Temat: instruction - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: AUGMENTING THE READING CURRICULUM: ALTERNATIVE VIDEO TECHNOLOGY STRATEGIES
Autorzy:: Hewgley, Gary Dean
Powiązania:: https://bibliotekanauki.pl/articles/955863.pdf
Data publikacji:: 2015
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: video
reading instruction
Opis:: Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of using video to help motivate students to read, to showcase student readings, as well as to show students what they are doing as they read. This study will present and review strategies using readingcasts, dramatic read-alongs, digital booktalks, recorded video of students reading for feedback, and video feedforwarding.
Źródło:: Teaching English with Technology; 2015, 15, 4; 44-51
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: LITERACY EDUCATION IN THE DIGITAL AGE: USING BLOGGING TO TEACH WRITING
Autorzy:: Tanti, Miriam
Powiązania:: https://bibliotekanauki.pl/articles/941242.pdf
Data publikacji:: 2012
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: blogging
writing instruction
literacy
Opis:: Through an in-depth and detailed analysis of one specific case, this study demonstrated that digital technologies, for example, blogging, wikis and social networking, have a role to play in the development of literacy skills in the primary classroom. The findings from this study suggest, that in this instance blogging was successfully integrated into teaching and learning sequences to achieve numerous English syllabus writing outcomes. This study also demonstrated that, in addition to the development of traditional literacy skills, concerned mainly with the ability to construct “well structured and well presented” (BOS, 2007, p37) texts, the collaborative use of the classroom blog provided students with the means to develop critical literacy skills in relation to interacting with an audience and each other (BOS, 2007).
Źródło:: Teaching English with Technology; 2012, 12, 2; 132-146
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Językowo-komunikacyjne cechy poleceń w wybranych materiałach dydaktycznych do nauki języka polskiego jako obcego
Linguistic and communicative features of instructions in selected didactic materials for learning Polish as a foreign language
Autorzy:: Szkudlarek-Śmiechowicz, Ewa
Powiązania:: https://bibliotekanauki.pl/articles/680456.pdf
Data publikacji:: 2018
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: polecenie
polecenie służbowe
polecenie dydaktyczne
glottodydaktyka polonistyczna
pragmalingwistyka
instruction
official instruction
didactic instruction
teaching Polish as foreign language
pragmalinguistics
Opis:: The starting point for this article are postulates presented more than 20 years ago by Anna Burzyńska (1998) in a publication devoted to didactic instruction. The development of linguistics and changes in glottodidactics that have taken place since that time justify the resumption of such research. In the first part of the article, theoretical and descriptive, the genre of instruction is described from the point of view of pragmalinguistics (as a speech act) and its communicative features (in an official and didactic situation). The second part presents the results of the analysis of instructions found in selected textbooks and exercise books for learning Polish as a foreign language at the elementary and intermediate level. Both parts form the foundation for formulating the final conclusions. The main conclusion formulated in the article is that didactic instructions in textbooks and exercise books are potential speech acts, implemented each time in a particular didactic situation, and their schematism is not a disadvantage, but a desirable feature; this applies to the formal features of instructions and names of activities that help in teaching basic language skills, while the objects of these activities (texts, content of exercise and tasks, etc.) are (should be) novel.
Za punkt wyjścia przyjmuje się w artykule postulaty badawcze zaprezentowane ponad 20 lat temu przez Annę Burzyńską (1998) w publikacji poświęconej poleceniom dydaktycznym. Rozwój językoznawstwa oraz zmiany w glottodydaktyce, jakie dokonały się w tym czasie, są ważnymi przesłankami, które uzasadniają podjęcie tej tematyki na nowo. W części pierwszej niniejszego artykułu, teoretyczno-deskrypcyjnej, polecenie zostało poddane eksplikacji pragmatycznej (jako akt mowy) i charakterystyce komunikacyjnej (w sytuacji urzędowej i w sytuacji dydaktycznej). W części drugiej przedstawiono wyniki analizy wybranych podręczników i zeszytów ćwiczeń do nauki języka polskiego jako obcego na poziomie podstawowym i średnio zaawansowanym pod kątem zawartych w nich poleceń. Obie części służą jako podstawa do sformułowania wniosków końcowych. Zasadnicza konkluzja, jaką formułuje się w artykule, brzmi: tzw. polecenia dydaktyczne w podręcznikach i zeszytach ćwiczeń są aktami mowy potencjalnymi, aktualizowanymi każdorazowo w konkretnej sytuacji dydaktycznej, a szablonowość i schematyzm nie są ich wadami, lecz cechami pożądanymi; dotyczą bowiem strony formalnej poleceń oraz nazw powtarzalnych czynności, które pomagają kształcić podstawowe umiejętności, oryginalne natomiast są (powinny być) obiekty owych czynności (zawartość ćwiczeń i zadań, teksty itp.).
Źródło:: Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2018, 25; 123-135
0860-6587
2449-6839
Pojawia się w:: Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: KAHOOT IT OR NOT? CAN GAMES BE MOTIVATING IN LEARNING GRAMMAR?
Autorzy:: Zarzycka-Piskorz, Ewa
Powiązania:: https://bibliotekanauki.pl/articles/955501.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: gamification
Kahoot
grammar instruction
Opis:: Gamification is not a very new concept. It is the use of game elements and game design techniques in a non-game context. It is used in various contexts for various purposes. There is strong evidence that shows the relationship between game playing and increased motivation. More and more learning games emerge and bring a promise to help to learn a language. There are certain game elements that could be used in non-game contexts to trigger effective player engagement as well as persistence and motivation to win/learn. The paper outlines the influence of specific game elements onto players, presents the motivational aspects of game involvement, and investigates what game elements could be responsible for increasing motivation to participate and engage in a grammar learning game. All of these are investigated on the example of a Kahoot.it online game, which was used with the General English language course students attending the classes in The Modern Languages Centre at the Pedagogical University, Cracow, Poland. The main objective of the research paper is to observe and assess how the students’ motivation increases – if – to learn and practise grammar and how effective this mode of learning is. It also presents the teachers’ evaluation of the design process, its implementation and recommendations for further use.
Źródło:: Teaching English with Technology; 2016, 16, 3; 17-36
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: AN INNOVATIVE ALTERNATIVE TO PROVIDING WRITING FEEDBACK ON STUDENTS’ ESSAYS
Autorzy:: Hynson, Yvonne T.A.
Powiązania:: https://bibliotekanauki.pl/articles/941299.pdf
Data publikacji:: 2012
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: screencasts
feeback
writing instruction
Opis:: Over three semesters screen casts were successfully used with Elementary English language learners for writing feedback and peer learning. As a result, accuracy improved and students were more engaged in redrafting. Amongst improvements noted were all the students started passing their final writing assessments. Screen casts have conventionally only been used for scaffolding instructions or content. As well as allowing greater autonomous learning and increasing peer learning, it is postulated this methodology actually reduces the teacher’s work load and is as efficient as audio or handwritten feedback.
Źródło:: Teaching English with Technology; 2012, 12, 1; 53-57
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS
Autorzy:: O. Qader, Ramyar
Arslan, Fadime Yalcin
Powiązania:: https://bibliotekanauki.pl/articles/955462.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: Flipped Classroom Instruction
English as a foreign language
traditional instruction
writing skills
Opis:: The purpose of this study is to examine the effect of Flipped Classroom Instruction (FCI) on Iraqi EFL learners’ writing skills. Participants included 66 students in the College of Languages English Department at Salahaddin University. The study employed a mixed method of data collection, utilizing pre-and post-writing tests as well as a questionnaire for both groups and interviews conducted with the experimental group. Findings indicated that a statistically significant difference existed between the control and experimental groups and, more specifically, the students of the experimental group performed better on the writing tests than the students of the control group. The majority of the learners’ attitudes towards FCI were positive.
Źródło:: Teaching English with Technology; 2019, 19, 1; 36-55
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Opportunities to Learn in Physics Instruction in the Czech Republic: Findings of the IRSE Video Study
Autorzy:: Janík, Tomáš
Najvar, Petr
Najvarová, Veronika
Trna, Josef
Novák, Petr
Powiązania:: https://bibliotekanauki.pl/articles/48527842.pdf
Data publikacji:: 2012-06-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: opportunities to learn
physics instruction
video-based research on instruction
video study
Opis:: The paper presents findings of the IRSE Video Study Physics, a research project that was carried out in the Institute for Research in School Education at the Faculty of Education of Masaryk University in Brno. Physics instruction was analysed in the conceptual framework of opportunities to learn. The sample consisted of 62 lessons of physics taught at various lower-secondary schools in Brno, the Czech Republic. The lessons were video-recorded, transcribed and coded, and the data were analysed with regard to the aspects under investigation. The paper presents findings on: a) organisation of classroom activities; b) sequencing of the teaching process; c) using didactic tools and media; d) using experiments. The results show that lower-secondary physics instruction is teacher-oriented to a great extent, which is indicated by the organisation of classroom activities. Modern media (ICT, audio and video recordings) were scarcely employed: the teachers’ primary didactic tool was the blackboard. The teachers did not employ experiments very often – when an experiment occurred, it tended to be the teacher to carry it out.
Źródło:: The New Educational Review; 2012, 28; 102-114
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Investigating academic achievement of English medium instruction courses in Turkey
Autorzy:: Altay, Mehmet
Curle, Samantha
Yuksel, Dogan
Soruç, Adem
Powiązania:: https://bibliotekanauki.pl/articles/2051511.pdf
Data publikacji:: 2022-03-21
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: English medium instruction
academic success
Turkish medium instruction
general English proficiency
higher education
Opis:: This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.
Źródło:: Studies in Second Language Learning and Teaching; 2022, 12, 1; 117-141
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Церковь vs театр в поздней античности: наставление проповедью или наставление зрелищем?
Autorzy:: Пичугина, Виктория
Powiązania:: https://bibliotekanauki.pl/articles/1833701.pdf
Data publikacji:: 2020-07-10
Wydawca:: Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:: ancient pedagogical culture
theater in Late Antiquity
instruction by preaching
instruction by performance
Opis:: The article analyzes the pedagogical competition between the theater with its poetic instructions and the church with its instructive rituals, preaching and liturgy in Late Antiquity. Within the framework of the Christian pedagogical tradition, there has been a change in meanings for existing terminology regarding theater. The term "actor" began to mean a hypocritical person pretending to be righteous, and the "theater" from a school for the worthy turned into a school for the obscene. This made it possible to affirm the new aesthetics of the ritual and secure for the church, and not for the theater, the right to give instruction as a strengthening of the correct understanding of what is due.
Źródło:: Conversatoria Litteraria; 2020, 14; 19-27
1897-1423
Pojawia się w:: Conversatoria Litteraria
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Polecenie w administracji publicznej. Wybrane problemy
Instructions in public administration. Selected problems
Autorzy:: Świderski, Krzysztof
Powiązania:: https://bibliotekanauki.pl/articles/28409262.pdf
Data publikacji:: 2023
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: order
official instruction
public administration
Opis:: The article presents selected problems concerning instructions in public administration. First, attention is paid to the official instruction. It is issued in service relationships, which differ from employment relationships. By issuing an official direction, the service superior obliges a subordinate employee to perform a specific official activity, including to submit a declaration of knowledge on public issues. An official direction is an individual administrative act.These official instructions are issued when it is necessary to correct the performance of public tasks by a subordinate employee. The obligation to comply with an official instruction is not absolute. The addressee of the instruction may raise objections and even refuse to execute an unlawful official instruction.Instructions issued by a superior authority to a subordinate authority constitute a separate group. Such an instruction is an internal act. It may concern the method of performing tasks or taking specific actions within the scope of operation of a subordinate authority. Instructions issued between public administration authorities are aimed at adapting activities to the directions of public policy and correcting the manner of performing public tasks. There is no appeal against an instruction issued by a superior authority. These are binding.The last category concerns intervention orders. The intervention order does not result from organizational superiority or official subordination. This is a request addressed to the public administration authority to take action to abolish the danger in emergency situations. Intervention orders are issued in particular in matters of protection of life, public health, property, protection of civil rights, maintenance of public policy.
Źródło:: Studia Prawa Publicznego; 2023, 2 (42); 41-75
2300-3936
Pojawia się w:: Studia Prawa Publicznego
Dostawca treści:: Biblioteka Nauki

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