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Tytuł:
Akademicka edukacja dorosłych w Stanach Zjednoczonych
University adult education in the United States
Autorzy:
Frąckowiak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/417465.pdf
Data publikacji:
2008
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
university adult education
the United States
adult learners
University of Washington
Opis:
The paper presents one of the main sectors of adult education, namely university adult education. The authoress discusses theory and practice of this kind of education in the United States. She starts with explanation of how adult education is understood in the United States and what are the main differences in the meaning of it between American and European approach. Then she characterizes adult learners in the United States, their categories concerning aims of education they engage in. Finally, she enumerates and depicts forms of university adult education, distinguished by J. Polturzycki, and characterizes them on the basis of practice of one of the biggest universities in the United States, namely the University of Washington. At the end, she points to important role of the universities and university adult education in developing lifelong learning.
Źródło:
Rocznik Andragogiczny; 2008, R. 2008; 156-167
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Paulo Freires humanism and the challenges of 21st century adult education
Autorzy:
Avoseh, Mejai B. M.
Powiązania:
https://bibliotekanauki.pl/articles/417835.pdf
Data publikacji:
2009
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
ADULT LEARNERS (21ST C.)
FREIRE PAULO
Opis:
Paulo Freire's humanistic adult education ideas were woven around his literacy 'method' that is synonymous with Conscientization. His ideas were aimed at empowering adult learners through the ability for critical thinking. He focused on critical thinking as a way of using education to rescue learners from decadent educational and political systems and making them truly human. This paper analyzes Freire's Conscientization and argues that it is more appropriate for addressing most of the challenges that confront 21st century adult education and adult learners. The discussion in this paper uses 21st century synonymously with globalization.
Źródło:
Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lecture autonome en classe de langue étrangère pour adultes
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/638159.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
foreign language teaching, reading, autonomy, adult learners
Opis:
Autonomous reading in foreign language courses for adults This article analyses the possibility of teaching adult language learners how to become more autonomous through reading activities. Having defined the specificity of reading in learning a foreign language and discussed the notion of the learner’s autonomy, the author examines the autonomous reading in a school context and in adult education. Although reading seems particularly suitable for practicing autonomy, some obstacles often obstruct this process: the preselection of reading contents, imposed place, time and reading method... The author then analyses some propositions of autonomous reading and, in the conclusion, adds some elements that can help giving adult learners a new passion for reading in a foreign language.
Źródło:
Romanica Cracoviensia; 2013, 13, 2
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation
Autorzy:
Kálmán, Csaba
Gutierrez Eugenio, Esther
Powiązania:
https://bibliotekanauki.pl/articles/780449.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
attribution theory
self-determination theory
intrinsic motivation
extrinsic motivation
adult learners
Opis:
Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students’ attributions for success in learning a foreign language have never been measured through the use of a questionnaire. The aim of this paper is therefore (a) to develop a questionnaire with reliable constructs that allows to measure adult learners’ attributions for their success in learning English in a corporate setting, (b) to investigate these learners’ attributions, and (c) to investigate the relationship between students’ attributions and the constructs of Intrinsic and Extrinsic motivation central to self-determination theory. Our main results show that among the attributions measured, interest, effort and corporate culture seemed to be the main causes that students recognised as directly involved in their success in learning English. Of all the attributional scales, interest and ability appeared to importantly contribute to intrinsic motivation, while corporate culture, encounters with foreign professionals and ability contributed to a lower extent to extrinsic motivation. It must be noted, however, that attributions for success to teacher and task were so consistently high that they could not be reliably measured with the questionnaire.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 583-608
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Acquisition at the Interface of Ditransitive Constructions in Mandarin Chinese by French Adult Learners
Autorzy:
Yu, Xinyue Cécilia
Powiązania:
https://bibliotekanauki.pl/articles/783179.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
interface
ditransitive constructions
Mandarin Chinese
syntax
adult learners
Opis:
The semantically fine-grained ditransitive constructions in Mandarin Chinese show complex interaction between lexical semantics, constructional semantics and syntactic frames. This study examines the acquisition process of the syntax as well as the semantics of these constructions by launching two experiments with French leaners of Chinese. The experiment results reveal a ‘syntax-before-semantics’ learning process and the important role of input in implicit learning.
Źródło:
Theory and Practice of Second Language Acquisition; 2015, 1, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Negatywne aspekty uczestnictwa w edukacji w opiniach uczących się dorosłych
Negative consequences of educational participation in the opinions of adult learners
Autorzy:
Litawa, Aleksandra
Szarota, Zofia
Powiązania:
https://bibliotekanauki.pl/articles/426200.pdf
Data publikacji:
2016
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
education
adult learners
Opis:
The article concerns the adverse consequences of adult learning, problems accompanying that process and burdens resulting from it. The authors carried out research, which aim was to give the answers to the following questions: Do the adult learners perceive their cognitive activity as a reason for neglecting the other areas of their lives? What are their opinions on the consequences of such activity for personal and professional life? What problems are linked to adults' participation in organized (non-formal) education? The sample of 189 educationally active adults being surveyed was recruited from the participants of: postgraduate studies, instruction and methodical workshops and a training course. The outcomes of the poll show that only one quarter of respondents declared the lack of any problems resulting from their educational involvement. The vast majority of the group admitted facing various types of negative consequences of such activity. Problems arising due to their learning may affect many spheres of peoples' lives: their family life and social relationships, their leisure time and health condition as well as their private budgets.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2016, 4 (66); 55-63
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
When foreigners join the class. Changes in the university classroom environment – a “cost-benefit” analysis
Autorzy:
Paulina, Marchlik,
Powiązania:
https://bibliotekanauki.pl/articles/892321.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
learning environment
adult learners
higher education
university
student exchange
multicultural classroom
Opis:
The aim of the paper is to examine how university classroom environment changes with the arrival of foreign students, especially those who are participants of international exchange programmes. The learning environment is an important component of higher education, as adult students are often conscious learners, who want to learn and see the purpose in doing so; also, they are often self-conscious, especially in a foreign language class. A multi-cultural classroom can be a beneficial element of university education, for both the students and the teacher, as it provides an opportunity for students to share experiences and bring their insights to the learning process. Conversely, one of the challenges a university teacher faces is to find a way to actively involve all the students in the class, taking into account their various backgrounds, different language skills and learning experiences, styles and preferences. The article is designed specifically to examine the effects of student mobility on the learning environment and the challenges, costs and benefits of education in a multicultural class. It also presents recommendations to make the adult learning environment an effective one, especially when it comes to education in a multicultural environment and learning in a foreign language.
Źródło:
Kwartalnik Pedagogiczny; 2016, 61(3 (241)); 126-134
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nowy świat starej baśni. „Jasioł i Mgłosia” Waltera Moersa
The new world of the old fairy-tale "Ensel und Krete" of Walter Moers
Autorzy:
Łosiowska, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/520052.pdf
Data publikacji:
2017
Wydawca:
Ośrodek Badawczy Facta Ficta
Tematy:
Walter Moers
fairy tale
retelling
young adult learners
young adult literature
Opis:
The article The new world of the old fairy-tale. “Ensel und Krete” of Walter Moers focuses on the novel Ensel und Krete of Walter Moers, which comes into various intertextual interactions not only with the Grimms’ fairy tale but also with fairy tale as a genre. The usage of traditional fairy-tale schemes allows Walter Moers to create an original version or a variation on the theme of Hansel and Gretel and to create a fantastic world. In this world the known, traditional, fairy precepts are challenged. In addition, the story of Ensel and Krete turns out to be an excuse to reflect on the genre, literature, and, moreover, literary culture in a broad sense. The article focuses on selected issues connected with the presence of a fairy tale in a fantastic text and is an attempt to explain the interplay of these two orders.
Źródło:
Creatio Fantastica; 2017, 1(56); 25-44
2300-2514
Pojawia się w:
Creatio Fantastica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Państwowe Gimnazjum i Liceum dla Dorosłych Przy Korpusie Bezpieczeństwa Wewnętrznego w Legnicy
State Secondary School and High School for Adult Learners at Legnica Internal Security Corps
Autorzy:
Jaworska, Kazimiera
Powiązania:
https://bibliotekanauki.pl/articles/472906.pdf
Data publikacji:
2017-06-01
Wydawca:
Collegium Witelona Uczelnia Państwowa
Tematy:
Legnica, szkolnictwo
Państwowe Gimnazjum i Liceum dla Dorosłych
przy Korpusie Bezpieczeństwa Wewnętrznego w Legnicy
Legnica
education, State Secondary School and High School for Adult
Learners at Legnica Internal Security Corps
Opis:
Niniejszy tekst prezentuje okoliczności powstania i funkcjonowanie Państwowego Gimnazjum i Liceum dla Dorosłych przy Korpusie Bezpieczeństwa Wewnętrznego w Legnicy. Szkoła ta istniała w Legnicy w latach 1946 –1963 i była ściśle powiązana z działalnością Korpusu Bezpieczeństwa Wewnętrznego w Legnicy. Niestety, ze względu na bardzo niewielką obecnie ilość dostępnych materiałów źródłowych możliwe było przybliżenie tylko pewnych epizodów z jej dziejów. Nie ulega wątpliwości, iż odegrała ona znaczącą rolę w kształceniu kadr oficerskich angażujących się w okresie powojennym w działania, których celem było wcielanie w życie społeczno-politycznych koncepcji reżimu komunistycznego.
This paper presents the circumstances of the foundation and functioning of State Secondary School and High School for Adult Learners at Legnica Internal Security Corps. The aforementioned educational institution operated in Legnica between 1946 and 1963 and it had close links with Legnica Internal Security Corps. Unfortunately, nowadays, it is only possible to describe selected events in its history with regard to the lack of sufficient resource materials to rely on. Beyond doubt, the institution played a major role in the formation of officer corps, engaging into activities aimed at implementing the social and political concepts of the communist regime in Poland in the post-war era.
Źródło:
Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy; 2017, 2, 23
1896-8333
Pojawia się w:
Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching listening to older second language learners: Classroom implications
Autorzy:
Słowik, Agata
Powiązania:
https://bibliotekanauki.pl/articles/628506.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
SLA
glottogeragogika
listening
older adult learners
lifelong learning in later life
Opis:
Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.
Źródło:
Journal of Education Culture and Society; 2017, 8, 2; 143-155
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
FOREIGN LANGUAGE ANXIETY IN OUT-OF-CLASS PERFORMANCE.IDENTIFYING LANGUAGE-ANXIETY SOURCES, ITS EFFECTS, AND COPING STRATEGIES
Autorzy:
Morena, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1036545.pdf
Data publikacji:
2018-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
foreign language anxiety
adult learners
out-of-class performance
cop-ing strategies
lęk językowy
osoby dorosłe uczące się języków obcych
stosowanie języka obcego poza klasą
strategie radzenia sobie z lękiem językowym
Opis:
Language researchers have long been aware that anxiety can be associated with the language learning process and negatively correlate with academic achievement, motivation and successful oral performance. Foreign language anxiety was first defined as a negative feeling associated with a language classroom and resulting from a fear of negative evaluation, tests and communication apprehension (Horwitz and Young, 1991). Some learners also reported that they experienced language anxiety in out-of-class oral performance, that it negatively affected their feeling of competence, and beliefs about their successful language acquisition, and also triggered physiological and cognitive responses. The research aimed at identifying sources of language anxiety and its manifestations in adult EFL learners in out-of-class settings, and a set of six strategies was proposed to help learners mitigate the feeling of foreign language anxiety.
Źródło:
Neofilolog; 2016, 46/1; 29-43
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Technikum dla przodujących robotników w polskim systemie szkolnictwa zawodowego (1971–1982)
Autorzy:
Sapia-Drewniak, Eleonora
Powiązania:
https://bibliotekanauki.pl/articles/417793.pdf
Data publikacji:
2018
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
secondary technical school for leading workers
adult education
teacher of adult learners
party activists
technikum dla przodujących robotników
edukacja dorosłych
nauczyciel dorosłych
działacze partyjni
Opis:
In 1971, upon the initiative of the United Polish Workers’ Party – the ruling force in the period of the Polish People’s Republic – there was established secondary technical school designed for leading workers. The Resolution No. 124 of the Council of Ministers of 1 July 1971 opened the possibility for workers to gain vocational qualifications and to obtain the certificate of secondary education after two years of studying. The students were recruited from workers who had completed basic vocational schools and distinguished themselves by being socially and professionally active. The goal of the newly-created educational institution was to prepare good specialists for the national economy and active party members. The schools began their didactic work in September 1971. Good conditions of studying were created in them for adult students who were also engaged in the ruling party’s activity. The students were able to fully take advantage of the education offered to them for their own individual development, their further vocational education, as well as social advancement.
W okresie PRL-u z inicjatywy PZPR powstało w 1971 r. technikum dla przodujących robotników. Uchwała nr 124 Rady Ministrów z dnia 1 lipca 1971 r. dała robotnikom możliwość zdobycia kwalifikacji zawodowych i uzyskania świadectwa dojrzałości po dwuletnim okresie edukacji. Takich szkół powstało ponad 30 w skali całego kraju. Do placówek tych kierowano wyróżniających się aktywną postawą społeczno-zawodową robotników, absolwentów zasadniczych szkół zawodowych. Celem ich było przygotowanie dla gospodarki narodowej dobrych fachowców, ale również aktywnych działaczy partyjnych. Rozpoczęły one pracę dydaktyczną we wrześniu 1971 r. Stworzono w nich bardzo dobre warunki uczenia się dorosłym uczniom, zaangażowanym w działalność partyjną. W pełni wykorzystali oni szanse edukacji dla swojego indywidualnego rozwoju, jak również do awansu społecznego i dalszej edukacji zawodowej.
Źródło:
Rocznik Andragogiczny; 2018, 25
1429-186X
2391-7571
Pojawia się w:
Rocznik Andragogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners
Autorzy:
Chłopek, Zofia
Powiązania:
https://bibliotekanauki.pl/articles/916942.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learner motivation
third (or further) language acquisition (L3 )
foreign language learning
language learning experience
adult FL learners
Opis:
The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 69-79
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA REFLEKSJI W NAUCZANIU DOROSŁYCH SŁUCHACZY KOMERCYJNYCH KURSÓW JĘZYKOWYCH
The role of reflection in teaching adult students on commercial language courses
Autorzy:
Pudo, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1036840.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflection
reflexivity
language teaching
adult learners
efleksja
refleksyjność
glottodydaktyka
dorośli uczniowie
Opis:
This article examines various levels of reflection in language learning and teaching, such as reflecting on one’s own foreign language production, on the language system in general, on one’s learning habits and, in the case of the teacher, on the teaching process. The author hypothesizes that all of these are bound to change some of their characteristics depending on features such as age of the learner and learning context. The article examines reflection in adult students of commercial language courses, trying to point out that all the levels of reflection mentioned are supposed to increase in this group. Age is proved to increase language-focused reflectivity in the subjects, whereas the specific learning context might, for reasons of strong personal motivation, be an asset in encouraging learner reflections on their own learning strategies. These conclusions are nonetheless to be treated with caution, for some specific inhibitors to reflection might appear in this group as well, and further research is needed to confirm this possibility.
Źródło:
Neofilolog; 2014, 42/2; 227-239
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WSPÓŁODPOWIEDZIALNOŚĆ ZA EFEKTY KSZTAŁCENIA JAKO WYZNACZNIK POSTĘPU AUTONOMIZACJI STUDENTÓW W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO
Co-responsibility for learning outcomes as a determinant of the development of student autonomy in LSP teaching
Autorzy:
Łącka-Badura, Jolanta
Łęska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/1036846.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
ESP
ESP teacher
adult education
learner autonomy
learner’s co-responsibility
języki specjalistyczne
nauczyciel języka specjalistycznego
kształcenie dorosłych
autonomia ucznia
współodpowiedzialność ucznia
Opis:
Building learner autonomy requires effective communication and cooperation between teachers and students with regard to teaching/learning goals and methods. In addition, critical reflection on the progress being made is needed. This paper aims to represent the voices on one side of this dialogue, by investigating the perceptions that Business English students at the University of Economics in Katowice have of the roles which ESP teachers should take. This study into learner autonomy sees the co-responsibility of learners for the outcomes of the teaching/learning process as a significant determinant of the development of autonomy. Besides providing an interesting insight into the needs and expectations of Business English students, the results may contribute to the discussion on the benefits of and problems related to the development of autonomy among young adults in tertiary education.
Źródło:
Neofilolog; 2014, 42/2; 167-180
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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