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Wyświetlanie 1-15 z 107
Tytuł:
Kształcenie rozumienia tekstu pisanego u dzieci w wieku wczesnoszkolnym. Wybrane zagadnienia
Autorzy:
Murawska, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/1789409.pdf
Data publikacji:
2019-11-03
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
reading comprehension
teaching reading comprehension
determinants comprehension
Opis:
Reading is a complex and difficult cognitive activity which involves acquiring reading comprehension skills. The teacher’s task is to support students in this process. The article analyses selected opportunities how it can be done. An interesting area investigated by psychologists is the role of working memory in the effectiveness of reading. While there is agreement on the existence of such a dependence, there is no certainty that it is possible to shape it and if so, to what extent. The second task the teacher has to face is to present various strategies helpful in reading comprehension. While the strategies mentioned in this text are the subject of considerations of many authors, the role of metacognitive strategies is worth paying attention to. Supporting the ability to control own learning process, organisation of this process and evaluation of the obtained results, refers not only to learning reading, but also to the quality of learning in general. The last factor necessary for reading comprehension raised in this text is motivation. Developing motivation to read is not an easy task, but it can be achieved in many different ways.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(3 (253)); 31-41
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Idiom Comprehension: Two Approaches
Autorzy:
Szmyd, Patrycja
Powiązania:
https://bibliotekanauki.pl/articles/888891.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
idiom comprehension
theories
metaphor comprehension
disambiguation
Opis:
Basing on the two most influential theories in the literature on idiom comprehension (Glucksberg 2001; Vega Moreno 2003, 2004, 2005) as well as on the account of familiar metaphor comprehension (Wilson – Carston 2006), the present author proposes an account of comprehension of familiar idioms as metaphorical expressions. Unfamiliar metaphors are comprehended on-line in a relevance-guided comprehension procedure which involves adjustment of concepts encoded in idiom constituents. When the metaphorical denotation of the idiom is memorised, the well-known idiomatic string is comprehended just as familiar metaphors in the sense of Wilson – Carston (2006), i.e. in the process of disambiguation of two encoded senses.
Źródło:
Anglica. An International Journal of English Studies; 2012, 21/2; 65-78
0860-5734
Pojawia się w:
Anglica. An International Journal of English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podcasts im glottodidaktischen Medienverbund. Versuch einer vergleichenden Analyse
Autorzy:
Adamczak-Krysztofowicz, Sylwia
Stork, Antje
Powiązania:
https://bibliotekanauki.pl/articles/916968.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
listening comprehension
Podcasts
didactic listening materials
integrative training of listening comprehension
Opis:
There is no doubt that the development of listening comprehension skills in foreign language learning is one of the least understood, least researched and yet, most important areas of foreign language teaching. In the light of this, the article aims to examine the usage and role of Podcasts in comparison with other didactic listening materials. The paper concludes with the discussion of possible technical and learning potential of podcasts for designing integrative training of listening comprehension.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 117-123
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Krytyka i rozumienie w doradztwie filozoficznym
Criticism and Comprehension in Philosophical Counseling
Autorzy:
Ples-Bęben, Marta
Powiązania:
https://bibliotekanauki.pl/articles/1070879.pdf
Data publikacji:
2020-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
philosophical counseling
comprehension
critic
Opis:
The aim of the article is to analyze “criticism” and “understanding” in their relation to philosophical counseling. The article begins by the thesis on the need to define this type of counseling as an equivalent relationship between a counselor and a client. This claim is based mainly on the Socratic sense of the essence of philosophizing as a common pursuit of wisdom and cognition. Next, criticism and understanding which seem to be abstract concepts that belong to specific doctrines are considered as useful tools in the process of creating a philosophical attitude. In this sense, they acquire their existential aspect and prove useful in the practical application of philosophy.
Źródło:
Studia Edukacyjne; 2020, 57; 241-255
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A process approach to listening comprehension. Types of processing
Autorzy:
Kotorowicz-Jasińska, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/606081.pdf
Data publikacji:
2009
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
listening comprehension
language processing
Opis:
Together with the criticism of Comprehension Approach, there appeared a tendency to look at listening comprehension from the point of view of the underlying processes, rather than its product (Field 2008). It has been considered one of the fundamental flaws of the approach to focus only on the final outcome of the listening process in the form of answers to comprehension questions or task responses. The article provides an overview of the processes that listening comprehension entails, categorizing them into two distinctive groups. Also, different types of processing are investigated and the primacy of bottom-up processes is underlined.
Źródło:
Lublin Studies in Modern Languages and Literature; 2009, 33; 157-168
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How does foreign accent affect template matching mechanisms? ERP evidence from Polish
Autorzy:
Kędzierska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/1040250.pdf
Data publikacji:
2019-12-30
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
ERPs
comprehension
prediction
bilingualism
accent
Opis:
Sentential context is believed to have particularly robust effects on the processing of foreign-accented speech (Lev-Ari 2015). However, recent neurolinguistic studies investigating the relation between non-native speech and semantic predictability suggest that anticipation mechanisms are, in fact, hampered during the processing of foreign accents (Romero-Rivas et al. 2016). The current study is an attempt to shed more light on this issue and establish whether the mechanisms responsible for categorical template matching remain active during the processing of non-native speech. The study investigated neural reactions towards high cloze probability template endings (i.e., the endings of fixed phrases selected in a pre-test) and their unexpected counterparts. 120 Polish sentences were recorded by a native Polish speaker and a non-native (L1 Ukrainian) speaker of Polish in order to investigate the reactions towards an easily recognizable foreign accent. The brain activity of 28 monolinguals (L1 Polish) was recorded during the EEG sessions. In native-accented speech, violations of high cloze probability items resulted in a broadly distributed negativity followed by a P600 effect. No comparable effects were observed in the case of foreign-accented speech. These results are compatible with previous findings (Hanulíková et al. 2012; Romero-Rivas et al. 2016) as they confirm that linguistic anticipatory and reanalysis processes are hampered in the case of non-native speech.
Źródło:
Linguistics Beyond and Within; 2019, 5; 61-74
2450-5188
Pojawia się w:
Linguistics Beyond and Within
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Morphological Awareness as a Potential Catalyst for Jordanian EFL Students Reading Comprehension
Autorzy:
Bataineh, Ruba Fahmi
Al-Kofeiri, Qasim Mahmoud
Powiązania:
https://bibliotekanauki.pl/articles/605928.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
EFL
morphological awareness
reading comprehension
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
This study examines the potential effect of morphological awareness on Jordanian EFL tenth-grade students' reading comprehension. Two intact sections of 73 Jordanian tenth-grade students were purposefully selected from a secondary school in Ramtha Directorate of Education (Ramtha, Jordan) during the first semester of the academic year 2017/2018. The experimental group (n=37) was taught using a morphological awareness-based protocol whereas the control group (n= 36) was taught conventionally per the guidelines of the Ministry-prescribed Teacher Book of Action Pack 10. For data collection, a reading comprehension pre/post- test was used. The findings reveal a statistically significant improvement in the experimental group students’ reading comprehension which may be attributed to morphological awareness-based instruction.  
Le numéro contient uniquement les résumés en anglais.
Том содержит аннотаций на английском языке.
Źródło:
Lublin Studies in Modern Languages and Literature; 2018, 42, 2
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les stratégies rédactionnelles face aux défis d’interprétation d’un débat radiodiffusé
Writing strategies in the light of interpretative challenges. The case of a radio debate
Autorzy:
Wojciechowska, Bernadeta
Górecka, Joanna
Richard, Elisabeth
Le Bot, Marie-Claire
Powiązania:
https://bibliotekanauki.pl/articles/1050810.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
listening comprehension in a foreign language
media debate
critical interpretation
listening comprehension questionnaire
Opis:
The research presented in the paper is a part of the project carried out at the Institute of Romance Languages and Literatures at the University of Adam Mickiewicz in Poznań. The research aims at determining the underdeveloped areas of advanced learners’ listening skills. The ultimate objective of our research is the development of discursive approach toward teaching and learning (Górecka, Wilczyńska, Wojciechowska in press). The study focuses on analyzing writing strategies used by students in the task of summarizing the chosen sequences of media debates in the radio program Le téléphone sonne. We claim that the way the students formulate their answers can reveal, to some extent, the diffi culties they encounter in analyzing and synthetizing oral discourse. The analysis of students’ writing strategies may contribute to the elaboration of pre-task instructions and evaluation techniques, which may result in a better approach to the development of listening skills.
Źródło:
Studia Romanica Posnaniensia; 2014, 41, 3; 117-132
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The relationship between syntactic knowledge and reading comprehension in EFL learners
Autorzy:
Morvay, Gabriella
Powiązania:
https://bibliotekanauki.pl/articles/780623.pdf
Data publikacji:
2012-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
syntactic knowledge
nonnative reading comprehension
Opis:
Via a variety of measurements, 64 Hungarian native speakers in the 12th grade learning English as a foreign language in Slovakia were tested in a cross-sectional correlational study in order to determine the relationship between the ability to process complex syntax and foreign language reading comprehension. The test instruments involved a standardized reading comprehension test in English, and a test of syntactic knowledge in both Hungarian and English, in addition to a background questionnaire in Hungarian. Power correlations and regression analyses rendered results that showed syntactic knowledge to be a statistically significant estimator for foreign language reading comprehension. The study provides evidence that the ability to process complex syntactic structures in a foreign language does contribute to one’s efficient reading comprehension in that language.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 3; 415-438
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lernstrategien im Umgang mit Hör-Seh-Texten (Versuch einer Übersicht) Language learning strategies for dealing with audiovisual texts (An Attempt at an overview)
Autorzy:
Chudak, Sebastian
Powiązania:
https://bibliotekanauki.pl/articles/919875.pdf
Data publikacji:
2012-12-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
audiovisual comprehension
language learning strategies
Opis:
The development of the audiovisual comprehension is in the contemporary mediatized world without a doubt very important foreign language learning and teaching goal. In the recent years the use of audiovisual materials in the classes has become very common. In their spare time many students also try to learn languages with films. The aim of the article is to provide an overview of strategies that are useful while dealing with audiovisual materials in a foreign language. It is likely that the introduction of these strategies into language classes by teachers would help students to become more efficient learners.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 2; 87-101
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Experimental Verification of the Reading Comprehension Intervention for the German Language as L3
Autorzy:
Stranovská, Eva
Ficzere, Anikó
Szabó, Erzsébet
Powiązania:
https://bibliotekanauki.pl/articles/18653939.pdf
Data publikacji:
2022-09-27
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
second foreign language
reading comprehension
intervention
Opis:
Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.
Źródło:
Journal of Education Culture and Society; 2022, 13, 2; 369-382
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving reading comprehension through jigsaw technique
Autorzy:
Barbosa, Estella B
San Jose, Ariel Epan
Robles Concepcion, Maria Gregoria
Powiązania:
https://bibliotekanauki.pl/articles/1375710.pdf
Data publikacji:
2020
Wydawca:
Międzynarodowy Instytut Innowacji Nauka – Edukacja – Rozwój w Warszawie
Tematy:
Reading comprehension
jigsaw technique
teaching strategies
Opis:
Despite the many efforts given by the academe, reading comprehension still one of the most challenging language skills among many learners. Anchor on Cooperative Learn-ing Theory, this qualitative-phenomenological study aimed to determine how the jig-saw reading technique helped the college students improve their reading comprehension, vocabulary words and knowledge of context clues, recalling of prior knowledge, sharing correct information, asking relevant questions, and organizing and summarizing ideas. The participants were purposively chosen. Focus Groups Discussion (FGD) was used to obtain information from 20 participants. Thematic analysis presented nine themes with varying frequency of responses and core ideas. It was also found that jigsaw technique had in influenced improving not only the students’ reading comprehension but also their interpersonal, motivational, critical thinking skills; more so their sense of accountability. However, it was noted that time was as essential element in reading comprehension. It implicates that employment of any reading approach or strategy must always take into account some essential factors; students’ needs, teach-er’s role, students’ progress, and learning environment. Thus, reading teachers should possess compassion and patience to the learners.
Pomimo wielu wysiłków podejmowanych przez nauczycieli, czytanie ze zrozumieniem nadal jest jedną z najtrudniejszych umiejętności językowych wśród wielu uczących się. Oparte na teorii wspólnego uczenia się to badanie jakościowo-fenomenologiczne ma na celu ustalenie, jak bardzo metoda jigsaw pomaga studentom college’u w poprawieniu umiejętności czytania ze zrozumienie, zwiększeniu zapasu słów, znajomości wskazówek kontekstowych, przywoływania wcześniejszej wiedzy, dzielenia się prawidłową informacją oraz organizowania i streszczania pomysłów. Uczestnicy zostali dobrani celowo. Badanie zostało przeprowadzone na grupie fokusowej z 20 osób. Analiza tematyczna pozwoliła na wyodrębnienie dziewięciu tematów ze zmieniającą się częstotliwością odpowiedzi i zasadniczych idei. Stwierdzono również, że metoda jigsaw oddziałała nie tylko na czytanie ze zrozumieniem studentów ale również na ich umiejętności interpersonalne, motywację, myślenie krytyczne, jak również po-czucie odpowiedzialności. Jednak zostało odnotowane znaczenie dla czytania ze zrozumieniem takiego podstawowego elementu jak czas. To oznacza, że przy zastosowaniu którejkolwiek strategii lub podejścia do czytania trzeba wziąć pod uwagę niektóre podstawowe czynniki, takie jak potrzeby studentów, rola nauczyciela, postęp studentów, a także środowisko uczenia się. Zatem osoby nauczający czytania powinny mieć odpowiedni poziom empatii i cierpliwości w stosunku do osób uczących się.
Źródło:
International Journal of New Economics and Social Sciences; 2020, 11(1); 347-360
2450-2146
2451-1064
Pojawia się w:
International Journal of New Economics and Social Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
Autorzy:
Bataineh, Ruba Fahmi
Mayyas, Mais Barjas
Powiązania:
https://bibliotekanauki.pl/articles/955650.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EFL
grammar instruction
Moodle
reading comprehension
Opis:
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
Źródło:
Teaching English with Technology; 2017, 17, 3; 35-49
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter?
Autorzy:
Mahdavy, Babak
Mousavi Namavar, Masoomeh
Powiązania:
https://bibliotekanauki.pl/articles/22446714.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
listening comprehension
listening strategies
test method
Opis:
Many studies have so far tried to examine the relationship between listening strategies and listening comprehension. However, it seems that none of them have focused on the effect of the test method on the findings. The present study has investigated the issue by having 55 English language learners respond to pictorial and non-pictorial listening test items with different response formats. The listening section of the Preliminary English Test (PET) and a 36-item listening strategies questionnaire were administered in the first session and after a week’s interval, the participants took a modified version of PET listening. The data were collected in a language laboratory. Several correlation and regression tests were run to investigate the relationships between listening comprehension as measured by the original and modified PET listening tests and metacognitive, cognitive and socio-affective listening strategies. The results showed that L2 learners’ use of metacognitive listening strategies is the strongest predictor of listening performance. In addition, the findings indicated that the relationship between the use of listening strategies and listening performance is mediated by the kind of test method which is used for measuring L2 listening. Directions for future research and implications for practice are presented.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-22
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance
Autorzy:
Mokhtari, Kouider
Dimitrov, Dimiter M.
Reichard, Carla A.
Powiązania:
https://bibliotekanauki.pl/articles/780595.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
metacognition
reading comprehension
metacognitive awareness
reading strategies
Opis:
In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students’ perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents’ and adults’ metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 219-246
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 107

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