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    Wyświetlanie 1-19 z 19
    Tytuł:
    The effect of multi-modal learning in Artificial Grammar Learning Task
    Autorzy:
    Rączy, Katarzyna
    Skóra, Zuzanna
    Szul, Maciej J.
    Powiązania:
    https://bibliotekanauki.pl/articles/637754.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    implicit learning, artificial grammar learning, multimodal learning
    Opis:
    The aim of the following study was to answer the question whether multimodal grammar learning would improve classification accuracy as compared with a unimodal learning. To test this hypothesis, an experimental procedure was constructed based on the research conducted by Conway and Christiansen [2006]. Their study regarded modality-specific Artificial Grammar Learning task (AGL). The grammatical sequence that was used in the study presented here was based on an algorithm with a finite number of results. Two additional sets of ungrammatical sequences were generated in a random manner. One of them was used in the learning phase in the control group while the second one, in the classification phase, in both, control and experimental groups. The obtained results showed that participants performed classification task above the chance level. These findings supported the hypothesis, which stated that grammar learning would occur [Conway and Christiansen 2006; Reber 1989]. We did not observe any effect regarding the hypothesized accuracy enhancement in a multimodal learning condition.
    Źródło:
    Rocznik Kognitywistyczny; 2015, 8
    1689-927X
    Pojawia się w:
    Rocznik Kognitywistyczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Grammar Learning Strategy Inventory (GLSI): Another look
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1047099.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grammar teaching
    grammar learning strategies
    Grammar Learning Strategies Inventory
    validity
    reliability
    exploratory factor analysis
    Opis:
    Despite all the progress that has been made in research on language learning strategies since the publication of Rubin’s (1975) seminal paper on good language learners, there are areas that have been neglected by strategy experts. Perhaps the most blatant manifestation of this neglect is the paucity of research into grammar learning strategies (GLS). The main premise of this paper is that for such research to gain momentum, it is to necessary to create valid and reliable data collection instruments that would enable tapping the use of different types of GLS. In line with this reasoning, the article reports a study that aimed to determine the psychometric properties of the Grammar Learning Strategy Inventory (GLSI), a tool constructed by Pawlak (2009b, 2013) on the basis of his classification of strategies for learning grammar in a second or foreign language. Exploratory factor analysis was also employed with the purpose of uncovering the underlying structure of strategic learning of grammar. The analysis provided evidence for largely satisfactory validity and reliability of the GLSI, indicating at the same time there is room for improvement, with concrete changes being possible after the instrument has been tested with a much larger sample.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 351-379
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Leveraging gamification into EFL grammar class to boost student engagement
    Autorzy:
    Ardi, Priyatno
    Rianita, Elvira
    Powiązania:
    https://bibliotekanauki.pl/articles/2087256.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    student engagement
    EFL grammar learning
    gamification
    Kahoot!
    Opis:
    Student engagement is paramount for the success of EFL learning. This paper explores how the leverage of a game-based learning platform, Kahoot!, into EFL grammar learning and teaching boosted student engagement. One grammar lecturer and 22 English-major students participated in this qualitative case study. Data were obtained through observations, reflective journals, and interviews. The results revealed that the platform enhanced student engagement in EFL grammar learning in six ways, namely enabling students to set goals, helping students focus more on the tasks, facilitating students to build enthusiasm and interest in learning, allowing students to experience playful learning activities, facilitating students to collaborate with their friends, and fulfilling students’ need of reward and sense of competition. The students were also reported to exhibit behavioral, cognitive, and emotional dimensions of engagement during the implementation of Kahoot!. The findings have important implications for EFL grammar learning and teaching. In addition to the affordances of Kahoot!, teachers are still central to the implementation of the platform to engage the students in EFL grammar learning.
    Źródło:
    Teaching English with Technology; 2022, 22, 2; 90-114
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Grammar Learning Strategies and Language Attainment: Seeking a Relationship
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/620606.pdf
    Data publikacji:
    2009-01-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    grammar learning strategies
    language attainment
    language proficiency
    instructional mode
    Opis:
    Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
    Źródło:
    Research in Language; 2009, 7; 43-60
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of computer-assisted gamified learning on students attitudes and progress in advanced grammar class
    Autorzy:
    Turula, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2087090.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    focus on form pedagogy
    technology-enhanced grammar learning
    gamification
    Opis:
    The paper looks at how an eclectic, gamified course design affects student attitudes to learning grammar as well as how effective such a design is in terms of final-exam results. Described and discussed here is a 2-year study investigating such digital enhancement in a Practical Grammar class. Carried out as experimental, the study involved 2 groups of first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the traditional grammar class was replaced with a quasi- experimental instruction including elements of gamification, digital input flooding (including pull and push presentation techniques) and enhancement as well as collaborative (structure flashcards and grammar memes) and exploratory (structure samples from multimedia) learning of grammar. At the end of the course, the students’ result of the final grammar test were gathered and compared with the results of the population of first-year students (N1c=113) in whose case the traditional treatment (lecture on rules plus practice in class; practice at home). Additionally the students’ attitudes towards various aspects of the experiment were checked with a survey. The same treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis shows that while the experimental treatment proved equally effective examwise, various factors, such as learner individual differences and material specificity need to be taken into account.
    Źródło:
    Teaching English with Technology; 2021, 21, 3; 3-17
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE EFFECT OF MALL-BASED TASKS ON EFL LEARNERS GRAMMAR LEARNING
    Autorzy:
    Farzaneh, Khodabandeh
    Jalal, ed-din Alian
    Hassan, Soleimani
    Powiązania:
    https://bibliotekanauki.pl/articles/955870.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    grammar learning
    Mobile Assisted Language Learning (MALL)
    photocopied questions
    social networks
    tasks
    Opis:
    Many studies have confirmed the importance of tasks on language learning. Nowadays, many teachers apply different kinds of tasks in their classrooms. The current study investigated the effect of mobile assisted language learning tasks (MALL) on participants’ English grammar learning. The researcher administered a pre-validated grammar test to 90 junior high school participants aged between 14 to 16 with the mean age 15. The researcher taught grammar to both groups inductively and asked the participants to do their assignments according to their group’s tasks. Based on the post-test results, it can be concluded that the experimental groups had better results than the control group. The study supports the hypothesis that sharing tasks in virtual networks can have positive results for language learning, specifically grammar learning.
    Źródło:
    Teaching English with Technology; 2017, 17, 2; 29-41
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Użycie strategii uczenia się gramatyki przez studentów filologii angielskiej
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/1037649.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    grammar teaching
    grammar learning strategies
    cognitive strategies
    linguistic knowledge
    nauczanie gramatyki
    strategie uczenia się gramatyki
    strategie kognitywne
    wiedza językowa
    Opis:
    Grammar learning strategies can be defined as deliberate actions and thoughts which are employed for learning and gaining greater control over the use of grammar structures (Cohen and Pinilla-Herrera, 2009: 64). This indicates that they are used with the purpose of developing both explicit and implicit second language knowledge. Surprisingly, empirical investigations of such strategic devices are few and far between, with the available studies relying on different classifications and data collection tools, and often producing conflicting results. The present paper contributes to this important line of inquiry by reporting the findings of a re-search project which aimed to explore the use of these strategies by 200 advanced adult learners of English, future teachers of this language en-rolled in a BA program in English philology. The data were collected by means of an instrument designed by the present author (Pawlak, 2009c, 2010, 2011) on the basis of his taxonomy of such strategic devices and, similarly to earlier studies in this area (e.g. Pawlak 2008, 2009a), the analysis showed that the choice of grammar learning strategies hinges upon a number of variables and there are differences between the responses to Likert scale items and open-ended questions. The results serve as a basis for tentative suggestions for grammar instruction in modern languages departments and directions for future research.
    Źródło:
    Neofilolog; 2011, 37; 39-54
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ODNIESIENIA DO JĘZYKA OJCZYSTEGO JAKO STRATEGIA UCZENIA SIĘ GRAMATYKI JĘZYKA OBCEGO: PERSPEKTYWA POLSKICH UCZNIÓW JĘZYKA ANGIELSKIEGO
    Reliance on the L1 as a strategy of learning L2 grammar: Polish EFL learners’ perspective
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/442895.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language learning strategies
    grammar learning strategies
    L1 Polish
    L2 English
    interview
    strategie uczenia się języka
    strategie uczenia się gramatyki
    polski jako język ojczysty
    angielski jako język obcy
    wywiad
    Opis:
    This article reports the findings of a qualitative study aimed at investi-gating the use of L1-based grammar learning strategies by beginner-level Polish learners of L2 English. The research looked into the partic-ipants’ accounts of their strategy use and into their perceptions about the usefulness of referring to one’s L1 in learning L2 grammar. Semi-structured interviews were conducted as a data elicitation procedure. The findings pointed to considerable reliance on L1-based strategies, such as translation, in the participants’ learning of L2 English grammar, as well as positive opinions about their usefulness. L1-based strategies were reported to be used in explicit, analytic learning of L2 grammar, and their affective role in providing confidence to learners was also mentioned. Pedagogical implications include a need to raise learners’ awareness of the complex roles of the L1 in L2 learning and give them training in the use of specific strategies in order to make L1-based strategy use more informed.
    Źródło:
    Neofilolog; 2017, 48/1; 73-88
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO
    The relationship between the knowledge of grammar and selected cognitive and affective individual difference variables: An outline of a research project
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/442871.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    individual differences
    working memory
    motivation
    willingness
    to communicate
    grammar learning strategies
    beliefs about grammar
    instruction
    explicit and implicit knowledge
    różnice indywidulane
    pamięć robocza
    motywacja
    gotowość komunikacyjna
    strategie uczenia się gramatyki
    przekonania
    dotyczące nauczania gramatyki
    wiedza eksplicytna i implicytna
    Opis:
    Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
    Źródło:
    Neofilolog; 2018, 50/2; 197-214
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A cognitively plausible model for grammar induction
    Autorzy:
    Katzir, R.
    Powiązania:
    https://bibliotekanauki.pl/articles/103927.pdf
    Data publikacji:
    2014
    Wydawca:
    Polska Akademia Nauk. Instytut Podstaw Informatyki PAN
    Tematy:
    Universal Grammar
    learning
    Minimum Description-Length
    Opis:
    This paper aims to bring theoretical linguistics and cognition-general theories of learning into closer contact. I argue that linguists’ notions of rich Universal Grammars (UGs) are well-founded, but that cognition-general learning approaches are viable as well and that the two can and should co-exist and support each other. Specifically, I use the observation that any theory of UG provides a learning criterion – the total memory space used to store a grammar and its encoding of the input – that supports learning according to the principle of Minimum Description-Length. This mapping from UGs to learners maintains a minimal ontological commitment: the learner for a particular UG uses only what is already required to account for linguistic competence in adults. I suggest that such learners should be our null hypothesis regarding the child’s learning mechanism, and that furthermore, the mapping from theories of UG to learners provides a framework for comparing theories of UG.
    Źródło:
    Journal of Language Modelling; 2014, 2, 2; 213-248
    2299-856X
    2299-8470
    Pojawia się w:
    Journal of Language Modelling
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    How to keep the HG weights non-negative : the truncated Perceptron reweighing rule
    Autorzy:
    Magri, G.
    Powiązania:
    https://bibliotekanauki.pl/articles/103939.pdf
    Data publikacji:
    2015
    Wydawca:
    Polska Akademia Nauk. Instytut Podstaw Informatyki PAN
    Tematy:
    Harmonic Grammar
    error-driven learning
    Perceptron
    convergence
    Opis:
    The literature on error-driven learning in Harmonic Grammar (HG) has adopted the Perceptron reweighing rule. Yet, this rule is not suited to HG, as it fails at ensuring non-negative weights. A variant is thus considered which truncates the updates at zero, keeping the weights non-negative. Convergence guarantees and error bounds for the original Perceptron are shown to extend to its truncated variant.
    Źródło:
    Journal of Language Modelling; 2015, 3, 2; 345-375
    2299-856X
    2299-8470
    Pojawia się w:
    Journal of Language Modelling
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Sensation Seeking Tendency and Learning Style of Grammar School Students with Extended Physical Education and Sports Training
    Autorzy:
    Culková, Dita
    Powiązania:
    https://bibliotekanauki.pl/articles/1997438.pdf
    Data publikacji:
    2017-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learning
    learning style
    sensation
    sensation seeking tendency
    grammar school students
    descriptive study
    Opis:
    The study examines the sensation seeking tendency – Zuckerman’s concept (1978) and student’s learning style – Dunn’s concept (2000). The study is of descriptive character and uses quantitative methods. To collect data, two standardized questionnaires are combined into one – Learning styles, Interests and Hobbies Inventory. Students of Czech grammar schools with extended physical education and sports training were observed. Analysis of Variance has found that boys seek sensation extensively more than girls regardless of their class type; furthermore, students from classes with P.E. and sports specialization do not seek sensation more extensively in comparison with students from general classes. Statistically significant differences in preferred learning styles have been identified between both types of classes.
    Źródło:
    The New Educational Review; 2017, 50; 199-211
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Współczesne ujęcia kategorii rodzaju gramatycznego w polszczyźnie a praktyka (glotto)dydaktyczna – wprowadzenie
    Autorzy:
    Stefańczyk, Wiesław Tomasz
    Seretny, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/511573.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    grammatical gender
    noun
    Polish language teaching and learning
    pedagogical grammar
    Opis:
    In contemporary Polish linguistics, there are two approaches to determining grammatical gender classes: the traditional and the contemporar formal. According to the traditional concept, derived from the classical school, the nominative case is the basis for the division into gender classes. In modern Polish language, the traditional approach distinguishes the following classes: masculine, feminine, and neutral and in the plural form there is also the masculine‑personal and non‑masculine‑personal. On the other hand, in the contemporary approach the basis for division into gender classes is the accusative case, and less frequently, the genitive case. In didactic practice however, and especially in teaching Polish as a foreign language, the traditional approach is applied as it is the most transparent, understandable and accessible to learners.
    Źródło:
    Postscriptum Polonistyczne; 2017, 1 (19) W kręgu badań językoznawczych; 71-85
    1898-1593
    2353-9844
    Pojawia się w:
    Postscriptum Polonistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Process Drama as a Method of Pedagogy in ESL Classrooms: Articulating the Inarticulate
    Autorzy:
    Alam, Sohaib
    Karim, Mohammad Rezaul
    Ahmad, Farhan
    Powiązania:
    https://bibliotekanauki.pl/articles/628508.pdf
    Data publikacji:
    2020
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    Process drama, approach, method, and technique, Productive skills, Grammar Translation Method
    Drama in langauge learning
    Opis:
    Aim. The present study intends to explore how process drama can be effectively used and implemented in Indian classrooms. It further highlights the aspects of the conventional classrooms and discusses why Indian students are lacking in productive skills of the English language and how it can be diagnosed through using the theory and practice of process drama as an instructional method. Concepts/Methods. Data collection method through a questionnaire has been used in the study and SPSS version 20 is implemented to observe, analyze, and comprehend the data. Reliability and validity have been checked through a pilot study before using the questionnaire and the suggestions of an expert and responded were incorporated. Research Restrictions. The present study is limited to the Indian classrooms and especially the respondents were purposively chosen from undergraduate classrooms of different faculties. So it cannot be implemented thoroughly but the praxis of using process drama can be a potent strategy to teach English in ESL classrooms according to the level, background and nature of the learners.  Practical Application. The findings of the study clearly indicate that the use of process drama in classroom pedagogy has a positive impact on receptive and productive skills of language.     Cognitive value. The modern classroom pedagogy needs an approach of teaching which can foster the learning process easier and emphasize all four skills in an effective way.  
    Źródło:
    Journal of Education Culture and Society; 2020, 11, 1; 255-272
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Réduction de l’anxiété de grammaire selon Bill VanPatten et William R. Glass
    Obniżenie lęku przed uczeniem się gramatyki języka obcego według Billa VanPatten’a i Williama R. Glass’a
    Reduction of grammar anxiety according to Bill VanPatten and William R. Glass
    Autorzy:
    Łuszczyńska, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/956300.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    grammar
    language anxiety
    learning
    processing
    instruction
    teaching
    gramatyka
    lęk językowy
    uczenie się
    przetwarzanie
    nauka
    nauczanie
    Opis:
    In this paper we describe the relationship between language anxiety and grammar learning. Sources of grammar anxiety can be attributed to too much material, teacher concern for errors, student evaluation, lack of congruence between Communicative Language Teaching and traditional grammar instruction, or lack of grammar instruction. This article presents some techniques to diminish anxiety in light of an approach to grammar instruction proposed by B. VanPatten and W.R. Glass (1999).
    W niniejszym artykule opisujemy związek pomiędzy lękiem językowym a uczeniem się gramatyki języka obcego. Jego pojawienie się może być związane z nadmiarem informacji, zbytnim skupieniem się nauczycieli na błędach, ocenianiem uczniów oraz zbyt dużą rozbieżnością pomiędzy podejściem komunikacyjnym a nauczaniem tradycyjnym gramatyki. W artykule przytaczamy również pewne sugestie oraz techniki pomocne w obniżaniu lęku przed uczeniem się gramatyki w ujęciu zaproponowanym przez VanPatten’a i Glass’a (1999).
    Źródło:
    Linguodidactica; 2017, 21; 181-194
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Real–valued GCS classifier system
    Autorzy:
    Cielecki, Ł.
    Unold, O.
    Powiązania:
    https://bibliotekanauki.pl/articles/929825.pdf
    Data publikacji:
    2007
    Wydawca:
    Uniwersytet Zielonogórski. Oficyna Wydawnicza
    Tematy:
    uczenie maszynowe
    wnioskowanie gramatyczne
    gramatyka bezkontekstowa
    learning classifier systems
    GCS
    GAs
    grammatical inference
    context-free grammar
    Opis:
    Learning Classifier Systems (LCSs) have gained increasing interest in the genetic and evolutionary computation literature. Many real-world problems are not conveniently expressed using the ternary representation typically used by LCSs and for such problems an interval-based representation is preferable. A new model of LCSs is introduced to classify realvalued data. The approach applies the continous-valued context-free grammar-based system GCS. In order to handle data effectively, the terminal rules were replaced by the so-called environment probing rules. The rGCS model was tested on the checkerboard problem.
    Źródło:
    International Journal of Applied Mathematics and Computer Science; 2007, 17, 4; 539-547
    1641-876X
    2083-8492
    Pojawia się w:
    International Journal of Applied Mathematics and Computer Science
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Entwicklung der Verbstellung beim fortgeschrittenen Erwerb des Deutschen als Fremdsprache
    Development of verb placement in acquisition of German as a foreign language
    Autorzy:
    Długosz, Kamil
    Powiązania:
    https://bibliotekanauki.pl/articles/911708.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Verbstellung
    Deutsch als Fremdsprache
    Fremdsprachenerwerb
    Interimsgrammatik
    verb placement
    German as a foreign language
    foreign language learning
    interlanguage grammar
    Opis:
    This article investigates the acquisition of verb placement in German as a foreign language at an advanced stage of development. The main objective of the investigation is to analyse written and spoken language production in terms of the use of subject-verb-inversion, verbal bracket, and verb-final placement in subordinate clauses. The results reveal a discrepancy between written and spoken language production with respect to correct usage of the verb placement rules. While correctness in the written production task exceeded 97% for all phenomena, the oral translation task generated less correct sentences, but only for inversion and verb-final placement. The non-target usage of inversion and verb-final pattern in spoken production points to processing problems when translating from Polish into German, which are further confirmed by lower accuracy for these two phenomena. At the moment of testing, the verbal bracket has already been acquired, which is in line with the universal developmental sequence in the acquisition of German syntax.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 83-101
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jak zmienia się „gramatyka edukacji”? O przejawach i konsekwencjach (wymuszonej) iedukacji
    How the “grammar of schooling” is changing? About of phenomena and consequences of forced an ieducation
    Autorzy:
    Czerepaniak-Walczak, Maria Zofia
    Powiązania:
    https://bibliotekanauki.pl/articles/2139329.pdf
    Data publikacji:
    2020-09-04
    Wydawca:
    Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
    Tematy:
    „gramatyka edukacji”
    zmiana w edukacji
    edukacja zdalna
    podejścia badawcze
    “grammar of schooling”
    change in education
    distance learning and teaching
    research approach
    Opis:
    W tekście podjęta jest problematyka zmian w kształceniu, uczeniu się i wychowaniu w warunkach sytuacji wymuszonej wprowadzeniem powszechnej zdalnej edukacji wywołanej pandemią. W artykule wykorzystana jest koncepcja „gramatyki edukacji” przyjęta za D. Tyackiem i W. Tobinem. Celem artykułu jest przedstawienie „gramatyki edukacji” jako ramy koncepcyjnej analizy stałości i dynamiki struktur i funkcjonowania edukacji szkolnej oraz zwrócenie uwagi na znaczenie relacji i interpretacji tego, co przeszłe, teraźniejsze i możliwe w formalnej, powszechnej edukacji. które niespodziewanie zmieniło się, a znane elementy i słowa nabrały nowych znaczeń.  Koncepcja ta pomaga poznać mechanizmy rządzące trwałością wzorów i norm praktyk edukacyjnych oraz zrozumieć reakcje szokowe na gwałtowne zmiany w edukacji. W tym tekście wyznacza ramę opisu i wyjaśniania specyfiki nowej organizacji interakcji edukacyjnych w warunkach upowszechniania stosowania mediów cyfrowych (iedukacji), ze szczególnym uwzględnieniem izolacji społecznej i oraz projektowania badań nad edukacją i w edukacji na każdym jej poziomie.
    The text deals with the problem of changes in education in a situation forced by the introduction of universal remote education caused by a pandemic. The article uses the concept of the “grammar of schooling"; adopted after D. Tyack and W. Tobin. The aim of the article is to present the “grammar of schooling" as a framework for the conceptual analysis of constancy and dynamics of structures and functioning of school education and to draw attention to the importance of relations and interpretation of what is past, present and possible in the formal, universal education. which has unexpectedly changed, and the familiar elements and words have taken on new meanings. This concept helps to reveal the mechanisms governing the sustainability of patterns and norms of educational practices and to understand shock reactions to rapid changes in education. In this text, this concept sets the framework for describing and explaining the specifics of the new organization of educational interactions in the conditions of the mass of the use of digital media (ieducation), with particular emphasis on education in the social isolation. It is also shown as an attractive frame in the design of education research at every level of schooling.
    Źródło:
    Forum Oświatowe; 2020, 32, 1(63); 13-23
    0867-0323
    2450-3452
    Pojawia się w:
    Forum Oświatowe
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Förderung der Schlüsselkompetenzen im universitären Grammatikunterricht durch den Einsatz der LdL-Methode – Ergebnisse einer Fragebogenstudie
    Enhancing key competences in an academic grammar course using the method Learning by Teaching – results of the study
    Autorzy:
    Janicka, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/52411310.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Schlüsselkompetenzen
    Konstriktivismus
    Lernen durch Lehren
    Grammatikkurs
    key competences
    the constructivist approach
    learning through teaching
    grammar course
    kompetencje kluczowe
    konstruktywizm
    uczenie się poprzez nauczanie
    kurs gramatyki
    Opis:
    In the knowledge economy, the memorization of facts and procedures is important but not sufficient. In order to responding to changes in society and the economy it becomes necessary to develop key competences. Competences-oriented education introduces innovative forms of teaching and learning based on the constructivist learning approach, such as the LbT-Method (Learning by Teaching /Lernen durch Lehren/), which gives the students the opportunity to learn by doing. The article introduces the results of a survey which was conducted during the third semester of a “Grammar in Communication” course at the faculty of Applied Linguistics at Maria Curie-Skłodowska University in Lublin. According to the students’ assessment, their participation in this course enhanced their literacy, multilingual, personal, social and learning-to-learn competences, as well as their entrepreneurial competence. The results of this survey will be used to optimize the course design in the future.
    Źródło:
    Neofilolog; 2023, 61/1; 170-187
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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