Temat: foreign language learning

Skocz do pozycji: 1.

Tytuł:: Assessment in VLE Supported Foreign Language Learning
Autorzy:: Kalamarz, Ryszard
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego • Katowice 2015
Cytata wydawnicza:: Ryszard Kalamarz, Assessment in VLE Supported Foreign Language Learning,[in] International Journal of Research in E-learning Vol. 1 (1), 2015, Editor-in-Chief Eugenia Smyrnova-Trybulska, Published by Wydawnictwo Uniwersytetu Śląskiego, Katowice 2015, ISSN 2451-2583 (print edition), ISSN 2543-6155 (Online), p.62-74
Opis:: The paper focuses on the role of Virtual Learning Environments in the scope of different types of assessment in foreign language learning and teaching promoting learner autonomy and developing such key competences as learning to learn. Effective language education calls for a more learner-oriented approach to assessment and Learning Management Systems such as Moodle seem to respond to such needs in the computer assisted teaching/learning process.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 2.

Tytuł:: E-learning in Culture Studies Instruction – Designing, Implementing and Evaluating a Study Programme
Autorzy:: Półtorak, Ewa
Krajka, Jarosław
Widła, Halina
Wydawca:: Studio NOA for University of Silesia
Cytata wydawnicza:: Ewa Półtorak, Halina Widła, Jarosław Krajka, E-LEARNING IN CULTURE STUDIES INSTRUCTION – DESIGNING, IMPLEMENTING AND EVALUATING A STUDY PROGRAMME, [w] E-learning and Intercultural Competences Development in Different Countries, Editor Smyrnova-Trybulska E., Studio-Noa for University of Silesia, Katowice-Cieszyn 2014, 484 p. ISBN 978-83-60071-76-2, p. 239-252
Opis:: The aim of the article is to reflect upon the process of designing an online course aimed at familiarising foreign language learners with the basics of culture of target language countries, which are often the destination of Erasmus mobility visits. The course “NIE TAKI ERASMUS STRASZNY…” (Don’t be that scared of Erasmus…) was targeted at students planning to make a foreign visit within the Erasmus+ framework, who have achieved the necessary proficiency level and who are willing to expand their intercultural knowledge and skills to accommodate better to a new linguistic-cultural reality. The paper is composed of three main parts, which contain reflections on the design of the course, a detailed discussion of all the stages of its development and the final evaluation of the course reviewer.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 3.

Tytuł:: Psychologiczne warunki wstępne opanowania języka obcego jako środka komunikacji w społeczeństwie informacyjnym
Autorzy:: Vasylenko, Oksana
Moskalyk, Hennadii
Wydawca:: Wydawnictwo Naukowe WSG
Cytata wydawnicza:: Moskalyk, H., Vasylenko, O., Psychologiczne warunki wstępne opanowania języka obcego jako środka komunikacji w społeczeństwie informacyjnym, ZESZYTY NAUKOWE WSG, t. 32, seria: Edukacja – Rodzina – Społeczeństwo, nr 3 (2018), s. 151-162.
Opis:: Article presents learning a foreign language as a really important value in modern, information society. Authors presents the experiment conducted at Dragomanov National Pedagogical University at the Foreign Languages and Ukrainian linguistics departments among full-time students. They emphasize the role of attention, thinking and self-organization
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 4.

Tytuł:: Polnische Lernende mit Lese-Rechtschreibstörungen und die Fremdsprache Deutsch
Polish students with specific learning difficulties in reading and writing and the German as a foreign language
Autorzy:: Jaworska, Mariola
Wydawca:: Wydawnictwo Uniwersytetu Rzeszowskiego
Cytata wydawnicza:: Jaworska M. 2016. Polnische Lernende mit Lese-Rechtschreibstörungen und die Fremdsprache Deutsch, (w:) K. Mihułka, M. Sieradzka, R. Budziak (red.) Die Fremdsprache Deutsch in Polen: Anfänge, Gegenwart, Perspektiven, Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego, 173–185.
Opis:: The article discusses the problem of difficulties in developing reading and writing skills in the context of learning the German language as a foreign language. The first part of the text includes the characteristics of the discussed issue: terminology, symptoms appearing while learning foreign languages and the possibilities of support by school involving the proper choice of the foreign language. The main part of the article includes the analysis of the German language – in comparison with English – from the linguistic perspective, in particular from the phonetic and phonological angle, in order to indicate the characteristic features of these languages, which may hinder the learning process of students with particular learning difficulties.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 5.

Tytuł:: Successful Examples of E-learning – English for Engineering
Autorzy:: Dvořáčková, Růžena
Karpeta, Janusz
Wydawca:: Studio NOA for University of Silesia in Katowice
Cytata wydawnicza:: Růžena Dvořáčková, Janusz Karpeta, 2013: Successful Examples of E-learning – English for Engineering, [in] E-learning & Lifelong Learning. Monograph. Sc. Editor Eugenia Smyrnova-Trybulska, Studio Noa for University of Silesia in Katowice, Katowice-Cieszyn, pp. 525-536. ISBN 978-83-60071-66-3.
Opis:: The paper deals with the issues of teaching English for Engineering courses, based on online methodology. The authors describe development, piloting and evaluating four different courses focused on Engineering Technology, Machinery and Equipment, Quality and Control in Mechanical Engineering Production, and Trade and Marketing. Though based on online methodology, the blended method had to be exploited to achieve expected learning outcomes and efficiency of the teaching-learning process. The authors try to underline both positives and negatives both for the teachers and learners.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 6.

Tytuł:: Каким должен быть учебник по русскому языку как иностранному для взрослых учащихся
What a textbook on Russian as a foreign language for adult students should be
Autorzy:: Kozdra, Michał
Wydawca:: Российский университет дружбы народов / Peoples' Friendship University of Russia
Cytata wydawnicza:: Kozdra, M. (2019). Каким должен быть учебник по русскому языку как иностранному для взрослых учащихся. Russian Language Studies 17(1), 78—89.
Opis:: Статья посвящена описанию принципов построения современного эффективного учебника по русскому языку как иностранному (РКИ) для взрослых учащихся с позиции языковой андрагогики (Adult Learning Theory). Актуальность данной темы связана с тем, что на рынке методических и учебных пособий отсутствует настоящий, эффективный учебник по русскому языку как иностранному для взрослых. Cуществующие учебные пособия ориентированы прежде всего на студентов и молодежь. Они часто не соответствуют настоящим потребностям взрослых учащихся. В статье рассматриваются основные элементы учебника по РКИ, опре- деляются его функции, содержание, методика и структура, а также основные положения теории языковой андрагогики. На конкретных примерах показаны главные недостатки существующих учебников по РКИ. Выявлены принципы построения современного учебника для взрослых: представлены функции такого пособия, описано содержание, определен метод и очерчена его структура.
The aim of the paper is to set out the principles of writing a modern effective textbook on Russian as a foreign language (RFL) for adult learners from the position of Adult Learning Theory (ALT). The relevance of this topic is related to the fact that there is no modern, effective textbook of Russian as a foreign language for adults on the market of teaching and learning aids. Existing textbooks are focused primarily on students and young people. They often do not correspond to the real needs of adult learners. The introduction of the article examines the main elements of a textbook for teachingRFL: its function, content, methodology and structure, as well as the main statements of the theory of ALT. In the second part, the main shortcomings and drawbacks of the existing textbooks for teaching RFL are highlighted, and specific examples are shown as well. In the third part, the principles of writing a modern textbook for adults are revealed: the functions of such a manual are outlined, the content is described, the method is defined, and its structure is sketched out.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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Skocz do pozycji: 7.

Tytuł:: Каким должен быть учебник по русскому языку как иностранному для взрослых учащихся
What a textbook on Russian as a foreign language for adult students should be
Autorzy:: Kozdra, Michał
Wydawca:: Российский университет дружбы народов / Peoples' Friendship University of Russia
Cytata wydawnicza:: Kozdra M. (2019). What a textbook on Russian as a foreign language for adult students should be. Russian Language Studies, 17(1), 78—89. DOI: 10.22363/2618-8163-2019-17-1-78-89.
Opis:: The aim of the paper is to set out the principles of writing a modern effective textbook on Russian as a foreign language (RFL) for adult learners from the position of Adult Learning Theory (ALT). The relevance of this topic is related to the fact that there is no modern, effective textbook of Russian as a foreign language for adults on the market of teaching and learning aids. Existing textbooks are focused primarily on students and young people. They often do not correspond to the real needs of adult learners. The introduction of the article examines the main elements of a textbook for teaching RFL: its function, content, methodology and structure, as well as the main statements of the theory of ALT. In the second part, the main shortcomings and drawbacks of the existing textbooks for teaching RFL are highlighted, and specific examples are shown as well. In the third part, the principles of writing a modern textbook for adults are revealed: the functions of such a manual are outlined, the content is described, the method is defined, and its structure is sketched out.
Статья посвящена описанию принципов построения современного эффективного учеб-ника по русскому языку как иностранному (РКИ) для взрослых учащихся с позиции языковой андрагогики (Adult Learning Theory). Актуальность данной темы связана с тем, что на рынке методических и учебных пособий отсутствует настоящий, эффективный учебник по русскому языку как иностранному для взрослых. Cуществующие учебные пособия ориентированы пре-жде всего на студентов и молодежь. Они часто не соответствуют настоящим потребностям взрослых учащихся. В статье рассматриваются основные элементы учебника по РКИ, опре-деляются его функции, содержание, методика и структура, а также основные положения тео-рии языковой андрагогики. На конкретных примерах показаны главные недостатки суще-ствующих учебников по РКИ. Выявлены принципы построения современного учебника для взрослых: представлены функции такого пособия, описано содержание, определен метод и очерчена его структура.
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

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