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Rola zadań w rozwijaniu autonomii studentów specjalizacji glottodydaktycznej

100%
Gorąca-Sawczyk G.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2015
|
issue 14
31-40
EN
This paper is an attempt to present the role of tasked-based classes for developing student autonomy towards teaching foreign languages with the elements of their culture. First, I will define the term ‘autonomy’ and then show the correlation between developing autonomy and carrying out tasks. The analysis of an opinion poll consisting of open questions conducted among 14 students of applied linguistics in 2013 at the Adam Mickiewicz University will show the importance of creative and challenging tasks in order to develop students’ autonomous behaviour, understood as the ability to prepare, realise and evaluate their own learning processes and to see the legitimacy of the tasks for their future occupation as teachers. The conclusions provide some suggestions on how to develop student autonomy through tasks.
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