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Tytuł:
IS FACEBOOK BENEFICIAL FOR WRITING PRACTICE? ECUADORIAN POLYTECHNIC STUDENTS SPEAK UP!
Autorzy:
Estrella Ibarra, Félix David
Powiązania:
https://bibliotekanauki.pl/articles/940911.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
social media
Facebook
teaching writing
Opis:
The study was set to understand students’ feelings when using Facebook as a platform for practicing writing skills. It could be determined that respondents appreciated and enjoyed working on Facebook. The general sense was that of having a low level of stress and anxiety while working online as their affective filter was reduced. Students were able to work at their own pace, anywhere they wanted, and they could communicate with each other, and the teacher if they had questions. The paired T-test resulted in a negative null hypothesis and, as a whole, the class improved by four percent.
Źródło:
Teaching English with Technology; 2018, 18, 3; 3-17
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The relationship between L2 students’ writing experiences and their perceived poetry writing ability
Autorzy:
Liao, Fang-Yu
Powiązania:
https://bibliotekanauki.pl/articles/780471.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
meaningful literacy
poetry writing
grammar
teaching writing
second language writing
Opis:
This paper looks at how L2 students’ writing experiences relate to the way they think they can write poems and to further investigate if any types of writing experiences contribute to their perceived poetry writing ability. The paper starts by bringing up the value of introducing poetry writing to L2 students. Then, the literature review section highlights the characteristics of L2 poetry and the values of writing poetry in L2 writing classrooms. For the methodology, semi-structured interviews were used to elicit the participants’ understanding of their writing experiences. Additionally, a rating scale was used for the participants to identify their perceived capability of writing poetry. All 18 participants who were from regions that included countries from Eastern Asia, Middle East, or Africa, were L2 students from an M.A. TESOL program located in the USA. Through a hierarchical cluster analysis, the findings categorized these students as having five different types of writing experiences. Through a Pearson correlation test, the researcher also examined if any of the specific writing experiences were found to correspond either positively or negatively with the perceived poetry writing ability. The data suggest that if students recall more grammar and structured writing experiences, they are more inclined to perceive that they have a lower perceived poetry writing ability. Finally, the study seeks to contribute to educators’ understanding about the potential of poetry writing instruction in L2 writing classrooms. It can trigger the exploration for L2 students to find their own personal purposes of writing as multilingual writers.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 4; 619-647
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Anxiety over EFL speaking and writing: A view from language classrooms
Autorzy:
Gkonou, Christina
Powiązania:
https://bibliotekanauki.pl/articles/780699.pdf
Data publikacji:
2011-08
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English language anxiety
teaching writing
sociolinguistics of language learning
Opis:
The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing on questionnaire findings, the study reported in this article examined the nature of, and the connection between the English language classroom speaking and writing anxiety of 128 Greek EFL learners in private language school settings. Speaking anxiety was operationalised by Horwitz, Horwitz, and Copeʼs (1986) Foreign Language Classroom Anxiety Scale, and writing anxiety was measured by Gungle and Taylorʼs (1989) ESL version of the Daly and Millerʼs (1975) Writing Apprehension Test. Interconstruct and intraconstruct associations between the two instruments were examined through principal components analysis with varimax rotation and correlations check. A significant and high correlation was found between classroom anxiety and speaking anxiety, thus indicating that the English language classroom context is a source of speaking anxiety. Writing anxiety was found to load primarily on items relating to attitudes towards writing in English followed by self-derogation for the process and fear of negative evaluation by the teachers and/or by fellow students. On the basis of the findings, suggestions are made concerning the reassessment of the influence that writing anxiety exerts on classroom performance and the adoption of teaching techniques that promote topic-centred process writing.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 2; 267-281
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Importance and Chosen Techniques of Teaching Very Young Learners to Write in English
Autorzy:
BABIARZ, MIROSŁAW
ZAPAŁA-KRAJ, MARTA
Powiązania:
https://bibliotekanauki.pl/articles/456939.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Rzeszowski
Tematy:
Very young learners
teaching, writing
techniques
atmosphere
mind-maps
tracing
Opis:
The aim of the following paper is to introduce the aspect of teaching writing to very young pupils. The paper briefly presents the characteristics of young learners, together with their needs and requirements – mostly referring to the teachers of English. The paper was based on author’s own experiences as the former teacher of very young and young students and so, it points out some useful techniques as well as personal observations rooted in the theory of methodology, which were successful in teaching English to that particular age group.
Źródło:
Edukacja-Technika-Informatyka; 2019, 10, 1; 48-55
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study
Autorzy:
Ruiz Cordero, María Begoña
Powiązania:
https://bibliotekanauki.pl/articles/783203.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Key words: Bilingual teaching, effectiveness, writing skill, compulsory secondary education
Opis:
The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 2; 95-113
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Maîtriser le lexique des émotions à travers la métaphore. Une démarche socio-affective et socio-cognitive dans la construction de la compétence rédactionnelle à l’université
Mastering the Language of Emotions Through Metaphor: A Socio-Affective and Socio-Cognitive Approach to Building Writing Skills at the University Level
Autorzy:
Kopeć, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/31339764.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
métaphore conceptuelle
le lexique émotionnel
motivation métaphorique
didactique de l’écrit
didactique du lexique
conceptual metaphor
the language of emotions
metaphorical motivation
teaching writing
teaching vocabulary
Opis:
Cette contribution est centrée sur l’enseignement-apprentissage du lexique émotionnel lié aux concepts de solitude et de silence, en vue du développement de la compétence rédactionnelle en français langue étrangère au niveau avancé (B2). L’auteure applique la théorie de la métaphore conceptuelle de Lakoff et Johnson (1980) à l’enseignement-apprentissage du lexique émotionnel sémantiquement imprédictible, mais métaphoriquement motivé. L’article présente le déroulement et les résultats d’une courte expérimentation didactique menée au sein d’un groupe d’étudiants de licence en philologie romane. L’expérimentation questionne l’efficacité de l’approche socio-affective et socio-cognitive qui a eu pour but non seulement le développement des compétences lexicales, rédactionnelles et créatives mais aussi le tissage de liens affectifs entre les étudiants eux-mêmes, et entre l’enseignante et les étudiants durant le confinement dû au COVID-19 et l’enseignement-apprentissage en ligne. L’auteure propose un parcours didactique autour d’activités réflexives et celles d’écriture créative, intégrant respectivement le lexique émotionnel. L’expérimentation a démontré que le fait d’être conscient de la motivation métaphorique des expressions idiomatiques relatives aux émotions permet aux apprenants de mieux mémoriser, utiliser et organiser le lexique étudié ainsi que d’être plus créatifs. Malgré les avantages incontestables de l’approche présentée, son potentiel didactique devrait être testé à long terme et avec un plus grand nombre d’apprenants.
The author demonstrates how to develop and improve the writing competence of French language students at an advanced level (B2), drawing on selected examples of the language of emotions and the concepts of SILENCE and SOLITUDE. The article successfully applies Conceptual Metaphor Theory, initiated by Lakoff and Johnson (1980), to teaching and learning the French vocabulary of emotions as usually being not predictable but metaphorically motivated. A short experiment has been carried out in a group of French-philology undergraduate students. The experiment has been designed to examine the effectiveness of the socio-affective and cognitive approach aimed at developing not only lexical competence, writing skills, and creativity, but also the affective relations among students themselves and between the teacher and students while under lockdown during the COVID-19 pandemic accompanied by online teaching. The experiment shows that being aware of metaphorical motivations behind idiomatic expressions of emotions allows students not only to better learn, use, and organise new vocabulary, but also to be more creative. The author proposes some writing exercises to be used in classroom instruction. Despite the undeniable advantages of the proposed approach, its pedagogical potential should be tested on more data and on a longer-term basis.
Źródło:
Acta Universitatis Lodziensis. Folia Litteraria Romanica; 2023, 18; 147-164
1505-9065
2449-8831
Pojawia się w:
Acta Universitatis Lodziensis. Folia Litteraria Romanica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bramy przyszłości u Verne’a. Rozwijanie umiejętności opisu przedmiotu
Verne’s gates of the future. Developing the ability to describe an object
Autorzy:
Válková Maciejewska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/2034574.pdf
Data publikacji:
2021-12-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
język polski jako obcy
glottodydaktyka polonistyczna
opis
kształcenie umiejętności pisania
Polish for foreigners
description
teaching of writing skills
Opis:
Celem ogólnym artykułu jest opisanie sposobu na kształtowanie kompetencji tekstotwórczej u cudzoziemców uczących się języka polskiego, szczegółowym zaś przedstawienie strategii tworzenia jednej z form wypowiedzi pisemnej jaką jest opis (moją szczególną uwagę skupi przedmiot), na przykładzie tekstu literackiego Paryż XX wieku autorstwa Juliusza Verne’a. Studium zbudowano z trzech części: pierwsza zajmuje się teorią struktury opisu, druga umieszcza formę tę w przestrzeni glottodydaktyki polonistycznej, trecia zaś, w postaci aneksu z propozycją ćwiczeń, przestawia konkretne sposoby na kształtowanie umiejętności opisywania rzeczywistości u słuchaczy kursu języka polskiego jako obcego (poziom B2).  
The general aim of the article is to describe a method of teaching textual competence to foreigners learning Polish, while the specific aim is to present a strategy of creating one of the forms of written expression, i.e., description, with the example of the literary text Paris of the 20th Century by Jules Verne. The study consists of three parts: the first one deals with the theory of the structure of description, the second one places this form of expression in the space of teaching Polish a foreign language, while the third, an annex with a proposal of exercises, presents concrete ways of shaping the ability to describe reality among students on a course in Polish as a foreign language. 
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2021, 28; 269-284
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kreatywnie po polsku – rekomendacja pracy metodą Creative Writing na lektoracie języka polskiego jako obcego
How to Work with Creative Writing Ideas During Polish Lessons for Foreigners – Methodology Recommendation
Autorzy:
Roter-Bourkane, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1804625.pdf
Data publikacji:
2019-10-24
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
kreatywne pisanie; dydaktyka języka polskiego jako obcego; kreatywne pisanie na lektoracie języka polskiego jako obcego
creative writing; teaching Polish as a foreign language; creative writing during teaching Polish as a foreign language
Opis:
Tematyka tekstu oscyluje wokół wykorzystania metody pisania kreatywnego na zajęciach z języka polskiego jako obcego. W centrum zainteresowania postawione jest doświadczenie płynące z pracy z użyciem elementów tej metody, artykuł ma charakter stricte praktyczny i dotyczy sposobów wprowadzania i korzystania z tego sposobu pracy w trakcie regularnego lektoratu oraz podczas zajęć dodatkowych typu warsztaty czy letnie kursy polskiego jako obcego.
The article is dedicated to teaching Polish as a foreign language using elements of creative writing method. As the author has had quite rich experience in using this kind of teaching, the text is rather subjective and shares some tips on how to implement this method well and continue to use it along the course. It is also a good material before organizing additional workshops or summer course of Polish as a foreign language.
Źródło:
Roczniki Humanistyczne; 2018, 66, 10; 103-115
0035-7707
Pojawia się w:
Roczniki Humanistyczne
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:
The Gift of a Vocation: Learning, Writing, and Teaching Sociology
Autorzy:
Kleinman, Sherryl
Powiązania:
https://bibliotekanauki.pl/articles/1024334.pdf
Data publikacji:
2020-04-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Mentoring
Writing
Teaching
Graduate School
Opis:
To write a sociological festschrift for a scholar necessarily means looking at a chain of influence instead of one person. In this essay, I honor William Shaffir, Emeritus Professor of Sociology at McMaster University, who taught me as I worked towards the MA. I examine what I learned from him by starting with my undergraduate experiences at McGill University, where Billy (I never heard anyone call him William) received his PhD. We shared influences there, including those who had studied with Howard S. Becker at Northwestern University. I then turn to my time at McMaster, and how Billy strengthened my knowledge of symbolic interactionism and qualitative methods, as well as taught me important lessons about writing. He also reduced graduate students’ anxieties, including mine, through two words: “No problem.” My experiences with Billy provided a model of mentoring that challenged the usual hierarchy between graduate students and professors. Those lessons were reinforced as I pursued a PhD at the University of Minnesota and spent two quarters at Northwestern University as a visiting student. These connecting influences helped me write and teach sociology in a largely quantitative department at the University of North Carolina-Chapel Hill, where I lacked the kind of support I had received as an undergraduate and graduate student. I taught there over 37 years, practicing the kind of sociology and mentoring that Billy generously modeled so many years ago.
Źródło:
Qualitative Sociology Review; 2020, 16, 2; 40-50
1733-8077
Pojawia się w:
Qualitative Sociology Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Applicabilité du modèle cognitif des images schématiques dans l’enseignement-apprentissage de l’écrit au niveau universitaire
Applying Image Schemas to Teaching Writing at the University Level
Autorzy:
Kopeć, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/2034885.pdf
Data publikacji:
2021-12-20
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
image schema
conceptual metaphor
image schema metaphor
foreign language teaching
teaching and writing at the university level
idioms
image schématique
métaphore conceptuelle
enseignement-apprentissage de l’écrit universitaire
didactique du français idiomatique
Opis:
Les images schématiques sont des structures basiques qui émergent directement de notre expérience corporelle. Bien que dépourvues de contenu propositionnel, elles constituent directement le domaine source des métaphores des images schématiques (image schema metaphors) et participent indirectement à l’émergence des concepts plus spécifiques et plus élaborés. L’auteure examine l’image schématique du CHEMIN ainsi que ses modèles subsidiaires dans le cadre de la linguistique cognitive et évalue leur applicabilité dans l’enseignement des langues étrangères. Les notions d’image schématique et de métaphore conceptuelle ne sont pas uniquement théoriques mais permettent de structurer un texte et un discours. L’auteure démontre comment elles peuvent être appliquées dans l’enseignement de l’écriture figurative qui inclut toutes les formes d’écriture et ne se limite pas à la poésie ou à la fiction.
Image schemas are basic and skeletal structures directly emerging out of our bodily experience. Though deprived of propositional content, they directly constitute the source domain of image schema metaphors and indirectly participate in the emergence of more specific and elaborate concepts. The author discusses the PATH image schema along with its subsidiary schemas within the Cognitive Linguistics framework and assesses their applicability to foreign language teaching. Image schemas and conceptual metaphors are not only theoretical constructs but they have psychological reality and play a role in structuring texts and discourses. The author demonstrates how they can be applied in teaching figurative writing which, according to the cognitive view of figurative language and thought, includes all forms of writing and is not limited to poetry or fiction.
Źródło:
e-Scripta Romanica; 2021, 9; 28-40
2392-0718
Pojawia się w:
e-Scripta Romanica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Einige Probleme zum Schreiben in der Fremdsprachendidaktik
Some problems of the writing process in foreign language teaching
Autorzy:
Krzemińska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/917070.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
writing skills
process of writing
process of text production
foreign language teaching
Opis:
The aim of this article is to stress the role and history of the writing skills in foreign languages teaching. The article attempts to present the definition of a skill in writing and to describe the process of writing in teaching a foreign language. Its main purpose is to show the process of text production as a way of communication between partners when they use the same codes.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 155-164
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Evaluating Teachers’ Opinions on Learning Difficulties of Stuttering Primary Students In Terms of Terms of First Literacy
Autorzy:
Sari, Hakan
Gokdag, Hatice
Kizilkaya, Hasan
Powiązania:
https://bibliotekanauki.pl/articles/951103.pdf
Data publikacji:
2019
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
Stuttering
Teaching Initial Reading and Writing Skills
Children who Need Special Education
Special Educational Needs in Primary Schools
First Literacy
Opis:
Objectives In this study, researchers aimed to (1) investigate how stuttering affects the learning process of first reading and writing, and (2) reveal the problems encountered by children with stuttering during the first literacy process and (3) shed light on further research in this area. Material and methods The research is a descriptive study to determine the problems that students with stuttering have experienced in the process of learning first literacy skills. In this study, semi-structured interviewing methods were chosen from the types of interviews included in the qualitative research methods in order to evaluate the problems encountered by the stuttering students in the process of learning literacy skills in a more in-depth manner in terms of their opinions, and experiences. Results The data obtained from semi-structured interviews and findings were obtained by analyzing by content analysis technique. During the interview, eight questions were asked to the participant. Conclusions When the research findings are examined, it is seen that students with stuttering have some difficulties in reading, writing, and hearing voice and syllable, while there is not a significant difference between them in reading and writing skills of voice, syllable and words in the process of first reading and writing. Teacher’s opinion revealed that stuttering students were particularly had more problems with the words or syllable starting with a strong consonant.
Źródło:
Journal of Modern Science; 2019, 42, 3; 57-81
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Märchen schreiben und Fachsprache lernen: über das kreative Schreiben im Fachsprachenunterricht
Autorzy:
Kubaszczyk, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/912946.pdf
Data publikacji:
2018-12-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Creative writing
professional language teaching
learning efficiency
motivation
expressive phase
free writing
Opis:
The paper discusses the question of creative writing in business language teaching, using the example of writing fairy tales about taxes. For learners who do not have previous knowledge of the subject and need to acquire a similar level of expertise and vocabulary simultaneously, creative writing in language classes can increase learning efficiency and motivation, facilitate the cognitive processing of complex, complicated content, and integrate newly acquired (language) skills and expertise into the individual’s thinking processes
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 201-214
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zur Bedeutung des fremdsprachlichen Schreibens. Einige Überlegungen aus der Theorie und Praxis des DaF-Unterrichts auf der Fortgeschrittenenstufe
Autorzy:
Pawłowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/919793.pdf
Data publikacji:
2012-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Creative writing
Foreign language learner
Language teaching methods
Process of writing
German as a foreign language
Writing skills
Opis:
The article aims at analyzing the approach to writing skills in selected foreign language teaching methodologies and at characterizing the function of writing from the perspective of the theory and practice of teaching German as a foreign language.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 69-79
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Beata Gałan LA METHODE D’ENSEIGNEMENT A DISTANCE DANS LE DEVELOPPEMENT DE LA COMPETENCE REDACTIONNELLE EN LANGUE ETRANGERE
Autorzy:
Karpińska-Szaj, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/443067.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
distance learning, writing skills, teaching foreign languages, information and communications technology
nauczanie na odległość, kompetencja redakcyjna, nauczanie języków obcych, technologie informacyjno-komunikacyjne
Źródło:
Neofilolog; 2018, 51/1; 123-126
1429-2173
Pojawia się w:
Neofilolog
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:
Kompetencje tekstotwórcze w nauczaniu języka polskiego jako obcego na poziomie B2 i C1 (na przykładzie tekstu argumentacyjnego)
Text-making skills in teaching Polish as a second language at B2 and C1 levels (based on the example of an argumentative essay)
Autorzy:
Mazur, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1288872.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
text-making competences
speaking
writing
argumentative essay
methods teaching
glottodidactics
Opis:
The article focuses on language skill development in the process of teaching Polish as a second language based on the example of an argumentative essay. It also includes theoretical remarks on the text-making competences of those learning Polish to the B2 and C1 levels, whilst a scenario proposed in the practical part of the article demonstrates how to combine exercises from different skill groups during classes, i.e. writing and speaking, reading and listening. What is more, it presents selected techniques of teaching Polish as a second language.
Źródło:
Dydaktyka Polonistyczna; 2017, 3(12); 243-254
2451-0939
Pojawia się w:
Dydaktyka Polonistyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wpływ oceny koleżeńskiej na lęk przed pisaniem u studentów
The Impact of Peer-Assessment on Writing Anxiety in University Students
Autorzy:
Czura, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2140707.pdf
Data publikacji:
2016-12-31
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
lęk przed pisaniem
ocenianie koleżeńskie
umiejętność pisania
glottodydaktyka
writing anxiety
peer-assessment
writing
foreign language teaching
Opis:
Lęk językowy jest jednym z najważniejszych czynników wpływających na umiejętność komunikowania się w języku obcym. Poprzez dobór odpowiednich technik i sposobów nauczania nauczyciel może podjąć próbę wyeliminowania lub obniżenia poczucia lęku. Niniejszy artykuł przedstawia wyniki przeprowadzonego na dwóch grupach studentów quasi-eksperymentu, którego głównym celem było określenie związku między zastosowaniem oceniania koleżeńskiego a poziomem lęku przed pisaniem w języku angielskim. Podstawą pomiaru poziomu lęku przed pisaniem był kwestionariusz składający się z pytań otwartych i zamkniętych. Wyniki badania wykazały, że wprowadzenie oceniania koleżeńskiego na zajęciach przyczyniło się do obniżenia poziomu lęku przed pisaniem. Co więcej, studenci wyrazili pozytywne opinie na temat nowego podejścia do udzielania informacji zwrotnej o swoich pracach pisemnych.
Foreign language anxiety is one of the most important factors that affect communication in a foreign language. The teacher can lessen or eliminate anxiety by introducing appropriate teaching techniques and creating a positive atmosphere in the language classroom. The study mentioned in this article aims to present the results of a quasi-experiment conducted to verify whether implementing peer-assessment in a group of university students would affect their level of writing anxiety. The data were collected by the means of a questionnaire consisting of both closed-ended and open-ended question. The results indicate that peer-assessment contributed to lowering the level of writing anxiety. What is more, the participants of the study expressed positive opinions about the new form of providing feedback to their writing assignments.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2016, 19, 4(76); 97-114
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
L’anima, il triangolo e la virtù. Sulla figura del paragone implicito nel Menone di Platone
Soul, Triangle and Virtue. On the Figure of Implicit Comparison in Plato’s Meno
Autorzy:
Palumbo, Lidia
Powiązania:
https://bibliotekanauki.pl/articles/938272.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Plato
sophists
mimetic art
visual writing
teaching
philosophy and geometry
Opis:
Plato’s dialogues can be regarded as the most important documents of the extraordinary mimetic power of visual writing, i.e., writing capable of “showing” and “drawing images” by using words only. Thanks to the great lesson of the Attic theater, Plato makes his readers see: when reading the dialogues, they see not only the characters talking but owing to the visual power of mimetic writing, they also see that which the characters are actually talking about. There are numerous rhetorical devices employed by Plato the writer that make this visual rendering of philosophy possible. In this text, I would like to bring an example from the Meno that illustrates the visual power of an implicit comparison. By “implicit comparison”, I mean the special kind of comparison that is not presented explicitly and fully in the text but that the text merely evokes and that, once evoked, contributes to determining the formation of the image.
Źródło:
Peitho. Examina Antiqua; 2017, 8, 1; 201-212
2082-7539
Pojawia się w:
Peitho. Examina Antiqua
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effect of Hybrid Task-Based Language Teaching and Critical Thinking on Writing Performance in Indonesia
Autorzy:
Tusino, -
Faridi, Abdurrachman
Saleh, Mursid
Fitriati, Sri Wuli
Powiązania:
https://bibliotekanauki.pl/articles/1963612.pdf
Data publikacji:
2020-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
hybrid learning
task-based language teaching
critical thinking
writing performance
Opis:
This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.
Źródło:
The New Educational Review; 2020, 61; 109-118
1732-6729
Pojawia się w:
The New Educational Review
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/2135369.pdf
Data publikacji:
2016-08-01
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; 67-89
2449-7525
Pojawia się w:
Yearbook of the Poznań Linguistic Meeting
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What do Pre-Service Teachers Think about Science Journals and Journal Writing?
Autorzy:
Duban, Nil Yildiz
Powiązania:
https://bibliotekanauki.pl/articles/2028717.pdf
Data publikacji:
2014-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
pre-service teachers
science and technology teaching
science journals
journal writing
Opis:
The aim of this study was to obtain information on pre-service teachers’ experiences and viewpoints on science journals and journal writing. The current study utilized a qualitative research method, namely phenomenography. The data were collected by conducting face to face semi-structured interviews. The analysis of the verbatim transcripts of pre-service teachers’ interviews was performed with the use of the phenomenographic method. The findings are presented as themes, subthemes and categories. The participants in the study commented on the content of science journals, usefulness of journal writing in science courses and using science journals in primary education based on their observations during the practical activities at schools.
Źródło:
The New Educational Review; 2014, 35; 225-235
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bodźce ikoniczne w zintegrowanym nauczaniu mówienia i pisania
Iconic Stimuli in Integrated Teaching of Speaking and Writing
Autorzy:
Morcinek, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/1037708.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
iconic stimuli
integrated teaching of speaking and writing
Polish as a foreign language
język polski jako obcy
bodźce ikoniczne
zintegrowane nauczanie mówienia i pisania
Opis:
Efficient teaching of speaking and writing in a foreign language is always a challenge. In particular, the development of productive skills requires the employment of a variety of methods designed to provide necessary encouragement. Teaching Polish in a country as distant from Poland as Japan seems to be even more demanding than might be the case with more popular languages, such as English, because students have very limited opportunities to use Polish in their daily lives. My solution involves the use of pictures, employed in the course of the class as cues stimulating students imagination and thus generating a context conducive to real communication.
Źródło:
Neofilolog; 2010, 35; 263-272
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stellenwert des kreativen Schreibens im DaF-Unterricht aus der Sicht der polnischen Deutschlehrenden
Significance of creative writing in GFL lessons from the perspective of Polish German teachers
Autorzy:
Przymusińska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/40055275.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Fremdsprachendidaktik
DaF-Unterricht
Schreibprozesse
traditionelles Schreiben
kreatives Schreiben
Foreign language teaching
GFL teaching
writing processes
traditional writing
creative writing
dydaktyka języków obcych
język niemiecki jako obcy
proces pisania
tradycyjne pisanie
kreatywne pisanie
Opis:
Celem artykułu jest przedstawienie wybranych metod oraz sposobów organizacji procesów (kreatywnego) pisania tekstów w języku niemieckim jako obcym na drugim i trzecim etapie edukacyjnym z perspektywy nauczycieli. Opisane w artykule podejście dotyczące kształtowania sprawności tworzenia tekstów pisemnych oparte jest zarówno na teorii naukowej, dotyczącej dydaktyki (kreatywnego) pisania, jak i analizie oraz interpretacji wyników dwóch ankiet przeprowadzonych wśród polskich nauczycieli języka niemieckiego jako obcego. Analiza aktualnej sytuacji kształcenia umiejętności pisania w języku niemieckim w polskich szkołach wskazuje na rozbieżności między metodycznymi możliwościami nauczycieli a faktycznie wdrażanymi metodami w tym zakresie. Niestety, chęć i gotowość nauczycieli do stosowania metod kreatywnego pisania jako innowacyjnych rozwiązań, wspierających kompetencje w zakresie tworzenia tekstów pisemnych w języku niemieckim, nie znajduje odzwierciedlenia w wystarczającej wiedzy teoretycznej, odwołującej się przede wszystkim do działań ukierunkowanych na proces pisania i osobę ucznia jako twórcy tekstu, a nie wyłącznie do produktu końcowego, jakim jest tekst. Artykuł kończą wnioski będące impulsem do zmian w obszarze praktyki nauki pisania i do podniesienia pozycji dydaktyki (kreatywnego) pisania w polskich szkołach.  
The article aims to present selected approaches and organisational methods for (creative) writing skills in German as a foreign language (GFL) at the secondary and tertiary educational level from the teacher’s perspective. The text production processes described in this article refer both to theory in the field of (creative) text writing methods and the analysis of the results of two questionnaires conducted among Polish teachers of German as a foreign language. The analysis of current language writing didactics in Polish schools indicates discrepancies between the methodological abilities of the teachers and the actual implementation of the methods in the process of writing in German. Unfortunately, the teacher’s attitude towards using creative writing methods as innovative solutions to support writing competence in teaching in the field of German as a foreign language is not reflected in their levels of theoretical knowledge. Such an approach, being processoriented and student-oriented, must not focus solely on the outcome, namely the written German text, but on the role of its author and the writing process. The article concludes with suggestions for enhancing the significance of (creative) writing didactics in German classes in Polish schools.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2024, 51, 1; 67-88
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-25 z 38

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