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Wpływ czynników poznawczych na rozwój języka dziecka

100%

Zawodniak J.

Scripta Neophilologica Posnaniensia

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2005

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issue 7

263-276

PL

Wpływ czynników poznawczych na rozwój języka dziecka

2

Implications of Multi-sensory Approach for Child L2 Vocabulary Acquisitio

100%

Zawodniak J.

Glottodidactica

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2001

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vol. 29

149-159

EN

Teaching a foreign language to young learners requires of the teacher a special ability to involve them in a variety of activities explicitly accommodating their need for whole-person enjoyment and implicitly fostering their L2 knowledge. This complex pedagogic task is likely to be achieved with reliance on the multi-sensory approach which is recommended by the European Co-operation Programs as an alternative L2 teaching trend encompassing universal, proactive qualities and educational diversity. Consequently, the following paper highlights the multisensoiy approach as the driving force of the lexically oriented syllabus designed by the author for young children learning English as a foreign language. The said syllabus design is presented through the empirical filter of knowledge claims and value judgements about its efficiency.

3

Informal talks about writing as a constructive way to develop young L2 learner print awareness

100%

Zawodniak J.

Glottodidactica

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2011

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vol. 37

95-106

PL

The article examines the possibilities of fostering young L2 learner print awareness via teaching for conversing about and reflecting on writing. In order to achieve this goal the present author conducted the qualitative research on a group of 2nd-graders engaged in the performance of a series of open-ended L2 written tasks accompanied by L1 cues. The analysis of collected data shows that drawing children’s conscious attention to writing might encourage the constructive transferability of linguistic skills from L1 to L2, thus being conducive to the development of logical thinking necessary for the enhancement of their print awareness.

4

Another look at boredom in language instruction: The role of the predictable and the unexpected

51%

Kruk M., Pawlak M., Zawodniak J.

Studies in Second Language Learning and Teaching

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2021

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vol. 11

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issue 1

15-40

EN

Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.

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2 Glottodidactica

1 Scripta Neophilologica Posnaniensia

1 Studies in Second Language Learning and Teaching

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4 Zawodniak J.

1 Kruk M.

1 Pawlak M.

Wpływ czynników poznawczych na rozwój języka dziecka

Implications of Multi-sensory Approach for Child L2 Vocabulary Acquisitio

Informal talks about writing as a constructive way to develop young L2 learner print awareness

Another look at boredom in language instruction: The role of the predictable and the unexpected