Wyniki wyszukiwania - Biblioteka Nauki

Ten serwis zostanie wyłączony 2025-02-11.

Nowa wersja platformy, zawierająca wyłącznie zasoby pełnotekstowe, jest już dostępna.
Przejdź na https://bibliotekanauki.pl

Ograniczanie wyników

2 Neofilolog

Znaleziono wyników: 2

Liczba wyników na stronie

Wyniki wyszukiwania

Sortuj według:

Ogranicz wyniki do:

O ewolucji wyobrażeń i praktyki w zakresie prowadzenia dzienniczka uczącego się. Refleksje nad wynikami badania własnego

100%

Wiater A.

2024

nr 63/1

195-209

Among the foreign language learning strategies classified by R. Oxford (1990) as indirect are affective strategies, to which the researcher assigns an important role in regulating the process of acquiring knowledge and skills. One of the basic tools used for this purpose is a diary, which helps a learner identify their feelings, attitudes and motivations related to language learning. It can be kept both in the form of individual notes on paper or through electronic entries on a group forum, including interactive exchange of reflections. The change in the formula makes it not only a personal record, but also a testimony of various cognitive experiences that we share with others. The aim of the article is to present the changes taking place in the chosen form of the diary, which becomes not only a place for reflection, but also for the exchange of learning experiences, including metacognitive and social strategies. The research conducted in the period from the academic year 2018/19 to 2022/2023 covered five classes of first-year students of French Philology at the University of Wrocław and was aimed at examining preferences in relation to an open or closed form of keeping a diary of the learning strategies used. During the longitudinal research, statements from learners were collected (207 questionnaires), which pointed out the advantages and disadvantages of both forms of diary and commented on the usefulness of the tool in reflection on learning strategies used in practice.

Rola nieformalnego uczenia się języków obcych w świadomości studentów filologii francuskiej

63%

Grabowska M. , Wiater A.

nr 60/2

348-361

The aim of this article is to present the results of a survey conducted in the academic year 2021/2022 among students of French Philology Studies at the University of Wroclaw. The subject of interest was the role they attribute to out-of-class language learning (including French) in the process of acquiring communicative competence. The question asked was formulated in such a way as to make students reflect on informal learning situations. Qualitative analysis of the answers indicates a relatively broad spectrum of situations of informal learning, which, due to their complexity, require deeper reflection in order to increase the awareness of not only the effects, but also of the process of lifelong learning and the breadth of learning itself. We postulate that language classes in a formal context have as one of their main purposes the stimulation of such reflection and should invite students to undertake various informal learning activities. This in turn increase the effectiveness of formal teaching/learning, and encourages further reflection on the overall foreign language learning process.