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1

WPROWADZENIE

100%

Droździał-Szelest K., Piotrowski S.

Neofilolog

|

2016

|

issue 46/1

5-7

2

DEVELOPING WRITING STRATEGIES OF POOR LANGUAGE LEARNERS AT THE LEVEL OF JUNIOR-HIGH SCHOOL

100%

Droździał-Szelest K., Domińska M. A.

Neofilolog

|

2016

|

issue 46/1

59-77

PL

Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts. Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.

EN

Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts. Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.

3

STUDENTS’ PERCEPTIONS OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT SELECTED TECHNICAL UNIVERSITIES IN POLAND

100%

Droździał-Szelest K., Szczuka-Dorna L.

Neofilolog

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2013

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issue 41/2

149-167

PL

The present article is an attempt to present the situation in the area of Content and Language Integrated Learning at some technical universities in Poland. It starts with a brief outline of CLIL methodology as well as its status in the context of Polish tertiary education, and then moves on to a discussion of the results of the study conducted among Polish and international students attending English-medium courses in their specialist areas, such as, for instance, engineering. The courses involve learning of new, difficult concepts as well as specialized vocabulary. The study took place in three universities which have been offering content instruction in English for a number of years. Its aim was to investigate problems and difficulties that students come across during the course of their studies in a foreign language, as well as their expectations concerning such a mode of education.

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3 Neofilolog

3 Droździał-Szelest K.

1 Domińska M. A.

1 Piotrowski S.

1 Szczuka-Dorna L.

2 2016

1 2013

WPROWADZENIE

DEVELOPING WRITING STRATEGIES OF POOR LANGUAGE LEARNERS AT THE LEVEL OF JUNIOR-HIGH SCHOOL

STUDENTS’ PERCEPTIONS OF CONTENT AND LANGUAGE INTEGRATED LEARNING AT SELECTED TECHNICAL UNIVERSITIES IN POLAND