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

Results found: 4

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  narrative texts
help Sort By:

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

Zastosowanie oraz rola bajek i baśni w nauczaniu języka obcego dzieci w wieku wczesnoszkolnym – wskazania studentów kierunku pedagogiczno-językowego

100%
Krawiec M., Lipiejko M.
Orbis Linguarum
|
2019
|
issue 53
355-368
EN
The authors of this article concentrate on the use and role of fairy tales in foreign language teaching to primary school children. They discuss these notions on the basis of scholarly literature and questionnaire responses of 2nd- and 3rd-year students of pedagogy and language studies at Wielkopolska University of Social and Economic Studies in Środa Wielkopolska. Apart from pointing to the necessity of introducing fairy tales in education, particularly foreign language education, they identify and describe in their account a number of tools which can be helpful for the presentation and discussion of content from fairy tales in a foreign language class at the primary school level. They also enumerate a number of effects which children’s work with fairy tales brings and in the end they draw conclusions with regard to the subject in question.
2
Publication available in full text mode
Content available

La cohésion dans les textes narratifs : analyse d’un corpus d’apprenants

99%
Dekhissi L., Valetopoulos F.
Studia Romanica Posnaniensia
|
2019
|
vol. 46
|
issue 2
7-24
EN
In this paper, we propose the study of the cohesion in the narrative texts written by B2 and C1 level learners of French as a FL. We will focus on the sentence connectors. We will analyse different parameters such as the frequency and variety of connectors used. We will then focus on some unexpected uses found in the learner corpus Corpus-CFLE. Our aim is to study the students’ narrative productions and their knowledge in the use of specific connector according to the type of the text produced.
3
Publication available in full text mode
Content available

Setne Chamvaset – nezvedený syn faraona Vesermaatrea?

72%
Landgráfová R., Míčková D.
Pražské egyptologické studie (Prague Egyptological Studies)
|
2018
|
issue 20
71-78
EN
The study presents a new look at the Demotic story of Setne I. According to traditional interpretations, Setne is a scholar searching for the magical scroll containing the wisdom of Thoth, who has to pass through various dangers along his journey and, in the end, is forced to return the book back to the tomb where he found it. The mysterious beauty Tabubu, whom he encounters after carrying the scroll out of the tomb of the scholar Naneferkaptah, is usually portrayed as a force of chaos, as one of the dangerous women described in coeval wisdom literature as creatures any wise man should avoid. However, a careful analysis of the text reveals Setne to be no scholar, his motivation as far from a pure search for knowledge, and his desires being of a carnal rather than spiritual nature. Moreover, a large part of the narrative appears to play out in the spiritual realm, which Setne reaches upon voluntary or involuntary intoxication. Finally, the story also shows that the memory of the real Setne Khamwaset permeated the literary tradition of the time, as the literary Setne, too, is portrayed as an ancient “archaeologist” who roams and restores tombs from long lost times.
4
Publication available in full text mode
Content available

COGNITIVE AND AFFECTIVE DIMENSIONS OF FOREIGN LANGUAGE LEARNING ENVIRONMENTS: A POLISH-TURKISH COMPARATIVE STUDY

58%
Gabryś-Barker D.
Neofilolog
|
2019
|
issue 52/1
139-157
EN
The term learning environment is a construct perceived by researchers as embracing different aspects of the teaching-learning continuum. It can be described as the physical location where learning occurs: learning in class versus learning beyond it, learning in a home country (with focus on the effects of a learning environment on outcomes of teaching) versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter constituting a fast-growing area of study. Learning environment also means the physical space where formal instruction is carried out (Gabryś-Barker, 2010). But above all, learning environment studies focus on interactions between adults (teachers, parents) and students and show how these relations can affect the latter’s achievement and more generally well-being at school and outside. Thus, it can be seen as mostly affective. This chapter aims to comment on the perceptions pre-service teachers have of a foreign language learning environment, as expressed in their narrative texts on the topic. The data obtained in this study will be compared with the result of a similar study carried out with a group of pre-service EFL teachers in a different cultural setting, in Turkey (Sağlam, Sali, 2013). This should shed some light on whether the trainees’ perceptions are in some way culture-specific and therefore grounded in the educational policies of a given country. The conclusions drawn from the study will hopefully contribute to the ongoing discussion on how to improve FL teachers’ training programmes.
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.