Wyniki wyszukiwania - Biblioteka Nauki

1

REAL-TIME CONFERENCING TOOLS IN TEACHING SPEAKING TO ADULT LEARNERS

100%

Fronczyk K.

Teaching English with Technology

|

2008

|

tom 8

|

nr 4

EN

Internet lesson plans

2

How advanced is advanced when it comes to speaking?

100%

Gráf T.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

|

2014

|

tom special issue

65-77

EN

The huge achievement of becoming advanced in a language is often undermined by the feeling shared by the learners and their teachers that whilst there still is considerable progress to be made it is difficult to see what concrete steps to take. The study explores different ways of describing advancedness — using CEFR descriptors, the AdLs’ self-perceptions, the views of their teachers and, finally, through a sample analysis of spoken production of advanced learners. The study argues that in order to prevent the advanced learner from remaining stranded on a plateau an active approach is to be taken by both the learners and their teachers using analyses of learner and native-speaker language and challenging the learners to use complex and idiomatic language well beyond the boundaries of their habitual language use.

3

LEARNING ENGLISH LISTENING AND SPEAKING THROUGH BBC VOA PODCASTS: AN APP REVIEW

100%

Abdi S. , Makiabadi H.

Teaching English with Technology

|

2019

|

tom 19

|

nr 2

101-108

EN

Knowing another language other than the first language is stereotypically regarded as a prestigious feature, distinguishing an individual from the rest of the community while providing him/her with more job opportunities. Nowadays, language classes are easily available through the expansion of recent technologies such as MALL (Mobile-Assisted Language Learning) and language learning applications (apps). App developers have been competing to design the most efficient apps to facilitate meaningful language learning by focusing on oral production and auditory reception to increase language learners' communicative competence. A characteristic app of the kind is Learning English Listening & Speaking BBC/ VOA News which offers learners a massive archive of updated BBC and VOA podcasts both online and offline. The current review intends to present a detailed description of the important features of this app.

4

A ROOM WITH A VUI – VOICE USER INTERFACES IN THE TESOL CLASSROOM

100%

Kent D.

Teaching English with Technology

|

2020

|

tom 20

|

nr 3

96-123

EN

Disruptive technologies have seen how students interact with their teachers, how we as teachers now prepare and provide learning, and how we might best incorporate artificial intelligence into the classroom. To this end, the pedagogical affordances offered by the voice-user interface of digital assistants is explored. Instructional strategies supported by examples are then provided, along with means for actioning their use in the classroom and evaluating their appropriateness and viability for enhancing language learning.

5

Bariery komunikacyjne w rodzinie

100%

Koc-Kozłowiec B.

Wychowanie w Rodzinie

|

2012

|

tom VI

|

nr (2/2012)

99-116

EN

The art of communication – listening and speaking – is a major life skill, with a thorough influence on every human life. Remaining silent while the interlocutor speaks is not all that there is to the act of listening to messages. True listening is based on an intention to get involved in understanding of the other person, enjoying his or her presence, learning something from the conversation, giving assistance, or comforting the interlocutor. In the article the author describes obstacles (barriers), which render true listening impossible. These barriers have been identified by a group of young adults

6

Can Indirect, Delayed Error Correction Improve Students’ Willingness to Speak in the Target Language?

100%

Pham Q. N.

Anglica. An International Journal of English Studies

|

2018

|

nr 27/2

173-189

XX

At a high school where I have worked as a visiting lecturer, students of English as a Foreign Language (EFL) tend to use their mother tongue (L1) instead of the target language (L2) in communicative activities. Many factors are to blame for this issue, such as the seating arrangement, the language curriculum, the influences from the interlocutors, and the teacher correction methods (Pham 2005). This study aims to propose a strategy to correct student errors during communicative activities. Data analysis shows that the strategy of error correction that a teacher uses will have a substantial impact on student use of L2 in oral activities. Drawing from such fi ndings, I suggest some practical teaching strategies to maximize L2 and minimize L1 in speaking activities.

7

The use of vlogging to enhance speaking performance of ESL students in a Malaysian secondary school

88%

Andiappan S. , Hock Seng G. , Ruey Shing S.

Teaching English with Technology

|

2022

|

tom 22

|

nr 1

23-39

EN

This study investigates the effect of a vlogging project on Malaysian ESL students’ speaking performance in a secondary school. Additionally, the students’ experience and perception of making and using vlogs in their language learning were also investigated. To this end, a mixed-methods approach was adopted and the data was collected from 73 participants. A quasi-experiment was conducted to determine the effect of the vlogging project while a questionnaire and a retrospective self-report were utilised to obtain the participants’ views pertaining to their experience in creating vlogs. The findings indicate statistically significant improvement in the ESL students’ speaking scores. Additionally, the participants viewed the vlogging project positively and perceived it as a student-friendly learning tool which can also promote self-evaluation and function as a source of motivation. Drawing on the findings, ESL teachers should consider the pedagogical benefits of vlogs and incorporate them as an instructional technique in the language classrooms. This study indicates that the use of vlogs warrants further research in order to inform the feasibility and pedagogical impact of using vlogs to enhance students’ speaking skills.

8

Réduction De L’anxiété De Production Orale

88%

Kalińska S.

Academic Journal of Modern Philology

|

2023

|

nr 19

129-147

EN

Research has consistently shown that anxious language students suffer significantly during oral activities and that anxiety has a negative impact on students’ attitudes toward language study. The purpose of this article is to help practitioners better understand some of the variables related to anxiety and oral skills and to offer teachers methods to lower the levels of stress in their classroom through the use of anxiety-management tools and activities that encourage authentic communication within a warm and supportive community of learners.

9

ENCOURAGING ENGLISH LANGUAGE PRODUCTION USING TED TALKS AT THE TERTIARY LEVEL: A STUDY IN A TECHNICAL COLLEGE

88%

Karunakar M. T.

Teaching English with Technology

|

2019

|

tom 19

|

nr 4

57-68

EN

This paper investigates using TED Talks to promote English language learning and production to ESL (English as a second language) learners at the tertiary level with the proficiency level between A2 and C1 as determined by their college entry-level test. In this study, it is used with a mixed-ability group of students of an engineering college who have difficulty performing in the language during classroom participation, while comprehending subject lectures or while communicating with their teachers and peers. In order to make their learning more engaging and to enhance the learner experience of the English language in this engineering class, TED Talks were used. Pre- and post-viewing activities were given to a group of students and were continuously assessed using classroom observation and production of language in classroom activities. The findings show that using TED Talks as a resource in the classroom improved English language production in terms of speaking and encouraged learners to confidently use the language.

10

L2 willingness to communicate (WTC) and international posture in the Polish ecucational context

88%

Mystkowska-Wiertelak A. , Pietrzykowska A.

Studies in Second Language Learning and Teaching

|

2011

|

tom 1

|

nr 1

119-134

EN

Speaking, the language skill whose mastering appears to be the ultimate aim of every attempt at learning a foreign language, constitutes a formidable challenge. Apart from involving the online interaction of complex processes of conceptualization, formulation, articulation and monitoring (Levelt, 1989), it appears prone to numerous psychological and social influences that, being difficult to control, may consistently hinder development. One of such factors, closely related to the concept of anxiety, is L2 willingness to communicate (WTC), called “the most immediate determinant of L2 use” (Clement, Baker, & MacIntyre, 2003, p. 191). Perceived as either a personality trait or/and a context-related feature, WTC seems capable of accounting for a person’s first and second language communication. Interestingly it can be related to the learner’s disposition towards the target language culture, general interest in international affairs, willingness to travel and sustain contacts with speakers of other languages, which, defined as international posture (Yashima, 2002), serves as a strong predictor of success in language learning. The present paper reports the results of a survey conducted among 111 students of English, in the majority prospect teachers of English. The aim was to establish the degree of correlation between their international posture and WTC. The results do not corroborate the outcomes of other studies performed in the field (cf. Yashima, 2002, 2009), which might point to the unique characteristics of the Polish educational context.

11

L2 willingness to communicate (WTC) and international posture in the Polish educational context

88%

Mystkowska-Wiertelak A. , Pietrzykowska A.

Studies in Second Language Learning and Teaching

|

2011

|

tom 1

|

nr 1

119-134

EN

Speaking, the language skill whose mastering appears to be the ultimate aim of every attempt at learning a foreign language, constitutes a formidable challenge. Apart from involving the online interaction of complex processes of conceptualization, formulation, articulation and monitoring (Levelt, 1989), it appears prone to numerous psychological and social influences that, being difficult to control, may consistently hinder development. One of such factors, closely related to the concept of anxiety, is L2 willingness to communicate (WTC), called “the most immediate determinant of L2 use” (Clement, Baker, & MacIntyre, 2003, p. 191). Perceived as either a personality trait or/and a context-related feature, WTC seems capable of accounting for a person’s first and second language communication. Interestingly it can be related to the learner’s disposition towards the target language culture, general interest in international affairs, willingness to travel and sustain contacts with speakers of other languages, which, defined as international posture (Yashima, 2002), serves as a strong predictor of success in language learning. The present paper reports the results of a survey conducted among 111 students of English, in the majority prospect teachers of English. The aim was to establish the degree of correlation between their international posture and WTC. The results do not corroborate the outcomes of other studies performed in the field (cf. Yashima, 2002, 2009), which might point to the unique characteristics of the Polish educational context.

12

Wie nützlich ist Sprachlerntandem? Formen, Potenziale und Grenzen der Tandemarbeit beim E-Tandemlernen in universitären Sprachkursen

88%

Adamczak-Krysztofowicz S.

Glottodidactica

|

2018

|

tom 45

|

nr 2

39-54

DE

This article focuses on a German-Polish e-tandem course between Adam Mickiewicz University Poznań and the Technical University of Darmstadt, which was conducted as a joint cooperation seminar in real time on both sides. As part of the tandem project, students of Applied Linguistics in Poznań and students of the Darmstadt Language Centre created and presented their own video podcasts in mixed German-Polish tandems. The author discusses possible forms of language learning tandems and the main achievements of language e-tandem DaPo-cooperation on the basis of a quantitative and qualitative analysis of the students’ questionnaires. After the initial conclusions, the author formulates new questions that may help to develop an innovative e-tandem model for university language courses

13

EXAMINING THE EFFECTIVENESS OF DIGITAL VIDEO RECORDINGS ON ORAL PERFORMANCE OF EFL LEARNERS

88%

Göktürk N.

Teaching English with Technology

|

2016

|

tom 16

|

nr 2

71-96

EN

This study reports the results of an action-based study conducted in an EFL class to examine whether digital video recordings would contribute to the enhancement of EFL learners’ oral fluency skills. It also investigates the learners’ perceptions of the use of digital video recordings in a speaking class. 10 Turkish EFL learners participated in this study. To determine the impact of digital video recording on EFL learners’ oral performance, the speaking module of IELTS was modified as pre- and post-test. In addition to the analysis of the scores assigned to the learners by two raters using an analytic scale, an analysis of learners’ discourse in pre- and post-test was undertaken to determine whether measures of fluency in learners’ output differ as a result of the video recording. The results suggest that the incorporation of digital video recordings into speaking classes improved the learners’ overall speaking proficiency; however, it did not lead to a significant improvement in learners’ oral fluency. Yet, the analysis of the qualitative data showed that the utilization of digital video recordings may not only bolster the learners’ self-confidence, but also encourage them to take risks with the target language.

14

Roots Of Mathematics

75%

Duda R.

Organon

|

2017

|

tom 49

5-27

EN

To understand the origin of mathematics it seems reasonable to turn our attention to its deep anthropological roots and thus to consider the role of the central nervous system; the evolution of the faculties of thinking, speaking, and understanding symbols; the emergence of mythology, magic and rites; and early geometrical and arithmetical conceptions and their initial development. The article offers a survey of our knowledge on these roots, based upon archaeology, ethnology, psychology, linguistics, cognitive sciences, and it underlines the enormous amount of work done in elaborating primary mathematical ideas in prehistoric times.

15

Linguistik und Rhetorik. Berührungspunkte

75%

Bartoszewicz I.

Studia Linguistica

|

2016

|

nr 35

25-36

EN

Rhetoric and linguistics have, to some extent, separate histories, traditions and research ranges. However, it is worthwhile to mention some reasons for which it is possible to perceive these disciplines as interdependent due to the doubtless relationship between them. And it is not only for the relationship, naturally existing between rhetoric – the queen of sciences and arts, as stated by Cicerone, and linguistics – a discipline being a theoretically and methodologically independent area, which was formed only in the 19th century. Linguistics appears as a peculiar recipient of solutions in terminological-methodological solutions, while rhetoric is not the only area from which the transfer was possible. It was some exact sciences (chemistry, logic, mathematics etc.) that played a significant role in this case. Today there is also noticed a tendency of rhetoric to open to other areas, including what linguistics can offer. It is a process which allows for the hope to create new research possibilities in both branches.

16

Ikoniczność, metonimia i metafora w znakach polskiego języka migowego oznaczających mówienie

75%

Linde-Usiekniewicz J. , Mostowski P.

Poradnik Językowy

|

2022

|

tom 792

|

nr 3

23-41

EN

This is the fi rst in a planned series of papers dedicated to Polish Sign Language (PJM) signs denoting speech. It presents an analysis of twenty different signs attested in the Polish Sign Language Corpus (KPJM) in terms of iconicity as well as metonymies and metaphors used in their formation. The conducted analysis showed that two classes of signs can be distinguished in the examined material: iconic signs making use of metonymy and signs motivated by a conceptual metaphor. The former refer exclusively to the production of speech as opposed to signing: the vehicle is the phonetic act (mouth movement or air movement). Metaphoric signs, in turn, consistently rely on the conduit metaphor, refer to both spoken and signed utterances, and focus on transmission of a semantic content.

17

Розвиток професійних іноземними мовами в навчаються за фахом в філології

75%

Svitlana Gedz S. , Ludmila Gusak L.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2012

|

nr 1

43-48

EN

This article is dedicated to an investigation of the main methods of developing professional foreign language competence in students majoring in philology.

18

Mówienie - rozmowa - dialog - dyskusja

63%

Krokos J.

Studia Philosophiae Christianae

|

2020

|

tom 56

|

nr 4

315-340

EN

Speaking, conversation, dialogue and discussion are four synonymous terms and refer to four related phenomena. Speaking is a sensible articulation of sounds by a personal subject, and as such is a condition for other activities. Conversation occurs when at least two people talk to each other on a topic. Dialogue and discussion, which are a form of conversation between persons, are characterized by different objects, purpose and structure. In both cases, conversation is foundational. The main condition of dialogue and discussion consists in the freedom of the will of persons. The main purpose of dialogue is the recognition of the views of participants. The participants in a discussion must not own equal competence. Discussion is a formalized dialogue. Thus, the purpose of a discussion is to solve problems. Therefore, there must be a definite object in discussion, and the details and notions employed must be stated. Moreover, the participants in discussion must own a similar competence. Lastly, discussion possesses its own internal and logical structure. -------------- Received: 22/09/2020. Reviewed: 06/11/2020. Accepted: 20/11/2020

PL

Mówienie, rozmowa, dialog i dyskusja to cztery bliskoznaczne terminy i cztery fenomeny ze sobą spokrewnione. Mówienie to sensowne artykułowanie dźwięków przez podmiot osobowy i jako takie jest warunkiem pozostałych aktywności. Rozmowa jest wzajemnym mówieniem do siebie przynajmniej dwóch osób na jakiś temat. Dialog i dyskusja, będące rozmową osób, różnią się przedmiotem, celem i strukturą. Dla obu rozmowa jest fundamentem. Warunkiem dialogu i dyskusji jest wewnętrzna wolność osób, które w nich biorą udział. Głównym celem dialogu jest zapoznanie się ze stanowiskiem i poglądami jego uczestników na określony temat. Uczestnicy dialogu nie muszą posiadać równych kompetencji. Dyskusja jest dialogiem sformalizowanym, kwalifikowanym. Jej celem jest rozwiązanie jakiegoś problemu. W dyskusji musi być zatem wyraźnie określony jej przedmiot, aspekt oraz muszą zostać uzgodnione pojęcia. Dyskutanci muszą posiadać podobne kompetencje w dyskutowanych sprawach. Dyskusja posiada też swą wewnętrzną, logiczną strukturę. -------------- Zgłoszono: 22/09/2020. Zrecenzowano: 06/11/2020. Zaakceptowano do publikacji: 20/11/2020

19

Mówienie i niemówienie w wypowiedzi

63%

Solak A.

Eruditio et Ars

|

2022

|

tom 5

|

nr 2

105-113

EN

A statement formulated by a speaker carries a plenitude of information. A number of these pieces of information is located in the segmental layer - the contents of the statement. Other pieces of information are contained in the suprasegmental layer. When delivering a statement we are not always sure what part of it consists of non-speaking. Admittedly, we think only of what we want to say and not of the non-verbal components which make delivering a statement possible. This paper presents one of the research problems tackled within the framework of a doctoral dissertation concerning the rate of children’s speech.

PL

Wypowiedź formułowana przez nadawcę niesie za sobą liczne informacje. Szereg z nich mieści się w jej warstwie segmentalnej – treści komunikatu. Kolejne zawiera także warstwa suprasegmentalna wypowiedzi. Realizując wypowiedź, nie zawsze mamy świadomość, jaką jej część stanowi niemówienie. Myślimy przecież wyłącznie o tym, co chcemy powiedzieć, nie o składnikach, które w niemy sposób nam to umożliwiają. Artykuł zawiera dokładne dane, poparte wynikami badań autorskich, dotyczące procentowego udziału „mówienia” i „niemówienia” w wypowiedziach dziecięcych.

20

L’anxiete langagiere en classe de français: les attitudes des lyceens polonais envers l’enseignement/apprentissage de l’oral

63%

Lipińska J.

Neofilolog

|

2021

|

nr 57/1

101-117

EN

While learning a foreign language, students have to practise speak-ing through different in class activities. Unfortunately, speaking is often a challenge for students not only due to linguistic difficulties, but most importantly because of the stress caused by using a foreign language in front of their classmates. This phenomenon, called language anxiety, makes it impossible for some students to participate actively, thus to develop their speaking skills. It is therefore important to understand which types of tasks cause the highest level of anxiety as well as to find out what can help students overcome their anxiety. To answer these questions, we conducted a research among Polish high school students learning French. They were asked about their attitudes towards different speaking activities in class as well as about the atmosphere in the classroom. The results indicate that students are the most stressed while speaking in front of their peers and prefer interaction in small groups. Language games also appear to lower the level of anxiety during speaking. In addition, positive atmosphere and lack of judgment help students overcome their fear, but they do not eliminate it completely for every person.