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1
Content available JOANNA ROKITA-JAŚKOW FOREIGN LANGUAGE LEARNING AT PRE-PRIMARY LEVEL. PARENTAL ASPIRATIONS AND EDUCATIONAL PRACTICE
100%
Jedynak M.
Neofilolog
|
2014
|
nr 42/2
259-261
PL
Recenzja
2
Content available remote Are SLA Research Reports of Value for FL Teachers? On the Need for Researcher-Teacher Collaboration
100%
Jedynak M.
Anglica Wratislaviensia
|
2012
|
nr 50
267-277
EN
The paper discusses the issue of second language acquisition (SLA) research reports and the application of their findings in practice. On the basis of interviews with researchers and practitioners as well as the author’s own experience, the reasons for the gap between theory and practice are explained. Some solutions are also offered to bridge the gap, such as teachers becoming researchers or collaboration between SLA researchers and practitioners. Finally, the author attempts to answer the question posed in the title of the paper. Since SLA research reports are not appreciated by many foreign language (FL) teachers, some solutions are proposed, such as eliminating research jargon, complex statistics and theoretical frameworks and introducing topics of relevance to FL teachers. The author also advocates the publication of simplified abridged versions of research reports in a special journal for FL teachers and wider dissemination of research findings among practitioners at various conferences and workshops.
3
Content available INICJATYWY RADY EUROPY I KOMISJI EUROPEJSKIEJ NA RZECZ WSPIERANIA REFLEKSYJNOŚCI NAD PROCESEM UCZENIA SIĘ I NAUCZANIA JĘZYKA OBCEGO
100%
Jedynak M.
Neofilolog
|
2014
|
nr 43/1
95-109
EN
In the era of globalisation a command of foreign languages is regarded as a priority. For this reason, the Council of Europe and the European Commission promote language learning and linguistic diversity. A focal point in their language policy is reflection, which is recognized as a key feature of an employee’s professionalism. Therefore, the importance of reflection is stressed throughout all the years of language education. The objective of this paper is to give information about the documents, tools and actions which support a reflective approach to language learning and teaching in Europe.
4
Content available E-learning akademicki jako wyzwanie na studiach neofilologicznych
100%
Jedynak M.
Neofilolog
|
2011
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nr 37
11-25
EN
Internet development enabled e-learning to evolve and assimilate with traditional teaching techniques supporting academic learning. The ad-vantages of e-learning such as its flexibility, reduction of costs, self-paced learning modules or addressing various learning styles are being appreci-ated by more and more universities and colleges. In the theoretical framework the article discusses the basic assumptions of e-learning and organization of distant learning courses. It also presents e-learning from the perspective of English Studies Department students and their needs. Finally, the pilot study is described in which effectiveness of e-learning is examined. Two groups of students were under investigation; one attend-ing regular traditional lectures and the other participating in the e-learning programme. The findings show that e-learning is only slightly more effec-tive than traditional way of teaching. Considering all the limitations of the study, the traditional and innovative ways of teaching deserve to be called equally legitimate.
5
Content available Zofia Chłopek. Nabywanie języków trzecich i kolejnych oraz wielojęzyczność. Aspekty psycholingioistyczne (i inne). Wydawnictwo Uniwersytetu Wrocławskiego: Wrocław 2011,452 S
100%
Jedynak M.
Glottodidactica
|
2012
|
tom 39
|
nr 1
152-155
6
Content available Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań
100%
Jedynak M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2018
|
nr 21
211-227
EN
The paper concerns foreign language typhlomethodology and presents an overview of available research findings in the field, arranged in chronological order. The studies discussed in the paper have insight into either first language acquisition or foreign language learning by visually impaired learners. The former shed light on the potential problems the visually impaired might have while learning foreign languages. The problems might emerge both in the phonological or semantic domain. The latter, in turn, discuss such issues as the use of foreign language vocabulary learning strategies and the role of affective factors which facilitate the language learning process. Nowadays the European Union promotes ‘Languages to All’ principle, i.e. teaching languages to all groups of learners, regardless of their disabilities and impairments, preferably in inclusive education setting. Therefore, foreign language teachers should be acquainted with the research findings and their implications presented herein.
7
Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań
100%
Jedynak M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2018
|
nr 21
PL
The paper concerns foreign language typhlomethodology and presents an overview of available research findings in the field, arranged in chronological order. The studies discussed in the paper have insight into either first language acquisition or foreign language learning by visually impaired learners. The former shed light on the potential problems the visually impaired might have while learning foreign languages. The problems might emerge both in the phonological or semantic domain. The latter, in turn, discuss such issues as the use of foreign language vocabulary learning strategies and the role of affective factors which facilitate the language learning process. Nowadays the European Union promotes ‘Languages to All’ principle, i.e. teaching languages to all groups of learners, regardless of their disabilities and impairments, preferably in inclusive education setting. Therefore, foreign language teachers should be acquainted with the research findings and their implications presented herein.
8
Content available WPROWADZENIE
63%
Jedynak M.
Neofilolog
|
2014
|
nr 42/1
5-7
PL
Wprowadzenie
9
Content available WPROWADZENIE
51%
Czura A. , Jedynak M.
Neofilolog
|
2014
|
nr 42/2
139-141
PL
WPROWADZENIE
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