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

Results found: 7

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  uczenie się języka
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Taking English Beyond the Everyday

100%
Zimmerman L. W.
Roczniki Pedagogiczne
|
2015
|
vol. 7(43)
|
issue 1
109-119
PL
Jednym z najważniejszych elementów efektywnego nauczania i uczenia się jest adekwatność i znaczenie treści dla uczącego się. W kontekście uczenia języka obcego są one powiązane z odpowiednimi tematami, które wzbudzają zainteresowanie uczącego się oraz ze stosownymi umiejętnościami oraz funkcjami językowymi. Kształcenie nauczycieli języków obcych może oferować techniki i strategie, które mogą pomóc nauczycielom włączyć treści i cele uczenia się adekwatne dla uczniów. Content and Language Integrated Learning (CLIL), jednoczesne nauczanie i uczenie się treści i języka obcego, jest jednym ze sposobów realizacji tego celu. W XXI wieku adekwatność odnosi się również do technologii. Wykorzystanie Internetu, mediów społecznościowych i Web 2.0 zostało uznane przez nauczycieli języków za sposób wyposażenia uczniów w możliwości autentycznej komunikacji, która zwiększa celowość i zainteresowanie uczeniem się języka obcego. Połączone z technologią, oparte na treści uczenie się języka może rozwinąć u uczących się umiejętność efektywnego i wiarygodnego używania własnej wiedzy.
EN
One of the strongest elements of effective teaching and learning is relevance for the learner. In the foreign language teaching context, relevance is related to relevant topics which engage learners' interest and relevant language skills and functions. Teacher training for foreign language teachers can offer techniques and strategies which can help these teachers integrate relevant content and language objectives for their students. Content and Language Integrated Learning (CLIL), the simultaneous teaching and learning of content and a foreign language, is one way to accomplish this goal. In the 21st century, relevance is also related to technology. The use of the Internet, social media, and Web 2.0 has been recognized by language teachers as a means of providing their students with authentic communication opportunities which boost the relevance of and interest in foreign language learning activities. When combined with technology, content-based language learning can develop learners that use their knowledge effectively and authentically.
2
Publication available in full text mode
Content available

The implementation of aspects of NLP in teaching English

84%
Kulińska A., Socha J.
Forum Filologiczne Ateneum
|
2022
|
vol. 10
|
issue 1
201-213
PL
Niniejszy artykuł koncentruje się na Programowaniu Neurolingwistycznym oraz jego głównych założeniach i koncepcjach, które można wykorzystać w dziedzinie edukacji. Podstawa metody NLP opiera się na neurobiologii człowieka i dotyczy funkcji jego mózgu. Programowanie neurolingwistyczne odnosi się do skutecznych metod komunikacji, opierających się na zmianie percepcji i myślenia ludzi. Składa się z wielu technik usprawniających komunikację i zapewnia proste narzędzia do pracy z emocjami i radzenia sobie ze stresem, strategie zachęcania do kreatywności, zarządzania czasem, rozwiązywania problemów, motywowania i uczenia się. Tak więc, chociaż NLP wywodzi się z psychoterapii, jej techniki i narzędzia zostały przeniesione do innych dziedzin życia. Badania wskazują, że wykorzystanie NLP w procesie nauczania i uczenia się może być korzystne zarówno dla uczniów, jak i nauczycieli.
EN
This paper focuses on Neuro-Linguistic Programming and its main presuppositions and concepts which could be used in the field of education. The basis of NLP method is based on human neurobiology and relates to the function of its brain. Neuro-linguistic programming refers to effective communication methods which are based on the change of people's perception and thinking. It consists of many techniques that improve communication. It also provides simple tools to work with emotions and to manage stress, strategies for encouraging creativity, time management, problem solving, motivation and learning. Thus, although NLP originates from psychotherapy, its techniques and tools were rapidly transferred to other areas of life. Education is one of the fields where NLP can be applied. Research indicates that using it in teaching and learning process can be beneficial both for students and teachers.
3
Publication available in full text mode
Content available

Complexity of ageeffects and its implications for instruction: the case of 50+ learners

84%
Klimczak-Pawlak A., Kossakowska-Pisarek S., Klimczak-Pawlak A., Kossakowska-Pisarek S.
Kwartalnik Neofilologiczny
|
2019
|
issue 1
4
Content available remote

Developing motivation in the foreign language classroom among senior learners

67%
Derenowski M.
Edukacja Ustawiczna Dorosłych
|
2019
|
issue 3
16-26
EN
The world is aging and life expectancy is extending among world societies. These phenomena undoubtedly create new challenges and result in transformation of the world as we know it. One of the spheres that needs a new approach is education which has to adjust to senior learners who are over 55 years old. Lifelong learning is not a new concept, as it originates from ancient Greece. However, new type of students require new approach and modifications in the educational process. For senior learners education often has compensatory features, e.g. making up for missed opportunities; meeting people and maintaining or developing social contacts. Many seniors attend education in older age simply to have their brain stimulated. Furthermore, older learners may have already developed learning strategies that have served them well in other contexts. The article presents the concept of lifelong learning and selected issues related with senior education in foreign language learning context. The study included in the article aimed at investigating motivational and demotivational factors in senior education. The obtained results point to affective (e.g. anxiety, self-esteem) and social (e.g. opinion of other learners, public performance) factors as the dominating factors in motivational process.
5
Publication available in full text mode
Content available

Nauczanie języka sąsiada od przedszkola do zakończenia edukacji – kluczem do komunikacji w Euroregionie Pomerania. Założenia teoretyczne, cele i wstępne wyniki projektu

67%
Bielicka M., Olpińska-Szkiełko M.
Neofilolog
|
2022
|
issue 58/1
119-132
EN
The paper presents a report on the implementation of the educational project Teaching the neighbours’ language from kindergarten to the end of education - the key to communication in the Euroregion Pomerania co-financed by the European Regional Development Fund (ERDF) under the Interreg VA Cooperation Program Mecklenburg-Vorpommern/Brandenburg/Poland. 24 educational institutions in Poland and 33 educational institutions in Germany took part in the project. 3,771 children and 821 teachers and kindergarten educators participated in project events. The number of lessons conducted during the project was over 30,000. In addition to school education, the project covered numerous meetings of Polish and German children and youth, workshops for teachers, educational forums for parents and others. The project developed curricula for German as a language of the neighbours at all educational stages and in all types of Polish schools, as well as numerous multimedia teaching materials, such as educational games, worksheets, educational films, etc. This paper describes the project, its theoretical and practical foundations and its results.
6
Publication available in full text mode
Content available

ROLA MEDIACJI DYDAKTYCZNEJ W ROZWIJANIU WARSZTATU POZNAWCZEGO UCZNIA NA LEKCJI JĘZYKA OBCEGO

67%
Sujecka-Zając J.
Neofilolog
|
2017
|
issue 48/2
169-181
EN
Each learning is, by its very nature, a situation of conflict as well as cognitive and socio-affective, and its intensity depends on the learner's existential competence (savoir-être) and individual differences. To learn effectively, one must regularly use cognitive tools that constitute the mental equipment of the person. The teacher as a mediator could encourage the learner to better use the tools he or she already has or to develop new tools that are missing for now. The theoretical remarks will be supported by examples from empirical research in which Didactic Dialogue has been used, which is an approach for didactic mediation in the language class.
7
Publication available in full text mode
Content available

LANGUAGES AND THE SELF

67%
Komorowska H.
Neofilolog
|
2019
|
issue 52/1
15-28
EN
The article looks into the meaning of concepts of L2 Self, L2 Ideal self and L2 Motivational Self Systems from the point of view of their useful-ness for SLA/FLT research. Psychological and sociological terminology related to the Self, Identity, Storied Self, Social Identity and Ethnicity is then discussed as well as various types of the Self useful in the analysis of attitudes to first, second and foreign languages. Examples of linguistic decisions are offered that lead to language maintenance, language loss or changes of the dominant language. Linguistic behaviour is traced back to possible ways of presenting the Self as well as to different approaches to ethnicity, integration and assimilation. Conclusions and implications for classroom language learning and teacher education are also presented.
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.