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    Tytuł:
    Komunikacyjne zachowania w małżeństwie z perspektywy własnej i partnera
    Communicative behaviour in a married life seen from a personal and a partner’s perspective
    Autorzy:
    Pupin, Zofia
    Waldmajer, Jacek
    Powiązania:
    https://bibliotekanauki.pl/articles/475409.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Opolski. Redakcja Wydawnictw Wydziału Teologicznego
    Tematy:
    communicative behaviour
    dimensions of communicative behaviour
    communication in a marriage
    Opis:
    Interpersonal communication is a complex process which influences the ways individuals function, in particular in a marriage. According to M. Plopy, the communication processes in a marriage are influenced by the following dimensions: giving support to a spouse, the level of engagement in a process of communication and aggressive behaviour directed towards a spouse. The abovementioned issues are used to define the communicative behaviour in a marriage. Thanks to the Communication in Marriage Questionnaire by M. Kaźmierczak and M. Plopy the following was examined: is there a connection between the dimensions of communicative behaviours including: support, engagement and depreciation. Afterwards they examined: 1) are there any differences between women and men in the assessment of their own and partner’s communicative behaviours; 2) are there any differences between people with short or long married lives when it comes to exhibited communicative behaviour. The obtained results show that there exists a connection between the dimensions of communicative behaviours, including: support, engagement and depreciation. Moreover, the significant differences in the examined areas have been discovered when it comes to both personal and the partner’s perspective.
    Źródło:
    Family Forum; 2013, 3; 187-200
    2084-1698
    Pojawia się w:
    Family Forum
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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
    Artykuł
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