Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "critical language awareness" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-7 z 7
    Tytuł:
    The Development of a Critical Reading Learning Model to Promote University Students’ Critical Awareness
    Autorzy:
    Sultan, -
    Rofiuddin, Ahmad
    Nurhadi, -
    Priyatni, Endah Tri
    Powiązania:
    https://bibliotekanauki.pl/articles/1998213.pdf
    Data publikacji:
    2017-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    critical reading
    critical awareness
    language learning
    teaching reading
    Opis:
    Critical reading awareness can empower readers through critical reading skills used to understand ideological messages and domination act in language practice. The aim of this research was to develop and test a critical reading learning model to enhance university students’ critical awareness. This Research and Development study was carried out by following three main steps that were product development, product validation, and examination of product effectiveness. 56 students participated in this study. They came from the Indonesian Language Department, Negeri Makassar University, Indonesia. The qualitative data was analyzed with the use of domain analysis and the quantitative data was analyzed using t-test. The developed learning model was proven valid and feasible through experts’ validation. In addition, the results of the effectiveness test indicated that the learning model could improve students’ critical reading skills and students’ critical reading awareness of understanding, evaluating, and responding to texts.
    Źródło:
    The New Educational Review; 2017, 48; 76-86
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Krytyczna Świadomość Językowa i Pozytywna Analiza Dyskursu. Edukacyjne implikacje krytycznie zorientowanych teorii dyskursu
    Critical Language Awareness and Positive Discourse Analysis. Educational implications of critically oriented theories of discourse
    Autorzy:
    Starego, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/1387969.pdf
    Data publikacji:
    2017-03-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    critical language education
    Critical Language Awareness
    Positive Discourse Analysis
    critical literacy
    Critical Discourse Analysis
    Design
    Opis:
    Despite the growing popularity of discourse theory and critical analysis of interrelations between education and its social, political and cultural contexts, neither the “discursive” nor “linguistic” turn in social sciences are usually thought of as possible foundations for pedagogical practice. The aim of this paper is to review the possible educational applications of two critical discourse theories: Critical Language Awareness and Positive Discourse Analysis. Both of those perspectives aim to go beyond the purely research oriented modes of analysis, towards constructive and positive projects of critical language education. Thus, they may provide us with a foundation for a critically oriented pedagogy of language.
    Źródło:
    Problemy Wczesnej Edukacji; 2017, 37, 2; 56-67
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Apt to change: The problematic of language awareness and language aptitude in age-related research
    Autorzy:
    Singleton, David
    Powiązania:
    https://bibliotekanauki.pl/articles/780524.pdf
    Data publikacji:
    2014-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language awareness
    language aptitude
    explicit learning
    implicit learning
    critical period
    Opis:
    Language awareness and language aptitude often crop up in discussion of various second language acquisition phenomena, including age-related phenomena. There is a troublesome and ongoing definitional and theoretical problem in this connection: Different researchers have different perspectives on what is to be included in the respective notions; on how do to measure language awareness, on the one hand, and language aptitude, on the other; and on how or whether to differentiate the two constructs in terms of innateness versus experience. This article begins by addressing the entire problematic of the conceptualization of language awareness and language aptitude. The language awareness/aptitude issue features in the maturational debate in connection with two claims. First, it is discussed in relation to the view that second-language (L2) learning of older individuals is explicit (whereas that of younger individuals is implicit). Second, it is referred to in regard to the notion that there are older L2 learners who appear to be able to “beat” the critical period thanks to high levels of language aptitude. The article critically explores both these propositions and concludes that neither is particularly safe, especially given the uncertain state of the relevant research context.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 3; 557-571
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    (Bardzo) wczesne nauczanie języków obcych. Kilka uwag na temat celów, możliwości i metodyki
    Foreign language learning in early childhood. Remarks on goals, achievements and teaching methodology
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/510747.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    early foreign language teaching
    critical age hypothesis
    cognitive limitations
    language awareness
    internal motivation to learn
    Opis:
    The article presents the phenomenon of very early foreign language teaching (i.e. in the preschool years) from the linguistic and pedagogical perspective. It begins with dispelling the myth about the necessity of ‘an early start’ for ensuring future competence, pointing at the relevance of cognitive, affective and social factors influencing the outcomes. Then it presents the possible achievements and crosslinguistic influences in language acquisition of a very young child. Finally, it outlines the critical aspects of FL methodology that are necessary for progress in early FLL.
    Źródło:
    Postscriptum Polonistyczne; 2018, 2 (22) Glottodydaktyka wśród dzieci i młodzieży wobec wyzwań wielo-, transkulturowości i ruchów migracyjnych; 25-36
    1898-1593
    2353-9844
    Pojawia się w:
    Postscriptum Polonistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Sukces w nauce języka obcego w świetle podejścia ekologicznego
    Success in foreign language learning in the light of an ecological approach
    Autorzy:
    Lankiewicz, Hadrian
    Powiązania:
    https://bibliotekanauki.pl/articles/555428.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    Success
    language learning
    ecological approach
    neoliberalism
    narrative study
    autonomy in language learning
    critical language awareness
    Sukces
    uczenie się języka obcego
    podejscie ekologiczne
    neoliberalizm
    badania narracyjne
    autonomia w nauce języka obcego
    krytyczna swiadomość jęzvkowa
    Opis:
    Resorting to the principles of an ecological approach in doing research (cf. D. Larsen Freeman 1997; C. Kramsch 2002), the sociocultural perspective in understanding language acquisition and the status of English in the present times as well as the recommendations of the Council of Europe regarding autonomization of the process of language teaching, I intend to accentuate problems pertaining to the conceptualization of success in language learning. A crucial element of my considerations is highlighting learner related factors (M. Smuk 2015), including attitudes towards learning a foreign language (W. Wilczyńska 2002) and aspects of critical language awareness (H. Lankiewicz 2015). A theoretical reflection is supported with research offering an insight into the complexity of the notion of success in language learning and its discursive construction conditioned equally by individual attitudes and dominant educational policy. Ultimately, it is demonstrated that personal perception of success is expressed by three narrative modes with the dominating voice expressed via economic language.
    Źródło:
    Applied Linguistics Papers; 2018, 25/1; 99-115
    2544-9354
    Pojawia się w:
    Applied Linguistics Papers
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The language teacher as a supporter of the linguistic ecosystem among young immigrant learners: Beliefs and practices
    Autorzy:
    Lankiewicz, Hadrian
    Powiązania:
    https://bibliotekanauki.pl/articles/14999920.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language learning
    plurilingualism
    multilingualism
    translingualism
    ecolinguistics
    heritage language
    minority language
    critical language awareness
    Opis:
    The objective of the article is to analyze the attitudes of foreign language teachers towards students’ mother tongues or heritage languages, as migrant students to the city of Gdańsk, Poland, use them as a compensation strategy in formal language learning. On the basis of a survey methodology, the author will try to explore language teacher beliefs regarding the perception of the coexistence and the use of other languages (including Polish) in mainstream FL education and attempt to compile good practices in this regard, reported by the teachers surveyed. Referring to his earlier research (Lankiewicz 2013, 2015, 2019, 2020, 2021), the author hypothesizes that language teachers manifesting higher levels of critical language awareness will be more prone to draw upon students’ linguistic repertoires in the education processes, while others will suppress any form of intercomprehension, code-switching or language meshing.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 141-160
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Hadrian Lankiewicz, Teacher Language Awareness: A Collaborative Inquiry Based on Languaging. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego, 2015, ISBN 978-7865-624-1, 368 pages
    Autorzy:
    Gabryś-Barker, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/783113.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    SLA
    teacher training
    ecological perspective
    critical language awareness
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 1; 133-136
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies