Temat: language support - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Language Support for Children from a Migration Background in Early-Years Settings in Bavaria with a focus on Munich
Autorzy:: Engels-Kritidis, Rozalina
Powiązania:: https://bibliotekanauki.pl/articles/507041.pdf
Data publikacji:: 2013
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: language support
migrant children
Munich
SISMIK
Opis:: This paper presents some policies and practices in the field of language support for children from migrant backgrounds in early-years settings in Bavaria (Germany), with a special focus on the situation in the city of Munich. The paper describes the content and the application of SISMIK screening tool used for assessing migrant children’s level of German language prior to school entry, as well as the important role of the Intercultural Education and Language Section (part of the Department of Education and Sport of the City of Munich) in supporting children from families from migrant backgrounds.
Źródło:: Journal of Preschool and Elementary School Education; 2013, 3; 13-30
2084-7998
Pojawia się w:: Journal of Preschool and Elementary School Education
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Балцкія элементы ў граматыцы традыцыйных мясцовых гаворак паўночна‑заходняй Беларусі
Autorzy:: Астрэйка [Astrėĭka], Вера [Vera]
Powiązania:: https://bibliotekanauki.pl/articles/676887.pdf
Data publikacji:: 2012
Wydawca:: Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:: Belarusian language
North-West dialect zone
Slavic and Baltic language interaction
grammatical peculiarities
substratum
language support
Opis:: The Baltic elements in the grammar of traditional local dialects of north-western BelarusThe article analyzes a number of grammatical features typical for the North-West dialect zone of the Belarusian language. These peculiarities are interpreted as a possible result of Slavic-Baltic contacts in the region. Some phenomena can be explained as a Baltic (mainly (great)Lithuanian) substratum in North-West Belarusian dialects.The factor of areal neighborhood has to be taken into consideration too. Such phenomenon as language support has effect just in connection with the last one. A lot of the appropriate lingual facts are in restricted and inconsistent use. However, it is possible to be said about more or less significant (now or/and before) tendencies of regional lingual development. These tendencies has not got the status of a structural (= constitutional) lingual regularity. As a rule the wide and compact areas are characterized of some lingual facts (= lexemes), which illustrate the given transformations in the system of Belarusian dialects. Baltic influence upon the North-West Belarusian dialects grammar is detected on as the formal level so the structural one. And it is not noticeable at all times. The definite changes in the sphere of morphology and syntax can provoke different modifications in the other parts of a language system (word building, semantics). The results of this process are the evidences of ethnic and language assimilation of native Balts by Slavs in the region. That comes in support of forming the singular North-West Belarusian regiolect (= the regionally marked variety of a dialect language). Балтийские грамматические элементы в говорах северо-западной БеларусиВ статье анализируется ряд грамматических черт, характерных для говоров северо-западной диалектной зоны беларусского языка. Эти особенности квалифицируются автором как весьма вероятное следствие славяно-балтского языкового взаимодействия в соответствующем регионе. Отдельные явления есть основания рассматривать в качестве возможного проявления балтского (главным образом (пра-) литовского) субстрата в северо-западных беларусских говорах. Фактор ареальной смежности здесь также должен быть принят во внимание. В связи с последним следует упомянуть и действие феномена языковой поддержки. Многие соответствующие языковые факты имеют существенные ограничения в употреблении, в говорах выступают не всегда последовательно и регулярно. В некоторых случаях, однако, можно говорить о действии более или менее выраженных (в настоящем и/или прошлом) тенденций регионального языкового развития, которые пока не приобрели статус структурно значимой (= конститутивной) языковой закономерности. Широкие и компактные ареалы образуют, как правило, лишь отдельные языковые факты (= лексемы), иллюстрирующие данные трансформации в системе традиционных беларусских говоров. Балтское влияние на грамматический строй беларусских говоров северо-западной диалектной зоны выявляется как в плане формального выражения, так и на внутриструктурном уровне. Оно не всегда может быть заметно на первый взгляд. Определенные сдвиги в сфере морфологии и синтаксиса могут повлечь за собой изменения в других областях языковой системы (словообразовании, семантике). Результаты этого процесса являются ярким свидетельством того, что на отмеченной территории действительно имела место этноязыковая ассимиляция неславянского (= балтского) населения и происхо- дило формирование своеобразного северо-западного беларусского региолекта (= регионально обусловленной разновидности диалектной речи).
Źródło:: Acta Baltico-Slavica; 2012, 36
2392-2389
0065-1044
Pojawia się w:: Acta Baltico-Slavica
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education
Autorzy:: Farrell, Angela
Masterson, Mary
Daly, Michelle
Powiązania:: https://bibliotekanauki.pl/articles/15000332.pdf
Data publikacji:: 2023
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Diversity
inclusion
multilingualism
language-sensitive teaching
teacher professional needs
teacher education
language support teachers
whole-school approach
Opis:: The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 77-95
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Беларускія паўночна-заходнія занальныя моўныя адрозненні як вынік рэгіянальных этна-культурных кантактаў і сувязяў
Autorzy:: Астрэйка [Astrėĭka], Вера [Vera]
Powiązania:: https://bibliotekanauki.pl/articles/676838.pdf
Data publikacji:: 2013
Wydawca:: Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:: Belorussian language
north-west dialect zone
Slavic and Baltic interaction
Polish and Belorussian contacts
language support
language community
regiolect
Opis:: Features of north-west belorussian dialects as a result of regional ethno-cultural contacts and relationsFor a long time, north-west Belorussian dialects (and their predecessors) have been the area of different Slavic-Baltic contacts and relations. Interactions between Slavs and Balts took place here always on adstratum and substratum levels. These processes have led to the formation of the north-west dialect zone (= regiolect) of Belorussian. The corresponding linguistic phenomena form a basis of the north-west dialectal complex and can be discovered on every level of the language. As a rule, there are not many significant structural changes. However, some of them reflect certain tendencies and possibilities of the linguistic development in the region. These can achieve the status of structural innovations in the language.Belorussian-Polish language interaction is the second important moment in the formation of the north-west dialectal zone of Belorussian. The influence of Polish (both the dialectal and the standard varieties) on the Belorussian dialects can predominantly be discerned in the vocabulary and word-building mechanisms.The Baltic and especially Polish influences are also important for keeping some early linguistic phenomena alive and reinforcing their status as regional features of Belorussian dialects.Frequently, both factors have a joint effect. On the whole, the tendency to form a common repository of linguistic features is present in north-west Belorussian and neighbouring Baltic and Slavic dialects at any time. Therefore, we may say that the language is gradually forming a new independent variety with specific structure and a complex of distinctive features. Белорусские северо-западные зональные языковые отличия как результат региональных этнокультурных контактов и связейСеверо-запад Беларуси издавна известен как регион разного рода славяно-балтских (resp. балто-славянских) контактов и связей. Взаимодействие между славянами и балтами всегда протекало тут как на субстратном, так и на адстратном уровнях. Эти процессы привели к образованию северо-западной диалектной зоны (= региолекта) беларуского языка. Соответствующие особенности составляют основу северо-западного зонального языкового комплекса и так или иначе выявляются на всех ярусах системы данных говоров. Как правило, это явления неконституционного характера. Однако некоторые из них отражают определенные тенденции и потенции регионального языкового развития и в благоприятных исторических условиях могут приобрести статус языковой закономерности. Для определения специфики отмеченного зонального единения белорусских говоров другим важным моментом является взаимодействие с польским языком (как в диалектной, так и в литературной его разновидностях). Польское языковое влияние прежде всего выявляется в области словаря и в сфере деривации. Поскольку и в первом, и, особенно, во втором случаях речь идет о взаимодействии генетически (близко)родственных систем, важным для данной региональной общности говоров следует считать и факт существования языковой поддержки. Оба названных языковых фактора часто выступают совместно. В целом для белорусских северо-западных и соседних с ними балтских и инославянских говоров всегда актуальным было стремление к созданию общего фонда языковых средств. И это, несомненно, можно квалифицировать как движение в сторону формирования самостоятельного идиома со своей специфической структурой и особым набором языковых отличий.
Źródło:: Acta Baltico-Slavica; 2013, 37
2392-2389
0065-1044
Pojawia się w:: Acta Baltico-Slavica
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Individuelle Förderung von Schülerinnen und Schülern mit Legasthenie im Fremdsprachenunterricht
Autorzy:: Rybarczyk, Renata
Powiązania:: https://bibliotekanauki.pl/articles/915108.pdf
Data publikacji:: 2015-12-14
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: foreign language learning
dyslexic students
special support in foreign language classes.
Opis:: Dyslexic students have significant problems with learning a foreign language. Foreign language (FL) learning is built upon the native language (L1). The skills such as phonological/ orthographic, syntactic and semantic competences in the native language form the foundation for foreign language learning (and FL aptitude). The strength of the native language codes considerably determines the extent to which a learner can become proficient in a foreign language. Weak L1 skills inhibit FL proficiency development. That is why it is essential to provide dyslexic students with special support in foreign language classes.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 199-211
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Perceived teacher support and language anxiety in Polish secondary school EFL learners
Autorzy:: Piechurska-Kuciel, Ewa
Powiązania:: https://bibliotekanauki.pl/articles/781053.pdf
Data publikacji:: 2011-04
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: social support
teacher support
language anxiety
grades
self-assessment
Opis:: The teacher’s role is vital, both in respect to achieving academic goals, and with regard to the regulation of emotional and social processes. Positive perceptions of teacher support can endorse psychological wellness, and help maintain students’ academic interests, higher academic achievement and more positive peer relationships. The teacher who shows understanding, empathy and consistency in their behavior helps students start forming an identity, which will assist them in coping with stress and anxiety directly connected with the foreign language learning process (language anxiety). The main aim of this research is to investigate the relationship between teacher support and language anxiety levels. It is speculated that teacher support functions as a buffer from the effects of negative emotions, such as language anxiety experienced in the foreign language learning process. The participants of the study were 621 secondary grammar school students whose responses to a questionnaire were the main data source. The results of the study demonstrate that students with higher levels of teacher support experience lower language anxiety levels in comparison to their peers with lower levels of teacher support. Students who have a feeling that they can count on the instructor’s help, advice, assistance, or backing manage the learning process more successfully. They evaluate their language abilities highly and receive better final grades. Nevertheless, gender and residential location do not moderate teacher support and language anxiety due to the specificity of the sample consisting of novice secondary grammar school students.
Źródło:: Studies in Second Language Learning and Teaching; 2011, 1, 1; 83-100
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: 7.

Tytuł:: Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese
Autorzy:: Jin, Yinxing
de Bot, Kees
Keijzer, Merel
Powiązania:: https://bibliotekanauki.pl/articles/780919.pdf
Data publikacji:: 2017
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: teacher support
student affiliation
foreign language anxiety
foreign language proficiency
Opis:: The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
Źródło:: Studies in Second Language Learning and Teaching; 2017, 7, 1; 105-125
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: 8.

Tytuł:: Opening Access To Practice-based Evidence in Clinical Decision Support Systems with Natural Query Language
Autorzy:: Kapłański, P.
Seganti, A.
Cieśliński, K.
Chrabrowa, A.
Koziolkiewicz, J.
Bryk, M.
Ługowska, I.
Powiązania:: https://bibliotekanauki.pl/articles/106226.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:: Clinical Decision Support System (CDSS)
Natural Query Language (NQL)
Opis:: Evidence-based medicine can be effective only if constantly tested against errors in medical practice. Clinical record database summarization supported by a machine allows allow to detect anomalies and therefore help detect the errors in early phases of care. Summarization system is a part of Clinical Decision Support Systems however it cannot be used directly by the stakeholder as long as s/he is not able to query the clinical record database. Natural Query Languages allow opening access to data for clinical practitioners, that usually do not have knowledge about articial query languages. Results: We have developed general purpose reporting system called Ask Data Anything (ADA) that we applied to a particular CDSS implementation. As a result, we obtained summarization system that opens the access for these of clinical researchers that were excluded from the meaningful summary of clinical records stored in a given clinical database. The most significant part of the component - NQL parser - is a hybrid of Controlled Natural Language (CNL) and pattern matching with a prior error repair phase. Equipped with reasoning capabilities due to the intensive use of semantic technologies, our hybrid approach allows one to use very simple, keyword-based (even erroneous) queries as well as complex CNL ones with the support of a predictive editor. By using ADA sophisticated summarizations of clinical data are produced as a result of NQL query execution. In this paper, we will present the main ideas underlying ADA component in the context of CDSS.
Źródło:: Annales Universitatis Mariae Curie-Skłodowska. Sectio AI, Informatica; 2016, 16, 2; 25-31
1732-1360
2083-3628
Pojawia się w:: Annales Universitatis Mariae Curie-Skłodowska. Sectio AI, Informatica
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Od zajęć tradycyjnych do MOOCów – role nauczyciela języków obcych
From traditional classes to MOOCs – roles of language teachers
Autorzy:: Mokwa-Tarnowska, Iwona
Powiązania:: https://bibliotekanauki.pl/articles/956411.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:: support
language teacher
foreign language teaching
e-learning
wsparcie
nauczyciel
nauczanie języków obcych
MOOC
Opis:: E-learning może stać się skutecznym środowiskiem uczenia się i nauczania przede wszystkim dzięki wytężonej pracy kompetentnego nauczyciela. Różne role, jakie musi on wypełniać, związane są z naturą procesu edukacyjnego prowadzonego online, na który ma wpływ przyjęta koncepcja metodyczna, instruktywistyczna lub konstruktywistyczna, liczba uczestników, struktura kursu, typy zasobów i aktywności oraz tematyka całego programu lub modułu. Inne zadania będą stawać przed nauczycielem języków obcych nadzorującym masowe, otwarte kursy internetowe, bowiem jego rolą będzie udzielanie studentom głównie wsparcia wyprzedzającego, a inne przed nauczycielem pracującym z małymi grupami, uczącymi się w środowisku w pełni lub częściowo e-learningowym. Zajęcia takie będą wymagały zastosowania różnych struktur wsparcia zarówno wyprzedzającego, jak i reaktywnego, akademickiego i nieakademickego. Wpływ mechanizmów wsparcia pochodzącego od nauczyciela na skuteczność nauczania i uczenia się języka angielskiego w środowisku e-learningowym zostanie pokazany na przykładzie kursów i modułów internetowych dla grup o różnej liczebności.
Intensive teacher support is the major factor in e-learning being an effective learning and teaching environment. Different teacher’s roles are associated with the specific nature of the online educational process, which results from the adopted educational paradigm, instructive or constructivist, the number of participants, the course structure together with its resources and activities, as well as the subject matter of the e-learning programme or module. The teacher responsible for developing and supervising a massive open online course has to perform more varied activities and tasks than that working with small groups participating in an e-learning or blended learning programme. In the first case their work involves mainly pre-emptive support, in the second one both pre-emptive and many-layered responsive. Therefore their duties may include helping students solve not only their academic problems, but also non-academic ones. The paper shows how teacher support impacts the effectiveness of teaching and learning English during e-learning courses and modules for groups of a limited and unlimited number of participants.
Źródło:: Linguodidactica; 2016, 20; 223-236
1731-6332
Pojawia się w:: Linguodidactica
Dostawca treści:: Biblioteka Nauki

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Tytuł:: “The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language
Autorzy:: Bogdanowicz, Katarzyna M.
Bogdanowicz, Marta
Powiązania:: https://bibliotekanauki.pl/articles/430672.pdf
Data publikacji:: 2016-09-01
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:: risk of dyslexia
development’s support
prevention
therapy
early second language acquisition
English
Opis:: Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. It is also known that prevention and early treatment is more effective than therapeutic intervention used in older students. Experts in foreign language acquisition recommend that children have contact with longer oral texts and live language (e.g., poems and songs). A recently-published report on the methods of English language teaching in Polish primary schools shows that the lessons conducted there do not realise the majority of the aforementioned recommendations. As a consequence, they do not serve any pupils including those with dyslexia and at its risk. A method which meets most of the demands mentioned above is “The Good Start Method for English”. It is a new program of teaching the English language designed for five to seven-year-olds, which at the same time ensures support for the psychomotor development of children, leading to acceleration in learning progress.
Źródło:: Polish Psychological Bulletin; 2016, 47, 3; 265-269
0079-2993
Pojawia się w:: Polish Psychological Bulletin
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 11.

Tytuł:: Bariery i przykłady wsparcia w procesie edukacji w środowisku osób z wadami słuchu
Difficulties and Examples of Support in the Education Process in the Environment of People with Hearing Impairments
Autorzy:: Iwanicka, Beata
Powiązania:: https://bibliotekanauki.pl/articles/1071314.pdf
Data publikacji:: 2017-03-15
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: deaf and hard of hearing people
types of hearing loss
polish sign language
support in the education process
Opis:: The article presents the problems of deaf and hard of hearing people in education. This topic is widely analyzed. The text describes the difficulties experienced by students at school, at various stages of learning, and the barriers experienced by deaf and hard of hearing students at higher education levels. In general, the hearing deficit entails various communication complications. The person with hearing impairment has a limited opportunity to have different experiences and what is most important in the text – hearing loss or deafness often makes it impossible to gain an optimal education. There are different methods of educating people from the non-hearing environment, depending on the degree of hearing impairment. Hearing impaired student often has difficulty understanding Polish, as it is not always their first language (their first language may be the Polish sign language). Hearing impaired students sometimes don’t understand academic texts because they have weaker poorer vocabulary due to their communication dysfunction. Another issue is the social isolation of many people with hearing impairments which often have a dilemma which environment to integrate with – with hearing or hearing impaired? Teaching staff approaches such people in different ways. Stereotypes do not help in educational progress (for example, the assumption that such students communicate only in sign language). It is important to be aware of the types of hearing loss and the different types of hearing (each hearing impaired hears differently and needs an individual approach). Finally, the article discusses the issue of education of people with hearing impairment from the category of “space”. Through “space” you can understand here the environment (school space, classes and associated architectural-acoustic barriers) as well as the language of the Deaf. The sign language is specifically designed for living space (some of the signatures must be shown in the specified movement and direction, depending on the intention of the sender).
Źródło:: Studia Edukacyjne; 2017, 43; 247-261
1233-6688
Pojawia się w:: Studia Edukacyjne
Dostawca treści:: Biblioteka Nauki

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Tytuł:: The Impact of Support for Language Development in Online Classes at Gdansk University of Technology During the COVID-19 Pandemic
Wpływ wsparcia na jakość zajęć online z języków obcych na Politechnice Gdańskiej w czasie pandemii COVID-19
Autorzy:: Mokwa-Tarnowska, Iwona
Tarnowska, Viviana
Powiązania:: https://bibliotekanauki.pl/articles/2128692.pdf
Data publikacji:: 2022-06-25
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Tematy:: e-learning
wsparcie
aktywne uczenie się
umiejętności językowe
pandemia COVID-19
support
active learning
language skills
COVID-19 pandemic
Opis:: The COVID-19 pandemic has caused a significant disruption to education. To adapt to new conditions, academics immediately had to restructure their teaching programmes. Not all of them, however, had sufficient skills to be able to deliver effective online classes. Neither did the less qualified have enough time to increase their competencies by getting pre-emptive support coming from peers and technical staff, nor did they have an opportunity to self-direct their training. Yet, to achieve the best effect, to develop an e-learning environment in which they could deliver high-quality teaching that would meet various language needs of their students, they needed general and specific support mechanisms. The former relates to the technological aspect, that is the functionalities of available tools and the affordances they allow. The latter comes from the course structure, educational material designed to engage students in learning, teachers and fellow students. With strong support provided by certified peers, the English teachers at Gdansk University of Technology managed to engage their students in interactive, collaborative and active learning. The ideas shared in the paper are supported by qualitative and quantitative research conducted in 2020 and 2021.
Pandemia COVID-19 spowodowała znaczne zaburzenia w zaplanowanym procesie dydaktycznym. Aby zaadaptować się do nowych warunków, nauczyciele akademiccy musieli natychmiast zrestrukturyzować swoje programy nauczania. Nie wszyscy jednak posiadali wystarczające umiejętności do prowadzenia zajęć online. Nie było czasu na to, aby mniej wykwalifikowani mogli zwiększyć swoje kompetencje poprzez wsparcie wyprzedzające, ani na to, aby mogli samodzielnie pokierować swoim kształceniem. Żeby jednak być w stanie stworzyć zajęcia w środowisku internetowym, spełniające potrzeby studentów uczących się języka obcego, nauczyciele potrzebowali wsparcia, zarówno ogólnego, jak i specyficznego. Pierwsze odnosi się do aspektu technologicznego, to znaczy jest związane z funkcjonalnościami dostępnych narzędzi i afordancjami, na jakie pozwalają. Drugie dostarczane jest przez strukturę kursu, materiał edukacyjny, nauczycieli i samych studentów. Dzięki intensywnemu wsparciu reaktywnemu, którego udzielili certyfikowani współpracownicy z Zespołu E-learningowego, wszyscy nauczyciele języków obcych Politechniki Gdańskiej byli w stanie stworzyć aktywizujące środowisko edukacyjne online. Wnioski zaprezentowane w artykule są wynikiem badań ilościowych i jakościowych przeprowadzonych na Politechnice Gdańskiej w latach 2020 i 2021.
Źródło:: International Journal of Research in E-learning IJREL; 2022, 8, 1; art. no. IJREL.2022.8.1.04
2451-2583
2543-6155
Pojawia się w:: International Journal of Research in E-learning IJREL
Dostawca treści:: Biblioteka Nauki

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Tytuł:: An Efficient Classification of Hyperspectral Remotely Sensed Data Using Support Vector Machine
Autorzy:: Mahendra, H. N.
Mallikarjunaswamy, S.
Powiązania:: https://bibliotekanauki.pl/articles/2134051.pdf
Data publikacji:: 2022
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:: support vector machine
SVM
central processing unit
CPU
digital signal processor
DSP
field programmable gate array
FPGA
high level synthesis
HLS
hardware description language
HDL
Opis:: This work present an efficient hardware architecture of Support Vector Machine (SVM) for the classification of Hyperspectral remotely sensed data using High Level Synthesis (HLS) method. The high classification time and power consumption in traditional classification of remotely sensed data is the main motivation for this work. Therefore presented work helps to classify the remotely sensed data in real-time and to take immediate action during the natural disaster. An embedded based SVM is designed and implemented on Zynq SoC for classification of hyperspectral images. The data set of remotely sensed data are tested on different platforms and the performance is compared with existing works. Novelty in our proposed work is extend the HLS based FPGA implantation to the onboard classification system in remote sensing. The experimental results for selected data set from different class shows that our architecture on Zynq 7000 implementation generates a delay of 11.26 μs and power consumption of 1.7 Watts, which is extremely better as compared to other Field Programmable Gate Array (FPGA) implementation using Hardware description Language (HDL) and Central Processing Unit (CPU) implementation.
Źródło:: International Journal of Electronics and Telecommunications; 2022, 68, 3; 609--617
2300-1933
Pojawia się w:: International Journal of Electronics and Telecommunications
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Педагогіка викладання української як іноземної мови в медичному університеті
Pedagogy of Ukrainian Teaching as a Foreign Language in Medical University
Autorzy:: Васютинська, Єлена
Powiązania:: https://bibliotekanauki.pl/articles/16539146.pdf
Data publikacji:: 2022-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: навчання іноземних студентів
іншомовне середовище
мовна підготовка
українська мова як іноземна
професійне мовлення
навчально-методичне забезпечення
навчально-методичні посібники
комунікативний підхід до навчання
education of foreign students
foreign language environment
language training
Ukrainian as a foreign language
professional speech
educational and methodological support
teaching aids
communicative approach to learning
Opis:: The article considers traditional methods of studying Ukrainian as a foreign language in higher medical educational institutions. Methods of teaching Ukrainian as a foreign language are presented in accordance with the level, knowledge, needs and interests of foreign students. It is noted that since the Ukrainian language was adopted as a national language, its function expanded in various spheres of public life. This led to the formation of a new branch of language education – the teaching of Ukrainian as a foreign language, which gradually began to establish itself as a language of higher education for foreigners. The pedagogy of teaching a foreign language, which is a fundamental science, is described, but to transfer such pedagogy to the teaching of a foreign language is illegal, because it differs from the purpose of teaching other subjects. When studying Ukrainian as a foreign language, it is not the accumulation of knowledge that is distinguished, but the mastery of foreign language activities. There are two stages in the study of a new vocabulary unit: a stage that involves the selection and presentation of new vocabulary material, and a stage that trains and acquires lexical speech skills in various types of speech activity. The importance of using three main types of visual material is emphasized: subject, pictorial and motor, which should effectively cover the realities of everyday life in relation to the presence of a foreign student in a new language environment. The role of listening in the perception of the Ukrainian language as a foreign language is analyzed. Because students will study with native speakers and will have to listen to numerous lectures on special topics. Direct communication with native speakers invited to classes is one of the ways to develop auditory perception and speech skills. An important skill that future doctors will need is the ability to work with a special medical text in the language of instruction.
У статті розглядаються традиційні методи вивчення української мови як іноземної у вищих медичних навчальних закладах. Методики викладання української мови як іноземної представлені відповідно до рівня, знань, потреб та інтересів іноземних студентів. Зазначено, оскільки українська мова була прийнята як державна, її функція розширювалася в різних сферах суспільного життя. Це призвело до формування нової галузі мовної освіти – викладання української мови як іноземної, яка поступово почала утверджуватися як мова вищої освіти для іноземців. Охарактеризовано педагогіку викладання іноземної мови, яка є фундаментальною наукою, але перенесення цієї педагогіки на навчання іноземної мови неправомірно, оскільки вона відрізняється від мети викладання інших предметів. При вивченні української мови як іноземної виділяється не накопичення знань, а оволодіння іншомовною діяльністю. Існує два етапи вивчення нової словникової одиниці: етап, який передбачає відбір і виклад нового словникового матеріалу, і етап, який тренує та набуває лексичних мовленнєвих навичок у різних видах мовленнєвої діяльності. Наголошується на важливості використання трьох основних типів наочного матеріалу: предметного, зображального і моторного, який повинен ефективно охоплювати реалії повсякденного життя стосовно присутності іноземного студента в новому мовному середовищі. Проаналізовано роль аудіювання у сприйнятті української мови як іноземної. Тому, що студенти навчатимуться з носіями мови та повинні будуть слухати численні лекції на спеціальні теми. Безпосереднє спілкування з носіями мови, запрошеними на заняття, є одним із способів розвитку слухового сприйняття та мовленнєвих навичок. Важливою навичкою, яка знадобиться майбутнім лікарям, є вміння прaцювати із спеціальним текстoм медичного спрямування на мові нaвчання.
Źródło:: Viae Educationis; 2022, 1; 110-116
2956-2856
Pojawia się w:: Viae Educationis
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 15.

Tytuł:: Wczesne wspomaganie rozwoju mowy u dziecka z alalią sensoryczno-motoryczną – studium przypadku
Early Support Of Speech Development Of Child With Sensory-Motor Alalysis – The Case Study
Autorzy:: Kubiczak, Angelika
Powiązania:: https://bibliotekanauki.pl/articles/695843.pdf
Data publikacji:: 2018
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: językoznawstwo
logopedia
studium przypadku
alalia motoryczno-sensoryczna
wczesne wspomaganie rozwoju dziecka
zaburzenia rozwoju mowy i języka
linguistics
speech therapy
case study
motoro-sensory alalia
early support of child development
speech and language development disorders
Opis:: The article concerns the problem of early support of child development in the case of speech disorders of central origin. It constitutes the case study of a 6-year-old boy with motor-sensory alaly. The author evaluates the language and communication possibilities of the child. The complex characteristics of child’s speech is conducted with the reference to all subsystems of language (phonological, morphological, lexical and syntactic). The paper also presents the program and effects of speech therapy and indicates the directions of activities in proceedings subsequent stages.
Artykuł dotyczy problematyki wczesnego wspomagania rozwoju dziecka w przypadku zaburzeń mowy pochodzenia centralnego. Stanowi studium przypadku sześcioletniego chłopca z alalią motoryczno-sensoryczną. Autorka poddaje ocenie możliwości językowe i komunikacyjne dziecka. Dokonuje charakterystyki jego mowy w odniesieniu do wszystkich podsystemów języka (fonologicznego, morfologicznego, leksykalnego i składniowego). W opracowaniu przedstawiono również program i efekty terapii logopedycznej oraz wskazano kierunki działań w kolejnych etapach postępowania.
Źródło:: Logopaedica Lodziensia; 2018, 2; 93-105
2544-7238
2657-4381
Pojawia się w:: Logopaedica Lodziensia
Dostawca treści:: Biblioteka Nauki

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