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Tytuł:
Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia
Autorzy:
Demetrashvili, Ani
Khachidze, Teona
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/29520506.pdf
Data publikacji:
2024-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
learner autonomy
teacher autonomy
educational culture
English as a foreign language
Opis:
With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.
Źródło:
The New Educational Review; 2024, 75; 51-66
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring Arabic Learners English Errors Interlingual vs. Intralingual Analysis and Remedial Teaching Strategies
Autorzy:
Rajan, Panthayil Babu
Makarevicius, Algirdas
Hartrup, Philip
Powiązania:
https://bibliotekanauki.pl/articles/38453471.pdf
Data publikacji:
2024-07-11
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
ESL
Interlingual
Intralingual
Morphological
Relative Clauses
Lexical
Verb tense
Syntax
Grammar rules
Article usage
Simplification
Prepositions
English language acquisition
Semantic inaccuracies
Teaching strategies
Opis:
Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.
Źródło:
Academicus International Scientific Journal; 2024, 15, 30; 126-137
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Förderung der Mehrsprachigkeit im Tertiärsprachenunterricht – interlingualer DaF-Unterricht in Tschechien und Polen
Developing of the Multilingualism in the Tertiary Language Learning – German as a Foreign Language in Czech Republic and Poland
Autorzy:
Gryczka, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/36876427.pdf
Data publikacji:
2024-01-24
Wydawca:
Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
Mehrsprachigkeitsdidaktik
Tertiärsprachenunterricht
Deutsch nach Englisch
Tertiary Language Learning and Teaching
Didactics of Multilingualism
English after German
Opis:
The aim of this article is to deal with the topic of German as a foreign language by considering German in the context of the other languages already known to the learners. It is about the positive effects of prior knowledge as well as prior experience in learning subsequent languages, i.e. about language and language learning transfer in the constellation “German after English”, because English is mostly the first foreign language in school today. The goal is to raise awareness of the multilingual context of Central Europe and to use it specifically for didactic support of foreign language teaching. After an introduction and an overview of the knowledge on language learning and the didactics of multilingualism the outlook deals with the use of the research results considering the didactic theory in learning and teaching practice.
In dem Beitrag wird das Thema Deutsch als Fremdsprache (DaF) behandelt, indem Deutsch im Kontext der anderen, den Lernenden schon bekannten Sprachen, beobachtet wird. Dabei handelt es sich um die positiven Effekte der Vorkenntnisse sowie der Vorerfahrungen beim Erlernen von Folgesprachen, d. h. des sprach- und sprachlernbezogenen Transfers in der Konstellation „Deutsch nach Englisch“, da das Englische heutzutage zumeist die erste Fremdsprache in der Schule ist. Die Idee besteht darin, den mehrsprachigen Kontext Mitteleuropas bewusst zu machen und gezielt zur didaktischen Unterstützung im Fremdsprachenunterricht einzusetzen. Nach einer Einführung und einer Übersicht über die bisherigen Kenntnisse zum Sprachenlernen und zur Mehrsprachigkeitsdidaktik wird im Ausblick auf die Nutzung der Forschungsergebnisse unter Berücksichtigung der didaktischen Theorie in der Lern- und Lehrpraxis eingegangen.
Źródło:
Linguistische Treffen in Wrocław; 2023, 24; 265-273
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Transformation in the Turkish Educational System from the Ottoman Empire to the Republic of Turkey: The Elements Behind the Contemporary Status of EFL
Autorzy:
Maden, Sinem
Powiązania:
https://bibliotekanauki.pl/articles/38576873.pdf
Data publikacji:
2024
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
the educational system
the Ottoman Empire
the Turkish Republic
students’ motivation to learn English
English as a Foreign Language (EFL)
Opis:
Aim: The aim of this study is to show the evolution of the Turkish educational system, tracing its development from the Ottoman Empire simultaneously with the political and historical events. Thus, it intends to explore the conditions and requirements that played a pivotal role in shaping the current status of in Turkey. Methods: The historical review method was used to present frequent regulations applied by the Ottoman Empire and the Turkish Republic in the country's educational system, and more specifically in the education of English. Results: Frequent radical changes of the last two decades in the educational system have resulted in a number of problems. Firstly, education lost its value in the eyes of students as they thought the authorities do not see the educational system as something important for the country. Secondly, there have been many concerns among teachers and school administrators regarding the implementation of the improvement projects due to some factors such as inequality in opportunities across the country, physical limitations, and budgetary constraints. In the context of Foreign Language Education (FLE), the lack of foreign language questions in the common mandatory university entrance exam (TYT), and the assessment of only passive language knowledge in the foreign language exam (YDT), led to a decline in students' motivation to learn English. Conclusions: Enhancing English proficiency prior to university admission could lead to more success in language learning experiences of students in Turkey. This approach would prevent them from wasting their time before commencing their university education and avoid challenges arising from delayed foreign language learning.
Źródło:
Przegląd Historyczno-Oświatowy; 2024, LXVII, 1-2; 23-44
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Mamo chcę się uczyć języka angielskiego” – asynchroniczny rozwojowo, uzdolniony językowo uczeń klasy I w procesie kształcenia z zakresu języka angielskiego
"Mom, I want to learn English" - a developmentally asynchronous, linguistically gifted 1st grade pupil in the English language education process
Autorzy:
Lisowska, Kinga
Powiązania:
https://bibliotekanauki.pl/articles/44322701.pdf
Data publikacji:
2023-07-13
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
asynchroniczność
dziecko zdolne
edukacja wczesnoszkolna
język angielski
specjalne potrzeby edukacyjne
asynchrony
gifted child
early childhood education
English language
special educational needs
Opis:
Artykuł przedstawia problematykę funkcjonowania ucznia uzdolnionego językowo w klasie I szkoły podstawowej, wykazującego cechy asynchronicznego rozwoju. Celem badania było wskazanie w jaki stopniu realizowana podstawa programowa oraz metody nauczania języka angielskiego odpowiadają na potrzeby 7-letniego chłopca w doświadczeniach dziecka i jego rodziców. W rozważaniach naukowych posłużono się indywidualnym studium przypadku z wykorzystaniem wywiadu częściowo kierowanego skoncentrowanego na problemie. Wyniki przeprowadzonych badań wykazały, iż program oraz metody kształcenia nie umożliwiają indywidualnego rozwoju dziecka w obszarze językowym przy jednoczesnym wzbudzaniu niechęci do uczestniczenia w procesie edukacji, co skutkuje pojawianiem się trudności emocjonalnych. Przeprowadzone badania skłaniają do podejmowania dyskusji nad potrzebą zmian w organizowaniu procesu kształcenia uczniów zdolnych, asynchronicznych rozwojowo w różnych przestrzeniach edukacji oraz do poszukiwania rozwiązań praktycznych.
The article presents the problem of functioning of a language-gifted pupil in the 1st grade of primary school during English lessons, showing features of asynchronous development. The goal of the research was to indicate to what extent the implemented core curriculum and teaching methods meet the needs of a 7-year-old boy in the experiences of the child and his parents. In the scientific inquiry, an individual case study was used with the use of a semi-directed, problem-focused interview. The results of the conducted research have shown that the curriculum and educational methods do not enable individual development of the child in the language area while arousing reluctance to participate in the education process. which results in the appearance of emotional difficulties. The conducted research encourages discussion on the need for changes in the organization of the education process of talented, developmentally asynchronous students in various areas of education and to search for practical solutions.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2023, 621(6); 38-47
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A shield or a sword? Migration law and policy and modern slavery in Australia
Autorzy:
Dagbanja, Dominic Npoanlari
Powiązania:
https://bibliotekanauki.pl/articles/48899379.pdf
Data publikacji:
2023-07-08
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Australia
English
English language requirements
migration
modern slavery
slavery
Opis:
How might migration legislation and policies contribute to modern enslavement of migrants in Australia? Migration law and policy are a shield in the sense that they have been used and have the potential to be used to shield or protect trafficked individuals and those subject to modern slavery. Nevertheless, the state could be complicit in modern slavery through its migration law and policies exemplified by English language requirements for visas and for entering into certain professions. By placing the English language barrier between migrants and their economic and professional aspirations in obvious cases when a demand for proof of English language proficiency must not be made in the first place, the Australian Government and institutions create the environment conducive for excluding migrants from the professions and exposing them to economic abuse and exploitation. The stated basis of the English language requirements for Australian visas is that English language ‘is critical to getting a job’ and safely practising a profession and participating in Australian society. Yet migrants from non-exempt countries are required to sit for an English test when they apply for permanent resident visas (such as Subclass 186) and temporary visas (such as Subclass 485), even when they are present and already employed in Australia. Educational qualifications in English awarded by Australian and non-Australian tertiary educational institutions that satisfy the Australian study and qualification requirements are not the acceptable proof of competency in the English language. The effect of non-recognition of educational qualifications in English as proof of the English language ability is that visa applicants from non-exempt countries, even those present and working in Australia and/or who have completed a course of study in Australia, have to sit for an English language test. The content of this test bears no connection whatsoever with the English language used in practice. The test has an expiry date thereby tying migrants’ English language ability to the test expiry date, suggesting that once the test expires, so does their competency in English. Failing one component of the test requires resitting all the four components. Whereas an Australian educational qualification in English is required for admission to the legal, medical and nursing professions, the English language competence of migrants from non-exempt countries who hold the qualification is extracted from this qualification. Therefore, migrants cannot rely on the qualification as prove of their competency in English, even though the practice boards accept this same qualification as meeting the standards for admission to practise. The evidence disallowed or required to prove the English language capability both for Australian visas and to enter into the professions thus belies the stated purposes of the English language requirements. English is a global language that is spoken by different nationalities in different parts of the world. Therefore, taking a blanket approach that proficient speakers of English originate in the nations that are exempt from the English language requirements ignores the reality of English language usage. In these circumstances, the English language would seem a disguised legal and policy tool for gatekeeping, exclusion and nationality-based discrimination. The deliberate denial of the English language abilities of certain migrants and the stipulation of absurd and inexplicable evidentiary requirements as proof of the English language competency deprive such migrants of opportunity to enter into professions of their choice, ridicule and expose them to exploitation and modern slavery contrary to Australian values and legislation on equality and fair play.
Źródło:
Studia Iuridica; 2023, 96; 68-98
0137-4346
Pojawia się w:
Studia Iuridica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analysis of contemporary methods of teaching English as a Foreign Language in early education
Autorzy:
Božić Lenard, Dragana
Lenard, Ivan
Powiązania:
https://bibliotekanauki.pl/articles/44707560.pdf
Data publikacji:
2023-10-02
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
English as a Foreign Language
young learners
student books
exercise types
skills
Opis:
High quality teaching materials, which will effectively integrate four major language learning skills, is critical in language learning. Material designers are practitioners who are well aware of the (non)effectiveness of various teaching methods and strategies. This paper aimed to study the types of exercises in young leaners’ language classes and skills focused on. The content analysis was done by examining the most frequently used student books from grade 1 to 4. The analysis has proven that the receptive skills are generally more focused on but the productive ones also receive attention even at the lowest grades. The usual stimulus for in-class tasks is a visual one, which is also used computer/tablet-ready additional learning material. The complexity level ranges from basic shorter output in the lower to more autonomous and real-like communicative situations in the higher grades.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2023, 622(7); 54-63
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Approaches to Teaching Agreement and Disagreement in Selected Coursebook Series
Autorzy:
Válková, Silvie
Kořínková, Jana
Powiązania:
https://bibliotekanauki.pl/articles/22446720.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
teaching politeness
politeness-sensitive speech acts
English language coursebooks
agreement
disagreement
Opis:
The article focuses on the explicit teaching of language used to express agreement and disagreement in the popular English language coursebooks English File and Navigate. It reviews the current research on teaching various aspects of polite language and politeness-sensitive speech acts and analyses and compares the explicitly taught phrases of agreement and disagreement in the two selected coursebook series, as well as the methods of their presentation and the amount of background theoretical information provided to students and teachers to facilitate their proper usage. Differences were identified not in the inventories and language representation of the explicitly taught phrases, but mainly in the background support available for students and teachers on their usage.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-20
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Capturing the lexical richness of Swahili poetry
Autorzy:
Hinnebusch, Thomas J.
Pawlik, Jacek Jan
Różański, Jarosław
Powiązania:
https://bibliotekanauki.pl/chapters/31233286.pdf
Data publikacji:
2023-10-27
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
Swahili language
Swahili poetry
Swahili lexis
anthology of Swahili
poetry
bibliography of Swahili poetic works
online Swahili/English prosodic
lexis
Swahili dictionary
African poetry
African language dictionaries
Opis:
This paper is essentially a report on a web-based project that began over 20 years ago to document the vocabulary used mainly in the Swahili canon of classical Swahili poetry in the form of a glossary illustrated by textual citations from the poetry. It is a digital project, and part of the results have already been published in a WordPress site supported by HumTech, a technological support unit at the University of California, Los Angeles, California (UCLA). As the project evolved, it has expanded to include pedagogical and research tools to assist researchers and learners of advanced genres of Swahili literature in learning about and studying Swahili poetry, especially the poetry written in the so-called classical period. While the main thrust is still the documentation of lexis used in poetry and the construction of a comprehensive glossary, supported by citations from Swahili prosodic literature, other elements have been added: a bibliography of prosodic-focused literature, a section with information about specific poems and their authors, and a provision that allows the uploading of video and other relevant documentation. The project can be viewed online here: http://swahilipoetry.humnet.ucla.edu/.
Źródło:
Language, Culture, Literature Intertwined. The Swahili Perspective; 79-98
9788323561996
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ekspresywizmy rosyjskie w przekładzie na język angielski
Russian expressive vocabulary in the English translation
Autorzy:
Tołkaczewski, Filip
Powiązania:
https://bibliotekanauki.pl/articles/41539649.pdf
Data publikacji:
2023
Wydawca:
Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane
Tematy:
expressive vocabulary
curse
invective
vulgarism
translation
the English language
Opis:
The present article is devoted to the translation of Russian expressive vocabulary (curses and invectives) into English. The study material was extracted from selected short stories of Vasily Shukshin and their English translations done by Robert Daglish, Holly Smith, Natasha Ward & David Iliffe, Laura Michael & John Givens, Kathleen M. Cook, George Gutsche. The goal of translating expressive vocabulary is to make it possible for the target-text reader to experience the same kind of emotions the source-text reader experiences, for it is mainly concerned with searching for structures that carry equal emotional charge as the original. The subject of analysis were the translation equivalents used by translators, which, similarly to the original units should recreate emotional and expressive charge of the original and serve a similar function.
Źródło:
Heteroglossia- studia kulturoznawczo-filologiczne; 2023, 15; 165-180
2084-1302
Pojawia się w:
Heteroglossia- studia kulturoznawczo-filologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English and other languages in a plurilingual pedagogical approach: A case study from northern Italy
Autorzy:
Irsara, Martina
Powiązania:
https://bibliotekanauki.pl/articles/14999924.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Language teaching approaches
English language learning as an L3
Ladin
multilingualism
plurilingualism
integrated linguistic education
crosslinguistic awareness
Opis:
Language teaching constantly needs to be adapted to changing societal realities, such as the spread of English as an international language or the growing linguistic complexity in Europe. A key question is whether and how languages could be treated together in school programmes to cater to a multilingual milieu. This article analyses a plurilingual pedagogical approach that is adopted in a few primary schools in the Italian province of South Tyrol. The research is a qualitative case study and draws on various theoretical perspectives, including the method model developed by Richards and Rodgers (1982, 2001, 2014). The dataset comprises analogue and digital data gathered through participant observation, field notes, personal communications, audio recordings, and school documents. Results show how a multilingual turn has taken root in the context examined, while reinforcing English acquisition.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 119-140
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya
Autorzy:
Kildė, Laura
Powiązania:
https://bibliotekanauki.pl/articles/18690201.pdf
Data publikacji:
2023-06-20
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
online learning technologies
Technology Acceptance Model (TAM)
English as a Second Language
non-formal education
educational technologies
Opis:
Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers.
Źródło:
Journal of Education Culture and Society; 2023, 14, 1; 634-649
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Global challenges and local solutions: A cross-country comparative perspective on teaching legal English
Autorzy:
Mroczyńska, Katarzyna
Michta, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/36214344.pdf
Data publikacji:
2023-10-03
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
comparative education
legal English
language teaching
LSP
Opis:
The established role of English as a legal lingua franca has led to a growing demand for legal English education, presenting a unique set of challenges. Although these challenges are global, they call for local solutions, tailored to the specific needs of students This article draws on available accounts of teaching legal English at the tertiary level in the UK, the USA, Israel and Poland to offer a cross-country perspective on these challenges and the adopted strategies. The article concludes that legal English students form a highly heterogenous group with varying needs. This state of affairs influences the organization of legal English courses, the materials used, and the responsibilities of teachers.
Źródło:
Studia z Teorii Wychowania; 2023, XIV(3 (44)); 235-257
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Partycypowanie uczniów w (samo)kształceniu na lekcjach języka angielskiego. Raport z badania nauczycielskiego
Autorzy:
Sarbiewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/33962560.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
English language lessons
participatory learning culture model
(self-)education
student
lekcje języka angielskiego
model partycypacyjnej kultury kształcenia
(samo)kształcenie
uczeń
Opis:
Celem artykułu jest przedstawienie udziału uczniów w (samo)kształceniu na lekcjach języka angielskiego prowadzonych według modelu partycypacyjnej kultury kształcenia. Badanie zostało osadzone w paradygmacie pragmatycznym, sięgając po ujęcie badawcze opatrzone nazwą „badania bliskiego praktyce” (close-to-practice research), z wykorzystaniem metody studium przypadku. To ujęcie umożliwiło wydobycie uczniowskiej perspektywy patrzenia na partycypację w pracy lekcyjnej i we własnym (samo)kształceniu. W wyniku badania ustalono, że uczniowie są zainteresowani i gotowi do udziału we własnym (samo)kształceniu na lekcjach języka angielskiego prowadzonych według modelu partycypacyjnej kultury kształcenia. Udział ten obejmuje trzy zakresy: wyznaczanie sobie własnych celów do zrealizowania, współdecydowanie o sposobie pracy na lekcjach oraz obserwowanie i ocenianie swoich osiągnięć. W rezultacie uczniowie eksplikują własne oczekiwania wobec nauczanego przedmiotu, potrafią odpowiedzialnie zarządzać czasem i pracą lekcyjną, traktują uczenie się nie jako działanie narzucone przez nauczyciela, lecz składową własnego (samo)kształcenia, postrzegają uczenie się jako etap (samo)kształcenia i nabywają umiejętności uczenia się uczenia.
The aim of the article is to present students’ participation in (self-)education during English lessons conducted according to the participatory learning culture model. The study was conducted in a pragmatic paradigm, reaching for a research approach labeled “close-to-practice research”, with the use of the case study method. This approach enabled the researcher to bring to light students’ perspectives on participation in classroom work and in their own (self-)education. The study shows that students are interested and ready to participate in their own (self-)education in English lessons conducted according to the participatory learning culture model. This participation covers three scopes: setting their own goals to achieve, co-determining how they work at the lessons, and observing and evaluating their achievements. As a result, students present their own expectations of the taught subject, are able to manage their lesson work responsibly, consider learning not as an activity imposed by the teacher, but as a component of their own (self-)education, perceive learning as a stage of (self-)education, and acquire the skills to learn (how) to learn.
Źródło:
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2023, 36, 2; 211-232
0867-2040
Pojawia się w:
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Phonology and Attrition: Sociolinguistics of (Ukrainian) Sound Perception
Fonologia i atrycja: Socjolingwistyka (ukraińskiej) psychoakustyki
Autorzy:
Chybras, Yurii
Powiązania:
https://bibliotekanauki.pl/articles/28407661.pdf
Data publikacji:
2023
Wydawca:
Krakowskie Towarzystwo TERTIUM
Tematy:
fonetyka
fonologia
atrycja językowa
dryf językowy
angielski
ukraiński
czeski
phonetics
phonology
language attrition
language drift
English
Ukrainian
Czech
Opis:
This article’s research question is to explore the role of sociolinguistic factors in combination with phonology-driven perception. The preliminary hypothesis is that sociolinguistic factors like bilingualism and L2 interference (attrition, as in de Leeuw, E., Chang, C. 2023) may have a decisive role in the process of sound perception and is based on the example of English-Czech/Slovak and English-Ukrainian loanword adaptation cases involving the phonemes /ɡ/, /h/, /ɦ/, and /x/: Czech and Slovak speakers adapt [h] as [ɦ] while Ukrainian speakers tend to adapt the same phoneme as [x] despite having /ɦ/ in their phonological inventory. This tendency seems to correlate with phonological attrition (L2 interference of Russian) and has been a topic of active discussions, especially so since the 2022 full-scale Russian invasion of Ukraine. The research method is based on a questionnaire with audio samples containing both already existing and made-up proper names and words. Half of the test vocabulary units are designed to contain the chosen sounds, the rest of the units are represented by established, already existing, names, and units that do not contain the chosen sounds to provide a cover for the experiment. The respondents are asked to listen to the audio samples and write down the units as they hear them using Ukrainian alphabet. The respondents were provided with a fake description, and a fake goal of the experiment to exclude possible bias.
Celem badawczym tego artykułu jest zbadanie roli czynników socjolingwistycznych w połączeniu z percepcją opartą na fonologii. Wstępna hipoteza głosi, że czynniki socjolingwistyczne, takie jak dwujęzyczność i interferencja L2 (atrycja), mogą odgrywać decydującą rolę w procesie percepcji dźwięku i opiera się na przykładzie przypadków adaptacji zapożyczeń angielsko-czesko/słowackich i angielsko-ukraińskich z udziałem fonemów /ɡ/, /h/, /ɦ/ i /x/: użytkownicy języka czeskiego i słowackiego adaptują [h] jako [ɦ], podczas gdy użytkownicy języka ukraińskiego mają tendencję do adoptowania tego samego fonemu jako [x], pomimo posiadania /ɦ/ w swoim zasobie fonologicznym. Wydaje się, że ta tendencja koreluje z atrycja fonologiczną (interferencja języka rosyjskiego jako L2) i była tematem licznych dyskusji, zwłaszcza od czasu rosyjskiej pełnoskalowej inwazji na Ukrainę w 2022 roku. Metoda badawcza opiera się na kwestionariuszu z próbkami dźwiękowymi zawierającymi zarówno istniejące, jak i wymyślone nazwy własne i słowa. Połowa testowanych jednostek słownictwa ma zawierać wybrane dźwięki, pozostałe jednostki są reprezentowane przez ustalone, już istniejące nazwy, a jednostki, które nie zawierają wybranych dźwięków, pomagają jedynie ukryć cel eksperymentu. Respondenci proszeni są o odsłuchanie próbek audio i zapisanie jednostek tak, jak je słyszą, używając alfabetu ukraińskiego. Przedstawiono im nieprawdziwy opis i cel eksperymentu, aby wykluczyć ewentualne uprzedzenia.
Źródło:
Półrocznik Językoznawczy Tertium; 2023, 8, 2; 147-164
2543-7844
Pojawia się w:
Półrocznik Językoznawczy Tertium
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 276

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