Wyniki wyszukiwania - Biblioteka Nauki

1

Do Young Learners Exploit the Same Learning Strategies as Adults?

100%

Hrozková I.

Practice and Theory in Systems of Education

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2015

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tom 10

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nr 1

74-80

EN

Learning strategies are considered to be one of the key factors affecting the learning process, its effectiveness and study results. They are important for lifelong learning of foreign languages and as a learning skill they represent a priority in the process of European globalization and integration. Moreover, learning strategies as a foreign language didactical concept constitute the core of the competence to learn and thus creating enough opportunities for primary pupils to acquire learning strategies is crucial as they acquire steps towards an effective process of learning through planning their work and self- evaluation.

2

Incorporation of learning strategies into adult distance learning

80%

Koķe T. , Norvele I.

Studies for the Learning Society

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2008

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tom 1

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nr 1

39-48

EN

The paper is based on a study of a group of adult students in a distance learning environment. The focus of the study is on the student comprehension of particular learning strategies. The students' experiences are documented by using case study method and interviews, as well as a quantitative analysis of the results of a survey. The conclusions are that a direct teaching component for learning strategies in a distance learning course may improve the students' strategy awareness as well as contribute to the empowerment of adult students as autonomous learners by reducing their anxiety dealing with new learning situations, by fostering reflection and meta-cognition, and by providing a sense of achievement.

3

Learning Strategies and Evaluation Methods in Dance Education

80%

Banevičiūtė B.

Signum Temporis

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2010

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tom 3

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nr 1

4-12

EN

Introduction. The article deals with the problem of stimulation of the changes in teaching dance at schools seeking to implement contemporary approach to education based on active learning process and apropriate evaluation for learning. The object of the research is learning strategies and evaluation methods in dance education.The Aim of the Study. To define pecularities of learning strategies and evaluation methods in dance education at school.Materials and Methods. Analysis of scientific literature, European and Lithuanian education documents; questionnaire of 168 dance teachers of Lithuania, diagnostic investigation with 159 students in Grades 5-6 from two Vilnius basic schools; pedagogical experiment with 65 students in Grades 5-6 from one Vilnius basic school where dance lessons are held once a week; interview with four students from the pedagogical experiment; descriptive statistics.Results. The results of the research showed that learning strategies are hardly implemented in dance education process; mostly a bihevioristic approach in teaching is used where the emphasis is laid on showing and explaining the dance steps connected with aural and visual learning styles and the main method of evaluation is the repetition of the dance steps shown.Conclusions. It has been concluded that mostly one (folk or ballroom dance) genre is used and one activity (mostly performance) is applied, though efficient educational process in dance is implemented through a combination and proportional application of dance activities, tasks connected with all learning strategies most appropriate to every student and evaluation instruments which include creative tasks with clear evaluation criteria and individual development subgoals.

4

DOPPELDIPLOM-PROGRAMM HAGEN–PÉCS. DIE BEIM FERNSTUDIUM AUFTAUCHENDEN UND ZU LÖSENDEN PROBLEME

80%

Mátyás J.

Germanica Wratislaviensia

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2011

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tom 133

201-213

EN

Since 2001, students at the Faculty of Economics of the University in Pécs (Hungary) can study at the FernUniversität in Hagen (University Hagen – Germany), too. It means that they can graduate a German degree parallely with their Hungarian studies. For a successful distance learning, students need to read German professional texts without dictionary, they must be creative, self-sufficient, be familiar with learning strategies, and the cultural differences between Hungary and Germany. The problems of distance learning must be solved by teachers, too. Seminars can be organized where students can be prepared for the exams. It is very important for the teacher to be creative and flexibel, to give advice and methods, strategies of learning and reading to the students.

5

Gedächtnisstrategien multimodaler Kodierung im gesteuerten Zweitsprachenerwerb

80%

Sulikowska A.

Annales Neophilologiarum

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2010

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nr 4

185-201

EN

The article combines research results of psychology and second language acquisition in the fi eld of learners awerness and learning strategies. The author discuss on the one hand the role of declarative memory and dual coding theory of Allain Paivio in SLA, on the other hand she tries to defi ne what learners, learning and memory strategies are, to describe and divide memory strategies in subgroups and explain, why some strategies may be more effective then others. Finally, acknowledging crucial importance of vocabulary in foreign language learning, she introduces some exmples of multicodig memory strategies from the praxis, reviews experimental research into effi ciency of those methods and constraints in using them.

PL

Autorka analizuje problem strategii w nauce języka obcego. Omawia aktualne koncepcje pamięci, wskazuje na problem akwizycji pamięciowej L1 u dzieci, by następnie przejść do strategii uczącego się, uczenia i strategii pamięciowych. Przytoczone zostają podziały pamięciowych strategii uczenia się, multimodalnego kodowania. Omawiane są także systemy werbalne i niewerbalne, a następnie podane zostają konkretne przykłady tytułowych strategii, tj. keyword-method, techniki loci, technik łączenia asocjacyjnego, technik narracyjnych, metody rymowanek. Autorka podkreśla użyteczność tych technik w procesie sterowanej nauki języka obcego.

6

Prosody Learning Strategies and What English Philology Students Know about Them

80%

Lewicka-Mroczek E. , Szymaniuk D.

Crossroads. A Journal of English Studies

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2013

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nr 3

22-34

EN

Although learning strategies are in the focus of attention of both theorists and foreign language teachers, only few scientific descriptions highlight the significance of the prosodic skills and strategies to practice them. This paper discusses the results of the questionnaire the aim of which was to determine English philology students’ understanding of prosody and prosodic skills as well as to identify prosodic strategies they use to improve their pronunciation in English. We can conclude that students understand prosodic phenomenon of language but they cannot define it, and they apply a variety of activities that develop prosodic skills.

7

Zdolny uczeń – autonomiczny uczeń: jak rozwijać skuteczne strategie uczenia się na lekcji języka obcego

71%

Cichoń M.

Neofilolog

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2011

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nr 36

319-329

EN

The paper is devoted to the learner‟s capacity for autonomous foreign language learning, as well as to the role of the teacher in shaping cogni-tive, metacognitive and socioaffective strategies, which can contribute to effective language education in particular ways. Nowadays teachers can-not neglect skills falling into the „learn to learn” category, which are in-cluded in the university teacher training and handbooks only to a very li-mited degree. The need to focus on such skills is illustrated by the results of surveys conducted among foreign language students, demonstrating their very limited awareness of language learning strategies.

8

Learning strategies as predictors for academic achievement in 15-year-olds. Comparisons between Poland, the Czech Republic, Germany, Hungary and Slovakia

70%

Blukacz M. , Kromka M.

Edukacja

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2015

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nr 3(134)

26–47

EN

The paper reports a study addressing influence of learning strategies on academic achievement in mathe matics, reading and science internationally, with comparisons between Poland’s neighbouring countries. Data from the PISA 2009 study was used to build multiple multilevel hierarchical regression models, with control variables for student, school and at country level. Based on the model developed by Chiu, Chow and McBride-Chang (2007), prior achievement, student family background, school environmental characteristics and national economic and cultural contexts were controlled for, allowing assessment of the effects of learning strategies. Higher dependency on memorisation was associated with lower scores in all domains, elaboration was a negative predictor of reading and positive of mathematics and science, while use of metacognitive strategies was associated with higher scores in all domains investigated. The effect of metacognitive strategies was particularly strong in Poland, as compared with neighbouring countries.

9

La reformulation du récit : relations texte ‒ discours ‒ langue dans l’optique didactique

70%

Karpińska-Szaj K. , Lewandowska A. , Wojciechowska B.

Studia Romanica Posnaniensia

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2019

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tom 46

|

nr 2

123-140

EN

The interweaving of textual, discoursal and linguistic narrative data depends on the pedagogical aims and characteristics of the learner, for whom working with a text is an opportunity to develop linguistic communicative competences and learning competence. The aim of the article is to assess the pedagogical value of the experimental procedure focused on the task of reformulation of narrative texts (stories) offered in two pedagogical contexts at beginners’ level. The analysis addresses text characteristics (the narrative scheme) and the language structures used in the performance of the reformulation task, which, in its particular context, has the value of strategic learning/teaching.

10

Typy uczniów w młodszym wieku szkolnym a ich strategie uczenia się i preferencje – doniesienia z badań

70%

Skibska J.

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2020

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nr 59

201-213

EN

The article presents findings of the research on the diagnosis of student types and strategies and techniques of learning preferred by students with very good performance in learning, as well as those with learning disabilities and special educational needs (SEN). Research reveals the occurrence of certain regularities in individual student groups. Students with high learning outcomes are primarily of an intellectual type and prefer visual learning strategies, whereas students with learning disabilities are of an emotional, acting and cooperating type, their learning based on auditory and kinesthetic strategies. Students with special educational needs are of an emotional type. Hence, they most often use auditory and visual learning strategies. In the individual groups, there a marked correlation was observed between the student types and professional preferences. The intellectual type (students with high scores) would like to engage in occupations related to intellectual and artistic work in the future; the emotional, acting and cooperating type (children with learning difficulties) is interested in performing service professions, while the emotional type (students with special educational needs) sees their future in counselling professions.

11

Effective Leadership Behavior by Means of Acculturation: Cultural Differences and Learning Strategies

60%

Reber G.

Acta Universitatis Lodziensis. Folia Oeconomica

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2011

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tom 257

EN

Leadership behavior is acquired through acculturation from the earliest childhood and very stable over time. This first acculturation creates habits that are applied unconsciously throughout life and are hard to change. Different learning strategies have the potential to mitigate individual habits when individuals are confronted with an intercultural experience, for example as expatriates. We examine the role of imitation/vicarious learning, learning through cognitive reflection in a training program, and learning through changing the organizational structure on adapting leadership behavior. Imitation/vicarious learning showed cultural adjustment but did not improve a manager’s leadership effectiveness in the sample of German and US expatriates. Learning during a training program that focuses on self-reflection of personal behavior patterns can change the original acculturation and increase leadership effectiveness. The implementation of a matrix-structure during an organizational integration process challenged the diverse cultural habits and stimulated new acculturation within a company merger across cultures.

12

„Uczę się uczyć” – autonomia jako klucz do sukcesu w nauce języków obcych

60%

Witkowska M.

Studia – konteksty pogranicza

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2020

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nr 4

63-79

PL

Znajomość języków obcych jest uznana za jedną z kluczowych umiejętności we współczesnym świecie, dlatego poszukiwane są metody uczenia się, które będą szybkie i skuteczne. Strategie uczenia się języków są liczne i różnorodne, jednak niezwykle istotną kwestią jest stosowanie tych, które są efektywne dla każdego indywidualnie. Samodzielna praca nad wiedzą i umiejętnościami językowymi to klucz do sukcesu w nauce języków obcych. Warto podjąć wysiłek, aby nauczyć się uczyć, tj. zostać autonomicznym uczniem, ponieważ tylko wtedy nauka będzie mogła odbywać się nie tylko w wieku szkolnym, ale i przez całe życie. Poziom samodzielności znacznie wpływa na skuteczność tej nauki. W niniejszym artykule zaprezentowany jest projekt, który skłania uczących się do odkrycia własnego stylu uczenia się, i tym samych pomaga rozwinąć postawę autonomiczną w procesie uczenia się języka angielskiego i innych języków obcych.

EN

Knowing foreign languages (FL) is considered crucial in today’s world, that is why one searches for methods which enable quick and successful learning. There are numerous and varied FL learning strategies, however, one needs to find those that will be effective for him- or herself personally. Autonomous foreign language work is the key to success. Learning self-study techniques is worth the efftort and time as then one may continue learning through one’s life. The level of learner’s autonomy will significantly influence the effectiveness of learning. The article present a project that helps its participants – FL learners discover their learning styles and strategies and become an independent language learner of English and any other foreign language.

13

Learning strategies in the digital age – towards a new taxonomy for the language classroom

60%

Burzyńska K. , Krajka J.

The New Educational Review

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2015

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tom 41

75-85

EN

The main objective of the presented study was to propose a new taxonomy of learning strategies for the digital age. The revised taxonomy of Oxford’s SILL (1990) was implemented in a nationwide questionnaire to display the picture of strategy use, investigate relationships between particular strategy types and elicit learners’ preferences on strategy instruction. The data was processed statistically with SPSS 20 package. Results confirm high reliability of SI-LLE, indicate relatively strong relationships between particular strategy groups, where higher education institution, year of studies and teaching experience have a statistically significant effect of similar strength on strategy awareness.

14

INDYWIDUALNY STYL UCZENIA SIĘ A PREFEROWANE STRATEGIE – STUDIUM PRZYPADKU UCZNIA DYSLEKTYCZNEGO

57%

Jaworska M.

Neofilolog

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2016

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nr 47/2

231-242

EN

The aim of the article is to indicate the correlations between an individual learning style of a dyslectic child and their preferred strategies. The first part of the article discusses the developmental dyslexia which is considered to be the reflection of individual learning differences. The second part presents the portrait of a dyslectic student with particular emphasis put on their individual learning style and applied strategies. The final part of the text includes an attempt to indicate practical implications in the context of shaping autonomous attitudes of students with developmental dyslexia.

15

LA PERFORMANCE MORPHOSYNTAXIQUE DANS LES TÂCHES DE REFORMULATION ÉCRITE. CAS D’ÉTUDIANTS DÉBUTANTS DE FLE

57%

Karpińska-Szaj K. , Wojciechowska B.

Neofilolog

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2015

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nr 44/1

73-89

EN

In this article the relation between the discourse production dynamic and the linguistic competence development is discussed. This problem is considered with regard to two types of language activities based on reformulation tasks: 1) written reconstruction of a story heard, 2) written production of the end of the story. The analysis of experimental data shows that in the second case the approach to the discourse is more complete which positively influences application of complex morphosyntactic structures in students production.

16

Rozwijanie autonomii ucznia w pracy z uczniem niezwykłym

57%

Pawlak M.

Neofilolog

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2011

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nr 36

301-318

EN

Fostering learner autonomy is undoubtedly one of the most important goals of foreign language education in Poland, which is evidenced by the fact that it has been included in the current national curriculum, it figures prominently in virtually all available syllabi, and modern coursebooks in-clude numerous elements intended to assist its implementation. It should be made clear, however, that the development of an autonomous approach to language learning is by no means an easy task, the success of which is to a large extent dependent on a particular student. Thus, the aim of the present paper is to demonstrate how autonomy can be effectively pro-moted in the case of exceptional learners, both such who are successful and such for whom learning a foreign language poses a formidable challenge.

17

PRZEFORMUŁOWANIE W PRZYSWAJANIU I UCZENIU SIĘ JĘZYKÓW: SPECYFIKA I FUNKCJE ODTWARZANIA OPOWIADANIA

57%

Karpińska-Szaj K. , Wojciechowska B.

Neofilolog

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2016

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nr 46/1

109-125

EN

This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The re-search concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Frame-work of Reference for Languages, 2003) in Polish and French (the for-eign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ dis-course competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data col-lected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a sto-ry as a learning strategy.

PL

This article is about a task which required learners to reformulate a story which they had listened to in writing. In the context of foreign language learning, the original text provides a discourse model, whereas the way it is rephrased reflects students’ skill to use the new information in their own words. Retelling can also be treated as language practice focused on learning and practising new vocabulary and sentence structures. The research concentrated on fragments of text that were an extension of the original text that was retold by an elementary group of students of French philology (A2 level according to The Common European Framework of Reference for Languages, 2003) in Polish and French (the foreign language). Comparison of speech produced in the two languages made it possible to consider the nature and function of the learners’ discourse competence which, depending on the students’ personal goals and communicative experience, differed in the two cases. The data collected can serve as a starting point for planning further steps to develop students’ metadiscoursal awareness with the use of the retelling of a story as a learning strategy.

18

Towards Strategic Self-Regulation in Second/Foreign Language Learning. Part I. The ‘Good Language Learner’ Issue

51%

Dąbrowska M.

Rozprawy Społeczne

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2016

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tom 10

|

nr 4

46-54

EN

The main aim of this series of three articles is to explore the question of what it is that makes ‘good’ language learners, what individual factors can influence the learner’s success in second/foreign language learning, and what teachers and learners can learn from those who succeed in this complex task. In Part I., the author reviews a number of research studies on the ‘Good Language Learner’ issue conducted since the 1960s; she also attempts to summarize the main characteristics, strategies, and behaviours of successful and unsuccessful learners. Part II. presents an overview of studies focused on the role of selected individual differences and shows how the variables may influence the process and outcomes of language learning; it also indicates which strategies and behaviours of ‘good’ learners can be taught and learnt in the classroom. In Part III., the author explores the issue further and presents the results of her empirical studies aimed at identifying the features and strategies of both successful students of English as a foreign language and learners with lower achievements. The pedagogical implications for language teaching and learning discussed within the series are closely related to the ideas of strategies-based and styles-and-strategies-based instruction in language education, self-regulated or autonomous language learning, and continued lifelong learning.

PL

Niniejszy cykl trzech artykułów poświęcony jest zagadnieniu tzw. ‘dobrego’ ucznia języka drugiego/obcego, związkom pomiędzy wybranymi czynnikami indywidualnymi a sukcesem w nauce oraz próbie odpowiedzi na pytanie, czego możemy nauczyć się od uczących się języków obcych, którzy odnoszą sukces. W części pierwszej autorka dokonuje przeglądu badań cech, strategii i zachowań ‘dobrego’ ucznia prowadzonych od lat 60-tych ubiegłego wieku oraz przedstawia charakterystykę uczniów o wysokich i niższych poziomach osiągnięć. Część druga poświęcona jest roli wybranych czynników indywidualnych oraz omówieniu badań wskazujących na to, w jaki sposób mogą one wpływać na przebieg i wyniki nauki języka obcego oraz jakich zachowań i strategii ‘dobrych’ uczniów można nauczać i nauczyć się w klasie szkolnej. W części trzeciej autorka prezentuje wyniki własnych badań empirycznych mających na celu identyfikację cech i strategii uczących się o zróżnicowanym poziomie osiągnięć w nauce języka angielskiego jako obcego w warunkach szkolnych. Implikacje pedagogiczne zagadnień omawianych w tej serii artykułów powiązane są z ideą instrukcji strategicznej w edukacji językowej, samo-regulacji i autonomii w nauce oraz umiejętnościom niezbędnym do kontynuacji uczenia się przez całe życie.

19

Strategie indywidualnego uczenia się i inne charakterystyki studiowania w pierwszej fazie zdalnego nauczania podczas pandemii COVID-19

51%

Smoter K.

e-mentor

|

2022

|

tom 95

|

nr 3

4-12

EN

One aspect of university governance during the Covid - 19 pandemic was the introduction of compulsory distance learning. This set-up required significant modifications in the organisation of the teaching-learning process, becoming an area of reflection in the field of academic didactics. The main addressees of the described educational change were female and male students - entities who chose different paths to achieve their learning goals. The analysis subject of this article is to identify such characteristics as, inter alia, their learning strategies, ways of evaluating online classes or emotions experienced in a learning situation. The pilot studies were carried out in the first phase of introducing remote university teaching, and were done using a unique questionnaire. The theoretical basis of the research was the learning theory of adults, described by M. Knowles, co-creators of the teaching-learning process, selecting methods of action to specific problems. In this article we refer to the description of the strategy (individual learning) according to R. Arends (1998), as well as other issues related to remote university learning, i.e. evaluation of one's own study process, satisfaction with studying and emotions evoked by the necessity to learn remotely. Referring to the research results, the most frequently chosen strategies were those around working with 'written text': highlighting the most important information, creating notes or adding comments in the text. On the other hand, online classes were often of low value for the students. The obtained results also indicate the predominance of negative feelings and states related to anxiety, anger or disappointment with the remote organisation of university work.

PL

Jednym z aspektów zarządzania szkołami wyższymi podczas pandemii COVID-19 stało się wprowadzenie obowiązku zdalnego kształcenia. Sytuacja ta wymagała modyfikacji organizacji procesu nauczania – uczenia się, stając się obszarem refleksji na gruncie dydaktyki akademickiej. Głównymi adresatami opisywanej zmiany edukacyjnej były osoby studiujące, wybierające różne drogi służące realizacji celów uczenia się. Przedmiotem analiz w tym artykule jest rozpoznanie takich charakterystyk, jak m.in. stosowane przez nich strategie uczenia się, sposoby wartościowania zajęć dydaktycznych realizowanych online (w tym – oceny jakości własnej pracy) czy emocje odczuwane w sytuacji uczenia się. Badania pilotażowe zrealizowano w pierwszej fazie zdalnego nauczania uniwersyteckiego z wykorzystaniem autorskiego kwestionariusza ankiety. Podstawę teoretyczną badań stanowiła opisywana przez Knowlesa i in. (2009) teoria uczenia się osób dorosłych, świadomych i sprawczych współtwórców procesu nauczania – uczenia się, dobierających sposoby działania do konkretnych problemów edukacyjnych. Kwestię tę odniesiono do opisu strategii (uczenia się indywidualnego) w ujęciu Arendsa (1998) a także innych zagadnień związanych ze zdalną nauką uniwersytecką takich jak np. ocena własnego procesu studiowania, satysfakcja ze studiowania oraz emocje wywoływane koniecznością zdalnej edukacji. Badania wykazały, że najczęściej wybierano strategie pracy z tekstem pisanym: podkreślanie najważniejszych informacji, tworzenie notatek czy dopisywanie uwag w tekście. Z kolei same zajęcia online często były przez studentów i studentki nisko wartościowane. Uzyskane wyniki wskazują na przewagę negatywnych uczuć i stanów związanych z niepokojem, złością czy rozczarowaniem zdalnym trybem organizacji pracy uczelni.

20

Comparing Problem Solving Strategies for NP-hard Optimization Problems

51%

Hidalgo-Herrero M. , Rabanal P. , Rodríguez I. , Rubio F.

Fundamenta Informaticae

|

2013

|

tom Vol. 124, nr 1/2

1--25

EN

NP-complete problems are particularly hard to solve. Unless P=NP, any algorithm solving an NP-complete problem takes exponential time in the worst case. The intrinsic difficulty of NP-complete problems when we try to optimally solve them with computers seems to apply to humans too. Intuitively, solving NP-complete problems requires taking a series of choices where each choice we take disables many subsequent choices, but the scope of dependencies between these mutually exclusive choices cannot be bound. Thus, the problem cannot be split into smaller subproblems in such a way that their solutions can be computed independently and easily combined for constructing the global solution (as it happens in divide and conquer algorithms). Moreover, for each choice, the space of subsequent subproblems to be considered for all possible choice elections does not collapse into a polynomial size set (as it happens in dynamic programming algorithms). Thus, intuitively, in NP-complete problems any choice may unboundedly affect any other, and this difficulty seems to puzzle humans as much as computers. In this paper we conduct an experiment to systematically analyze the performance of humans when solving NP-complete problems. For each problem, in order to measure partial fulfillment of the decision problem goal, we consider its NP-hard optimization version. We analyze the human capability to compute good suboptimal solutions to these problems, we try to identify the kind of problem instances which make humans compute the best and worst solutions (including the dependance of their performance on the size of problem instances), and we compare their performance with computational heuristics typically used to approximately solve these problems. We also interview experiment participants in order to infer the most typical strategies used by them in experiments, as well as how these strategies depend on the form and size of problem instances.