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Language Mosaic and Its Place in Developing Young L2 Learner Operational Thought

100%
Zawodniak J.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2013
|
issue 8
165-175
EN
The article is intended to highlight the educationally neglected young learner potential for operational thinking about language and discuss language mosaic as the tool conducive to accomplishing this aim. It begins with a psychological and empirical justification for drawing children's conscious attention to formal properties of the L2 as opposed/compared to the L1. Consequently, language mosaic is shown as providing opportunities for contrastive linguistic instruction which has been subsumed by the present author within the framework of the sociocultural theory stressing the importance of assisted performance and prolepsis in assimilating a foreign language with reliance on the native language learning experience. The advantages of language mosaic–driven exploratory talk in L2 classroom are presented with reference to the concept of personal-social equilibrium. Overall, language mosaic appears to encourage children to function as little scientists and analysts concerned with examining L1/L2 rules.
2
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NUDA A PRAKTYCZNA NAUKA JĘZYKA ANGIELSKIEGO

63%
Kruk M., Zawodniak J.
Neofilolog
|
2017
|
issue 49/1
115-131
EN
Although boredom is among the most common academic emotions experienced by students at all possible levels of education, so far it has not received due attention from SLA theorists and researchers. Accordingly, the present paper aims to discuss the concept of boredom from the L2 classroom perspective with a special regard to the university students of English Philology. In the first part the authors provide a definition, present two basic typologies and highlight the causes of boredom followed by a brief overview of research into boredom in educational settings, whereas the second part is intended to approach a phenomenon of boredom on an empirical basis. The authors report on both quantitative and qualitative research findings concerning the intensity of boredom as felt by the subjects during the practical English language classes. First, the numerical results obtained from the Boredom Proneness Scale and correlated to boredom experienced in practical English language classes are referred to. Then the qualitative data gathered from the students’ descriptions of boredom-related situations during the said classes are commented on. Finally, the authors proceed to propose certain L2 classroom boredom-coping options.
3
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Porównawcze studium doświadczania nudy w nauce języków drugiego i trzeciego

63%
Zawodniak J., Kruk M.
Applied Linguistics Papers
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2018
|
issue 25/3
149-163
EN
This paper focuses on examining the differences between boredom as experienced in learning the L2 and the L3. Its first part provides a theoretical background including the definition, causes of boredom and an overview of research findings, whereas the second part approaches boredom from an empirical perspective and as such it is devoted to the discussion of the results obtained from a mixed methods study conducted by the present authors on four university students of English. The collected data enabled the authors to identify the factors responsible for experiencing boredom in these two distinct language learning contexts.
4
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Rozważania o zmiennym charakterze motywacji na lekcji języka angielskiego jako obcego wśród uczniów szkoły ponadgimnazjalnej

63%
Kruk M., Zawodniak J.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2017
|
issue 23
135-149
EN
The present paper aims to examine the patterns of motivational variability in a group of 11 EFL senior high school students. It consists of two, theoretical and empirical, parts, the first of which will concentrate on motivation as seen through the lens of D. Larsen-Freeman’s Complex Dynamic Systems Theory and on an overview of research into motivation conducted in light of the said theory. As regards the second part of the paper, it is meant to discuss the results obtained from a six-month-long quantitative study of changes in the subjects’ levels of motivation during the EFL lessons. Data gathering tools included a general questionnaire referring to motivation, motivational grids and evaluation sheets.
5
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WPŁYW ŚWIATA WIRTUALNEGO SECOND LIFE NA ZMIANY W POZIOMIE MOTYWACJI, LĘKU JĘZYKOWEGO I DOŚWIADCZENIA NUDY U STUDENTÓW FILOLOGII ANGIELSKIEJ

63%
Zawodniak J., Kruk M.
Neofilolog
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2018
|
issue 50/1
65-85
EN
The first, theoretical, part of the present paper is devoted to the characteristics of the affective variables of motivation, language anxiety and boredom as situated within the framework of complex dynamic systems. The second part discusses results obtained from a six-month research project intended to examine the effect of Second Life on four English philology students’ changes in levels of motivation, language anxiety and boredom. The data, collected via a personal questionnaire, learner diary and evaluation questionnaire, underwent both quantitative and qualitative analysis.
6
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Znaczenie determinacji w nauce języka angielskiego jako obcego na poziomie zaawansowanym

51%
Pawlak M., Zawodniak J., Kruk M.
Neofilolog
|
2021
|
issue 56/1
9-22
EN
Second language acquisition (SLA) researchers have long been engaged in investigating the effect of a range of learner individual differences (IDs) (e.g., motivation, anxiety and aptitude) on L2 learning and achievement. At the same time, there are no more than a few studies focusing on learner personality and its place in SLA as well as the relationship between personality traits and other ID variables. One such underappreciated and thus poorly recognized personality trait is grit, understood as a combination of perseverance and passion for long-term goals. The present paper reports a study in which grit was investigated among advanced university students majoring in English with the help of a language-specific grit scale and semistructured interviews. The empirical considerations are preceded by a handful of theoretical comments on the nature of grit and related research that was conducted to date. The paper ends with the discussion of future research directions and possible pedagogical implications.
7
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Ewaluacja narzędzi badania nudy na zajęciach z praktycznej nauki języka angielskiego z perspektywy makro i mikro

51%
Zawodniak J., Pawlak M., Kruk M.
Neofilolog
|
2019
|
issue 53/2
299-314
EN
Although boredom is among the most frequently experienced academic emotions, it has received surprisingly little attention from L2 researchers and teachers. This paper aims to discuss and evaluate the existing quantitative and qualitative instruments that can be used for examining boredom in practical English classes. It will start with a brief overview of the causes and manifestations of boredom in the language classroom. This will be followed by the presentation of the methodology of three empirical studies which will serve as a basis for highlighting the strengths and weaknesses of the data collection tools employed. Finally, an attempt will be made to delineate future research directions in the study of boredom in the L2 classroom and to illuminate the methodological choices available to researchers in this respect.
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