Skocz do pozycji: 1.

Tytuł:

Learning Anxiety in the Language Classroom

Autorzy:

Zybert, Jerzy

Powiązania:

https://bibliotekanauki.pl/articles/916779.pdf

Data publikacji:

2018-11-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Language Classroom

Opis:

It has generally been acknowledged that anxiety is an affective factor that plays a significant role in any learning. A highly specific type of anxiety, foreign language classroom learning anxiety, has been distinguished and recognised as quite common among foreign language learners (Horwitz et al. 1991). The article provides some theoretical considerations related to the issue and presents findings from research on it conducted among Polish secondary school students of English. Conclusions include some practical suggestions for language teachers.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2006, 32, 1; 123-137
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Advanced learners’ foreign language-related emotions across the four skills

Autorzy:

Piniel, Katalin
Albert, Ágnes

Powiązania:

https://bibliotekanauki.pl/articles/780981.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

emotions
language learning
foreign language classroom

Opis:

Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016). Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian) describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014) was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class).

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 1; 127-147
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

LANGUAGE CLASSROOM DYNAMICS: AN ATTEMPT AT ANALYSING THE LANGUAGE-EMOTIONAL-COMMUNICATIVE PROCESSES IN A CLASSROOM ENVIRONMENT

Autorzy:

Wiśniewska, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/444799.pdf

Data publikacji:

2017-06-01

Wydawca:

Uniwersytet Warmińsko-Mazurski w Olsztynie

Tematy:

language classroom dynamics
second language learning

Opis:

The main objective of the paper is a preliminary analysis of the dynamic interaction between the language-emotional-communicative processes which occur in language classrooms and both the natural conditions as well as student-/teacher-generated factors in classroom environments. In the article, a linguistic experiment conducted in three language classrooms with English as the students’ second language is described and an analysis of the research outcome is undertaken. The analysis of the research outcome serves a better understanding of the mechanisms which govern successful communication in English as the second language. Thus, the intention of analysing the experiment results might also be considered a voice in the discussion on homeostatic tendencies in a language classroom.

Źródło:

Acta Neophilologica; 2017, XIX/1; 69-82
1509-1619

Pojawia się w:

Acta Neophilologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Using Postermywall to practice communication in a foreign language classroom

Autorzy:

Calvin Gai Mali, Yustinus

Powiązania:

https://bibliotekanauki.pl/articles/2087079.pdf

Data publikacji:

2021

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Postermywall
technology
foreign language classroom
communication
creativity

Opis:

This paper introduces Postermywall and presents three lesson plans that integrate the technology based on the relevant literature and the International Society for Technology in Education standards to support English language learning and practice students’ communication and creativity. Specifically designed for an English as a Foreign Language writing and speaking class, the lesson plans also hope to interest language teachers and educational practitioners looking for user-friendly technology to integrate into their lessons and ways to engage students in technology-based language learning activities. Recommendations to optimize the lesson plans are presented.

Źródło:

Teaching English with Technology; 2021, 21, 3; 89-100
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions

Autorzy:

Dewaele, Jean-Marc
Dewaele, Livia

Powiązania:

https://bibliotekanauki.pl/articles/780856.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

foreign language enjoyment
foreign language classroom anxiety
teachers

Opis:

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.

Źródło:

Studies in Second Language Learning and Teaching; 2020, 10, 1; 45-65
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

The ‘unforgettable’ experience of foreign language anxiety

Autorzy:

Drakulić, Morana

Powiązania:

https://bibliotekanauki.pl/articles/628556.pdf

Data publikacji:

2015

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

foreign language anxiety, language classroom, subjective experience, teacher

Opis:

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

Źródło:

Journal of Education Culture and Society; 2015, 6, 1; 120-128
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

The role of a teacher in a CLIL classroom

Autorzy:

Papaja, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/915845.pdf

Data publikacji:

2013-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

CLIL
bilingual
language classroom
teacher
teaching
language development

Opis:

CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 147-153
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

Dynamics of classroom WTC: Results of a semester study

Autorzy:

Mystkowska-Wiertelak, Anna

Powiązania:

https://bibliotekanauki.pl/articles/780513.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

willingness to communicate
language classroom
communicative behaviour
classroom context

Opis:

The fact that L2 willingness to communicate (WTC) can fluctuate over different time scales is no longer disputed as numerous studies have proved a dynamic rather than trait-like character of the concept (cf. MacIntyre & Legatto, 2011; MacIntyre, Burns, & Jessome, 2011; Mystkowska-Wiertelak & Pawlak, 2014). The changes in the intensity of L2 learners’ readiness to engage in communication in the classroom context have been investigated in a number of studies attempting also to establish factors capable of stimulating or hindering WTC (e.g., Cao & Philip, 2006; Pawlak & Mystkowska-Wiertelak, 2015; Peng, 2014). Many of empirical explorations of L2 learners’ WTC, although representing the ecological perspective, provide solely a snapshot of classroom reality, thus generating a question if such one-at-a-time picture frame can sufficiently accommodate diverse factors that impinge on learners’ readiness to engage in communication. The application of a longitudinal design was thus dictated by the author’s intention to gather information on WTC ebbs and flows not only during single lessons but also continuing over a number of lessons conducted throughout a semester of study, which allowed for exploring a wider spectrum of conditions that affect WTC of advanced learners of English attending speaking classes. Detailed lesson plans, interview and questionnaire data were used to interpret WTC fluctuations reported by the participants at 5-min intervals in the course of 7 lessons. Qualitative and quantitative analysis of the data revealed that the intensity of communicative behaviour depends on an intricate interplay of personal and group-related factors, with a special role ascribed to the instructor whose knowledge of the group characteristics and needs coupled with didactic skills can greatly contribute to increasing WTC in the classroom.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 4; 651-676
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom

Autorzy:

Dewaele, Jean-Marc
MacIntyre, Peter
Boudreau, Carmen
Dewaele, Livia

Powiązania:

https://bibliotekanauki.pl/articles/783197.pdf

Data publikacji:

2016

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

Foreign Language Enjoyment
Foreign Language Classroom Anxiety
individual differences
gender

Opis:

The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986).  An open question on FLE also provided us with narrative data.  Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences.  The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance.  However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom.  We argue that this heightened emotionality benefits the acquisition and use of the FL.

Źródło:

Theory and Practice of Second Language Acquisition; 2016, 2, 1
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroo

Autorzy:

Fu, Tingfeng
Nassaji, Hossein

Powiązania:

https://bibliotekanauki.pl/articles/780830.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

corrective feedback
uptake
feedback perception
second language classroom

Opis:

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 1; 159-181
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Gender differences in foreign language classroom anxiety: Results of a meta-analysis

Autorzy:

Piniel, Katalin
Zólyomi, Anna

Powiązania:

https://bibliotekanauki.pl/articles/2143605.pdf

Data publikacji:

2022-06-18

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

language anxiety
gender
Foreign Language Classroom Anxiety Scale
meta-analysis

Opis:

Exploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by Horwitz et al. (1986) to measure language anxiety. An ever-growing array of studies has employed the FLCAS and analyzed the underlying relationship between the focal construct and foreign language achievement, various individual difference variables and a variety of demographic variables, such as learning experiences, age, and gender. Despite the considerable number of publications, studies focusing on biographical variables and language anxiety have not been conclusive. The aim of the present meta-analysis is to analyze 48 studies that employed the FLCAS to look at the potential gender differences with respect to language anxiety. Although there is great variation in the methodological and reporting practices in the studies included, and findings show a tendency for females to experience higher foreign language anxiety, gender-related differences are not statistically significant. The results of moderator analyses showed that neither age nor target language, regional context, or, in the case of university students, their majors, influence this relationship.

Źródło:

Studies in Second Language Learning and Teaching; 2022, 12, 2; 173-203
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 12.

Tytuł:

Analyzing types of classroom interaction in CLIL

Autorzy:

Papaja, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/919714.pdf

Data publikacji:

2011-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

CLIL
Content and Language Integrated Learning
Bilingual education
Interaction
Language classroom

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 43-52
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 13.

Tytuł:

The Use of the Socratic Method in an English Language Learning Classroom to Develop a Global Professional Skill

Autorzy:

Mott, Melissa

Powiązania:

https://bibliotekanauki.pl/articles/463229.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej

Tematy:

Socratic Method
English Language Learning Classroom

Opis:

In the global marketplace of the 21st century the idea of learning language specific to business exists as an operative necessity in improving the functionality of a marketable skill set. Similarly, the use of work-place specific terminology acts as a key ingredient in improving the ability to work, converse, and thrive in any environment. However, there is a gap which exists in the ability of an individual to succeed in the workplace despite fluency in business specific terminology. This gap can be remedied with a working understanding of the English language and mastery beyond instructivist methods, using a line of inquiry consistent with modern models of a professional workplace. In this paper, I will explain and discuss the benefits of using the Socratic Method in an English Language Learning course of study to cement the effectiveness and success of English vocabulary and terminology in the workplace.

Źródło:

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 13; 43-50
2080-4814

Pojawia się w:

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 14.

Tytuł:

LES ENREGISTREMENTS VIDÉO EN CLASSE DE LANGUE – VERS UNE NOUVELLE APPROCHE DE LA CORRECTION DES ERREURS ORALES ?

Autorzy:

Kotuła, Krzysztof

Powiązania:

https://bibliotekanauki.pl/articles/638406.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

CALL, corrective feedback, video recordings in the language classroom, French as a foreign language

Opis:

This article deals with the question of technology-enhanced delayed corrective feedback in language learning. 45 students learning French in high school were video recorded while performing an oral production task. The videos were next uploaded to a private YouTube channel and the annotation tool was used to highlight student’s mistakes. Two distinct methods of correcting learners’ errors were used in the process. Next, a questionnaire was administered in order to determine which of the proposed ways of correcting erroneous utterances was considered more efficient by the subjects and what variables could have influenced learners’ perception of the delayed corrective feedback. Our goal was to determine whether such techniques can be successfully implemented in the case of learners unaccustomed to the use of video recordings in the language classroom.

Źródło:

Romanica Cracoviensia; 2015, 15, 2
2084-3917

Pojawia się w:

Romanica Cracoviensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Multimodale Analyse von Interaktion im fremdsprachlichen Klassenzimmer
Multimodal analysis of interaction in a foreign language class

Autorzy:

Hoffmann, Sabine

Powiązania:

https://bibliotekanauki.pl/articles/914838.pdf

Data publikacji:

2016-06-20

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

interaction in foreign language classroom
conversation analysis
multimodal analysis
training for foreign language teaching.

Opis:

The article offers a contribution to the interaction research in the foreign language teaching and learning. It starts with an overview of various research approaches to the foreign language teaching and learning, from the 60s to the present days. A multimodal analysis of an excerpt of videorecorded classroom interaction is then provided. The analysis is focused on several aspects of classroom participation and teaching sequences. Some implications of the present research for teachers' training are finally provided.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 123-134
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners

Autorzy:

Dewaele, Jean-Marc
Ip, Tsui Shan

Powiązania:

https://bibliotekanauki.pl/articles/780713.pdf

Data publikacji:

2013-03

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Foreign Language Axiety
Tolerance of Ambiguity
English Language Classroom Anxiety Scale
Self-rated proficiency
SLTAS

Opis:

Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the Second Language Tolerance of Ambiguity Scale (Ely, 1995). Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.

Źródło:

Studies in Second Language Learning and Teaching; 2013, 3, 1; 47-66
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY

Autorzy:

Pawlak, Mirosław

Powiązania:

https://bibliotekanauki.pl/articles/443045.pdf

Data publikacji:

2019-03-31

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

różnice indywidualne
indywidualizacja
trening ucznia
różnorodność w klasie językowej
individual differences
individualization
learner training
variety in the language classroom

Opis:

The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.

Źródło:

Neofilolog; 2019, 52/1; 179-195
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

Dynamika i struktura grupy w klasie językowej
Group dynamics and group structure in the language classroom

Autorzy:

Kowal, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/1037542.pdf

Data publikacji:

2012-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

language classroom, group work
phases of group development
teacher actions
klasa językowa
praca w grupach
fazy rozwoju grupy
działania nauczyciela

Opis:

The present paper describes various psycho-social phenomena that occur in groups, in particular in the language classroom. Each group passes through five developmental stages called forming, storming, norming, performing and adjourning. During these phases learners’ behavior and attitudes change, which often leads to conflicts between the teacher and the students. The structure of the group develops in parallel with its dynamics. Students adopt several roles in the group, such as, for example, leader, expert or outsider.

Źródło:

Neofilolog; 2012, 39/2; 131-146
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Umgang mit Diversität im Klassenraum – Annahmen und Realität

Autorzy:

Janicka, Monika

Powiązania:

https://bibliotekanauki.pl/articles/913371.pdf

Data publikacji:

2017-08-31

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

diversity in the language classroom
students with special educational needs
the inclusion concept
difficulties with effective inclusion in mainstream schools

Opis:

One of the main goals of the reform of the educational system in Poland in 2004 wasto ensure the equality of chances for all as well as social integration. This concept assumed anequal access to the education also for students with special educational needs. The present paperattempts to highlight the problems with implementing the inclusion concept in the languageclassroom. The study presented in the article aims to investigate whether educational institutionsin Poland are ready to implement the concept of inclusion, as well as the competence of foreignlanguage teachers to cope with the diversity in the language classroom.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 9-21
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

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

/5

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Skocz do pozycji: 21.

Tytuł:

Il dialogo in classe: le strategie didattiche e la loro ricezione da parte degli apprendenti

Autorzy:

Kaliska, Marta

Powiązania:

https://bibliotekanauki.pl/articles/2083539.pdf

Data publikacji:

2019

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

teaching strategies
student voice survey
foreign language classroom
higher education
strategie nauczania
głos studenta
dydaktyka języka obcego
szkolnictwo wyższe

Opis:

Dialogue in the Classroom: Teaching Strategies and Their Reception by Students – The paper aims to explore Student Voice research within the academic context in terms of theoretical assumptions and a practical approach to its application in the classroom. In the first part, we focus on three main themes which build the explanatory framework: (1) Italian language teaching at Polish universities, (2) the current teaching methodology implemented in the classroom, and (3) Student Voice as a tool to better plan teaching activities. In the second part, we present the findings of a survey conducted among students learning Italian at the Faculty of Applied Linguistics, and we analyze their value for the teaching and learning process.
Dialog w klasie: strategie nauczania i ich postrzeganie przez studentów – Celem artykułu jest przedstawienie wyników badania ankietowego stanowiącego przykład zastosowania tzw. Głosu Studenta, czyli podejścia pedagogicznego zmierzającego do optymalizacji procesu nauczania. W pierwszej części przedstawione zostały trzy zgadnienia tworzące ramę teoretyczną: (1) nauczanie języka włoskiego na poziomie akademickim w Polsce, (2) współczesne trendy metodologiczne stosowane w klasie oraz (3) Głos Studenta jako narzędzie zapewniające bardziej skuteczne planowanie działań dydaktycznych. W drugiej części, przybliżono wyniki ankiety przeprowadzonej wśród studentów uczących się języka włoskiego na Wydziale Lingwistyki Stosowanej oraz omówiono ich przydatność w procesie nauczania i uczenia się.

Źródło:

Kwartalnik Neofilologiczny; 2019, 4; 677-686
0023-5911

Pojawia się w:

Kwartalnik Neofilologiczny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

La question du passif en classe de FLE en Tunisie vue à travers l’observation d’une séance de grammaire

Autorzy:

Ben Ammar, Mohamed

Powiązania:

https://bibliotekanauki.pl/articles/1195590.pdf

Data publikacji:

2020-11-03

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

grammar
FLE (French as a foreign language) classroom
the passive (voice)
teaching practices
grammaire
classe de FLE
le passif
pratiques enseignantes

Opis:

La grammaire telle qu’elle se présente dans les manuels scolaires de FLE subit une certaine transformation au moment de son enseignement en classe sous l’influence notamment de la méthode adoptée par l’enseignant et des choix terminologiques que celui-ci endosse. À travers l’observation d’une séance de grammaire portant sur la question du passif en classe de FLE en Tunisie, cet article tente de mettre en lumière certaines pratiques enseignantes ainsi que les défaillances dans la culture grammaticale des élèves. L’écart entre la grammaire destinée à être enseignée et celle enseignée effectivement en classe traduit l’importance des pratiques grammaticales, et témoigne du rôle capital de celles-ci dans le développement de la compétence métalinguistique des apprenants.
Grammar as it appears in FLE (French as a foreign language) textbooks will undergo a certain transformation at the time of its teaching in the classroom under the influence in particular of the method adopted by the teacher and the terminological choices that this one endorses. Through the observation of a grammar session about the issue of the passive (voice) in a FLE classroom in Tunisia, this article attempts to highlight some teaching practices as well as failures in the grammatical culture of students. The gap between the grammar intended to be taught and that actually taught in classroom reflects the importance of grammatical practices and proves to their crucial role in the development of the learners’ grammatical competence.

Źródło:

e-Scripta Romanica; 2020, 8; 22-35
2392-0718

Pojawia się w:

e-Scripta Romanica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Sposoby inicjowania i podtrzymywania kontaktu ze studentami na lekcji języka polskiego jako obcego
Initiating and maintaining contact with students on the Polish as a foreign language lesson

Autorzy:

Kubacka, Kamila

Powiązania:

https://bibliotekanauki.pl/articles/680429.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

komunikacja na lekcji języka polskiego jako obcego (JPJO)
komunikacja edukacyjna
dyskurs lekcyjny
lekcja JPJO
nauczanie JPJO
inicjowanie kontaktu ze studentem
podtrzymywanie kontaktu na lekcji
communication in the Polish language classroom
educational communication
discourse in foreign language classroom
Polish as a foreign language lesson
teaching Polish as a foreign language
initiating a contact with student
maintaining contact during the lesson

Opis:

The aim of the article is to present examples of verbal (oral) lectors’ behaviors that were aimed at initiating contact with students, maintaining attention and activating the participants in the institutionalized space, also the impact of lectures’ communicationon the quality and the way of teaching in a non-homogeneous group. The research material includes twelve 90-minute recordings (with transcripts) of a foreign language lessons conducted by 12 lecturers at the Polish Language Center for Foreigners in Łódź. The presented analysis of the statements of teachers of Polish as a foreign language allowed for the development of a register of typical, most common communication situations in which the teacher interacted with students, as well as the identification and systematization of recurring common elements forming communication patterns. The analysis is linguistic-glottodidactic, at the same time a small fragment of research on educational discourse in the language classroom carried out in 2010–2014 for the purposes of the doctoral dissertation.
Celem artykułu jest przedstawienie rejestru zachowań werbalnych (ustnych) lektorów, które zostały ukierunkowane na zainicjowanie kontaktu ze studentami, podtrzymanie uwagi oraz aktywizowanie uczestników zajęć w przestrzeni zinstytucjonalizowanej. Badano również wpływ tego rodzaju wypowiedzi lektorskich na sposób i jakość nauczania w zróżnicowanej etnicznie grupie. Analiza materiału badawczego, obejmującego dwanaście 90-minutowych nagrań (wraz z transkrypcjami) lekcji języka polskiego jako obcego (JPJO) przeprowadzonych w Studium Języka Polskiego dla Cudzoziemców Uniwersytetu Łódzkiego, pozwoliła na opracowanie rejestru typowych, najczęstszych sytuacji komunikacyjnych, w których dochodziło do interakcji lektora ze studentami, jak również na dostrzeżenie i usystematyzowanie powtarzających się elementów wspólnych tworzących schematy komunikacyjne. Zaprezentowane badania mają charakter językoznawczo- glottodydaktyczny, stanowią jednocześnie niewielką część rozważań nad komunikacją edukacyjną w klasie językowej, które zostały zainicjowane w 2010 roku na potrzeby rozprawy doktorskiej.

Źródło:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2019, 26; 65-80
0860-6587
2449-6839

Pojawia się w:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Zarządzanie uwagą na lekcji języka obcego w fazie percepcji i przetwarzania struktur językowych
Attention management in the foreign language classroom during the phase of perception and processing of language structures

Autorzy:

Kubiczek, Agnieszka

Powiązania:

https://bibliotekanauki.pl/articles/1037721.pdf

Data publikacji:

2010-06-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

attention in cognitive processes
, perception and information processing
attention management in a language classroom
uwaga w procesach poznawczych
percepcja i przetwarzanie informacji
zarządzanie uwagą na lekcji językowej

Opis:

This paper focuses on the connection between cognitive psychology and foreign language pedagogy in the context of perception and processing of language structures. It describes second language acquisition as the processing of language information, which is influenced by attention focused on language data. The concept of instructed learning assumes the possibility of manipulating learners’ attention by the teacher. The paper provides a theoretical background referring to such issues and also examples of how this kind of knowledge can be used in the classroom.

Źródło:

Neofilolog; 2010, 35; 173-183
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Dyskurs edukacyjny na lekcji języka obcego w polskim liceum a brytyjskim The Sixth Form College – wyniki badań porównawczych
Educational discourse during foreign language lessons in Polish upper secondary school and British sixth form college: The results of a comparative study

Autorzy:

Kouhan, Beata

Powiązania:

https://bibliotekanauki.pl/articles/1037595.pdf

Data publikacji:

2019-09-24

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

the sixth form college
educational discourse
interaction in a foreign language classroom
Polish upper secondary school, the sixth form college
dyskurs edukacyjny
interakcja na lekcji języka obcego
polskie liceum ogólnokształcące

Opis:

Examining different solutions implemented during foreign language lessons in different countries can be very useful. Firstly, noticing some innovative ideas in an authentic context in another educational system can inspire the introduction of some changes which can potentially raise the quality of foreign language instruction. Secondly, seeing the same solutions in another educational system can confirm the effectiveness of existing methods and in this way may strengthen the intrinsic motivation of all involved in the teaching process of teaching foreign languages. One of the most important elements of a foreign language lesson is educational discourse taking place in the classroom as it has the potential to affect all aspects of a particular class and to greatly influence learning out-comes. With this in mind, the author included educational discourse in a comparative study of the processes taking place during foreign language lesson in two types of schools: the Polish upper secondary school and the British sixth form college. The article is divided into four sections. The first one deals with the literature related to discourse, especially discourse in education. In the second section, the structure and the scope of the research will be presented, including the research tools, the subjects of the study, the research questions, the scope and the organisation of the activities, and the factors potentially limiting and influencing the outcomes of the research. In the third part, the results of the study will be presented on the basis of the analysis of the data collected by means of questionnaires, observations and interviews. In the final section, the author will draw conclusions and make some pedagogical recommendations.

Źródło:

Neofilolog; 2012, 38/2; 201-222
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

Tytuł:

The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discours Language; Classroom; Qualitative

Autorzy:

Pawlak, Mirosław

Powiązania:

https://bibliotekanauki.pl/articles/916740.pdf

Data publikacji:

2018-11-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Language
Classroom
Qualitative

Opis:

Recent years have witnessed a revival of interest in form-focused instruction in foreign language pedagogy and there is a growing realization that a certain degree of emphasis on formal aspects of the target language is necessary if learners are to achieve high levels of accuracy (e.g. Doughty and Williams 1998; Ellis 2001). In the view of second language theorists and researchers, one of the ways in which this kind of emphasis can most profitably be accomplished is by drawing students' attention to linguistic forms as they are engaged in primarily meaning-focused activities (cf. Long and Robinson 1998). Such a dual focus on form and meaning can, for example, result from the provision of explicit or implicit negative feedback targeting the forms that turn out to be problematic. The paper will discuss the findings of a research project which investigated the feasibility of integrating form and meaning during naturally occurring secondary school English lessons. Thirty 45-minute lessons were tape-recorded, parts of the lessons which were largely communicative in nature were identified and transcribed, and the exchanges with a dual focus of the kind described above were pinpointed and subjected to qualitative analysis. The analysis showed that it is in fact possible to integrate form and meaning during communication-focused activities, that focus on form of that kind can be used to address not only grammatical problems but also those related to lexis and phonology, and that it may be beneficial for the learners' interlanguage development.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2005, 30, 1; 283-294
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

SMARTPHONES AND CLT: THREAT OR OPPORTUNITY?

Autorzy:

Walsh, Rupert

Powiązania:

https://bibliotekanauki.pl/articles/955959.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

MALL
CLT
classroom teaching
language pedagogy

Opis:

Mobile Assisted Language Learning (MALL) is one of the fastest growing ELT sectors. To date, the teaching methods of MALL appear overly influenced by the desires of businesses, large institutions and technicians to produce easily measurable outcomes, rather than foundations built on upon pedagogical research that emphasises the importance of developing the communicative competence of learners. Findings from initial studies on MALL indicate not only the feasibility of using mobile devices for communicative purposes within classroom teaching, but also the opportunities they provide to implement a communicative approach more successfully than previously possible. Outworkings of this potential need to be established while the development of MALL remains at the “work in progress” stage.

Źródło:

Teaching English with Technology; 2019, 19, 2; 59-69
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

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

/5

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Skocz do pozycji: 29.

Tytuł:

From EFL classroom language to classroom lexicon: Importing formulaic story language into teacher talk

Autorzy:

Masoni, Licia

Powiązania:

https://bibliotekanauki.pl/articles/911923.pdf

Data publikacji:

2019-12-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

EFL teacher talk
formulaic language
repetition in the EFL classroom
classroom lexicon

Opis:

This paper reports on a language activity carried out in an Italian University with student teachers attending a primary education course. The activity was designed to train them to use authentic children’s picturebooks as a source for EFL language learning. It consisted of identifying and ‘noticing’ (Mackey 2006) multiword expressions and ready-made utterances in a number of authentic picturebooks and simulating instances of weaving the picturebook language into the fabric of daily classroom talk. Following the activity, the students wrote individual pieces of reflective writing describing their experience. Comments by student teachers assessed the use of picturebook-derived formulaic language on both their learning and perceived ability to teach English, and revealed much about their pedagogical perspectives on teacher talk. Results suggest that promoting the use of authentic and meaningful language in context can help student teachers conceive of classroom communication as lexicon (a shared communicative practice the rules of which are fully known only by a restricted community of speakers) rather than mere language-based interaction

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 123-141
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

In-Person vs Distance - Perceptions of Foreign Language Teaching in Slovenian Primary Schools

Autorzy:

Brumen, Mihaela
Kovač Sanda, Špela
Bratina, Tomaž

Powiązania:

https://bibliotekanauki.pl/articles/2034189.pdf

Data publikacji:

2022-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

classroom
remote teaching
foreign language
primary school

Opis:

Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.

Źródło:

The New Educational Review; 2022, 67; 132-143
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

The Good Behavior Game: Evaluation of a Classroom Behavior Intervention with English Language Learners

Autorzy:

Mathieu, Stacey
Schrauben, Kristen
Campbell, Amy

Powiązania:

https://bibliotekanauki.pl/articles/896701.pdf

Data publikacji:

2019-12-11

Wydawca:

Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS

Tematy:

good behavior game
English language learners
classroom management

Opis:

Various reinforcement strategies have been used to manage classroom behavior, including group contingencies such as the Good Behavior Game (GBG). This study examined whether the Good Behavior Game could be effective in increasing academic engagement and decreasing verbal disruptions in a classroom of kindergarten students who are English Language Learners (ELLs). An ABAB reversal design was used to compare baseline conditions to intervention conditions where the GBG was implemented. Academic engagement was measured using momentary time sampling, and verbal disruptions were measured using partial interval recording. Visual analysis of the data demonstrated a clear functional relation, providing evidence that the GBG intervention successfully increased academic engagement and decreased verbal disruptions. Immediate changes in behavior were observed and remained consistent across conditions. A measure of social validity indicated that the intervention was easy to implement, effective, and beneficial for the students.

Źródło:

Psychologia Wychowawcza; 2019, 58(16); 186-195
0033-2860

Pojawia się w:

Psychologia Wychowawcza

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

The two faces of Janus? Anxiety and enjoyment in the foreign language classroom

Autorzy:

Dewaele, Jean-Marc
MacIntyre, Peter D.

Powiązania:

https://bibliotekanauki.pl/articles/781005.pdf

Data publikacji:

2014-06

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Foreign Language Ejoyment
Foreign Lnguage Classroom Anxiety
individual differences

Opis:

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.

Źródło:

Studies in Second Language Learning and Teaching; 2014, 4, 2; 237-274
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

Use of Corpus-Based Classroom Activities in Developing Academic Awareness in Doctoral Students

Autorzy:

Levchenko, Viktoriya

Powiązania:

https://bibliotekanauki.pl/articles/1998222.pdf

Data publikacji:

2017-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

corpus
corpus-based classroom activities
writing
academic awareness
language awareness

Opis:

The corpus-based approach in language education has driven an array of studies over the past few decades, including its application in developing academic awareness in second-language learners of English for academic purposes. Most publications that show ways of incorporating corpus-based classroom activities (C-BCA) concern concordance lines and lexico-grammatical studies with reference to teacher feedback. The present study examines postgraduates’ perception of C-BCA in English for academic purposes classes. A class of 10 postgraduate students from Samara University, Russia, participated in the research. Questionnaire results showed a positive perception of using C-BCA as a tool for writing assignments. The study also concerns an analysis of the students’ results in the writing assignments as a part of their academic awareness. Specifically, this sample study shows interdependence between the positive dynamics of postgraduates’ perceptions of C-BCA and good results of a writing examination.

Źródło:

The New Educational Review; 2017, 48; 28-40
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

An interpretative research in the didactic process: critical discourse analysis
Badanie interpretacyjne w procesie dydaktycznym: krytyczna analiza dyskursu

Autorzy:

Lafarga Ostariz, Pablo
Soler Costa, Rebeca

Powiązania:

https://bibliotekanauki.pl/articles/564556.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego

Tematy:

teaching process, critical discourse analysis, syllabus design, classroom language,
didactic interaction, school organization.
proces nauczania, krytyczna analiza dyskursu, projektowanie sylabusa, język
klasy szkolnej, interakcje dydaktyczne, organizacja szkoły.

Opis:

Roughly speaking, the didactic interaction assumed in any teaching-learning process necessarily needs an internal comprehension and decoding process by the students. Particularly, whenever a teacher develops any teaching process he/she establishes a channel, a code, a system that makes possible communication. In this sense, the language used in the didactic processes is relevant to be analysed as far as it highly contributes to the students’ learning process and enhance to achieve quality and effectiveness. More precisely, the study of language and variety of speech used in education is an area that has aroused great interest and has continued to be studied since the mid twentieth century. In this research we will examine the current theoretical framework and the findings of relevant authors to keep on with the analysis of the language of didactic interaction. Thus, we will restrict our attention to general uses rather than on the analysis of the different linguistic levels. In this paper we will analyse how we use language when teaching, what meanings we convey and how communication is reached in the didactic interaction process.
Interakcje dydaktyczne podejmowane w każdym procesie nauczania-uczenia się wymagają od ucznia wewnętrznego rozumienia i umiejętności dekodowania. Gdy nauczyciel rozpoczyna proces nauczania, tworzy swego rodzaju kanał, kod, system, który sprawia, że komunikacja jest możliwa. Język używany w procesie dydaktycznym należy analizować, ponieważ wpływa on na ten proces, wzmacnia osiąganą jakość i efektywność. Język oraz różnorodność mowy używanej w edukacji są zagadnieniami, które wzbudzają duże zainteresowanie, a prace nad ich poznaniem trwają od połowy XX w. W pracy zaprezentowano obecne ramy teoretyczne i istotne odkrycia badaczy, aby następnie przeprowadzić analizę języka w interakcjach dydaktycznych. Większą uwagę skupiono na ogólnym użyciu języka niż na analizie różnych poziomów językowych. Autorzy pokazali, w jaki sposób używany jest język podczas nauczania, jaka jest jego rola i jak realizować komunikację w procesie dydaktycznym.

Źródło:

Kultura – Przemiany – Edukacja; 2019, 7; 151-159
2300-9888
2544-1205

Pojawia się w:

Kultura – Przemiany – Edukacja

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 35.

Tytuł:

Model glottodydaktyczny odwróconej klasy (flipped classroom) w warunkach szkoły językowej
Implementation of a flipped classroom SLA model in the conditions of a language school

Autorzy:

Chudak, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/2130154.pdf

Data publikacji:

2022-09-30

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

flipped classroom
odwrócona klasa
glottodydaktyka
konstruktywizm
CALL
second language acquisition
language education
constructivism

Opis:

Artykuł stanowi próbę zaprezentowania tematu odwróconej klasy (flipped classroom, w skrócie FC) w ujęciu glottodydaktycznym, z zawężeniem kontekstu sytuacji edukacyjnej do szkoły językowej. We wstępie do publikacji pokrótce wyjaśniono tło społeczno-ekonomiczne, którego zmienny i dynamiczny charakter inicjuje i katalizuje zmiany w systemie edukacji, zarówno formalnej, jak i pozaformalnej, do której przynależą szkoły językowe. Pierwsza część artykułu prezentuje zjawisko FC, jego definicję, cechy, a także obszary, które bezpośrednio wpłynęły na jego ewolucję: konstruktywizm oraz nauczanie języka wspomagane komputerowo (z ang. computer assisted language learning, w skrócie CALL). Druga część zawiera opis wdrożenia konkretnego modelu glottodydaktycznego opracowanego przez zespół dydaktyczno-informatyczny w szkole językowej, w której model odwróconej klasy stał się podstawowym sposobem uczenia się i nauczania języka hiszpańskiego. Zaprezentowano tu struktury materiałów glottodydaktycznych udostępnianych przed spotkaniem z lektorem na platformie e-learningowej, analizę mocnych i słabych stron modelu FC w kontekście glottodydaktycznym oraz opis organizacji lekcji stacjonarnej w porównaniu do tradycyjnego modelu stosowanego powszechnie w szkołach językowych. W podsumowaniu zaakcentowano pozytywne skutki wprowadzenia modelu FC do szkoły językowej, zarówno z dydaktycznego, jak i z ekonomicznego punktu widzenia.
This article attempts to present a flipped classroom (FC) model from a glottodidactic point of view in the context of a language school educational situation. The introduction to the article briefly explains the socio-economic context, the variable and dynamic nature that initiates and catalyses changes in both a formal and non-formal education system, and language schools belonging to the latter type. The first part of the article presents the FC phenomenon, its definition, features, as well as areas that directly influenced its evolution: constructivism and computer assisted language learning (CALL). Furthermore, it discusses the crucial consequence of the implementation of the FC model, i.e. changing the tasks of both the student and the teacher. The second part describes the implementation of a glottodidactic model developed by the educational and IT team in a particular language school, where it ultimatalely became the primary way of learning and teaching Spanish. It contains the following elements: presentation of the structure of glottodidactic materials available on an e-learning platform before meeting with a teacher, and the organisation of stationary lessons in relation to the traditional model commonly used in language schools. A proposal of the methodology of research on the described phenomenon is also presented. As a conclusion, it points out the positive effects of introducing the FC model into a language school, both from a didactic and economic perspective.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 95, 3; 22-31
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

Jak badać akwizycję języka obcego w klasie, czyli o zadaniu w perspektywie badań ilościowych i jakościowych
How to investigate language acquisition in the classroom? Quantitative and qualitative perspectives on language task

Autorzy:

Piotrowski, Sebastian

Powiązania:

https://bibliotekanauki.pl/articles/1037891.pdf

Data publikacji:

2019-09-24

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

classroom-centered research
research methodology
foreign language acquisition
classroom-centred research
metodologia badań
akwizycja języka obcego

Opis:

In studies on second language acquisition in formal settings, techniques characteristic of both qualitative and quantitative research paradigms are applied. In the first part of the article, we present general reflection on the methodology of studies on second language acquisition, with a particular emphasis on the role of exploratory research in the analysis of the process of second language teaching/learning in formal settings. In the second part, we present the concept of task, stressing its usefulness as a basic unit of analysis of the corpus of linguistic data obtained in the classroom.

Źródło:

Neofilolog; 2009, 32; 127-138
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

The impact of contemplative practices on foreign language anxiety and learning

Autorzy:

Scida, Emily E.
Jones, Jill E.

Powiązania:

https://bibliotekanauki.pl/articles/780453.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

foreign language anxiety
affect
contemplative practices
classroom climate
self-efficacy

Opis:

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context-affect and learning in foreign language courses.

Źródło:

Studies in Second Language Learning and Teaching; 2017, 7, 4; 573-599
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

Conclusion: The future of research into language learning strategies

Autorzy:

Pawlak, Mirosław
Oxford, Rebecca L.

Powiązania:

https://bibliotekanauki.pl/articles/781039.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

language learning strategies
future research directions
research methodology
classroom pedagogy

Opis:

In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. Second, we comment upon the methodological issues that such research inevitably has to face, stressing in particular the need to combine a macro-and micro-perspective. Third, we emphasize the pedagogical orientation of such empirical investigations and make a plea for intensive efforts on the part of specialists to find ways in which the findings of LLS research can in fact inform classroom pedagogy.

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 2; 525-535
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

Feedback in language learning and teaching

Autorzy:

Komorowska, Hanna

Powiązania:

https://bibliotekanauki.pl/articles/912945.pdf

Data publikacji:

2018-12-07

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

feedback
language learning
language teaching
learning goals
educational attainment
formative evaluation
classroom assessment
teacher education

Opis:

The text analyzes routes and ways of processing feedback as well as discusses the most important psychological, pedagogical and linguistic factors influencing the effectiveness of feedback in developing learner autonomy and determining its impact on cognitive and affective processes in the learner. It also sets out to assess the place of feedback in the evaluation of educational attainment and to identify ways of promoting so-called formative feedback, both on the school-level and in the language classroom. Implications for developing teacher autonomy via pre- and in-service teacher education are also sought

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 185-199
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

New School, the Same Old Rut? Action Research of Unsuccessful First-Year Students in a High School

Autorzy:

Masoń-Budzyń, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/783170.pdf

Data publikacji:

2018

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

SLA
language learning
action research
unsuccessful students
motivation
attitude
classroom anxiety

Opis:

Action research is one of the tools that a reflective teacher may use in order to solve specific problems they encounter in their daily teaching practice. The article describes action research carried out in a high school to investigate some of the reasons behind the poor performance of some first-year students. It has been observed that students’ lack of success during the first semester corresponds directly to their low results in the end-of-middle school exam, despite the fact that they were allocated to groups on the basis of a placement test. In a questionnaire survey students reflected upon their motivation, attitude, classroom anxiety, and assessed their performance against other group members. This article offers an analysis of the questionnaire results and attempts at presenting certain ways in which teachers could help students who did not manage to wipe the slate clean avoid some learning barriers.

Źródło:

Theory and Practice of Second Language Acquisition; 2018, 4, 1
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

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

/5

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Skocz do pozycji: 42.

Tytuł:

Classroom learning environment and its influence on selected aspects of foreign language attainment. Insights from students.

Autorzy:

Michońska-Stadnik, Anna

Powiązania:

https://bibliotekanauki.pl/articles/783160.pdf

Data publikacji:

2018

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

learning environment
classroom environment
students’ opinions
foreign language learning process
attitudes to learning
target language culture.

Opis:

The twenty first-century learning environment, the classroom in particular, is believed to create conditions for a language learner to engage in autonomous and cooperative learning activities. It is also believed to develop and sustain motivation, to foster self-regulation and – last but not least – to facilitate the learning process. The learning environment is composed of the learner, other students, the teacher and the physical environment, i.e. the furniture and equipment. The research presents students’ opinions concerning the positive and negative influences of selected aspects of the classroom environment on their language learning process, motivation, ability to self-assess, self-confidence and attitudes to the target language and culture. As seen from data analysis, it is the teachers whose knowledge, behaviours and attitudes appear to have the biggest influence on students’ learning process. The opinions are collected from students’ written guided interviews and may become an inspiration for teacher educators at the university level.

Źródło:

Theory and Practice of Second Language Acquisition; 2018, 4, 2
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Using multimedia in the English language classroom

Autorzy:

Grzeszczyk, Kamila Barbara

Powiązania:

https://bibliotekanauki.pl/articles/1193039.pdf

Data publikacji:

2016

Wydawca:

Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN

Tematy:

Computer Assisted Language Learning CALL
Mulimedia in the classroom
Internet tool used in the classroom teaching
PowerPoint presentations
Interactive White Board

Opis:

The topic of the MA dissertation embraces the field of computer mediated language learning applied in the English classroom. The author’s goal is to discover the effects of the multimedia use in foreign language teaching. The background of computer enhanced language learning has been developing dynamically for the last decades and numerous technological possibilities have been introduced that influence the learning process. Having analysed the history of technology enhanced classroom thoroughly it is obvious that multimedia offers numerous opportunities for learners of foreign languages regardless of their age, learning styles, the level of difficulty. Owing to the thorough literature review it became possible to learn about and understand the use of multimedia tools as well as their implications for its future. The dissertation is divided into four parts, three of which present theory regarding Computer Assisted Language Learning based on professional and scientific literature review, one chapter is empirical, devoted to the conducted survey.

Źródło:

World Scientific News; 2016, 43, 3; 104-157
2392-2192

Pojawia się w:

World Scientific News

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

A Pedagogical Evaluation of Intra-Sentential Code-Switching Patterns in L2 Classroom Talk

Autorzy:

Majer, Jan

Powiązania:

https://bibliotekanauki.pl/articles/620629.pdf

Data publikacji:

2009-01-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

intra-sentential code-switching
language alternation
code-mixing
borrowing
transfer
classroom discourse

Opis:

The paper is concerned with teachers' and students' alternation between L1 and L2 within the same utterance, i.e. uses of intra-sentential code-switching which in classroom discourse tends to be less accepted by modern language pedagogy than its inter-sentential counterpart. The rationale for the study is the universal nature of the phenomenon known to occur in the first place in interactions among natural bilinguals and multilinguals. The data analysis sections of the article review eight different patterns which are evaluated pedagogically. It transpires that the category most likely to arouse methodological controversy is code-mixing.

Źródło:

Research in Language; 2009, 7; 31-41
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

Developing efficient foreign language classroom environment for older adult learners

Autorzy:

Słowik-Krogulec, Agata

Powiązania:

https://bibliotekanauki.pl/articles/628325.pdf

Data publikacji:

2019

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

University of the Third Age,
foreign language geragogy
Older adults
classroom environment
SLA

Opis:

Aim: The aim of the research is to present which elements related to teaching English to older adult learners have the greatest influence on creating a propitious and friendly learning environment. In order to achieve this firstly, I wish to present older adults’ observations regarding problems encountered in the classroom environment related to the lack of teaching materials, mixed age and ability groups or being discriminated against by fellow students and teachers. Secondly, I would like to propose some solutions to improve the efficiency of both students and teachers in the classroom environment. Methods: The subjects of the study were 40 older adult learners of English who attended the classes at the University of the Third Age in Wrocław. In the study the participants were asked to choose the answers which, according to them, have the greatest influence on their learning the foreign language in later life. The participants also wrote additional comments that explained their choices. The analysis was qualitative in nature. Results: The analysis shows that teachers (n=35) and teaching materials (n=31) are considered to be the two most important factors in learning a language in later life. The third most vital factor in creating a good classroom environment is related to other students (n=17). The subjects’ comments, however, point to numerous problems encountered in the aforementioned areas that affect the process of foreign language learning in later life. Conclusions: Older adult learners’ needs, abilities and learning preferences should be taken into account while designing language courses as, according to the subjects of the study, at present it is not the case. Moreover, there should be more awareness on behalf of the teachers as to the age-related changes that make certain tasks difficult and the learning environment unnecessarily hostile.

Źródło:

Journal of Education Culture and Society; 2019, 10, 2; 189-200
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 46.

Tytuł:

POGLĄDY POLSKICH NAUCZYCIELI NA UŻYCIE JĘZYKA PIERWSZEGO W ROZWIJANIU OBCOJĘZYCZNEJ KOMPETENCJI KOMUNIKACYJNEJ
Polish teachers’ perceptions of the role of mother tongue in developing communicative competence in a foreign language

Autorzy:

Róg, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/1036672.pdf

Data publikacji:

2019-09-04

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

first language
mother tongue
classroom interaction
język pierwszy
język ojczysty
komunikacja w klasie

Opis:

Although a dominating paradigm in foreign language teaching in the past decades has been to use foreign language as often as possible, voices are now being raised that there is a place for students’ mother tongue in a language classroom. As the present article shows, both the critics and the supporters of the monolingual principle put forward commonsensical arguments in support of their stands. These arguments are outlined in the first part of the present article together with a brief look at the history of foreign-language-only approaches in language teaching methodology. What follows is a report on a study conducted by the author among 20 teachers in Poland with the aim of finding out the extent of and reasons for using mother tongue. The study demonstrated that on average teacher talking time in 60% comprises foreign language. Students’ first language is primarily used for teaching grammar and translating vocabulary.

Źródło:

Neofilolog; 2014, 43/2; 153-167
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English

Autorzy:

Wach, Aleksandra

Powiązania:

https://bibliotekanauki.pl/articles/781009.pdf

Data publikacji:

2012-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Computer-mediated communication
computer-assisted language learning (CALL)
learner autonomy
learning beyond the classroom

Opis:

This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.

Źródło:

Studies in Second Language Learning and Teaching; 2012, 2, 3; 367-389
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Czy milczenie zawsze jest złotem? Percepcja ciszy i milczenia na zajęciach z praktycznej znajomości języka angielskiego
Is silence always golden? Perception of silence in the EFL classroom

Autorzy:

Wiśniewska, Danuta

Powiązania:

https://bibliotekanauki.pl/articles/1037623.pdf

Data publikacji:

2019-09-24

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

silence
classroom interaction
English language lesson
cisza i milczenie
interakcja klasowa
lekcja języka angielskiego

Opis:

Formal foreign language teaching involves verbal and non-verbal interactions among the participants of language classes. The nature of these interactions may play a decisive role in the success or failure in language learning. The research described in this paper attempted to gain insight into students' perceptions of silence occurring during classroom language learning, to identify its causes and effects, and to appraise its potential value for learners.

Źródło:

Neofilolog; 2012, 38/1; 61-76
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

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Tytuł:

Successful Classroom Management in English Language Instruction

Autorzy:

Dąbrowska, Anna

Powiązania:

https://bibliotekanauki.pl/articles/1791079.pdf

Data publikacji:

2020-12-22

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

edukacja
język obcy
uczniowie szkół podstawowych
zarządzanie klasą
education
foreign language
primary students
classroom management

Opis:

Umiejętne zarządzanie klasą w procesie nauczania języka angielskiego Artykuł ma na celu podkreślić znaczenie dostosowania organizacji klasy i technik nauczania języka angielskiego do uczniów z różnych grup wiekowych szkoły podstawowej. Aby skutecznie wdrożyć to rozwiązanie, nauczyciel powinien być świadomy różnic rozwojowych dla każdego wieku oraz zdobyć umiejętność zarządzania klasą. Kluczowe znaczenie ma również fachowa wiedza teoretyczna związana z wczesnym nauczaniem języka angielskiego (np. hipoteza okresu krytycznego oraz teoria rozwoju poznawczego według Piageta) i zastosowanie jej w praktyce nauczycielskiej. Aplikując rozwiązania omówione w tym artykule, nauczyciel ma szansę odnieść sukces w nauczaniu języków.
The aim of this article is to emphasise the significance of adjusting classroom organisation and teaching techniques to primary students. To perform this task effectively, the teacher needs to be familiarised with the characteristics of a child’s development and appropriate management skills. This paper is based on two theories related to early stage English instruction: (i) the Critical Period Hypothesis, and (ii) Piaget’s Theory of Cognitive Development. Applying this theoretical background knowledge to teaching practice would make the teacher more likely to succeed in language teaching.

Źródło:

Roczniki Humanistyczne; 2020, 68, 10; 7-18
0035-7707

Pojawia się w:

Roczniki Humanistyczne

Dostawca treści:

Biblioteka Nauki

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Tytuł:

Transgressions discursives : construction d’identités et de savoir-faire sociaux en classe de L2
Discursive Transgressions: Construing the Identity and Social Skills in the Foreign Language Classroom
Dyskursywne transgresje: konstruowanie tożsamości i umiejętności społecznych w klasie języka obcego

Autorzy:

Piotrowski, Sebastian

Powiązania:

https://bibliotekanauki.pl/articles/1886529.pdf

Data publikacji:

2014

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

akwizycja
język obcy
dyskurs edukacyjny
tożsamość
umiejętności społeczne
acquisition
foreign language
classroom discourse
identity
social skills

Opis:

Komunikacja w warunkach formalnych jest typem specyficznego dyskursu instytucjonalnego, którego jedną z ważniejszych cech jest asymetryczny podział ról i miejsc interakcyjnych. Obserwacje mikrosekwencji komunikacyjnych w klasie języka obcego (JO) pokazują jednak, że interlokutorzy zajmujący hierarchicznie niższą pozycję (uczący się) podejmują próby zakwestionowania owego porządku poprzez wyjście poza strukturę IRE (initiation – reaction – evaluation). Na wybranych przykładach z zebranego in vivo w kilku polskich szkołach średnich korpusu lekcji JO (język francuski jako język obcy) pokazujemy owe zachowania komunikacyjne, które określamy tutaj mianem dyskursywnych transgresji, i analizujemy je pod kątem ich potencjalnego wpływu na proces akwizycji języka obcego.
Communication under formal conditions is a type of a peculiar institutional discourse; one of its most important features is an asymmetric division of roles and interactive places. However, observations of communication micro-sequences in a foreign language group show that interlocutors having a hierarchically lower position (learners) make attempts to question the order by going out of the IRE structure (initiation – reaction – evaluation). On examples selected from a corpus of foreign language classes collected in several Polish schools (French as a foreign language) communication behaviors are shown that are defined here as discursive transgressions, and we analyze them with respect to their possible effect on the process of a foreign language acquisition.

Źródło:

Roczniki Humanistyczne; 2014, 62, 10; 139-151
0035-7707

Pojawia się w:

Roczniki Humanistyczne

Dostawca treści:

Biblioteka Nauki

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