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:  communicative behaviour
help Sort By:

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

Dynamics of classroom WTC: Results of a semester study

100%
Mystkowska-Wiertelak A.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 4
651-676
EN
The fact that L2 willingness to communicate (WTC) can fluctuate over different time scales is no longer disputed as numerous studies have proved a dynamic rather than trait-like character of the concept (cf. MacIntyre & Legatto, 2011; MacIntyre, Burns, & Jessome, 2011; Mystkowska-Wiertelak & Pawlak, 2014). The changes in the intensity of L2 learners’ readiness to engage in communication in the classroom context have been investigated in a number of studies attempting also to establish factors capable of stimulating or hindering WTC (e.g., Cao & Philip, 2006; Pawlak & Mystkowska-Wiertelak, 2015; Peng, 2014). Many of empirical explorations of L2 learners’ WTC, although representing the ecological perspective, provide solely a snapshot of classroom reality, thus generating a question if such one-at-a-time picture frame can sufficiently accommodate diverse factors that impinge on learners’ readiness to engage in communication. The application of a longitudinal design was thus dictated by the author’s intention to gather information on WTC ebbs and flows not only during single lessons but also continuing over a number of lessons conducted throughout a semester of study, which allowed for exploring a wider spectrum of conditions that affect WTC of advanced learners of English attending speaking classes. Detailed lesson plans, interview and questionnaire data were used to interpret WTC fluctuations reported by the participants at 5-min intervals in the course of 7 lessons. Qualitative and quantitative analysis of the data revealed that the intensity of communicative behaviour depends on an intricate interplay of personal and group-related factors, with a special role ascribed to the instructor whose knowledge of the group characteristics and needs coupled with didactic skills can greatly contribute to increasing WTC in the classroom.
2
Publication available in full text mode
Content available

Komunikacyjne zachowania w małżeństwie z perspektywy własnej i partnera

100%
Pupin Z., Waldmajer J.
Family Forum
|
2013
|
vol. 3
187-200
EN
Interpersonal communication is a complex process which influences the ways individuals function, in particular in a marriage. According to M. Plopy, the communication processes in a marriage are influenced by the following dimensions: giving support to a spouse, the level of engagement in a process of communication and aggressive behaviour directed towards a spouse. The abovementioned issues are used to define the communicative behaviour in a marriage. Thanks to the Communication in Marriage Questionnaire by M. Kaźmierczak and M. Plopy the following was examined: is there a connection between the dimensions of communicative behaviours including: support, engagement and depreciation. Afterwards they examined: 1) are there any differences between women and men in the assessment of their own and partner’s communicative behaviours; 2) are there any differences between people with short or long married lives when it comes to exhibited communicative behaviour. The obtained results show that there exists a connection between the dimensions of communicative behaviours, including: support, engagement and depreciation. Moreover, the significant differences in the examined areas have been discovered when it comes to both personal and the partner’s perspective.
3
Publication available in full text mode
Content available

Dynamics of classroom WTC: Results of a semester study

100%
Mystkowska-Wiertelak A.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 4
651-676
EN
The fact that L2 willingness to communicate (WTC) can fluctuate over different time scales is no longer disputed as numerous studies have proved a dynamic rather than trait-like character of the concept (cf. MacIntyre & Legatto, 2011; MacIntyre, Burns, & Jessome, 2011; Mystkowska-Wiertelak & Pawlak, 2014). The changes in the intensity of L2 learners’ readiness to engage in communication in the classroom context have been investigated in a number of studies attempting also to establish factors capable of stimulating or hindering WTC (e.g., Cao & Philip, 2006; Pawlak & Mystkowska-Wiertelak, 2015; Peng, 2014). Many of empirical explorations of L2 learners’ WTC, although representing the ecological perspective, provide solely a snapshot of classroom reality, thus generating a question if such one-at-a-time picture frame can sufficiently accommodate diverse factors that impinge on learners’ readiness to engage in communication. The application of a longitudinal design was thus dictated by the author’s intention to gather information on WTC ebbs and flows not only during single lessons but also continuing over a number of lessons conducted throughout a semester of study, which allowed for exploring a wider spectrum of conditions that affect WTC of advanced learners of English attending speaking classes. Detailed lesson plans, interview and questionnaire data were used to interpret WTC fluctuations reported by the participants at 5-min intervals in the course of 7 lessons. Qualitative and quantitative analysis of the data revealed that the intensity of communicative behaviour depends on an intricate interplay of personal and group-related factors, with a special role ascribed to the instructor whose knowledge of the group characteristics and needs coupled with didactic skills can greatly contribute to increasing WTC in the classroom.
4

РОЛЬ АВТЕНТИЧНИХ ВІДЕОТЕКСТІВ У ПРОЦЕСІ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНЦІЇ СТУДЕНТІВ-ІНОЗЕМЦІВ

63%
Тетяна Д., Ольга С.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
245-256
EN
The article covers the usage of authentic videotexts at the initial stage of teaching Russian as foreign language. The authenticity problem has recently been in focus of the methodology of foreign languages teaching. Authentic videotexts are of the most interest. Texts of this type when based on a complex of tasks help study phonetical, lexical and grammatical material, and they also introduce the students to the authentic language samples andethnic and cultural peculiarities of the country which language they study. Authenticvideo materials(cartoonsinparticular)possessbiginformationvalueanddynamicsandtriggerinterestandmotivation for the foreign language studying.Video clips provide high information capacity of the material, visual content of the lesson, promote cognitive activities of the students, increase intensity and quality of studying, as well as give possibilities for the development of language, speech and sociocultural competence. Effectivenessofvideomaterialusageduringthelessonsofforeignlanguagesdependsnotonlyondefiningitsplaceintheeducationalsystembutalsoonthe rationality of the video lesson structure and coordination between the educational potential of the video film and the educational tasks. Cartoonshaveanumberofadvantages: theyareauthentic, informatively rich and contain high concentration of language means. This type of video helps present the language material in the real context, repeat and increase the vocabulary, enhance the communicative skills. Usageoftheauthenticvideomaterialsincreasesthestudents’activity, makesthelanguagestudyprocessemotionalandinteresting, develops speech skills and helps foreign students create the communicative competence. The cartoon not only helps to introduce the new linguistic units and widen the students’ lexicon, but also increases motivation for studying a foreign language. The results of the research can be used both by teachers and students during foreign language classes.The perspectives of further research can be seen in the deeper analysis of the video material usage when teaching Russian and Ukrainian as foreign languages.
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.