Powiązania:
    https://bibliotekanauki.pl/articles/780607.pdf
    Data publikacji:
    2013-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English as a foreign language
    small-group discussions
    communication strategies
    explicit instruction
    co-constructed learning
    Opis:
    In recent years, a number of studies have been conducted with regard to communication strategy training and performance on communicative tasks (Lam, 2009; Nakatani, 2010; Naughton, 2006). This study aims to add to the literature by examining how two strategies, clarifying/confirming and extending a conversation, and two methods of teaching the strategies, affected the interactional sequences and overall group discussion performance of EFL students at a university in Japan. Pre and posttreatment small-group discussions were recorded for assessment, and a stimulated recall interview was administered to determine the participants’ perceptions of their learning and language use. Posttest results reveal that the experimental groups that were taught predetermined phrases aimed at clarifying/confirming and extending a conversation employed such phrases more frequently than the control group. However, this employment of phrases did not lead to higher gains in group discussion skills as the control group enjoyed the largest gains from pre to posttest. The researchers consider the findings in light of previous research, and conclude with recommendations for future research on the topic with special regard to research design.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 2; 245-259
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Język angielski jako lingua franca a kształcenie nauczycieli języka angielskiego
    English as a lingua franca and the implications for English language teacher training
    Autorzy:
    Bobin, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/16530395.pdf
    Data publikacji:
    2020
    Wydawca:
    Akademia im. Jakuba z Paradyża w Gorzowie Wielkopolskim
    Tematy:
    angielski jako lingua franca
    nauczanie języka angielskiego jako obcego
    English as a lingua franca
    teaching English as a foreign language
    Opis:
    English as a lingua franca is a name which refers to an approach to using English rather than a distinct variety of the English language. It is undeniable that English today has become a tool and is used for communication mostly by non-native speakers, which posits major questions about pedagogical implications, such as: who is entitled to set norms and rules of the use of English, or how to train teachers of English as foreign language. The paper is an attempt at presenting certain arising features of ELF and a number of resultant questions. As international research into ELF is under way, the text does not offer any definitive answers, but outlines the emerging trends.
    Angielski jako lingua franca (ELF) jest określeniem paradygmatu użycia języka angielskiego, a nie konkretnej odmiany. Język angielski jako narzędzie komunikacji służy obecnie przede wszystkim nierodzimym użytkownikom języka, co pociąga za sobą istotne pytania i dyskusje dotyczące implikacji pedagogicznych: kto powinien narzucać reguły użycia języka i normy lub jak kształcić nauczycieli języka angielskiego. Artykuł jest próbą przedstawienia pewnych kształtujących się cech angielskiego jako ELF oraz wynikających z tego procesu pytań. Międzynarodowe badania ciągle trwają, dlatego nie znajdziemy tu definitywnych odpowiedzi na nie, tylko opis zarysowujących się trendów.
    Źródło:
    Studia – konteksty pogranicza; 2020, 4; 9-18
    2543-6465
    Pojawia się w:
    Studia – konteksty pogranicza
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Prospective primary school EFL teachers’ beliefs about “flipping”
    Autorzy:
    Fernández-Carballo, Mª Victoria
    Powiązania:
    https://bibliotekanauki.pl/articles/2097427.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    English as a foreign language (EFL)
    flipped classroom (FC)
    flipped learning (FL)
    higher education
    students’ perceptions
    Opis:
    Our paper focuses on the implementation of the flipped classroom model with the students of the subject ICT for EFL teaching and learning at a Spanish university. This pedagogical approach, generally speaking, reverses the traditional learning environment by delivering instructional content outside the classroom and working on it in class. The ultimate goal of our research is to evaluate the aforementioned model, used with a sample of 40 students, through a mixed-method approach. To this aim, a satisfaction survey (Gilboy, Heinerichs & Pazzaglia, 2015) plus two open-ended questions were administered to participants in the study. The results obtained, through both quantitative and qualitative techniques, reveal that the majority of the students completing the evaluation preferred the flipped method compared with the traditional one.
    Źródło:
    Teaching English with Technology; 2021, 21, 1; 48-59
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1026699.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language (EFL)
    in-service EFL teachers
    phonetically difficult words (PDWs)
    young EFL learners
    Opis:
    This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
    Źródło:
    Research in Language; 2019, 17, 3; 297-315
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales
    Autorzy:
    Sampson, Richard J.
    Powiązania:
    https://bibliotekanauki.pl/articles/780991.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teacher motivation
    complex systems theory
    person-in-context relational view
    English as a foreign language
    case study
    Opis:
    This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences “external” to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 2; 293-318
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    USE YOUR HEAD TO MAKE LEARNING BY HEART EASY, CZYLI O IDIOMACH Z PUNKTU WIDZENIA LINGWISTYKI KOGNITYWNEJ
    USE YOUR HEAD TO MAKE LEARNING BY HEART EASY, on idioms from the perspective of cognitive linguistics
    Autorzy:
    Szudy-Sojak, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1036663.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    idioms
    metaphor
    metonymy
    embodied language
    English as a foreign language teaching
    idiomy
    metafora
    metonimia
    język ucieleśniony
    nauczanie języka angielskiego
    Opis:
    The aim of the article is to focus on the cognitive mechanisms that motivate the meanings of idioms as presented by Zoltán Kövesces. Contrary to traditional view, according to which an idiom is an expression whose overall meaning differs from the meanings of its constituents, cognitive linguistics claims that the meaning of a large number of idioms is not arbitrary but motivated. It rejects the “dead metaphor” perspective in favour of underlining relations between domains. The approach, which underlines the embodied aspects of language and cognition, appears tempting in particular in relation to body-related idioms. Metaphorical awareness can play a role of comprehensible input in learning idiomatic language.
    Źródło:
    Neofilolog; 2014, 43/2; 223-233
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    USING QUIPPER AS AN ONLINE PLATFORM FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE
    Autorzy:
    Mulyono, Herri
    Powiązania:
    https://bibliotekanauki.pl/articles/955893.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Online platform
    learning management system (LMS)
    teaching and learning English as a foreign language (EFL)
    computer-assisted language learning (CALL)
    Opis:
    This paper evaluates the affordability of Quipper as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in Quipper may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle (2003), including L2-input exposure, interaction and linguistic production. The evaluation results indicate that Quipper is affordable for use as an online teaching and learning EFL platform. More importantly, it corresponds to the three conditions of CALL pedagogy, thus making it a potential aid for activities used in teaching and learning foreign language.
    Źródło:
    Teaching English with Technology; 2016, 16, 1; 59-70
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transformation in the Turkish Educational System from the Ottoman Empire to the Republic of Turkey: The Elements Behind the Contemporary Status of EFL
    Autorzy:
    Maden, Sinem
    Powiązania:
    https://bibliotekanauki.pl/articles/38576873.pdf
    Data publikacji:
    2024
    Wydawca:
    Związek Nauczycielstwa Polskiego
    Tematy:
    the educational system
    the Ottoman Empire
    the Turkish Republic
    students’ motivation to learn English
    English as a Foreign Language (EFL)
    Opis:
    Aim: The aim of this study is to show the evolution of the Turkish educational system, tracing its development from the Ottoman Empire simultaneously with the political and historical events. Thus, it intends to explore the conditions and requirements that played a pivotal role in shaping the current status of in Turkey. Methods: The historical review method was used to present frequent regulations applied by the Ottoman Empire and the Turkish Republic in the country's educational system, and more specifically in the education of English. Results: Frequent radical changes of the last two decades in the educational system have resulted in a number of problems. Firstly, education lost its value in the eyes of students as they thought the authorities do not see the educational system as something important for the country. Secondly, there have been many concerns among teachers and school administrators regarding the implementation of the improvement projects due to some factors such as inequality in opportunities across the country, physical limitations, and budgetary constraints. In the context of Foreign Language Education (FLE), the lack of foreign language questions in the common mandatory university entrance exam (TYT), and the assessment of only passive language knowledge in the foreign language exam (YDT), led to a decline in students' motivation to learn English. Conclusions: Enhancing English proficiency prior to university admission could lead to more success in language learning experiences of students in Turkey. This approach would prevent them from wasting their time before commencing their university education and avoid challenges arising from delayed foreign language learning.
    Źródło:
    Przegląd Historyczno-Oświatowy; 2024, LXVII, 1-2; 23-44
    0033-2178
    Pojawia się w:
    Przegląd Historyczno-Oświatowy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables.
    Autorzy:
    Dewaele, Jean-Marc
    Al-Saraj, Taghreed M.
    Powiązania:
    https://bibliotekanauki.pl/articles/780805.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Foreign Language Classroom Anxiety
    English as a foreign language
    Arabic learners
    self-perceived proficiency
    frequencu of use
    Emotional Stability
    Social Initiative
    age
    Opis:
    The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 205-228
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Review of Grażyna Kiliańska-Przybyło (2017). The Anatomy of Intercultural Encounters. A Sociolinguistic Cross-Cultural Study
    Autorzy:
    Wysocka, Marzena S.
    Powiązania:
    https://bibliotekanauki.pl/articles/443007.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    interculturalism
    intercultural encounters
    intercultural dialogue
    English as a foreign language
    międzykulturowość
    spotkania interkulturowe
    dialog interkulturowy
    język angielski jako obcy
    Źródło:
    Neofilolog; 2019, 53/2; 347-349
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Integrating Language Skills in a Foreign Language: From a Traditional to an Online Perspective
    Integracja umiejętności językowych w języku obcym: pomiędzy nauczaniem tradycyjnym a zdalnym
    Autorzy:
    Chodkiewicz, Halina
    Powiązania:
    https://bibliotekanauki.pl/chapters/2192944.pdf
    Data publikacji:
    2022
    Wydawca:
    Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
    Tematy:
    teaching English as a foreign language
    the four language skills
    the discrete skills approach
    skills integration
    online language teaching
    reconceptualization of language skills
    Opis:
    Since the wide acceptance of the traditional conceptualization of the four skills in EFL methodology – that is listening, reading, speaking and writing – in the 1960s and 1970s, it has become clear that the framework for foreign language skill instruction requires further professional modification. In fact, over the years a range of questions have been put forward in order to explain potential relationships between them and suggest their ordering, coordination, integration or interdependence in working out practical solutions. The undertaken debates have contributed to launching the use of the terms of ‘integrating language skills’ or ‘integrated skills’. The goal of this chapter is to provide an overview of evolving standpoints taken by ELT specialists on the issue of integrating language skills, primarily referred to the four language skills. However, since the audiolingualists’ support given to the traditional model of the four skills, both theoreticians and practitioners have brought about into the forefront a range of new ideas, many of them connected with the growing significance of ICT and online activities implemented in L2/FL teaching and learning. The considerations of language skills integration have proved crucial for materials and course designers as well as practicing teachers responsible for lesson planning and task construction. A recently proposed division of language skills into reception, production, interaction and mediation (Council of Europe, 2001, 2018) has reduced the status of the traditional conceptualization of the four language skills and offered a broader, more comprehensive view of language skills and the links holding between them.
    Źródło:
    Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 33-45
    9788364881893
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes
    Autorzy:
    Sarnou, Dallel
    Sarnou, Hanane
    Powiązania:
    https://bibliotekanauki.pl/articles/44450160.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    English as a second foreign language
    English vocabulary
    songs
    Algerian third-year elementary pupils
    Opis:
    Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities. Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only. A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023. Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time. Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 277-296
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zależność / niezależność od pola danych a rozwijanie sprawności pisania w języku angielskim. Rezultaty badania korelacyjnego
    The relationship between field dependence / field independence and the development of writing skills in English. The outcomes of the correlational study
    Die Abhängigkeit / Unabhängigkeit vom Datenfeld und die Entwicklung der Schreibfertigkeit im Englischen. Die Ergebnisse einer Korrelationsstudie
    Autorzy:
    Jantarska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/956336.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    learning / teaching English as a foreign language
    individual learner differences
    cognitive / learning style
    field dependence
    field independence
    language skills
    writing skills
    correlational study
    Opis:
    The following article presents the results of the correlational study, conducted in 2014 on a sample of 110 participants (first and third graders of the secondary schools). The researcher has analyzed the nature and strength of the relationship between the cognitive style of field dependence / field independence (an independent variable of the study) and English writing test results (a dependent variable of the study). The choice of proper research instruments has enabled the researcher to evaluate whether and to what extent the relationship between the main variables of the study is modified by age and sex of the subjects. Conclusions are drawn on the basis of correlational diagrams and statistical analyses. The presented findings may confirm the importance of individualized foreign language teaching.
    Der Artikel stellt die Ergebnisse der Korrelationsstudie dar, die 2014 in einer Gruppe von 110 Schülern der ersten und der dritten Klasse (Lyzeum) durchgefuhrt wude. Man untersuchte das Vorhandensein und die Beziehung zwischen kognitivem Stil, Abhängigkeit / Unabhängigkeit vom Datenfeld (unabhängige Variable) und der Testergebnisse der Schreibfertigkeit im Englischen (abhängige Variable). Die Auswahl der Struktur der Studie lässt bestimmen, ob und in welchem Grade Alter und Geschlecht der Teilnehmer die Abhängigkeitskraft zwischen den Hauptvariablen der Studien beeinflussen. Die Schlussfolgerungen hat man anhand der Auswertung der Korrelationsdiagramme und der Statistikanalysen durchgeführt. Die Ergebnisse bedürfen weiterer Analyse von Lernstilen und der Individualisierung des Fremdspracherwerbsprozesses im Englischen.
    Źródło:
    Linguodidactica; 2014, 18; 63-74
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English
    Dynamik der Bedürfnisse in den Kursen zur englischen Phonetik für eine Gruppe berufstätiger Englischlehrender
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1182375.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    English as a Foreign Language (EFL)
    in-service teachers
    needs analysis (NA)
    phonetics
    primary school
    englisch als fremdsprache
    berufstätige lehrkräfte
    bedarfsanalyse
    phonetik
    grundschule
    Opis:
    This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed in the article.
    Dieser Artikel stellt eine Studie zur Dynamik der Bedürfnisse von berufstätigen Lehrenden für Englisch als Fremdsprache (EFL) in der Grundschule vor, die an einem Kurs zur englischen Phonetik an einer regionalen Universität in Norwegen teilnehmen. Der Kurs richtet sich an Englischlehrende (im Weiteren als „Teilnehmer“ bezeichnet), die ihren Vollzeitunterricht mit der Beteiligung an Kursen für Englisch als Fremdsprache verbinden. Ziel der Untersuchung ist es herauszufinden, wie sich die Dynamik der Bedürfnisse der Teilnehmer über einen Zeitraum von zwei Semestern ändert. Die Forschung basiert auf den theoretischen Prämissen der Bedarfsanalyse (NA) von Hyland (2006), der die Bedürfnisse von Fremdsprachenlernenden als einen kontinuierlichen Prozess betrachtet, der sich im Laufe der Zeit ändert. Die Ergebnisse der Bedarfsanalyse verweisen darauf, dass die Teilnehmer am Anfang ein starkes Bedürfnis nach Abschluss des Sprachunterrichts auf einem höheren Niveau zum Ausdruck bringen, um eine Fremdsprache an der Grundschule zu unterrichten. Diese Einstellung entwickelt sich jedoch gegen Ende des Kurses dahingehend, dass der Rolle des Lehrers, der als nachzuahmendes Vorbild für Lernenden im Bereich der Geläufigkeit, der Intonation und des Unterrichtens nur in der Fremdsprache fungiert, mehr Gewicht beigemessen wird. Diese Beobachtungen bilden eine Basis für weitere Überlegungen in dieser Arbeit.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 107-132
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PATTERN PRACTICE REVISITED: FROM SYNTAX TO SENSE AND POSITIVE EMOTIONS
    Autorzy:
    Scheffler, Paweł
    Butzkamm, Wolfgang
    Powiązania:
    https://bibliotekanauki.pl/articles/442954.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    gramatyczne dryle tłumaczeniowe
    język ojczysty w nauce języka angielskiego
    pozytywne emocje
    pattern practice
    bilingual drills
    native language in learning English as a foreign language
    positive emotions
    Opis:
    For many second and foreign language learners, the goal of language instruction is fluent oral performance. Such performance can be achieved if the mechanisms underlying L2 performance have been automatized. It is generally recognized that promoting automaticity in the classroom requires massive repetition and consistent practice, which, however, need to correspond to conditions of use in order for transfer into real speech to take place. It is also often acknowledged that meeting these requirements in classroom instruction is very difficult as traditional repetitive practice activities often take time away from communicative language use and fail to induce positive emotions in learners. In this article, we take a fresh look at the theory behind, and the implementation of, pattern practice. We begin by arguing that it is construction grammar that provides a theoretical foundation for pattern practice. We also demonstrate that monolingual drills in the audiolingual method marginalized meaning and were often mechanical. We then present bilingual drills as an alternative exercise type which facilitates pattern recognition, oral repetition and focus on meaning. We show that referring to the native language makes it possible to localize and individualize the examples used and to induce positive emotions in the process. Finally, we discuss communicative drills and use transcripts of classroom interaction to demonstrate that repetitive practice, communication and positive emotions can all be combined.
    Źródło:
    Neofilolog; 2019, 52/1; 89-101
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dylematy związane z włączaniem uczniów dyslektycznych do systemu edukacji
    Dilemmas related to the inclusion of dyslexic students into the education system
    Autorzy:
    Szumska, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/2127892.pdf
    Data publikacji:
    2022-02-03
    Wydawca:
    Akademia Humanistyczno-Ekonomiczna w Łodzi
    Tematy:
    dysleksja
    włączanie
    uczniowie ze specjalnymi potrzebami edukacyjnymi
    język angielski jako język obcy
    język angielski jako drugi język
    język angielski jako język dodatkowy
    dyslexia
    inclusion
    special educational needs students
    English as a foreign language
    English as a second language
    English as an additional language
    Opis:
    Celem niniejszego artykuły była prezentacja możliwości włączania uczniów dyslektycznych do procesu kształcenia w szkołach głównego nurtu. Tekst stanowi przegląd zestawu zasad pozwalających na lepsze funkcjonowanie dyslektyków w systemie szkolnictwa. Chciałam również pokazać całościowy obraz współpracy pomiędzy specjalistami szkolnymi, nauczycielami a rodzicami uczniów dyslektycznych.
    The aim of the article was to present opportunities to include dyslexic students into the process of education in mainstream schools. The text constitutes an overview of a set of rules to allow for the better functioning of dyslexic students in the educational system. I also wanted to present a holistic view of cooperation between specialists, school teachers and the parents of pupils with dyslexia.
    Źródło:
    Językoznawstwo; 2021, 15; 279-288
    2391-5137
    Pojawia się w:
    Językoznawstwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    4th generation technologies as language supporting tools used by English-language teachers. Applications review
    Autorzy:
    Łuszcz, Małgorzata Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1075692.pdf
    Data publikacji:
    2019
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    4th generation technologies
    English as a second or foreign language
    applications for English teaching
    tools supporting English teaching
    Opis:
    This work aims to present the usefulness of mobile applications in the language education process. The subject of research has been applications recommended by the British Council and online dictionaries, available in the form of a mobile app. The analysed solutions are free applications such as the Oxford Dictionary or Johny Grammar Word Challenge with the LearnEnglish series. Developing language skills and competencies in English lessons in Polish schools can be done using a variety of applications, both paid and free. Each app offers various forms of foreign language improvement, and the vast majority provide English-Polish translations, including explanations of how to define a specific word. The work was divided into three principal sections: reading and writing applications, online dictionaries and applications developing the ability to use English using the method of learning through play. The assumption of the analysis is the selection of apps available for mobile devices that support the process of teaching English during classes. The analysed solutions are tested both concerning functionality and usability as well as regarding the attractiveness of use. The primary interest in this work is Oxford and Johny Grammar, one of the applications recommended by the British Council to support the education process, which is at the same time the foundation of sustainable development, maintained as an integral part.
    Źródło:
    World Scientific News; 2019, 119; 97-110
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Konzept Deutsch als Fremdsprache nach Englisch (DaFnE) – Notwendigkeit oder Wunschvorstellung? Empirische Untersuchung in Grundschulen in Großpolen
    Autorzy:
    Wypusz, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/915166.pdf
    Data publikacji:
    2015-07-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    DaFnE-conception
    German as a Foreign language
    German after English
    Tertiary Language Learning
    Multilingualism
    Opis:
    DaFnE (German abbreviation: Deutsch als Fremdsprache nach Englisch – German after English) is an approach to teaching German as a third language to students who have already learned English. This methodology, which combines a first language (L1) with English as a second language (L2) and German as a third language (L3), is gaining popularity in Poland. This article contains both theoretical background and empirical research related to DaFnE. The first part introduces relevant definitions, aims of the DaFnE method and a short history of Tertiary Language Learning. The second part discusses teaching materials, which were created by the author of the article and used during empirical research in primary schools in the region of Greater Poland. Additionally, the paper includes results of surveys among the students and interviews among the German teachers.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 1; 81-91
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interkulturelle Kompetenz im Fremdsprachenunterricht Deutsch nach Englisch Eine Pilotuntersuchung der Klassen 4–6 im Raum Poznań
    Intercultural Competence in Language Teaching: German after English A pilot study of the classes 4–6 in Poznan/Poland
    Autorzy:
    Zuzok, Nadja
    Powiązania:
    https://bibliotekanauki.pl/articles/917092.pdf
    Data publikacji:
    2018-11-05
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Intercultural competence
    (teaching) German as a foreign language
    German after English
    young learners
    Opis:
    The following essay is about teaching German after English and the intercultural traces that can be found in German teaching and learning after having been learned English. The current polish situation makes this topic relevant, as German is taught as second foreign language. The present study wants to investigate which influence this learning German after English has when speaking of intercultural competence.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 235-243
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching fundamentals of machine design in English
    Nauczanie podstaw konstrukcji maszyn po angielsku
    Autorzy:
    Golenko, A.
    Powiązania:
    https://bibliotekanauki.pl/articles/196459.pdf
    Data publikacji:
    2014
    Wydawca:
    Politechnika Śląska. Wydawnictwo Politechniki Śląskiej
    Tematy:
    teaching in a foreign language
    English as a medium of instruction
    coursebook
    nauczanie w języku obcym
    angielski jako język wykładowy
    książka do wykładu
    Opis:
    The paper summarises the good and bad experience that has been collected by the author during more than dozen years of teaching Fundamentals of Machine Design in English for both foreign and Polish students. The most acute problem consists in the lack of teaching aids to the course. The author presents a coursebook to the Fundamentals, which might be useful to all those involved in this type of instruction. Typical problems in the instruction process resulting from a different approach to the course in Polish and foreign universities are also discussed.
    W artykule przedstawiono doświadczenia (dobre i złe) z ponad 12-letniego okresu nauczania podstaw konstrukcji maszyn w języku angielskim zarówno dla studentów zagranicznych, jak i polskich. Największym problemem jest brak pomocy dydaktycznych do przedmiotu. Autor przedstawia książkę do wykładu, która może być pomocna dla wszystkich zaangażowanych w tego typu nauczanie. Przedstawiono również typowe problemy w nauczaniu wynikające z odmiennego sposobu realizacji przedmiotu na naszych uczelniach i uczelniach zagranicznych.
    Źródło:
    Zeszyty Naukowe. Transport / Politechnika Śląska; 2014, 83; 91-97
    0209-3324
    2450-1549
    Pojawia się w:
    Zeszyty Naukowe. Transport / Politechnika Śląska
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BRYTYJSCY POLACY – POLSCY BRYTYJCZYCY: OSIĄGNIĘCIA MŁODEGO POKOLENIA EMIGRACYJNEGO W ZAKRESIE JĘZYKA OJCZYSTEGO NA PODSTAWIE ANALIZY EGZAMINU GENERAL CERTIFICATE OF SECONDARY EDUCATION (POLISH)
    The British Polish – the Polish British: achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certificate of Secondary Education (Polish)
    Autorzy:
    Łączek, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/442947.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    bilingual education
    exolingual environment
    General Certificate of Secondary Education (Polish)
    (Polish) ethnic minority
    English as a foreign/ second/ additional language
    glottodidactics
    edukacja dwujęzyczna
    środowisko egzolingwalne
    General Certificate of Secondary Education (j.polski)
    (polska) mniejszość etniczna
    angielski jako język obcy/drugi/dodatkowy
    glottodydaktyka
    Opis:
    The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certifi¬cate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Educa-tion (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.
    Źródło:
    Neofilolog; 2017, 49/2; 257-272
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-48 z 48

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