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Tytuł:
Einige Bemerkungen zur Rolle von Hypertexten im glottodidaktischen Prozess
A few remarks on the role of hypertexts in the glottodidactic process
Autorzy:
Szerszeń, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/917059.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
hypertext
reception of hypertexts
glottodidacics
glottodidacic process
foreign language learner
Opis:
In the contemporary foreign language didactics hypertexts play an increasingly important role, which is reflected in the glottodidactic discourse. The aim of the article is a juxtaposition of the elements which facilitate or limit reception of hypertexts in the glottodidactic process. Accordingly, the main problems which appear during student’s work with hypertexts are listed, and solutions to some of them are also suggested. Moreover, the arguments presented are in favour of the application of hypertexts in the glottodidactic process.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 133-142
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zur Bedeutung des fremdsprachlichen Schreibens. Einige Überlegungen aus der Theorie und Praxis des DaF-Unterrichts auf der Fortgeschrittenenstufe
Autorzy:
Pawłowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/919793.pdf
Data publikacji:
2012-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Creative writing
Foreign language learner
Language teaching methods
Process of writing
German as a foreign language
Writing skills
Opis:
The article aims at analyzing the approach to writing skills in selected foreign language teaching methodologies and at characterizing the function of writing from the perspective of the theory and practice of teaching German as a foreign language.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 69-79
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners
Autorzy:
Nosidlak, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/22446728.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
difficult/problematic student
foreign language learner
formal labelling
informal labelling
labelling theory
teacher training
Opis:
In accordance with the assumptions of the sociologically grounded labelling theory, an individual’s self-perception and, consequently, their actions, might be influenced by words used to describe them. Also, in the context of education, including the field of foreign language learning, such a process of defining learners in a simplified way, has been proven to have profound consequences of psychological nature. The main purpose of the article is to outline the results of a study in which 37 teachers of English shared the stories of their most “difficult” students. The qualitative analysis of the gathered descriptions allowed the identification of some common features characteristic of, so-called, hopeless cases, among which motivation-related problems are the most often enumerated ones. Additionally, many teachers wrote about their struggles while teaching students with special educational needs. The views expressed by the participants of the study might help understand the way in which opinions about students are formulated as well as point to the need for significant changes to be made in the area of foreign language teacher education and training.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-24
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zur Kommunikationsleistung des Fremdsprachenlerners
Autorzy:
Szczodrowski, Marian
Powiązania:
https://bibliotekanauki.pl/articles/913269.pdf
Data publikacji:
2018-09-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Communicative achievements of the foreign-language learner
decoding foreignlanguage signals
the semantic-grammatical decoding of structures
receptive and productive effectiveness and potential of the foreign-language storage mechanism
communicative pa
Opis:
The structures of a foreign language, presented by a teacher-sender, are received bya learner as specific signals that are subject to phonetic-phonological and graphic-graphemic decoding. They are accordingly transferred to the foreign-language center, in which semanticgrammatical decoding is performed. Individual structures acquired in this fashion constitute constructive elements of the storage mechanism for learning language in the form of constant structure-matrices. In the process of the receptive-productive dynamization of the language’s structures, the learner simultaneously masters their effectiveness and potential, which make it possible to apply the codified information to current situations. Autonomous forms of learning a foreign language lead to an increase in the reserves of vocabulary and to its more effective application. Independent manipulation of a foreign language in emergent situations means that the learner develops the ability to use it in contacts with communicative partners.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 1; 147-157
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
Autorzy:
Dewaele, Jean-Marc
Alfawzan, Mateb
Powiązania:
https://bibliotekanauki.pl/articles/780971.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language anxiety
foreign language enjoyment
individual differences
learner-internal variables
teacher-centered variables
Opis:
Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 21-45
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Positive psychology in cross-cultural narratives: Mexican students discover themselves while learning Chinese
Autorzy:
Oxford, Rebecca L.
Cuellar, Lourdes
Powiązania:
https://bibliotekanauki.pl/articles/780719.pdf
Data publikacji:
2014-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language learner narrative
PERMA model
Chinese as a second/foreign language
Opis:
Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 2; 173-203
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
USE OF INTERACTIVE WEB-BASED EXERCISES FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING: LEARNERS’ PERCEPTIONS
Autorzy:
Wang, Yen-Hui
Powiązania:
https://bibliotekanauki.pl/articles/940852.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL
interactive web-based exercises
learner perception
foreign language learning
Opis:
The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based language assessments at the mid-point and final part of the semester. Learners’ perceptions of the interactive web-based exercises were elicited by a computerized survey conducted at the end of the semester. The results reported on the survey revealed that participants perceived the interactive web-based exercises as interesting but only modestly so. This was probably attributable to the difficulty level of the created exercises and a lack of diverse exercise formats. Even so, having easy access, receiving immediate feedback, allowing multiple attempts, and enabling self-paced learning were mentioned as benefits of the constructed exercises. More importantly, most participants reported the effectiveness of these exercises in improving their reading comprehension and vocabulary leaning. This confirmed language assessment results that demonstrated significant gains in reading comprehension and vocabulary knowledge. Implications include suggestions for language teachers and program developers for improving the way web-based learning activities are created and implemented.
Źródło:
Teaching English with Technology; 2014, 14, 3; 16-29
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners
Autorzy:
Nilsson, Maria
Powiązania:
https://bibliotekanauki.pl/articles/780789.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
young language learners
learner beliefs
target language use
foreign language anxiety
sense of agency
Opis:
This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 257-281
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Cudzoziemcy w świecie słów, czyli Wielki słownik języka polskiego PAN w perspektywie glottodydaktycznej
Foreigners in the world of words, or the Polish Academy of Sciences Great Dictionary of Polish from the point of view of glottodidactics
Autorzy:
Seretny, Anna
Powiązania:
https://bibliotekanauki.pl/articles/511650.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
learner’s dictionaries
learners of Polish as a foreign language
Opis:
Dictionaries have had a very important didactic function ever since they first appeared, and they have always been an indispensable help to learners of all languages. In this text, the author reflects whether the general, monolingual Polish Academy of Sciences Great Dictionary of Polish, which has been avail-able on the Internet for several years now, might be a useful tool for develop-ing linguistic competence of Polish language learners; in other words, whether this dictionary can be used as a learner’s one. The paper starts with a brief de-scription of the monolingual learner’s dictionary as a specific lexicographic genre and then presents the thorough analyses of the Great Dictionary of Polish macro-and microstructure with the eye on the usefulness of solutions for language learners.
Źródło:
Postscriptum Polonistyczne; 2019, 2 (24); 275-287
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
Autorzy:
Akbaş, Erdem
Ölçü-Dinçer, Zeynep
Powiązania:
https://bibliotekanauki.pl/articles/2051527.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammatical morpheme
second language acquisition
natural order
learner corpus
English as a foreign language
Opis:
The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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