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CLIL and non-CLIL students' beliefs about language

100%
Sylven L. K.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 2
251-272
EN
This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
2
Publication available in full text mode
Content available

CLIL and non-CLIL students’ beliefs about language

100%
Sylvén L. K.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 2
251-272
EN
This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
3
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Wyzwania antropocenu. Żywioł wody w retoryce audiowizualnych narracji o katastrofach

63%
Jarecka U.
Kultura Współczesna. Teoria. Interpretacje. Praktyka
|
2020
|
vol. 109
|
issue 2
83-97
EN
This article shows changes in visual narratives of disasters related to the element of water, with narratives from the 1990s (documentary series) serving as a starting point. The basic context of the unfolding analysis comes in the form of global problems, primarily environmental ones, brought about by the Anthropocene epoch. Firstly, the context associated with mass media is presented. After that the article moves on to discussing environmental concerns as a megatrend in contemporary culture and theoretical concepts that are critical to our understanding of changes in the media attitude to and media discourse on disasters. Next, the rhetoric of media narratives of the water element is analysed along with changes in documentary narratives presented by the new media. Finally, new challenges are pointed out that come with the Anthropocene epoch.
4
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What Makes a Man? Body Concepts in the South Baltic During the Late Bronze and Early Iron Ages

63%
Ślusarska K.
Materiały Zachodniopomorskie
|
2023
|
issue 19
55-78
PL
Celem tego studium jest próba odpowiedzi na pytanie, w jaki sposób cielesność człowieka była postrzegana i waloryzowana przez społeczności południowego wybrzeża Bałtyku w pierwszej połowie I tysiąclecia BC, a więc w okresie rozwoju kultury łużyckiej, wiązanej z późną epoką brązu, i kultury pomorskiej odpowiadającej wczesnym fazom epoki żelaza. Obszarem badań objęto północną część Niżu Europejskiego pomiędzy dorzeczem Łaby a dorzeczem Wisły, Narwi i Bugu. Analizie poddano 16 przedstawień pełnofigurowych oraz 35 przestawień rytych na urnach ciałopalnych. Do ich identyfikacji posłużono się teorią rozpoznawania wzorców.
EN
The aim of this study is to find an answer how human body was perceived and valued by the communities of the southern Baltic coast in the first half of the 1st millennium BC, i.e. during the period of development of the Lusatian culture and the Pomeranian culture associated with the Late Bronze Age and with Early Iron Age respectively. The research area included the northern part of the European Plain between the Elbe and Vistula-Narew-Bug basin. Sixteen sculptures and 35 representations engraved on urns were analysed. Pattern recognition was applied to identify them.
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