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Trafność i rzetelność w badaniach glottodydaktycznych

100%

Michońska-Stadnik A.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

2011

nr 4

31-40

For years second language acquisition (SLA) studies have been using research methods originally employed in other social sciences, e.g. in psychology and sociology. A unique character of SLA investigations, resulting from their specific conditions and actions (i.e. researching language skills versus knowledge), allowed for a number of developments in research methods, especially in the area of validity and reliability of their procedures and instruments. Statistical measures, exceptionally popular about ten years ago, appeared to be not fully adequate to give a true picture of the complex process of language acquisition and its variables. What is proposed nowadays are mixed research types, both qualitative and quantitative, successfully applying instruments appropriate for each type respectively. Consequently, the problem of research credibility should be considered with more attention. The concepts of validity and reliability of research studies and instruments should be regarded from both the qualitative and quantitative perspective. Each research type requires a different approach to these two basic constructs, and studies of mixed character will have to make an adequate use of qualitative and quantitative interpretations of validity and reliability.

Współczesne determinanty badań glottodydaktycz-nych. O perspektywach rozwoju glottogeragogiki

100%

Jaroszewska A.

Neofilolog

2011

nr 37

87-100

Modern social and cultural transformations from the second half of the 20th century and the beginning of the 21st century gave a strong impulse to fundamental reforms of European education systems. The same transfor-mations could not be unnoticed by the representatives of fields of knowl-edge for whom the present reality has become both a challenge and an op-portunity for development. These fields include language education and geragogics, being basically different but in some circumstances similar dis-ciplines. This view is more frequently confirmed by the involvement of these fields of study in the common area of research, namely foreign lan-guage learning and teaching of senior citizens. This area seems to be impor-tant in social terms and to have a great research potential. A proposal of cooperation between language education and geragogics under a new spe-cialised sub-discipline, i.e. senior language education is worth noting. This article is an attempt to determine arguments supporting the proposed the-sis. The course of discussion has been focused on the Polish background.

Narzędzia identyfikacji zdolności do nauki języków obcych, ich analiza i możliwości zastosowania w glottodydaktyce

84%

Sobańska-Jędrych J.

Neofilolog

2010

nr 35

23-32

Diagnosis is one of teachers’ (including foreign language teachers) key tasks. The teacher should get to know his or her learners and their intellectual abilities before beginning the process of developing their languagecompetence. Unfortunately, Polish teachers lack standard tools of measuring foreign language learning aptitude. Such a situation follows from insufficient knowledge in this field. Another reason is the scarcity withwhich this issue is discussed. The aim of this article is to discuss the ways of diagnosing foreign language learning aptitude that have been attempted so far both in Poland and abroad. This will constitute the background for the analysis of the present tools for measuring foreign language learning aptitude and the possibilities of applying them in research into foreign language learning and teaching. This analysis takes as a point of reference the current theory of abilities involved in learning a foreign language.

Problemy pomiaru wiedzy językowej

84%

Pawlak M.

Neofilolog

2010

nr 35

9-22

A key issue in research projects exploring the effectiveness of foreign language learning and teaching is precise measurement of learners’ knowledge of the targeted structure before and after the pedagogic intervention with an eye to determining the value of specific instructional options. Such measurement, however, poses a considerable challenge because traditional tests focusing on grammar or lexis only provide information about explicit, declarative knowledge, which is conscious and can primarily be applied in situations in which learners have sufficient time to plan their responses. For this reason, it is also necessary to measure implicit, procedural knowledge which is subconscious and automatic, thus enabling successful participation in spontaneous communication where limited attentional resources have to be employed in understanding and conveying messages in real time. The aim of this paper is to characterize the two types of linguistic knowledge, present the tools that can be employed in their measurement, and demonstrate how instruments of this kind can be successfully utilized in empirical investigations aiming to verify the effectiveness of techniques and procedures in teaching grammar.