Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  explicit knowledge
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

A Strategic Knowledge Map for the Research and Development Department in a Manufacturing Company

100%
Śliwa M., Patalas-Maliszewska J.
Foundations of Management
|
2016
|
vol. 8
|
issue 1
151-166
EN
Knowledge is a corporate resource, being grounds for initiating activities, which is important in a dynamic economy. The difficulties related to obtaining tacit knowledge, related primarily to experience and observation of the knowledge employee (Mendryk, 2011), encourage the companies to use tools supporting knowledge management and location. This article attempts at designing a dedicated, strategic knowledge map for a research and development department in a manufacturing company. Based on the reference works, the detailed characteristics of specific sources of knowledge in a manufacturing company and tools supporting the process of converting the tacit knowledge into explicit one, for example, the knowledge maps, were devised. Then, a strategic knowledge map model was designed for the research and development department (hereinafter abbreviated as SKM – R&D) in the manufacturing company, comprising the following components: (1) fields of knowledge, (2) internal and external processes in the R&D department, and (3) sources of knowledge. Then, a practical implementation of the SKM – R&D model was presented.
2

The Japanese Model of Knowledge Management

100%
Gierszewska G.
Foundations of Management
|
2012
|
vol. 4
|
issue 1
7-16
EN
The effectiveness of Japanese management methodologies is making them increasingly popular with business organisations all over the world. This paper aims to present one of the least known knowledge management theories: the knowledge creation model by I. Nonaka and H. Takeuchi. In their approach to the theory of organisational learning and knowledge creation, Nonaka and Takeuchi propose a categorisation of knowledge into tacit and explicit (formal) knowledge and explore the relationships between knowledge production, transfer and application; they also address the issue of applying existing and creating new knowledge. Presented SECI model captures the conversion of tacit knowledge into explicit knowledge in four steps: Socialisation, Externalisation, Combination and Internalisation. The paper examines case studies that illustrate the practical application of the processes.
3
Publication available in full text mode
Content available

Bedeutungsermittlung durch Kontrast oder: Wie man implizites Wissen explizit macht

86%
Schwenk H. J.
Glottodidactica
|
2018
|
vol. 45
|
issue 2
270-284
DE
The paper deals with verbal meaning deficiencies caused by lack of explicit knowledge occurring in Polish and German monolingual dictionaries with respect to the morphological categories of aspect and manner of action. The author shows that contrastive analysis has proved to be the chief means of identifying meaning and rendering implicit knowledge explicit, thus giving birth to the concept of horizontal lexicography and its realization
4
Publication available in full text mode
Content available

Skuteczne ocenianie gramatyki: od tradycyjnych testów do zadań komunikacyjnych

72%
Pawlak M.
Neofilolog
|
2019
|
issue 53/2
315-328
XX
Irrespective of the educational level, grammar is typically tested in a very traditional manner by means of such tasks as multiple choice, gap filling, paraphrasing or translation. The problem with this manner of evaluation is that it mainly taps into learners’ explicit, declarative knowledge that can only be applied when sufficient time is available. In addition, these tasks primarily focus on form, simultaneously ignoring the semantic and pragmatic aspects of grammatical knowledge. The article argues that such traditional tests should be complemented by what is referred to as productive and receptive focused communication tasks (Ellis, 2003), which necessitate the use of a specific grammar structure or at least are designed in such a way that such use is conducive to the attainment of the communicative goal. The application of such tasks allows insights into the implicit, or at least highly automatized, knowledge of the targeted structures (Ellis, 2009; DeKeyser, 2010) as well as shedding light on their form, meaning and use (Larsen-Freeman, 2003). It is suggested that their use not only enhances the validity of testing grammar but can also have a beneficial effect on the ways in which grammar is taught and learned.
5
Publication available in full text mode
Content available

Wiedza eksplicytna i implicytna w nabywaniu kompetencji gramatycznej w procesie przyswajania języka drugiego

72%
Niestorowicz T.
Logopedia
|
2018
|
vol. 47
|
issue 1
171-180
PL
W artykule podjęto próbę scharakteryzowania roli wiedzy eksplicytnej i implicytnej w nabywaniu kompetencji gramatycznej w języku obcym. W opinii badaczy termin „wiedza eksplicytna” implikuje świadomą i możliwą do zwerbalizowania wiedzę, natomiast „wiedza implicytna” wykorzystywana jest przez osobę uczącą się języka obcego w sposób automatyczny i nieświadomy. W niniejszym artykule sformułowane zostały również wnioski dotyczące funkcjonowania wiedzy eksplicytnej i implicytnej w procesie przyswajania języka drugiego.
EN
This article discusses the role of explicit and implicit knowledge in acquiring grammatical competence in a second language. A number of researchers claim that the term “explicit knowledge” implies a kind of knowledge which is conscious and possible to verbalise, while “implicit knowledge” is automatically and unconsciously applied by a second language learner. Finally, some conclusions are formulated on the functioning of explicit and implicit knowledge in the process of second language acquisition.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.