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

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  glottodidactic research
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Współczesne determinanty badań glottodydaktycz-nych. O perspektywach rozwoju glottogeragogiki

100%
Jaroszewska A.
Neofilolog
|
2011
|
issue 37
87-100
EN
Modern social and cultural transformations from the second half of the 20th century and the beginning of the 21st century gave a strong impulse to fundamental reforms of European education systems. The same transfor-mations could not be unnoticed by the representatives of fields of knowl-edge for whom the present reality has become both a challenge and an op-portunity for development. These fields include language education and geragogics, being basically different but in some circumstances similar dis-ciplines. This view is more frequently confirmed by the involvement of these fields of study in the common area of research, namely foreign lan-guage learning and teaching of senior citizens. This area seems to be impor-tant in social terms and to have a great research potential. A proposal of cooperation between language education and geragogics under a new spe-cialised sub-discipline, i.e. senior language education is worth noting. This article is an attempt to determine arguments supporting the proposed the-sis. The course of discussion has been focused on the Polish background.
2
Publication available in full text mode
Content available

Narzędzia identyfikacji zdolności do nauki języków obcych, ich analiza i możliwości zastosowania w glottodydaktyce

84%
Sobańska-Jędrych J.
Neofilolog
|
2010
|
issue 35
23-32
PL
Diagnosis is one of teachers’ (including foreign language teachers) key tasks. The teacher should get to know his or her learners and their intellectual abilities before beginning the process of developing their languagecompetence. Unfortunately, Polish teachers lack standard tools of measuring foreign language learning aptitude. Such a situation follows from insufficient knowledge in this field. Another reason is the scarcity withwhich this issue is discussed. The aim of this article is to discuss the ways of diagnosing foreign language learning aptitude that have been attempted so far both in Poland and abroad. This will constitute the background for the analysis of the present tools for measuring foreign language learning aptitude and the possibilities of applying them in research into foreign language learning and teaching. This analysis takes as a point of reference the current theory of abilities involved in learning a foreign language.
3
Publication available in full text mode
Content available

Problemy pomiaru wiedzy językowej

84%
Pawlak M.
Neofilolog
|
2010
|
issue 35
9-22
PL
A key issue in research projects exploring the effectiveness of foreign language learning and teaching is precise measurement of learners’ knowledge of the targeted structure before and after the pedagogic intervention with an eye to determining the value of specific instructional options. Such measurement, however, poses a considerable challenge because traditional tests focusing on grammar or lexis only provide information about explicit, declarative knowledge, which is conscious and can primarily be applied in situations in which learners have sufficient time to plan their responses. For this reason, it is also necessary to measure implicit, procedural knowledge which is subconscious and automatic, thus enabling successful participation in spontaneous communication where limited attentional resources have to be employed in understanding and conveying messages in real time. The aim of this paper is to characterize the two types of linguistic knowledge, present the tools that can be employed in their measurement, and demonstrate how instruments of this kind can be successfully utilized in empirical investigations aiming to verify the effectiveness of techniques and procedures in teaching grammar.
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.