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English (EN)·Polski (PL)·Yкраїнський (UK)
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Tytuł:
Classroom-based language efficiency assessment: a challenge for EFL teachers
Autorzy:
Wach, Aleksandra
Tematy:
Language assessment
Teacher assessment
Teachers’ beliefs
Teacher as assessor
Pokaż więcej
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/919795.pdf  Link otwiera się w nowym oknie
Opis:
This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Native-speaker and English as a lingua franca pronunciation norms: English majors views
Autorzy:
Wach, Aleksandra
Tematy:
English as a Lingua Franca
teaching pronunciation
Lingua Franca Core
native-speaker pronunciation norms
Pokaż więcej
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/780555.pdf  Link otwiera się w nowym oknie
Opis:
Within the communicative approach to English as a foreign language (EFL) teaching, the aims of instruction are primarily to enable learners to communicate; hence, functional and communicative intelligibility has become the goal of pronunciation training. On the other hand, contemporary approaches to EFL teaching leave sufficient room for accommodating the individual learner and contextual factors which largely influence the choice of the target pronunciation models. Moreover, in a globalized world, where English has become a contemporary lingua franca for intercultural communication, the pronunciation norms of English as a Lingua Franca (ELF) appear to meet the needs and expectations of learners of English in international settings, coexisting with or replacing native-speaker pronunciation models as the target of instruction. The ELF approach and the Lingua Franca Core elaborated by Jenkins (2000, 2002) have aroused controversy among both researchers and EFL teachers. The paper presents the findings of a questionnaire study involving 234 Polish students, English majors, which aimed to determine their preferences and opinions concerning native-speaker and ELF norms as pronunciation instruction targets. The findings revealed a strong preference for native-like pronunciation models in the subjects’ own language development and a less strong preference for such models in pronunciation teaching at all levels of proficiency. Moreover, the results pointed to the significant role played by the intensity of pronunciation training and the level of awareness of native-speaker pronunciation models in shaping the subjects’ attitudes toward native-like and ELF pronunciation norms.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English
Autorzy:
Wach, Aleksandra
Tematy:
Computer-mediated communication
computer-assisted language learning (CALL)
learner autonomy
learning beyond the classroom
Pokaż więcej
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:
https://bibliotekanauki.pl/articles/781009.pdf  Link otwiera się w nowym oknie
Opis:
This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ODNIESIENIA DO JĘZYKA OJCZYSTEGO JAKO STRATEGIA UCZENIA SIĘ GRAMATYKI JĘZYKA OBCEGO: PERSPEKTYWA POLSKICH UCZNIÓW JĘZYKA ANGIELSKIEGO
Reliance on the L1 as a strategy of learning L2 grammar: Polish EFL learners’ perspective
Autorzy:
Wach, Aleksandra
Tematy:
language learning strategies
grammar learning strategies
L1 Polish
L2 English
interview
strategie uczenia się języka
strategie uczenia się gramatyki
polski jako język ojczysty
angielski jako język obcy
wywiad
Pokaż więcej
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Powiązania:
https://bibliotekanauki.pl/articles/442895.pdf  Link otwiera się w nowym oknie
Opis:
This article reports the findings of a qualitative study aimed at investi-gating the use of L1-based grammar learning strategies by beginner-level Polish learners of L2 English. The research looked into the partic-ipants’ accounts of their strategy use and into their perceptions about the usefulness of referring to one’s L1 in learning L2 grammar. Semi-structured interviews were conducted as a data elicitation procedure. The findings pointed to considerable reliance on L1-based strategies, such as translation, in the participants’ learning of L2 English grammar, as well as positive opinions about their usefulness. L1-based strategies were reported to be used in explicit, analytic learning of L2 grammar, and their affective role in providing confidence to learners was also mentioned. Pedagogical implications include a need to raise learners’ awareness of the complex roles of the L1 in L2 learning and give them training in the use of specific strategies in order to make L1-based strategy use more informed.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE AFFECTIVE SIDE OF WRITING MA THESES IN APPLIED LINGUISTICS
Autorzy:
Wach, Aleksandra
Tematy:
pisanie akademickie
prace magisterskie
czynniki afektywne
lęk związany z pisaniem
emocje
strategie afektywne
academic writing
MA theses
affective factors
writing anxiety
emotions
affective strategies
Pokaż więcej
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Powiązania:
https://bibliotekanauki.pl/articles/442925.pdf  Link otwiera się w nowym oknie
Opis:
Academic writing, which necessitates a coordination of multiple higher-level cognitive skills, poses a challenge to graduate students. The heightened cognitive demands often cause negative emotions, such as stress, frustration, discouragement, but can also evoke positive ones, such as pride, satisfaction, and a feeling of accomplishment. This article reports the findings of a longitudinal qualitative study which aimed at exploring the emotions experienced by the participants, eleven students in an MA seminar, in the process of working on their theses, and the affective strategies they used. The data were collected through diaries kept by the participants over one academic year in which they recorded the emotions that accompanied them during the writing task. The data revealed a fluctuating and dynamic nature of the negative and positive emotions, out of which frustration and satisfaction were the most frequently experienced by the participants. Moreover, a range of affective strategies to control emotions and persist in writing were identified in the diary excerpts. The study illuminates the need to cater to the emotional side of graduate students’ thesis writing by providing them with support and appropriate training in self-regulation.
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ENHANCING LEARNERS’ REFLECTIONS IN THE PROCESS OF LEARNING ELF PRONUNCIATION THROUGH TECHNOLOGY-BASED SELF-STUDY
Autorzy:
Wach, Aleksandra
Tematy:
reflection
pronunciation
self-study
technology-based resources
learning diary
refleksja
wymowa
samodzielne uczenie się
techno-logia
dziennik uczenia się
Pokaż więcej
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Powiązania:
https://bibliotekanauki.pl/articles/1036699.pdf  Link otwiera się w nowym oknie
Opis:
This article reports the findings of a qualitative study aimed at investigating how the use of technology-based resources in out-of-class self-study by learners of English affects their level of reflectivity during the process of learning pronunciation. Using as a research tool learners’ diaries submitted on Moodle, the study also explores the value of such diaries in promoting reflection in learners. The findings largely confirmed the considerable role played by technology-based self-study and diary writing in enhancing reflection on learning pronunciation in the participants. These reflections concerned their growing phonological awareness, the use of materials appropriate for pronunciation practice, pronunciation learning strategies, and the affective side of learning. The didactic implications include the need to employ a wide range of technology-based resources for self-study and to encourage learners to keep reflective diaries as part of their pronunciation instruction.
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 24

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