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

Refine search results

Journals help

  1. 2 Neofilolog

Authors help

  1. 2 Pawlak M.

Years help

  1. 1 2018

  2. 1 2010

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  wiedza eksplicytna i implicytna
help Sort By:

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

Problemy pomiaru wiedzy językowej

100%
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.
2
Publication available in full text mode
Content available

ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO

70%
Pawlak M.
Neofilolog
|
2018
|
issue 50/2
197-214
EN
Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
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.