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    Wyświetlanie 1-8 z 8
    Tytuł:
    Czynniki osobowościowe w procesie przyswajania i użycia języka obcego – kwestia ewaluacji wypowiedzi ustnej
    Personality related factors in the process of foreign language acquisition and use – evaluation of students’ oral performance
    Autorzy:
    Nosidlak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/442826.pdf
    Data publikacji:
    2019-12-20
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    evaluation of oral performance individual learner differences
    personality
    personality states
    personality training
    ocena wypowiedzi ustnej
    osobowość
    różnice indywidualne
    stany osobowościowe
    trening osobowościowy
    Opis:
    Communication in a foreign language requires activation of numerous, not necessarily linguistic, competences. As recent studies suggest, in order to facilitate this complicated process, people tend to put on different masks and change their personality-related behaviours. Such behavioural changes seem to be typical for testing situations when students’ actions are additionally influenced by stress. Drawing on her own observations and teaching experience, the author of this article strives to point to the correspondence between the manifestation of some behaviours resulting from students’ personality makeups and the effectiveness of their spoken performance in a foreign language. By directing readers’ attention to this correlation, she wants to underline the importance of personality training for the sake of effective communication in a foreign language. Additionally, this article presents the results of a survey conducted among 54 students of English at the Pedagogical University of Cracow – the data collected shows that students intentionally alter their personality-related behaviours in an attempt to earn higher scores on their oral exams. The direction of these changes might constitute useful advice for less experienced foreign-language test-takers.
    Źródło:
    Neofilolog; 2019, 53/2; 213-226
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zależność / niezależność od pola danych a rozwijanie sprawności pisania w języku angielskim. Rezultaty badania korelacyjnego
    The relationship between field dependence / field independence and the development of writing skills in English. The outcomes of the correlational study
    Die Abhängigkeit / Unabhängigkeit vom Datenfeld und die Entwicklung der Schreibfertigkeit im Englischen. Die Ergebnisse einer Korrelationsstudie
    Autorzy:
    Jantarska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/956336.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    learning / teaching English as a foreign language
    individual learner differences
    cognitive / learning style
    field dependence
    field independence
    language skills
    writing skills
    correlational study
    Opis:
    The following article presents the results of the correlational study, conducted in 2014 on a sample of 110 participants (first and third graders of the secondary schools). The researcher has analyzed the nature and strength of the relationship between the cognitive style of field dependence / field independence (an independent variable of the study) and English writing test results (a dependent variable of the study). The choice of proper research instruments has enabled the researcher to evaluate whether and to what extent the relationship between the main variables of the study is modified by age and sex of the subjects. Conclusions are drawn on the basis of correlational diagrams and statistical analyses. The presented findings may confirm the importance of individualized foreign language teaching.
    Der Artikel stellt die Ergebnisse der Korrelationsstudie dar, die 2014 in einer Gruppe von 110 Schülern der ersten und der dritten Klasse (Lyzeum) durchgefuhrt wude. Man untersuchte das Vorhandensein und die Beziehung zwischen kognitivem Stil, Abhängigkeit / Unabhängigkeit vom Datenfeld (unabhängige Variable) und der Testergebnisse der Schreibfertigkeit im Englischen (abhängige Variable). Die Auswahl der Struktur der Studie lässt bestimmen, ob und in welchem Grade Alter und Geschlecht der Teilnehmer die Abhängigkeitskraft zwischen den Hauptvariablen der Studien beeinflussen. Die Schlussfolgerungen hat man anhand der Auswertung der Korrelationsdiagramme und der Statistikanalysen durchgeführt. Die Ergebnisse bedürfen weiterer Analyse von Lernstilen und der Individualisierung des Fremdspracherwerbsprozesses im Englischen.
    Źródło:
    Linguodidactica; 2014, 18; 63-74
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    CLIL and non-CLIL students beliefs about language
    Autorzy:
    Sylven, Liss Kerstin
    Powiązania:
    https://bibliotekanauki.pl/articles/780589.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    individual differences
    learner beliefs
    CLIL
    visual narratives
    Opis:
    This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 2; 251-272
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Związek pomiędzy zależnością / niezależnością od pola danych a wynikami testów kompetencji z języka angielskiego. Rezultaty badania korelacyjnego
    The relationship between field dependence / field independence and English achievement test results. The outcomes of the correlational study
    Autorzy:
    Jantarska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/956383.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    przyswajanie języka obcego
    różnice indywidualne uczących się
    styl kognitywny / styl uczenia się
    individual learner differences
    cognitive / learning style
    field dependence
    field independence
    language skills
    correlational research
    foreign language acquisition
    styl
    kognitywny / styl uczenia się
    zależność od pola danych
    niezależność od pola
    danych
    sprawności językowe
    badanie korelacyjne
    Opis:
    Niniejszy artykuł prezentuje wyniki badania korelacyjnego przeprowadzonego na grupie 64 dorosłych uczących się języka angielskiego. Badana grupa to studenci II roku filologii angielskiej na Uniwersytecie Jana Kochanowskiego w Kielcach. Analizie poddane zostały siła i charakter związku pomiędzy stylem kognitywnym zależnością / niezależnością od pola danych (FD / FI – zmienna niezależna badania) a wynikami egzaminu PNJA (zmienna zależna badania). Wnioski sformułowano na podstawie oceny diagramów korelacyjnych i przeprowadzonych analiz statystycznych. Badanie jest częścią długofalowego projektu weryfikującego wpływ FD / FI na przyswajanie języka angielskiego.
    The following article presents the results of a correlational study conducted on a sample of 64 adult learners of English. They were the second-year students of English Philology at Jan Kochanowski University in Kielce. The researcher has analyzed the nature and strength of the relationship between the cognitive style of field dependence FD / field independence FI (an independent variable of the study) and the PNJA English achievement test results (a dependent variable of the study). Conclusions are drawn on the basis of correlational diagrams and statistical analyses. The research in question is a part of a long-term project aiming at a thorough examination of the effect that FD / FI has on the acquisition of English as a second language.
    Źródło:
    Linguodidactica; 2015, 19; 91-103
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Age Factor in the Foreign Language Class: What Do Learners Think?
    Autorzy:
    Pfenninger, Simone E.
    Singleton, David
    Powiązania:
    https://bibliotekanauki.pl/articles/783158.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    starting age
    language experience essays
    learner beliefs
    motivation
    individual differences
    Opis:
    The present paper analyzes beliefs about the age factor of learners of English as a foreign language (EFL) with different starting ages (early vs. late starters), in different grades (in Year 7 at the beginning and in Year 12 at the end of secondary school), and with different levels of EFL proficiency (high achievers vs. low achievers). The sample for the study was drawn from a larger sample of 200 secondary school students who were part of a longitudinal study, undertaken in Switzerland between 2008 and 2015. From this sample we selected 10 early starting high-achievers, 10 early starting low-achievers, 10 late starting high-achievers, and 10 late starting low-achievers. A qualitative analysis of language experience essays written at the beginning and at the end of secondary school revealed that learners with different starting ages, in different grades, and with different levels of proficiency displayed different beliefs about the age factor.  The overall lack of age effect on FL achievement found in our previous studies may be explicable in terms of a number of affective factors (e.g. disengagement of the early starters due to language practices of the classroom) and contextual factors (e.g. transition from English in primary to English in secondary).
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    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:
    INSIDE A RURAL LOWER SECONDARY SCHOOL IN POLAND: FACTORS AFFECTING LEARNER ACHIEVEMENT IN ENGLISH
    Różnice indywidualne w uczeniu się języków obcych w wiejskiej szkole gimnazjalnej
    Autorzy:
    Ellis, Melanie
    Powiązania:
    https://bibliotekanauki.pl/articles/442812.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    szkoła wiejska
    uczeń w kontekście
    individual learning differences
    rural school
    learner-in-context
    Opis:
    School achievement in foreign languages is often reported in mean scores, or on normalized scales, where schools are compared with each other and against a national average. This has led to the common belief that rural lower secondary schools in Poland are ‘worse’ than schools in larger centres of population. This paper sets out to demonstrate that such a view is erroneous as it fails to take into consideration the context, either at the level of the school as a whole, or at the level of individual learners. Based on data obtained from the first two years of a large scale longitudinal research project, “Teaching and Learning Foreign languages” (BUNJO 2012, 2013), this case study describes the context of one lower secondary school in a village in the east of Poland and profiles four teenage learners (aged 13-14) who attend this school and their achievement in English over the period of one year.
    Źródło:
    Neofilolog; 2017, 49/1; 61-77
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/443045.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    indywidualizacja
    trening ucznia
    różnorodność w klasie językowej
    individual differences
    individualization
    learner training
    variety in the language classroom
    Opis:
    The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.
    Źródło:
    Neofilolog; 2019, 52/1; 179-195
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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