Search results

1

Classroom learning environment and its influence on selected aspects of foreign language attainment. Insights from students.

100%

Michońska-Stadnik A.

Theory and Practice of Second Language Acquisition

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2018

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vol. 4

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issue 2

EN

The twenty first-century learning environment, the classroom in particular, is believed to create conditions for a language learner to engage in autonomous and cooperative learning activities. It is also believed to develop and sustain motivation, to foster self-regulation and – last but not least – to facilitate the learning process. The learning environment is composed of the learner, other students, the teacher and the physical environment, i.e. the furniture and equipment. The research presents students’ opinions concerning the positive and negative influences of selected aspects of the classroom environment on their language learning process, motivation, ability to self-assess, self-confidence and attitudes to the target language and culture. As seen from data analysis, it is the teachers whose knowledge, behaviours and attitudes appear to have the biggest influence on students’ learning process. The opinions are collected from students’ written guided interviews and may become an inspiration for teacher educators at the university level.

2

Comparing the proportion of the language of use and usage in teachers with different professional experience

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Michońska-Stadnik A.

Neofilolog

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2012

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issue 38/2

139-150

PL

Effective communication in the classroom has been the focus of interest of second language acquisition research for several decades. Widdowson’s (1978) contribution to classroom discourse studies made a significant im-pact on our understanding of the concepts of language usage and use, and their role in classroom interaction. It is claimed that both types of teacher language should be employed to cater for the effective development of conversational skills. It was observed in the past that usage expressions were more frequent as the focus of classroom interaction was on correct-ness and not on fluency. Nowadays more and more teachers feel the need to use English in the classroom for the purpose of authentic communica-tion with their learners. The research described in this paper investigates whether and to what extent Polish teachers of English with different teach-ing experience vary their language directed at students as regards its usage and use. The results of observations and the analysis of lesson transcripts reveal that, surprisingly enough, more experienced teachers resort more of-ten to language directed at correctness, and the language of use seems to be rather neglected. Some possible explanations of this phenomenon are pre-sented in the concluding part of this paper.

3

The profile of M.A. university students – future teachers of English in the process of obtaining full professional qualifications

100%

Michońska-Stadnik A.

Neofilolog

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2015

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issue 44/2

183-192

PL

In professional research literature learner identity, motivation and autonomy are frequently the focus of attention. Identity is believed to be responsible for beliefs and opinions about the process of language attainment. Although much more has been written on learner identity, teacher identity is usually marginalized. The study summarized in this paper focuses on students – future teachers of English (N=32)- who attend M.A. EFL seminars to obtain full teaching qualifications. The students were asked to give answers to seven questionnaire statements referring to their present teaching careers and their former studies. It appeared that students coming from educational backgrounds other than university frequently show gaps in knowledge of second language acquisition theory and practice. What is more, as the ELT seminars cater mostly for students from institutions outside the university, considerable remedial work is needed in order to make it possible to prepare the students to write their M.A. theses independently.

4

Słowo wstępne. Kształcenie językowe dorosłych – nowe doświadczenia i wyzwania dla nauczycieli i lektorów

100%

Michońska-Stadnik A.

Neofilolog

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2011

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issue 37

5-7

PL

Słowo wstępne. Kształcenie językowe dorosłych – nowe doświadczenia i wyzwania dla nauczycieli i lektorów

5

Reflection before action: Students’ perceptions of selected aspects of the language teaching profession

100%

Michońska-Stadnik A.

Glottodidactica

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2019

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vol. 46

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issue 1

73-88

EN

The study explores trainee teachers’ opinions on selected aspects of the languageteaching profession. Reflecting on the reasons for becoming a teacher, on a language teacher’s professional qualities, and on the positive and negative aspects of the profession appears to be necessary at the starting point of professional training. A qualitative method was employed to collect the data. The students were asked to answer four survey questions pertaining to the issues mentioned above. Thirty-five undergraduate students completed the survey. Their answers were then analysed, which resulted in suggesting some procedures that could be implemented in the training programme. The findings revealed generally positive attitudes to the language teaching profession. However, some actions should be also taken to eliminate a few subjective theories that could negatively influence the students’ approach, such as the feeling of having power over learners, or controversial ways of dealing with discipline problems in the classroom. The study emphasised the role of reflection in the initial stages of teacher training

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Classroom learning environment and its influence on selected aspects of foreign language attainment. Insights from students.

Comparing the proportion of the language of use and usage in teachers with different professional experience

The profile of M.A. university students – future teachers of English in the process of obtaining full professional qualifications

Słowo wstępne. Kształcenie językowe dorosłych – nowe doświadczenia i wyzwania dla nauczycieli i lektorów

Reflection before action: Students’ perceptions of selected aspects of the language teaching profession