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Wyświetlanie 1-15 z 76
Tytuł:
Monitoring Students’ Information Pro ciency at Higher Pedagogical Educational Establishments of Poland and Ukraine
Monitorowanie studenckich umiejetnosci informacyjnych w pedagogicznych instytucjach szkolnictwa wyzszego w Polsce i na Ukrainie
Autorzy:
Shevchuk, Lesya
Powiązania:
https://bibliotekanauki.pl/articles/645016.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
competence
information proficiency
teachers’ information
proficiency forming in the Polish Republic
standards and structure of future teachers’ information proficiency
Opis:
The article deals with the development of students’ information proficiency in the Polish Republic and Ukraine. The article is devoted to the implications brought into the process of teachers training by the impact of key competencies and information technologies. Special attention is paid to information proficiency and future teachers’ skills that are the most important for their training and perspective career. Monitoring of future teachers’ information proficiency forming at Polish establishments of higher education has been carried out which resulted in developing methodology recommendations for raising the level of the students’ information pro ciency at Ukrainian pedagogical higher educational establishments. Level of scienti fic development of the issue of future teachers’ information pro ciency forming has been described. Competence approach to training teachers for information society has been paid attention to. Peculiarities and structure of future teachers’ information pro ciency have been characterized. Standards and criteria of Polish teachers have been systematized, contents of future teachers’ information proficiency forming at Polish establishments of higher education have been analysed; projects and programmes as means for future teachers’ information proficiency forming have been characterized.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2012, 1; 35-42
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Proficiency testing schemes on determination of radioactivity in food and environmental samples organized by the NAEA, Poland
Autorzy:
Polkowska-Motrenko, H.
Fuks, L.
Powiązania:
https://bibliotekanauki.pl/articles/148487.pdf
Data publikacji:
2010
Wydawca:
Instytut Chemii i Techniki Jądrowej
Tematy:
proficiency tests
radioactivity
man-made radioisotopes
Opis:
This paper presents the approach of conducting proficiency tests (PT) on the determination of radionuclides in food and environmental samples adopted by the Institute of Nuclear Chemistry and Technology (INCT), Warsaw, Poland and the results of the provided PTs. The PTs have been organized by the National Atomic Energy Agency (NAEA), Poland, since 2004. The activity of the following radionuclides: 241Am, 137Cs, 3H, 239Pu, 226Ra and 90Sr were determined. The test materials: water, milk powder, wheat flour and soil, were prepared by spiking blank materials with standard solution of the radionuclide of interest. The activity concentrations were calculated and associated uncertainties were evaluated before sending the test materials to the laboratories. The results provided by the participants were statistically evaluated by means of z and zeta scores as well as using the International Atomic Energy Agency (IAEA) criteria for trueness and precision. Observed trends and some benefits for the participants have been presented.
Źródło:
Nukleonika; 2010, 55, 2; 149-154
0029-5922
1508-5791
Pojawia się w:
Nukleonika
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Proficiency effect on L2 pragmatic competence
Autorzy:
Xiao, Feng
Powiązania:
https://bibliotekanauki.pl/articles/780487.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
proficiency effect
L2 pragmatic competence
Opis:
This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners’ pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. However, increased proficiency does not guarantee a native-like pragmatic performance because proficiency effect varies depending on the nature of target pragmatic features such as types of speech acts (degrees of directness and conventionality) (e.g., Cook & Liddicoat, 2002; Félix-Brasdefer, 2007), modalities of pragmatic performance (comprehension and production) (e.g., Bradovi-Harlig, 2008, 2009), social variables involved in task situations, such as social status (e.g., Allami & Naeimi, 2011), social distance (e.g., Maeshiba, Yoshinaga, Kasper, & Ross, 1996), and power relationship (e.g., Al-Gahtani & Roever, 2012). Moreover, proficiency effect is mediated by contextual variables such as length of stay in the target language community (e.g., Shardakova, 2005; Taguchi, 2011, 2013; Xu, Case, & Wang, 2009).
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 557-581
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-Efficacy in the Pre-Gradual Training of Occupational Subject Teachers
Autorzy:
Duda, Małgorzata
Kráľová, Zdena
Porubčanová, Dáša
Bursová, Janka
Powiązania:
https://bibliotekanauki.pl/articles/2057081.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-efficacy
perceived professional proficiency
teacher
portfolio
Opis:
The study presents a survey of perceived teacher self-efficacy on a sample of future and beginning Slovak secondary school teachers in two research approaches. The research aimed to find out the perceived professional proficiency of teacher students and future teachers in didactic readiness in the context of positive psychology. The obtained data from both groups were compared with foreign research results in this area.
Źródło:
The New Educational Review; 2022, 68; 162-170
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Verification of Staff Proficiency in the Calibration Laboratory on Voltage, Frequency, Resistance and Capacity Measurements
Autorzy:
Warzec, A.
Marszalec, M.
Lusawa, M.
Powiązania:
https://bibliotekanauki.pl/articles/308453.pdf
Data publikacji:
2016
Wydawca:
Instytut Łączności - Państwowy Instytut Badawczy
Tematy:
Calibration and Measurement Capability
staff proficiency verification
Opis:
The Laboratory of Electrical, Electronic and Optoelectronic Metrology is accredited by the Polish Center of Accreditation for nearly two decades. Over time, the requirements of proficiency verification are growing continuously. In order to satisfy higher and higher of reliability demands the most promising staff proficiency verification estimators were examined for voltage, frequency, resistance and capacity measurements. The article presents measurement systems used for verification, analysis of results or simulations, and shows conclusion for selecting the best solution.
Źródło:
Journal of Telecommunications and Information Technology; 2016, 4; 94-101
1509-4553
1899-8852
Pojawia się w:
Journal of Telecommunications and Information Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of definitive methods based on radiochemical neutron activation analysis for the determination of selenium and arsenic in materials used in proficiency testing
Autorzy:
Chajduk, E.
Polkowska-Motrenko, H.
Dybczyński, R. S.
Powiązania:
https://bibliotekanauki.pl/articles/147273.pdf
Data publikacji:
2008
Wydawca:
Instytut Chemii i Techniki Jądrowej
Tematy:
selenium
arsenic
RNAA definitive methods
proficiency testing
Opis:
This article describes the use of two definitive methods for the determination of Se and As traces in biological materials intended for proficiency testing. Radiochemical neutron activation analysis (RNAA) definitive methods are based on reactor neutron activation with a very selective and quantitative post-irradiation separation of the indicator radionuclide by column chromatography, followed by γ-ray spectrometric measurement. Each of these methods has detection limit of the order of ng·g–1 or better, and yields accurate results. The expanded standard uncertainty for both methods is ca. 4%. Definitive RNAA methods were used for establishing assigned values for Se and As in materials employed in proficiency testing of “Plants” series.
Źródło:
Nukleonika; 2008, 53, suppl. 2; 49-54
0029-5922
1508-5791
Pojawia się w:
Nukleonika
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The development of cohesion in a learner corpus
Autorzy:
Neary-Sundquist, Colleen A.
Powiązania:
https://bibliotekanauki.pl/articles/780501.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
cohesive device
pragmatic marker
conjunction
cohesion
proficiency level
Opis:
This study examines the use of cohesive devices (pragmatic markers and conjunctions) in a 24,000-word corpus of transcribed oral data from 47 learners and native speakers of English. Both of these cohesive devices increase with proficiency level, but not in the same way. Conjunction use seems to increase steadily, and only the differences between the highest and lowest proficiency levels were found to be statistically significant. Pragmatic marker use, however, remains fairly stable across the three lowest proficiency levels and rises drastically for the two highest proficiency levels, and the two higher proficiency levels are significantly different from the two lower levels in their use of pragmatic markers. The results are compared to native speaker rates of cohesive device use for the same tasks and under the same conditions.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 109-130
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A study on the relationship between musical ability and EFL pronunciation proficiency
Autorzy:
Kaszycka, Mariola
Powiązania:
https://bibliotekanauki.pl/articles/1945101.pdf
Data publikacji:
2021-12-30
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
musical ability
musicality
FL pronunciation
AMMA
pronunciation proficiency
Opis:
This study investigates the relationship between musical ability and pronunciation proficiency of English as a foreign language [EFL] of university students of English philology. English pronunciation of the participants is evaluated by academic teachers of English in three categories: the general impression of the foreign or native accent, the accuracy of production of English sounds and the use of word stress and intonation. This experiment was conducted entirely online. Participants’ musical ability was tested using Gordon’s Advanced Measure of Music Audiation [AMMA]. The results of this study demonstrate a moderately positive correlation between musicality and FL pronunciation proficiency. The more musical students, the higher marks from the judges. The present findings seem to be consistent with other studies which suggest that musical skills may positively affect the acquisition of foreign language pronunciation.
Źródło:
Linguistics Beyond and Within; 2021, 7; 58-67
2450-5188
Pojawia się w:
Linguistics Beyond and Within
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
Autorzy:
Pladevall-Ballester, Elisabet
Vraciu, Alexandra
Powiązania:
https://bibliotekanauki.pl/articles/780681.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EFL child peer interaction
time
proficiency pairing
language
Opis:
Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within a primary school EFL context, this paper aims to explore the amount and types of meaning negotiation, and the effects of time, proficiency pairing and language choice in a spot-the-differences task. Forty Catalan/Spanish bilingual children were paired into mixed and matched proficiency dyads, and their oral production was analyzed twice over the course of two years (i.e., 9-10 and 11-12 years old). The analysis included conversational adjustments, self- and other-repetition and positive and negative feedback in the learners’ L1 and second language (L2). Our data show that the amount of meaning negotiation is low, although L2 meaning negotiation is higher than L1 meaning negotiation, and all the strategies are present in the data except for comprehension checks. Time effects are hardly observed. However, proficiency pairing and language effects are more generally found, whereby mixed proficiency dyads tend to negotiate for meaning more than matched dyads and meaning negotiation instances are more frequent in the L2 than in the L1.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 449-472
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-Concept and English Oral Proficiency of Senior High School Students
Autorzy:
Dadulla, Jovenel B.
Potane, Joel D.
Powiązania:
https://bibliotekanauki.pl/articles/2140616.pdf
Data publikacji:
2022-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
self-concept
oral proficiency
English Language Education
speech development
Opis:
The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.
Źródło:
The New Educational Review; 2022, 69; 170-179
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Chinese University Students’ Beliefs about English Language Learning and Self-efficacy
Autorzy:
Liu, Meihua
Powiązania:
https://bibliotekanauki.pl/articles/22446701.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
English learning belief
self-efficacy
difference
proficiency
feedback
strategy
Opis:
Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-25
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students
Autorzy:
Kendik-Gut, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/783143.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
reading comprehension
background knowledge
language proficiency
domain-specific texts
Opis:
This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further  analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 2; 59-74
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Grammar Learning Strategies and Language Attainment: Seeking a Relationship
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/620606.pdf
Data publikacji:
2009-01-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
grammar learning strategies
language attainment
language proficiency
instructional mode
Opis:
Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
Źródło:
Research in Language; 2009, 7; 43-60
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Quantyfing controlled productive knowledge of collocations across proficiency and word frequency levels
Autorzy:
Nizonkiza, Deogratias
Powiązania:
https://bibliotekanauki.pl/articles/780775.pdf
Data publikacji:
2012-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
quantifing
controlled productive knowledge
L2 proficiency
frequency levels
Opis:
The present study explores the relationship between controlled productive knowledge of collocations and L2 proficiency, the role of frequency in controlled productive knowledge of collocations, and the quantifiability of controlled productive collocational knowledge growth alongside L2 proficiency and word frequency levels. A proficiency measure and a productive collocation test modelled on Laufer and Nation (1999) were presented to Belgian and Burundian English majors. The results show that scores on both tests distinguish between proficiency levels and, furthermore, highly correlate. This suggests that controlled productive knowledge of collocations develops as proficiency increases, supporting earlier studies (Boers, Eyckmans, Kappel, Stengers, & Demecheleer, 2006; Bonk, 2001; Eyckmans, Boers, & Demecheleer, 2004; Gitsaki, 1999) that had established a relationship between collocational knowledge and L2 proficiency. The results also show that the more frequent the collocations, the better they are known, which highlights the crucial role played by frequency in knowing words (Nation & Beglar, 2007). Furthermore, the number of collocations added can be quantified and we observe moderat egains at beginner and advanced levels, and impressive gains at intermediate levels. This supports and extends Laufer’s (1998) and Zhong and Hirsh’s (2009) findings and lays basic ground work for teaching collocations, the amount of which should increase with proficiency levels.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 1; 67-92
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities
Autorzy:
Siegel, Joseph
Siegel, Aki
Powiązania:
https://bibliotekanauki.pl/articles/780987.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
listening pedagogy
bottom-up listening activities
dictation
listening proficiency
Opis:
This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test results of dictation and listening proficiency tests indicated that improvements for the treatment group were probably due to the BU intervention. In addition, results from a posttreatment survey suggested that learners value explicit bottom- up listening instruction.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 637-662
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 76

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