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Learners’ personal narratives on their way to EFL competence: The impact of teachers on learners’ development

100%
Siek-Piskozub T., Jankowska A.
Glottodidactica
|
2018
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vol. 45
|
issue 2
243-268
EN
In this paper, the authors present an analysis of students’ narratives on their way to becoming competent English as a foreign language (EFL) users. Before presenting our study we refer to the ecological perspective on language learning/teaching, which may show the important impact of the learners’ environment for EFL development. We refer to studies which point to the importance of the environment for language learning and which used various methods of research. In our study, we apply a narrative approach. The collected corpus of narratives is analysed following the grounded theory within the psychological model of wellbeing, i.e. the PERMA model. Eventually, we decided to concentrate on the impact teachers have on learners’ emotions, engagement, meaning, relationships and accomplishment.
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Choroba w rodzinie. Zastosowanie metodologii teorii ugruntowanej do analizy funkcjonowania rodziny w sytuacji choroby

88%
Mazurek E.
Family Forum
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2013
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vol. 3
25-39
EN
The intention of the author is to encourage the methodological reflection on the possibility of using the grounded theory methodology in the analysis of the situation of a person affected by a chronic somatic disease and their family. The author presents the key assumptions of classical grounded theory methodology developed by Barney G. Glaser and Anselm L. Strauss. Then, the author describes the constructivist grounded theory methodology by Kathy Charmaz, comparing its concept with classical approach. The rest of the text presents the experience of chronic somatic disease as a research area in which the methodology of grounded theory may be useful. Referring to the system model of the family, the author argues that the disease impacts the patient and their family. It should be considered by a researcher who uses the grounded theory methodology.
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