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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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
ELF or NELF? English pronunciation standard preferences among younger generation of Polish speakers
Autorzy:
Buczek-Zawiła, Anita
Powiązania:
https://bibliotekanauki.pl/articles/2081164.pdf
Data publikacji:
2017
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
pronunciation
ELF
NELF
instruction
standard
Opis:
The ongoing debate as to the English pronunciation model to be selected for training both at academia and for school in Poland remains unresolved. At school not much is done in terms of pronunciation training per se, with frequent acceptance of poor performance, and only occasional excursions into more subtle distinctions and features. It appears that English teachers follow implicitly the idea of a simplified instructional model of English as a Lingua Franca (ELF) of Jenkins (2000), with the Lingua Franca Core pronunciation component. Until recently, no reasonable, well-argued-for alternative was available. Now, the model suggested in Szpyra-Kozłowska (2015) termed Native English as Lingua Franca (NELF) fulfils the needs of professional and ordinary users of English. This paper reports on the preferences as to the desirable standard in pronunciation instruction among younger generation of Poles. The subjects have been selected among the adolescent speakers of Polish and learners of English as a Foreign Language. The focus will be more on the reasons behind the stated preference. The survey analysis reveals rather high aspirations among the sample, as well as reasonably realistic judgments as to their own performance. The prevailing attitudes seem to agree with the idea behind the NELF concept.
Źródło:
Kwartalnik Neofilologiczny; 2017, 1; 95-110
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Which phonetic features should pronunciation Instructions focus on? An evaluation on the accentedness of segmental/syllable errors in L2 speech
Autorzy:
Gao, Zhiyan
Weinberger, Steven
Powiązania:
https://bibliotekanauki.pl/articles/620659.pdf
Data publikacji:
2018-08-22
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
accentedness
speech perception
pronunciation instruction
Opis:
Many English language instructors are reluctant to incorporate pronunciation instruction into their teaching curriculum (Thomson 2014). One reason for such reluctance is that L2 pronunciation errors are numerous, and there is not enough time for teachers to address all of them (Munro and Derwing 2006; Thomson 2014). The current study aims to help language teachers set priorities for their instruction by identifying the segmental and structural aspects of pronunciation that are most foreign-accented to native speakers of American English. The current study employed a perception experiment. 100 speech samples selected from the Speech Accent Archive (Weinberger 2016) were presented to 110 native American English listeners who listened to and rated the foreign accentedness of each sample on a 9-point rating scale. 20 of these samples portray no segmental or syllable structure L2 errors. The other 80 samples contain a single consonant, vowel, or syllable structure L2 error. The backgrounds of the speakers of these samples came from 52 different native languages. Global prosody of each sample was controlled for by comparing its F0 contour and duration to a native English sample using the Dynamic Time Warping method (Giorgino 2009). The results show that 1) L2 consonant errors in general are judged to be more accented than vowel or syllable structure errors; 2) phonological environment affects accent perception, 3) occurrences of non-English consonants always lead to higher accentedness ratings; 4) among L2 syllable errors, vowel epenthesis is judged to be as accented as consonant substitutions, while deletion is judged to be less accented or not accented at all. The current study, therefore, recommends that language instructors attend to consonant errors in L2 speech while taking into consideration their respective phonological environments.
Źródło:
Research in Language; 2018, 16, 2
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zum Stellenwert des Schreibens in der Geschichte des Fremdsprachenunterrichts
Autorzy:
Machowicz, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/606026.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
German language teaching
writing instruction
Opis:
The aim of this paper is to discuss the changing role and status of writing skills in the methodology of German language teaching, as well as to sketch the most recent trends which point to this issue. Allowing for the idea of autonomy of language teaching, which has been thoroughly discussed during debates concerning foreign language teaching in recent years, an attempt to select and highlight particular competence which should distinguish a student being able to develop writing skills in a foreign language in an autonomous way, has been undertaken in the article. Moreover, the most novel trends in methodology, which can be taken into account in the problem raised in the article, have been briefly presented.
Źródło:
Lublin Studies in Modern Languages and Literature; 2010, 34; 112-129
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Advance School Leadership, Progress Teaching Approach and Boost Learning: The Case of Indonesia
Autorzy:
Suryadi, Ace
Budimansyah, Dasim
Powiązania:
https://bibliotekanauki.pl/articles/2004917.pdf
Data publikacji:
2016-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
school principals
leadership
student centered instruction
Opis:
The 2013 Curriculum Reform and its effect on school practices remain a challenge for Indonesia since the roles of school leadership remain unaddressed. This study aimed to examine the effect of school leadership on instructional practices and student learning. This cross-sectional survey collected data from 1,082 students and 180 teachers from randomly selected 40 junior secondary school principals. Employing education production function models, this study found that the quality of school leadership had impacts on teachers’ ability to create student-centered instruction and consequently on student learning. Results suggest that school reforms would be even more successful, among other things, through establishing school principals as professional agents of change that help teachers transform their instructional behavior and improve learning.
Źródło:
The New Educational Review; 2016, 45; 76-86
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE
Autorzy:
Bataineh, Ruba Fahmi
Mayyas, Mais Barjas
Powiązania:
https://bibliotekanauki.pl/articles/955650.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EFL
grammar instruction
Moodle
reading comprehension
Opis:
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.
Źródło:
Teaching English with Technology; 2017, 17, 3; 35-49
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INDIVIDUAL OR COLLABORATIVE WHATSAPP LEARNING? A FLIPPED CLASSROOM MODEL OF EFL WRITING INSTRUCTION
Autorzy:
Arifani, Yudhi
Asari, Slamet
Anwar, Khoirul
Budianto, Langgeng
Powiązania:
https://bibliotekanauki.pl/articles/955783.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
flipped instruction
collaborative writing
WhatsApp
cohesion
Opis:
Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a WhatsApp application on the cohesive ability of English as a Foreign Language (EFL) learners as one of the essential elements of writing skills. A quasi-experimental study with a non-equivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The first group (N=25) was treated using 5 to 10 minutes of cohesion-based video materials and tasks from the WhatsApp group activities of the group members. Meanwhile, the second group (N=25) was treated similarly using individual WhatsApp activities. The findings reveal that the mean score from the collaborative group at 66.17 is higher than the mean score of individual ones at 50.19 with a level of significance <0.05. This means that teaching the topic of cohesion in writing using a flipped approach instruction model through the WhatsApp group turns out to be more effective than the individual one. The results suggest that teaching cohesion using a flipped approach through collaborative WhatsApp learning activities may serve as one of the suitable alternatives to improve EFL learners’ cohesion in writing.
Źródło:
Teaching English with Technology; 2020, 20, 1; 122-139
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
REVISION BY EXPERTS AS A STRATEGY FOR THE IMPROVEMENT AND VALIDATION OF LAMS UNITS
Autorzy:
Urgal, Candela Contero
Castaño, Antonio Brenes
Gómez, Gregorio Rodríguez
Ruiz, Miguel Ángel Gómez
Noche, Beatriz Gallego
Powiązania:
https://bibliotekanauki.pl/articles/569410.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
LAMS development
foreign languages
speaking instruction
Opis:
After concluding the design of our didactic unit “My First International Congress” in LAMS format and putting it into practice with our students, we intended to improve its didactic possibilities through the execution of an analysis by experts on language teaching. The collection of data on the assessment and perception of the experts of our unit, the analysis of these data and the results confirmed that tools such as LAMS can be quite useful in the teaching of Foreign Languages. However, it also showed that LAMS should provide teachers with devices with which students could work synchronic speaking interaction.
Źródło:
Teaching English with Technology; 2012, 12, 2; 147-164
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Higher education teachers’ attitudes towards English medium instruction: A three-country comparison
Autorzy:
Dearden, Julie
Macaro, Ernesto
Powiązania:
https://bibliotekanauki.pl/articles/781051.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English medium instruction university
teacher attitudes
Opis:
We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 3; 455-486
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WHILE CURIOSITY KILLED THE CAT ... WASN’T IT SATISFACTION THAT BROUGHT IT BACK? – EAPQUEST AS A MODIFIED VERSION OF WEBQUEST IN THE CONTEXT OF UNIVERSITY TEACHING
Autorzy:
Burzyńska, Kamila
Powiązania:
https://bibliotekanauki.pl/articles/955931.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EAP Quest
writing instruction
materials design
Opis:
The Internet provides a powerful digital learning environment for language acquisition and noticing. Thus implementation of challenging tasks to be solved by exploring the Web may sound appealing. The primary idea of the WebQuest project emphasizes data collection. The idea of the TalenQuest, however, goes beyond this traditional concept so as to draw on the richness of both ELT materials and authentic resources in terms of the target language. Consequently, TalenQuest activities may constitute effective SLA activities. Doing a web-based second language research should therefore result in enhancing one’s language areas and developing language skills. Taking all the possible advantages which may derive from taking part in a TalenQuest project into account, the implementation of this activity format in university contexts seems justified. There is a need, nevertheless, to customize the idea of TalenQuest for academic language learning specifically. Such an activity format, the EAPQuest, may have educational and motivational value especially when learners are confronted with tasks they find challenging. Writing an academic essay definitely matches the description. The aim of the article is therefore to present the concept of the EAPQuest as a motivating tool to train web-related language skills. Furthermore, an EAPQuest is sketched so as to illustrate a sample procedure. This may serve as a stimulus for designing materials and applying similar procedures into one’s own learning environment.
Źródło:
Teaching English with Technology; 2012, 12, 4; 48-67
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating the relationship between the student’s Ability and Learning Preferences: evidence from Year 7 Mathematics students
Autorzy:
Othman, Rafidah
Shahrill, Masitah
Mundia, Lawrence
Tan, Abby
Huda, Miftachul
Powiązania:
https://bibliotekanauki.pl/articles/2005000.pdf
Data publikacji:
2016-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
ability
learning preferences
mathematics
differentiated instruction
Opis:
In the last decade, the emergence of diverse students in a streamed class based on the mathematical ability brought upon challenges for the teacher to find an approach which could accommodate all students. This study aims to investigate the connection of students’ ability with their learning preferences in mathematics by applying differentiated instruction using tiered assignments and parallel tasks. This qualitative approach was used for this study from a sample of year 7 mathematics students within Pengukuhan Kemahiran Asas programme (PeKA) (the Basic Skills Strengthening programme), which revolved upon low ability for students with very weak numeracy skills. The findings in general revealed that there is an improvement in their performance.
Źródło:
The New Educational Review; 2016, 44; 125-138
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE EFFECTS OF ONLINE WRITING EVALUATION PROGRAM ON WRITING CAPACITES OF KOREAN STUDENTS
Autorzy:
Shim, Yae Jie
Powiązania:
https://bibliotekanauki.pl/articles/941172.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Criterion
automated error-correction program
writing instruction
Opis:
The error-correction program Criterion provides students with an immediate essay feedback using tools that can analyze and review writing automatically. This feedback covers grammar, usage, mechanics, style, organization, and development. With its diagnostic tools for scoring essays and offering relevant feedback, the error-correction program provides a way to speed up the otherwise time-consuming process of essay composition and evaluation. The usefulness of the error-correction program is highlighted by analyzing the extent to which it helps second language learners improve their writing abilities, with a focus on the degree of student improvement caused by the program’s prompts from the first draft to the final essay submission. The purpose of this study is to determine the extent to which second language learners can improve their writing capacities using a specific set of online instruction materials, the error-correction program online essay writing tool in a group of 96 university students at the intermediate level of English.
Źródło:
Teaching English with Technology; 2013, 13, 3; 18-34
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A state-of-the-art review of distribution-of-practice effects on L2 learning
Autorzy:
Serrano, Raquel
Powiązania:
https://bibliotekanauki.pl/articles/2143623.pdf
Data publikacji:
2022-09-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
time distribution
intensive instruction
distributed practice
spacing
Opis:
The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that promote intensive exposure versus others in which L2 input or instruction is more widely spaced. Findings from these studies are relevant not only for practical purposes but also for theory development. This review provides a summary of recent studies as well as suggestions for pedagogical practice. Additionally, it identifies areas for future research concerning the effect of time distribution on L2 learning.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 3; 355-379
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Inquiry-based Approach in Technical Education
Autorzy:
KOŽUCHOVÁ, MÁRIA
DOSTÁL, JIŘÍ
Powiązania:
https://bibliotekanauki.pl/articles/455627.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Rzeszowski
Tematy:
technical education
inquiry-based instruction
teachers´ competences
Opis:
The article is based on fundamental social-cognitive theories that are based on a natural way of cognition of the world. The research process itself (the formation of hypotheses and predictions and their subsequent verification, the formation of conclusions that are supported by the facts, generalization) contributes to a modification of preconcepts and the development of the specific cognitive abilities of students. Moreover, it is also a matter of the development of the willingness to cooperate, development of enthusiasm and interest in exploring of the world around them. The aim of the paper is to clarify the theoretical bases of the inquiry-based approach in technical education and didactic specifications of anchoring of the sequence of the educational steps in the technical education. In the empirical part, the article is focused on teachers’ competences to the realization of the inquiry-based instruction.
Źródło:
Edukacja-Technika-Informatyka; 2016, 7, 2; 93-98
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business
Autorzy:
Kirkham, Deak
Powiązania:
https://bibliotekanauki.pl/articles/1040164.pdf
Data publikacji:
2015-12-30
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
language teaching
content-based instruction
academic English
Opis:
This article reports on the successful implementation of a content-based instruction (CBI) approach to a 6-month pre-sessional academic English for business and management course at a UK university. While recognising that CBI is not a ‘cure-all’ and indeed that the approach brings with it particular issues, such as instructor competence in the content, the article argues CBI offers both significant and wide-ranging benefits as a language teaching approach and as such should be given greater prominence in the language teaching industry.
Źródło:
Linguistics Beyond and Within; 2015, 1; 134-151
2450-5188
Pojawia się w:
Linguistics Beyond and Within
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jak sporządzić dobrą instrukcję bezpieczeństwa pożarowego?
How to Prepare Proper Fire Safety Instruction?
Autorzy:
Ogrodnik, G.
Woliński, M.
Powiązania:
https://bibliotekanauki.pl/articles/136637.pdf
Data publikacji:
2013
Wydawca:
Szkoła Główna Służby Pożarniczej
Tematy:
instrukcja bezpieczeństwa pożarowego
proper fire safety instruction
Opis:
Obowiązek opracowania instrukcji bezpieczeństwa pożarowego, ciążący na właścicielach, zarządcach lub użytkownikach budynków, obiektów budowlanych i terenów ma już niemal 20-letnią historię. Mimo kolejnych nowelizacji rozporządzenia w sprawie ochrony przeciwpożarowej, coraz bardziej doprecyzowujących treści, jakie powinna taka instrukcja zawierać oraz wymagania, jakie powinna spełniać, analiza przeprowadzona przez autorów wskazuje, że większość instrukcji opracowanych na pod-stawie przepisów obowiązujących w latach 2003 – 2010 nadal zawiera „ogólne wymagania i rozwiązania”, stanowiąc powielenie dokumentów opracowywanych według koncepcji przepisów z 1992 r.
Obligation for owners, managers and users of buildings, building structures or terrains to elaborate fire safety instruction has in Poland almost 20-years history. First regulations (in fire protection decree of 1992 year) were rather general – no detailed scope of instruction as well as no formal demands for such a document were given. That time obligation of presenting fire protection demands in “fire safety instructions” for public utility buildings and buildings of collective residence was specified. Succeeding amendments to this decree (in 2003, 2006 and 2010) gave more precise demands for contents and shape of the instruction. However, analysis performed by authors of the paper shows that majority of instructions prepared in years 2003 – 2010 still contains “general demands and solutions” and makes more or less contemporary duplicate of documents prepared under regulations 1992 year fire protection decree. The most glaring incorrect points are: a) formal aspects: - not identified owner, manager or user of building, - not defined with full particulars scope of the instruction, b) the merits: - description of fire protection terms in form of demands “which should be fulfilled”, - not required by law and in many cases not authorized statements „confirming” fulfillment of fire protection demands in building, - expressing fire protection demands which do not apply to the particular building, c) editorial: - glaring mistakes in spelling, bad grammar, semantic and style errors, also – problems with punctuaction, - illegible arrangement of document. Performed analysis allowed to work out directions concerning rules of preparation of fire protection instructions for selected buildings of different categories of fire risk to occupants. These rules will make good practice handbook for every who is interested in this subject, especially for people preparing fire protection instructions and responsible for putting the instruction into practice.
Źródło:
Zeszyty Naukowe SGSP / Szkoła Główna Służby Pożarniczej; 2013, 3, 47; 176-184
0239-5223
Pojawia się w:
Zeszyty Naukowe SGSP / Szkoła Główna Służby Pożarniczej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa
Autorzy:
Zindoga, Lilian
JO Aloka, Peter
Powiązania:
https://bibliotekanauki.pl/articles/23592833.pdf
Data publikacji:
2024-01-02
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
mnemonic instruction
reading ability
learners
dyslexia
primary schools
Opis:
This study examined the effectiveness of the mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia in two public primary schools in Mpumalanga, South Africa. The Skinner’s reinforcement and the Information Processing theories were employed. A quasi-experimental design with one control group and one experimental group was used. Two schools, one was an intervention and was control one. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The tools used were the Bangor Dyslexia Test, pre- and post- tests, and a reading comprehension test. The results revealed that there was a statically significant difference between pre-test and post-test scores for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school learners with dyslexia. The study recommends that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.
Źródło:
Academicus International Scientific Journal; 2024, 15, 29; 157-173
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Does dyned affect students’ attitudes and language skills in EFL? A case study
Autorzy:
Shaikh, Güler
Koçak, Ömer
Göksu, İdris
Powiązania:
https://bibliotekanauki.pl/articles/2097401.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL
DynEd
EFL
computer-assisted instruction
language skills
Opis:
Computer-assisted language learning (CALL) is one of the developing approaches that can assist to improve the language skills (reading, writing, listening) of students in English as a foreign language (EFL). CALL has been used to teach EFL learners through language drills or skills practice to stimulate discussion and interaction, or as a tool to improve writing and research. This study aims to point out the effects of DynEd on attitudes and language skills in EFL of middle school students in Turkey. The study contributes to the area of EFL learning and fosters students’ perceptions of EFL. The sample of this study, which utilized an ex-post facto design, recruited 136 middle school students as participants. According to the results, it can be said that, in addition to the conventional teaching environment, the use of DynEd significantly improved both the language skills and attitudes of the students in EFL. However, DynEd did not make any difference in students’ attitudes towards EFL according to grade level and gender. Moreover, students using DynEd have expressed positive views about DynEd.
Źródło:
Teaching English with Technology; 2021, 21, 1; 75-93
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Morphemic analysis increases vocabulary and improves comprehension
Autorzy:
Jarad, Najib Ismail
Powiązania:
https://bibliotekanauki.pl/articles/914944.pdf
Data publikacji:
2015-12-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
morphemic analysis
reading comprehension
explicit teaching
vocabulary instruction
Opis:
The present study explored the effects of explicit and systematic teaching of morphemic analysis on vocabulary learning and comprehension. The reading class taught by the researcher was purposely taught the most common (30) prefixes and the most common (30) roots. Following fourteen 50-minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic analysis skills, to derive meanings for new words that contained taught morphemic elements, and to comprehend text containing new words. The results indicated that (a) there was an immediate and delayed effect of morphemic analysis for lesson words, and (b) there was evidence that a morphemic approach improved students’ vocabulary and, consequently, their comprehension. The findings of this study provide support for the implementation of a morphemic approach for vocabulary instruction.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 31-43
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Researching pronunciation learning strategies: An overview and a critical look
Autorzy:
Pawlak, Mirosław
Szyszka, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/780601.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pronunciation learning
pronunciation learning strategies
strategies-based instruction
Opis:
Disparate goals that learners might have in learning second or foreign language pronunciation and the scant classroom time that can be dedicated to teaching this target language subsystem dictate that learner autonomy is of vital importance in this case and adept use of pronunciation learning strategies (PLS) can be viewed as key to the development of this attribute. Surprisingly, research on these strategies is scarce, mainly focusing on the identification and classification of PLS, diverse instruments are used for data collection and the findings are inconclusive. The paper provides an overview of the available research on PLS with respect to their identification, learners’ preferences concerning their use, factors mediating the application of PLS, and the effects of strategies-based instruction in this area. An attempt is also made to assess research of this kind and to suggest how it could be taken forward to provide insights that would be of value to practitioners.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 293-323
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Input manipulation, enhancement and processing: Theoretical views and empirical research
Autorzy:
Benati, Alessandro
Powiązania:
https://bibliotekanauki.pl/articles/781057.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
input enhancement
input flood
textual enhancement
processing instruction
Opis:
Researchers in the field of instructed second language acquisition have been examining the issue of how learners interact with input by conducting research measuring particular kinds of instructional interventions (input-oriented and meaning-based). These interventions include such things as input flood, textual enhancement and processing instruction. Although the findings are not completely conclusive on whether these instructional interventions have an impact on acquisition, it is clear that we have witnessed a shift in the field from the original question “Does instruction make a difference?” to the more specific question “Does manipulating input make a difference?” In this article, the key classroom-based research conducted to measure the relative effects of different types of enhancement and manipulation is reviewed. Three main research foci are considered: (a) research measuring the effects of saturating the input with the target form (input flood), (b) research measuring the effects of different types of textual enhancements to draw learners’ attention to the target form, and (c) research measuring input restructuring to improve interpretation and processing of target forms or structures (processing instruction).
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 1; 65-88
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFFECT OF GLOGSTER AND COOPERATIVE LEARNING DIFFERENTIATED INSTRUCTION ON TEACHERS’ PERCEPTIONS
Autorzy:
Awada, Ghada M.
Faour, Kawthar H.
Powiązania:
https://bibliotekanauki.pl/articles/569399.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Active learning
cooperative learning
differentiated instruction
Glogster
ICT
Opis:
The present study investigated the effectiveness of the Glogster and cooperative learning as differentiation models of English as a second/foreign language (ESL/EFL) and Science projects. The study employed a mixed method study design whereby questionnaire and open-ended interview were incorporated to elicit the required data. Eighteen teachers along with eighteen intact classes (n=374) of grade 8 learners of English as a foreign language were randomly assigned to control and experimental conditions. The researchers collected open-ended data with the intent of understanding the meaning Science and English teachers have constructed and how they perceived differentiated instruction upon using the Glogster and cooperative learning in conducting and presenting projects. The findings proved that utilizing Glogster and cooperative learning as multifeatured model could improve students’ English and Science projects and enhance Science and English language teachers’ perceptions of differentiated instruction.
Źródło:
Teaching English with Technology; 2018, 18, 2; 93-114
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners
Autorzy:
Algethami, Ghazi
Powiązania:
https://bibliotekanauki.pl/articles/620944.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Arab EFL learners
instruction
pronunciation
segments
foreign accent
Opis:
This paper reports on a study that attempted to examine the effect of explicit pronunciation instruction of some English segments (individual sounds) on the degree of perceived foreign accent in EFL Arab learners’ speech. Nine Arab learners of English in an EFL (English as a foreign language) setting were assigned to two groups, experimental and control. Five utterances loaded with the taught segments were collected from both groups before and after instruction. While the experimental group received instruction on these segments, the control group did not. 13 native English listeners were recruited to rate all the elicited sentences for the degree of perceived foreign accent. The results did not show any effect of explicit pronunciation instruction on the degree of perceived foreign accent, as there were no differences between the ratings before and after the instruction.
Źródło:
Research in Language; 2017, 15, 3; 253-263
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language learners reflections on the effectiveness of dictogloss: A multi-sectional multi-level analysis
Autorzy:
Gallego, Muriel
Powiązania:
https://bibliotekanauki.pl/articles/780834.pdf
Data publikacji:
2014-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
collaborative task
dictogloss
focus on form instruction
metatalk
Opis:
Despite the extensive research conducted regarding Focus on Form instruction, no conclusive results have been provided concerning (a) the issue of which techniques contribute most effectively to L2 acquisition, and b) at which level of proficiency those techniques should be implemented for best results. Dictogloss, one of these techniques, has been proven to be effective (Fortune, 2005; Kowal & Swain, 1994; Malmqvist, 2005; Nabei, 1996; Swain, 1998). While previous studies evaluating dictogloss explored feedback opportunities and the amount and type of language related episodes produced, fewer studies have reported on the effectiveness and its applicability according to proficiency level (Fortune, 2005; García Mayo, 2002) and none have explored learners’ conceptions about the task. Therefore, this study seeks to determine which proficiency level might be most appropriate for the implementation of dictogloss and to gather learners’ opinions regarding its usefulness and effectiveness. A total of 497 participants enrolled in novice-mid (N = 275) and advanced-low (N = 222) levels took part in the study. All participants engaged in two dictogloss tasks and completed a survey afterwards. Overall, results indicate that dictogloss was better received by advanced-low level students and that most students found it both useful and effective for learning.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 1; 33-50
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language aptitude: Desirable trait or acquirable attribute?
Autorzy:
Singleton, David
Powiązania:
https://bibliotekanauki.pl/articles/781011.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
aptitude
working memory
experience
language aptitude tests
instruction
Opis:
The traditional definition of language aptitude sees it as “an individual’s initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity” (Carroll, 1981, p. 86). This conception portrays language aptitude as a trait, in the sense of exhibiting stability over long periods of time and being immune to training. The trait view of language aptitude tends towards the notion that it is innate, and indeed language aptitude has often been associated with the popular notion of a “gift for languages” (cf. Rosenthal, 1996, p. 59). The view of language aptitude as an innate trait has, however, long been questioned (see e.g., Neufeld, 1978). Recently, this questioning has intensified (see Singleton, 2014), especially since the development of a widespread consensus that working memory needs to be recognized as an important component of language aptitude (see Wen, 2016). Working memory was also once thought of as a trait, but is now recognized as susceptible to the influence of experience and instruction (see e.g., Williams, 2012). The present paper will track the trajectory of the above theoretical discussion and will explore the implications of the stage it has now reached.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 89-103
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE IMPACT OF STORYTELLING TECHNIQUES THROUGH VIRTUAL INSTRUCTION ON ENGLISH STUDENTS’ SPEAKING ABILITY
Autorzy:
Khodabandeh, Farzaneh
Powiązania:
https://bibliotekanauki.pl/articles/955429.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
oral language
storytelling
summarizing
social networks
virtual instruction
Opis:
This study examines the effect of storytelling through the use of Telegram on oral language of English foreign language (EFL) students. To this end, thirty English students aged 18 to 21 took part in the research. Before the treatment, they were interviewed by two instructors and were graded as low-proficient speakers of English. The selected participants were assigned randomly into two homogeneous groups of control (n=15) and experimental (n=15). The instructor taught four stories to both groups through the online class. The participants of the experimental group were supposed to summarize the retold stories while the participants of the control group answered the comprehension questions of the stories. All the participants were to record their voices and share them in their groups and their peers were supposed to listen to the speaker and post their comments. After the treatment, two instructors interviewed all the participants. The results of the comparison of the first and the second interview confirmed the positive effect of storytelling and answering the questions on the Telegram. The findings of this study may help the learners to enhance their English speaking skills.
Źródło:
Teaching English with Technology; 2018, 18, 1; 24-36
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gender-Sensitive Effect of Problem-Based Learning on Student Performance in Indonesian Teacher College Classes
Autorzy:
Nurjanah, Neneng
Suryadi, Ace
Abdulhaq, Ishak
Budimansyah, Dasim
Powiązania:
https://bibliotekanauki.pl/articles/1967809.pdf
Data publikacji:
2019-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
problem-based learning
gender sensitive
student-centered instruction
Opis:
To restore the quality of education, the 2013 curriculum reform in Indonesia urged teachers to employ pupil-centered, thematic problem-based learning (PBL). This study examined whether the PBL collaborative learning enabled students to learn better and in an equal manner through an array of cross-cutting aspects like race, social class, and gender. The presented study involved two teacher colleges and randomly assigned undergraduate classes that were taught with the use of PBL practices while other comparable classes were taught through traditional lecturing. It was found that the students in the experimental group performed better and more equalized than those in the other group. This is to assist the teacher colleges to teach their student-teachers to design and practice more engaging classes where boys and girls are given equal chances to foster their potentials to the fullest.
Źródło:
The New Educational Review; 2019, 55; 54-63
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Idea nauczania programowanego w perspektywie rozwoju form kształcenia wykorzystujących społeczną przestrzeń Internetu
Idea of programmed instruction in development prospects for education forms using the social space of the Internet
Autorzy:
Janczyk, Janusz
Powiązania:
https://bibliotekanauki.pl/articles/446157.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Rzeszowski
Tematy:
nauczanie programowane
CAI
e-edukacja
programmed instruction
e-learning
Opis:
Współczesne formy kształcenia zawierające się w potocznie zwanym e-learningu posiadają rozwiniętą sferę zarządzania wirtualną przestrzenią kształcenia – tzw. platformę edukacyjną. Można ją uznać za instytucję organizującą kształcenie, np. kurs on-line podnoszący kwalifikacje. Organizacja procesu nauczania-uczenia się to zupełnie coś innego i wypada przedstawić zarys nauczania programowanego, od którego wywodzą się wszelkie formy organizowania – preparacji treści kształcenia dla edukacji on-line. Wiele projektów i wdrożeń z zakresu nauczania programowanego zostało zaimplementowanych w nauczaniu wspomaganym komputerowo (CAI – ang. Computer Assisted Instruction), a te z kolei stanowiły bazę do realizacji kursów, szkoleń i zajęć lekcyjnych w formie e-learningu. Taką perspektywę rozwoju dla e-learningu zaprezentowano w niniejszym opracowaniu.
Contemporary forms of education included in commonly referred to e-learning have a well-developed management sphere of the virtual education space – so-called education platform. The platform can be considered as an institution organising education, such as an on-line course raising qualifications. The organisation of a teaching-learning process is absolutely a different issue and it seems to be advisable to present the outline of programmed instruction from which originate all forms of organisation – preparation of contents of education for on-line education. A number of projects and implementations on programmed teaching have been introduced to computer assisted instruction, which in turn constituted a base for realisation of courses, trainings and lessons in form of e-learning. Such development prospects for e-learning are presents in this study.
Źródło:
Dydaktyka informatyki; 2011, 6; 150-170
2083-3156
Pojawia się w:
Dydaktyka informatyki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Strategies and interlanguage pragmatics: Explicit and comprehensive
Autorzy:
Sykes, Julie M.
Cohen, Andrew D.
Powiązania:
https://bibliotekanauki.pl/articles/780529.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
interlanguage pragmatics
learning pragmatics
pragmatics learning strategies
strategy instruction
Opis:
Explicit instruction in strategies for interlanguage pragmatic learning is fundamental to the development of a comprehensive set of pragmatic abilities in the target language. In this article, we begin by providing an overview of previous work in the area of language learner strategies directed at the teaching and learning of pragmatics. We then offer an extension of Cohen’s (2005, 2014) framework of strategies for learning, using, and evaluating the use of interlanguage pragmatics in four domains: knowledge, analysis, subjectivity, and awareness (Sykes, Malone, Forrest, & Sadgic, forthcoming). Examples from current projects are provided to exemplify the critical importance of a strategies-based approach to the teaching and learning of interlanguage pragmatics. The article concludes with ideas for future research and implementation.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 381-402
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia
Autorzy:
Pfenninger, Simone E.
Powiązania:
https://bibliotekanauki.pl/articles/780783.pdf
Data publikacji:
2015-03-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
dyslexia
L3 acquisition
multisensory instruction
intervention
literacy skills
Opis:
The longitudinal intervention study reported here is the first to investigate the efficiency of computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). A total of 40 subjects (20 of them dyslexics and 20 of them nondyslexics; 10 students from each group participated in in- terventions and the other 10 from each group served as control groups) were assessed with a battery of verbal and written pre- and posttests involving pho- nological/orthographic and semantic measures of their L2 and L3 before and after three months of daily intervention with the software. The results show that computer-based training in the L3 is potentially an important tool of intervention for dyslexic students as it has a positive effect on the components of L3 as well as L2 learning. As a consequence of their progress in acquiring the relationships between L3 graphemes and phonemes, the experimental groups, but not the control groups, made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness, and L2 and L3 receptive and productive vocabulary and comprehension tasks.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 1; 109-133
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Interwoven: Culture, language, and learning strategies
Autorzy:
Oxford, Rebecca L.
Gkonou, Christina
Powiązania:
https://bibliotekanauki.pl/articles/781029.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
culture
cultural learning strategies
cultural communication styles
strategy instruction
Opis:
Culture, language, and learning strategies form a grand tapestry, which is this article’s theme. The authors explain each part of the tapestry, provide ideas for teaching all parts in a smoothly united way, and explore key cultural issues (i.e., cognitive flexibility, ethnocultural empathy, intercultural understanding, and needs of intercultural trauma survivors). The article discusses cultural types, cultural communication styles, and related strategies, and it identifies publications that draw together culture, language, and strategies. The article offers new insights and abundant examples for teachers, teacher educators, and researchers.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 403-426
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Integrating Form and Content within Classroom Discussion of Literature: A Discernible Advantage in Language Learning
Die Integration von Form und Inhalt in den Diskussionen über die Literatur in einer Klasse mit erweitertem Fremdsprachenunterricht
Autorzy:
Mart, Çağrı Tuğrul
Powiązania:
https://bibliotekanauki.pl/articles/1182330.pdf
Data publikacji:
2021-01-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
form-focused instruction
content-based instruction
integration
language development
accuracy
unterrichten von formalen aspekten einer fremdsprache
das inhaltsorientiere
unterrichten
sprachentwicklung
korrektheit
Opis:
As both form-focused (FFI) and content-based (CBI) instructions have advantages and disadvantages in language teaching, the integration of FFI and CBI into literature-based classrooms provides an ideal context to attend to form and meaning and some of the strongest rationales for language acquisition as the disadvantages of one approach will be compensated by the advantages of the other. When FFI and CBI are integrated in conjunction with literature-based approach, learners easily perceive language patterns in the meaningful context, foster content learning and initiate production of the meaningful discourse. Simply put, the advancement of grammatical accuracy and content unveils improvements in language proficiency. The present study aimed to create a favorable condition for language learning through employing FFI and CBI incorporated in a literature-based program. Quasi-experimental approach was adopted and the participants were 60 students majoring in English Language Teaching at a university. It was found that this integrative pedagogy can be used as a springboard for language proficiency development because learners are at advantage to maximize their grammar and vocabulary knowledge.
In Anbetracht dessen, dass sowohl das Unterrichten von formalen Aspekten (engl. form-focused instruction), als auch das inhaltsorientierte Unterrichten einer Fremdsprache (engl. content-focused instruction) bestimmte Vor- und Nachteile aufweisen, gewährleistet die Integration der beiden Unterrichtskonzepte und deren Einbeziehung in einen auf literarischen Texten basierten Fremdsprachenunterricht aufgrund ihrer gegenseitigen Komplementarität einen idealen Kontext. Solche Methode ermöglicht den Schülern, Sprachmuster in einem Kontext zu erkennen und einen sinnvollen Diskurs auszulösen. Darüber hinaus hat sie einen positiven Einfluss auf den Fachunterricht. Das Ziel der dargestellten Untersuchung war es, eine Diagnose zu stellen, wie effektiv das Fremdsprachenlernen durch die Integration von formalen Aspekten und der Inhaltsorientierung im Fremdsprachenunterricht im Falle eines literaturbasierten Lehrprogramms sein kann. An dieser quasi-experimentellen Untersuchung nahmen 60 Studierende eines Lehrerstudiums teil (Englisch als Fremdsprache). Es wurde festgestellt, dass die integrative Methode als Werkzeug für die Entwicklung von Sprachkompetenzen dienen kann, weil die Schüler wesentliche Fortschritte in Bezug auf die Erweiterung ihrer grammatischen und lexikalischen Kenntnisse aufweisen.
Źródło:
Theory and Practice of Second Language Acquisition; 2021, 7, 1; 51-74
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge
Autorzy:
Angelovska, Tanja
Powiązania:
https://bibliotekanauki.pl/articles/780551.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
prior language knowledge
input
practice
output
enhancement
grammar instruction
Opis:
The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond instructed L2 grammar acquisition. Moreover, it fills a significant gap expanding the limited existing pedagogical options that instructors have at their disposal when it comes to teaching in classrooms where one foreign language is simultaneously chronologically first to some and second to others. Starting with (combinations of) existing theoretical accounts and associated pedagogical aspects (such as explicit information, negative evidence, metalinguistic explanations, grammar consciousness raising, and input enhancement), a recently developed method (Hahn & Angelovska, 2017) is discussed. The method acknowledges equally the three phases of input, practice and output and is applicable in instructed L2 grammar acquisition and beyond.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 3; 397-417
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Translanguaging by Parents to Prepare Children for English Medium Preschool: A Trend in India
Autorzy:
Purohit, Anupama
Powiązania:
https://bibliotekanauki.pl/articles/1964349.pdf
Data publikacji:
2021-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
medium of instruction
metalinguistic ability
preschool
transglossic approach
translanguaging
Opis:
This qualitative paper analyses the parental English language input strategies adopted to make children ready for English medium preschools. The author uses interview and observation methods to collect data from 30 families in a cosmopolitan city in India. The result supports multimodal transglossic approach that promotes simultaneous plurilingualism and metalinguistic ability in children. To save children from undue pressure and unintelligent memory work in the home context before the beginning of preschool, the suggestion is to implement age-appropriate scaffolded English language teaching and prevention of the downward extension of the primary school syllabus to the preschools.
Źródło:
The New Educational Review; 2021, 66; 71-82
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online English for academic purposes instruction in the context of Iran: exploring the instructor element
Autorzy:
Dashtestani, Reza
Powiązania:
https://bibliotekanauki.pl/articles/2096319.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
attitudes
challenges
digital literacy
EAP
EAP instructors
online instruction
Opis:
Online learning has become a highly effective tool for many language learning institutions and educational environments. However, very limited attention has been directed towards the teacher element in online learning environments in ESP/EAP instruction. To fill this gap, this study investigated the attitudes of 91 Iranian EAP instructors towards the implementation of online EAP instruction. A mixed-methods design was employed in this study, with both semi-structured interviews and questionnaires used to examine the participants’ perspectives. The findings of the study revealed that the majority of the participants hold positive attitudes towards the implementation of online EAP instruction while they are fully aware of the challenges and obstacles to the implementation of online EAP instruction in the Iranian context. Several limitations, including the lack of online EAP teacher training, the lack of facilities for online learning implementation, low digital literacy levels of instructors and students, and the lack of online instruction infrastructures were identified and reported. The participants also pointed out several practical measures and suggestions in order to pave the way for incorporating online EAP instruction which can be considered by EAP policy-makers and course designers. The study can have practical and theoretical implications for the renewal of EAP instruction in Iran and in other countries.
Źródło:
Teaching English with Technology; 2020, 20, 5; 23-37
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Parafia i inne jednostki diecezji oraz formy powierzania pieczy pasterskiej nad wspólnotą parafialną w świetle Instrukcji Kongregacji Biskupów z 29 czerwca 2020 roku
The Parish and other Internal Units of the Diocese, Forms of Entrusting Pastoral Care of the Parish Community According to the Instruction of the Congregation of Bishops of 20.06.2020
Autorzy:
Góralski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/29551702.pdf
Data publikacji:
2022
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
instruction
evangelization
bishop
parish
pastoral service
pastor
„Pastoral conversion”
Opis:
Mając na uwadze zadania ewangelizacyjne parafii we współczesnym świecie, Kongregacja Duchowieństwa, w dniu 29 czerwca 2020 roku wydała Instrukcję Nawrócenie pastoralne wspólnoty parafialnej w posłudze misji ewangelizacyjnej Kościoła. Dokument ten, składający się z dziesięciu rozdziałów, zawiera wyjaśnienie licznych przepisów CIC dotyczących parafii i duszpasterzy. Autor omawia trzy podstawowe, najbardziej „newralgiczne” rozdziały Instrukcji: VII. Parafia i inne jednostki wewnętrzne diecezji. VIII. Formy zwyczajne i nadzwyczajne powierzenia opieki pasterskiej o wspólnotę parafialną. IX. Funkcje i posługi parafialne. Postanowienia tych rozdziałów w przeważającej mierze odnoszą się do określonych norm CIC, dotyczących przede wszystkim parafii oraz osób i instytucji z nią związanych. Ukazano w nich rolę parafii jako szczególnego miejsca w misji ewangelizacyjnej Kościoła, a także wyjaśniono wiele kwestii związanych z posługą duszpasterską kapłanów (przede wszystkim proboszczów), diakonów, osób konsekrowanych i wiernych świeckich.
Taking into account the evangelization tasks of the parish in the modern world, on June 29, 2020, the Congregation of the Clergy issued the Instruction “Pastoral conversion of the parish community in the service of the evangelizing mission of the Church”. This document, which is divided into ten chapters, explains the many CIC regulations regarding parishes and pastors. The author discusses three basic, most “critical” chapters of the Instruction: VII. The parish and other internal units of the diocese. VIII. Ordinary and extraordinary forms of entrusting pastoral care to the parish community. IX. Functions and parish services. The provisions of these chapters overwhelmingly refer to certain CIC norms concerning, first and foremost, parishes and people and institutions associated with them. They show the role of the parish as a special place in the Church’s evangelizing mission, and explain many issues related to the pastoral ministry of priests (especially parish priests), deacons, consecrated persons and lay faithful.
Źródło:
Roczniki Nauk Prawnych; 2022, 32, 2; 125-148
1507-7896
2544-5227
Pojawia się w:
Roczniki Nauk Prawnych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Concept Building of Elementary Level through Activity-Based Instruction
Autorzy:
Malik, Sufiana K.
Chaudry, Muhammad Ajmal
Powiązania:
https://bibliotekanauki.pl/articles/26469693.pdf
Data publikacji:
2013-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
activity-based instruction
elementary level
students
social studies
concept understanding
Opis:
The presented article was an attempt to explore the differential concept building by teaching students of the elementary level through activity-based instruction. An experiment was conducted in a public sector secondary school on students of grade 6 in teaching of social studies. The major finding of the current showed that concept building was made easier and understandable by teaching students with the use of activity-based instruction as compared to lecture-based instruction in teaching of social studies. It was further explored that the academic achievement of students taught with the use of activity-based instruction was significantly better than that of students taught with the use of lecture-based instruction. Therefore, it was suggested that the effects of activity-based instruction can be investigated by teaching other subjects using this method and teachers may be trained in how to teach their respective subjects with the use of the activity-based teaching method.
Źródło:
The New Educational Review; 2013, 31; 17-27
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study
Autorzy:
Gosiewska-Turek, Bogusława Maria
Powiązania:
https://bibliotekanauki.pl/articles/2053536.pdf
Data publikacji:
2022-01-28
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
dyslexia
self-efficacy
foreign language instruction
language learning
language teaching
Opis:
The aim of the research is to investigate the interdependence between dyslexia, self-efficacy, and foreign language instruction. The author of the study applied a mixed-method: quantitative and qualitative. The quantitative data were collected through self-efficacy questionnaires filled out by dyslexic and non-dyslexic students, and the qualitative data were collected during a case study conducted with a dyslexic student. The research findings in the first quantitative part of the study reveal that self-efficacy in dyslexic students is substantially lower than in non-dyslexic students. According to the results of the second mixed, quantitative - qualitative part of the study encompassing a case study, foreign language instruction has an impact on dyslexic students’ self-efficacy and appropriate language instruction rises self-efficacy in students with dyslexia.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 1; 71-84
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Polish and Ukrainian University Students’ Perspectives on Academic Writing: A Comparative Overview
Autorzy:
Kozolup, Mariya
Kokor, Mariya
Savchynskyi, Ruslan
Powiązania:
https://bibliotekanauki.pl/articles/1112956.pdf
Data publikacji:
2021-01-19
Wydawca:
Polskie Towarzystwo Komunikacji Społecznej
Tematy:
academic writing
academic socialization
cognitive development
affective factors
writing instruction
Opis:
Communication, both written and oral, as the key to academic and professional success has received much scholarly attention in the academic communities of Western Europe and North America. However, in the Eastern European educational scene, teaching academic communication, especially academic writing, in institutions of higher education has been largely neglected for a long time. This research attempts to look at academic writing practices at two universities in Ukraine and Poland from the students’ perspectives. The survey conducted among students pursuing master’s degrees in education and pedagogy at both universities aimed to reveal their attitudes, beliefs and opinions in three domains: cognitive, social and affective. The results lead to some important inferences: students’ exposure to academic writing is insufficient; the potential of writing as a learning tool is not fully understood; students’ awareness of academic integrity is rather low. The tendencies observed across institutions are mostly similar with occasional significant differences.
Źródło:
Central European Journal of Communication; 2020, 13, 3(27); 352-370
1899-5101
Pojawia się w:
Central European Journal of Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing
Autorzy:
Horverak, May Olaug
Powiązania:
https://bibliotekanauki.pl/articles/1152401.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
writing instruction
genre-pedagogy
systemic functional linguistics
explicit grammar teaching
Opis:
In the tradition of teaching English as a second language, there has been an increased interest in how functional language descriptions and understandings of genres may be used as resources for making meaning. The present study investigates what impact writing instruction that draws upon systemic functional linguistics (SFL) applied through a genre-pedagogy approach has on students’ ability to write argumentative essays. This includes explicit grammar instruction inspired by SFL, as well as instruction on text structure. The study uses a mixed-methods approach, with a quasi-experiment followed up by quantitative and qualitative analyses of the collected material. Statistical analyses indicate a significant positive effect on writing performance in the intervention groups, regardless of gender, first language and previous level of writing. As the study lacks control groups, the quantitative analysis was complemented with examples from student texts to illustrate the improvement revealed in the statistical analysis. The findings suggest that SFL applied through a genre-pedagogy approach to teaching writing may help students to improve their writing skills.
Źródło:
Yearbook of the Poznań Linguistic Meeting; 2016, 2, 1
2449-7525
Pojawia się w:
Yearbook of the Poznań Linguistic Meeting
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Shooting control
Autorzy:
Łukowski, W.
Powiązania:
https://bibliotekanauki.pl/articles/348157.pdf
Data publikacji:
2017
Wydawca:
Akademia Wojsk Lądowych imienia generała Tadeusza Kościuszki
Tematy:
shooting control
fire control
effective fire
fire fight
shooting instruction
Opis:
The article presents proposals for changes in terminology related to fire control, which has been fully embedded in the general theory of management. Particular attention is given to replacing the commonly used term “fire control” by “shooting control”. There are pointed issues, which may be taken into account in the new instructions for artillery shooting control.
Źródło:
Zeszyty Naukowe / Wyższa Szkoła Oficerska Wojsk Lądowych im. gen. T. Kościuszki; 2017, 1; 82-95
1731-8157
Pojawia się w:
Zeszyty Naukowe / Wyższa Szkoła Oficerska Wojsk Lądowych im. gen. T. Kościuszki
Dostawca treści:
Biblioteka Nauki
Artykuł
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