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    Wyświetlanie 1-6 z 6
    Tytuł:
    HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/443045.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    różnice indywidualne
    indywidualizacja
    trening ucznia
    różnorodność w klasie językowej
    individual differences
    individualization
    learner training
    variety in the language classroom
    Opis:
    The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.
    Źródło:
    Neofilolog; 2019, 52/1; 179-195
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE EFFECT OF ONLINE DICTIONARIES USAGE ON EFL UNDERGRADUATE STUDENTS’ AUTONOMY
    Autorzy:
    Tananuraksakul, Noparat
    Powiązania:
    https://bibliotekanauki.pl/articles/955864.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    online dictionaries
    strategy training
    learner autonomy
    Opis:
    Due to EFL undergraduate students’ ineffective learning strategies, which mirror lack of autonomy, this paper is a pilot study into how use of Cambridge Dictionaries Online can affect undergraduate students’ autonomy or self-reliance in a Thai EFL context. The link was selectively integrated in a writing classroom as a tool to improve their English during writing assignments because it appears to be more comprehensive than others. Seventy three students participated in the study and completed a questionnaire based on arguments that new generations or young learners can relate themselves to the link viewed as learning technology and in turn possess positive attitude toward and motivation in learning English autonomously. Although the quantitative results are positive to some extent, they offer some directions for EFL teachers to guide their students in moving toward autonomy. Limitation and recommendations for future study are provided.
    Źródło:
    Teaching English with Technology; 2015, 15, 4; 3-15
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Success: From failure to filure with enthusiasm
    Autorzy:
    Gabryś-Barker, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/780876.pdf
    Data publikacji:
    2014-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    enthusiasm
    enthusiasm indicators
    enthusiasm effectiveness
    learner achievement
    affectivity
    teacher training
    pre-service teachers
    Opis:
    In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers’ narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, “success is not final... Failure is not fatal... it´s the courage to continue that counts.” I strongly believe that it is enthusiasm that gives us courage to continue.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 2; 301-325
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners
    Autorzy:
    Nosidlak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/22446728.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    difficult/problematic student
    foreign language learner
    formal labelling
    informal labelling
    labelling theory
    teacher training
    Opis:
    In accordance with the assumptions of the sociologically grounded labelling theory, an individual’s self-perception and, consequently, their actions, might be influenced by words used to describe them. Also, in the context of education, including the field of foreign language learning, such a process of defining learners in a simplified way, has been proven to have profound consequences of psychological nature. The main purpose of the article is to outline the results of a study in which 37 teachers of English shared the stories of their most “difficult” students. The qualitative analysis of the gathered descriptions allowed the identification of some common features characteristic of, so-called, hopeless cases, among which motivation-related problems are the most often enumerated ones. Additionally, many teachers wrote about their struggles while teaching students with special educational needs. The views expressed by the participants of the study might help understand the way in which opinions about students are formulated as well as point to the need for significant changes to be made in the area of foreign language teacher education and training.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-24
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Czynniki osobowościowe w procesie przyswajania i użycia języka obcego – kwestia ewaluacji wypowiedzi ustnej
    Personality related factors in the process of foreign language acquisition and use – evaluation of students’ oral performance
    Autorzy:
    Nosidlak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/442826.pdf
    Data publikacji:
    2019-12-20
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    evaluation of oral performance individual learner differences
    personality
    personality states
    personality training
    ocena wypowiedzi ustnej
    osobowość
    różnice indywidualne
    stany osobowościowe
    trening osobowościowy
    Opis:
    Communication in a foreign language requires activation of numerous, not necessarily linguistic, competences. As recent studies suggest, in order to facilitate this complicated process, people tend to put on different masks and change their personality-related behaviours. Such behavioural changes seem to be typical for testing situations when students’ actions are additionally influenced by stress. Drawing on her own observations and teaching experience, the author of this article strives to point to the correspondence between the manifestation of some behaviours resulting from students’ personality makeups and the effectiveness of their spoken performance in a foreign language. By directing readers’ attention to this correlation, she wants to underline the importance of personality training for the sake of effective communication in a foreign language. Additionally, this article presents the results of a survey conducted among 54 students of English at the Pedagogical University of Cracow – the data collected shows that students intentionally alter their personality-related behaviours in an attempt to earn higher scores on their oral exams. The direction of these changes might constitute useful advice for less experienced foreign-language test-takers.
    Źródło:
    Neofilolog; 2019, 53/2; 213-226
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers as Learners: Learning to Learn Through Strategy Training. Part 1. Teacher Competences and Learner Strategies
    Nauczyciel w roli ucznia: nauczyć się jak się uczyć poprzez trening strategii. Część 1. Kompetencje nauczyciela i strategie ucznia
    Autorzy:
    Dąbrowska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/565477.pdf
    Data publikacji:
    2015
    Wydawca:
    Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
    Tematy:
    learning to learn
    language learner autonomy
    learning strategies
    strategy training
    ‘strategic’ teacher competences
    nauczyć się jak się uczyć
    autonomia w nauce języka drugiego/obcego
    strategie uczenia się
    trening strategii
    kompetencje „strategicznego” nauczyciela
    Opis:
    The main aim of this series of three articles is to emphasize the significance of implementing the learning to learn idea in pre-service teacher education and in the qualified teacher’s career, since successful teaching necessitates developing personalized skills and strategies necessary for further, continued or lifelong learning. In Part I., the author presents formal qualifications, knowledge and skills second/foreign language teachers are expected to acquire in Polish and European teacher training institutions and pays special attention to the ability to promote learner autonomy through skillful teaching of varied learning strategies. In Part II., she discusses essential roles and tasks modern language teachers need to be able to perform with regard to strategy training and stresses the need for educating ‘strategic’ teachers able to foster learner self-regulated learning. In Part III., the author presents the results of her empirical studies aimed at helping teacher trainees learn to learn by expanding individualized strategy repertoires; she also proposes practical ways of incorporating learning strategy instruction into teacher education.
    Niniejszy cykl trzech artykułów podkreśla znaczenie aktywnej realizacji idei uczenia się jak się uczyć w kształceniu nauczycieli języków obcych oraz w rozwoju zawodowym wykwalifikowanego nauczyciela, jako że skuteczne nauczanie oznacza konieczność ciągłego rozwijania umiejętności i strategii niezbędnych do uczenia się przez całe życie. W części pierwszej autorka przedstawia formalne kwalifikacje, wiedzę i umiejętności, jakie nauczyciel języka drugiego/obcego powinien zdobyć w polskich i europejskich instytucjach kształcących nauczycieli. Autorka zwraca szczególną uwagę na umiejętności rozwijania autonomii ucznia poprzez wprawne nauczanie strategii uczenia się różnych typów. W części drugiej omówione są role i zadania współczesnego nauczyciela języka obcego wynikające z realizacji postulatu integracji nauczania języka obcego i treningu strategii, co wiąże się z potrzebą kształcenia tzw. „strategicznego” nauczyciela. W części trzeciej autorka prezentuje wyniki własnych badań empirycznych w zakresie treningu strategii uczenia się i użycia języka obcego oraz proponuje praktyczne sposoby prowadzenia treningu strategii w kształceniu nauczycieli.
    Źródło:
    Rozprawy Społeczne; 2015, 9, 3; 51-60
    2081-6081
    Pojawia się w:
    Rozprawy Społeczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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