1,529 research outputs found
Wykorzystanie materiałów autentycznych w nauczaniu języka angielskiego jako obcego uczniów z SPE
No full textThe article focuses on the use of authentic materials when teaching English as a Foreign Language to SEN Students. A mixed-method study (with the help of questionnaires and interviews) was conducted to investigate teachers’ awareness of students with SEN. We were interested to find the types of additional materials used in English lessons with SEN students, and in particular whether the investigated teachers (with different teaching seniority) use authentic materials when they work in inclusive classrooms. It turned out that English teachers’ awareness of SEN students is low and their opinions are not precisely formed; the teachers use selected authentic materials, believing that inclusive classrooms do not allow them to use these teaching materials they would be willing to use there.Artykuł koncentruje się na wykorzystaniu autentycznych materiałów podczas nauczania języka angielskiego jako języka obcego uczniów z SPE. Przeprowadzono badanie metodą mieszaną za pomocą kwestionariuszy i wywiadów, by zbadać świadomość nauczycieli na temat uczniów ze specjalnymi potrzebami edukacyjnymi. Celem badania jest wybranie dodatkowych materiałów wykorzystywanych na lekcjach języka angielskiego z uczniami z SPE, w tym, w szczególności, materiałów autentycznych. W badaniu wzięli udział nauczyciele języka angielskiego o różnym stażu dydaktycznym. Otrzymane wyniki wskazały, że świadomość nauczycieli języka angielskiego na temat uczniów z SPE jest niska, nauczyciele korzystają z wybranych autentycznych materiałów dydaktycznych, a opinie na temat wykorzystania innych materiałów dla uczniów z SPE są podzielone.Ewelina Anna Kałuża: [email protected] Polok: [email protected] Anna Kałuża - Zespół Szkół im. Władysława Szybińskiego w CieszynieKrzysztof Polok - Uniwersytet Bielsko-Bialski, Wydział Społeczno-Humanistyczny, Instytut NeofilologiiAhmed S., Authentic ELT Materials in the Language Classroom: An Overview, “Journal of Applied Linguistics and Language Research” 2017, 4 (2), pp. 181–202, [online], https://www.researchgate.net/publication/315765820_Authentic_ELT_Materials_in_the_Language_Classroom_An_Overview, [retrieved: 15.01.2023].Akbari O., Razavi A., Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes, “International Journal of Research Studies in Education” 2015, 4 (5), pp. 106–116.Bacon S. M., Finneman M. D., A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input, “The Modern Language Journal” 1990, 74 (4), pp. 459–473.Bartnikowska U., Antoszewska B., Children with Special Educational Needs (SEN) in the Polish Education System, “International Journal of Psycho-Educational Sciences” 2017, 6 (3), pp. 100–108.Domagała-Zyśk E., Knopik T., Functional Diagnosis as a Strategy for Implementing Inclusive Education in Poland, “Revista Brasileira de Educação Especial” 2020, 26/2, pp. 203–220.Ellis S., Tod J., Graham-Matheson L., Special educational needs and inclusion: Reflection and Renewal, London 2008.Gardner D., Miller L., Establishing Self Access, Cambridge 1999.Gebhard J. G., Teaching English as a foreign language: a teacher self-development and methodology, Ann Arbor 1996.Gilmore A., Authentic materials and authenticity in foreign language learning, “Language Teaching” 2007, 40/2, pp. 97–118.Kilickaya F., Authentic materials and cultural content in EFL classrooms, “The Internet TESOL Journal” 2004, 10 (7), pp. 11–23.Kováčiková E., Teaching English to learners with specific learning needs, “Teaching Foreign Languages to Learners with Special Educational Needs: E-Textbook for Foreign Language Teachers” 2015, pp. 29–38.Martinez A. G., Authentic Materials An Overview. Free Resources for Teachers and Students of English, “Karen’s Linguistics Issues” 2002, 1 (1), pp. 1–7.Nunan D., Designing Tasks for the Communicative Classroom, Cambridge 1989.Padurean A. N., Teaching English Language to Children with Special Educational Needs, “TEM Journal” 2014, 3 (4), pp. 309–314.Qamariah Z., Authentic materials, an alternative in English classroom, “Proceedings of the 2nd National Conference on English Language Teaching (NACELT)” 2016, Nov., Palangka Raya.Richards J. C., Curriculum Development in Language Teaching, Cambridge 2001.Stubbs S., Inclusive Education. Where there are few resources, Oslo 2008.Warnock M., The Warnock Report. Special Educational Needs, London 1978.Zaremba L., Specjalne potrzeby rozwojowe i edukacyjne dzieci i młodzieży. Identyfikowanie SPR i SPE oraz sposoby ich zaspokajania, Warszawa 2014, [online], http://www.bc.ore.edu.pl/Content/671/identyfikowanie+spe spr.pdf, [retrieved: 15.01.2023].2710111
Stress at work of an fl teacher
No full textCelem artykułu jest analiza szeregu kwestii związanych z tematyką stresu w pracy nauczyciela języka oraz skupienie się na tych momentach, na które stres wpływa szczególnie silnie, wywołując w wielu wypadkach zmianę w funkcjonowaniu ucznia. Zastosowane w artykule techniki opierają się na formacie metaanalizy oraz propozycji bardziej ścisłego wdrożenia dywergencyjnych procedur pracy w trakcie lekcji językowej. Przedstawione w konkluzji propozycje powinny skutkować nie tylko głębszym zaangażowaniem się uczniów w tematykę lekcji, ale także ogólnie mniejszym poziomem ładunku stresu wpływającego na działania zarówno nauczyciela języka, jak i jego uczniów.The aim of the article is to analyze a number of issues related to the topic of stress in the work of a language teacher, and to focus on those moments that are particularly strongly influenced by stress, in many cases causing forms of learners’ functioning to be affected by the teacher’s stress. The techniques used in the article are based on the meta-analysis format and the proposal of a stricter implementation of divergent work procedures during the language lesson. The proposals presented in the conclusion should result not only in a deeper involvement of students in the contents of the lesson, but also a generally lower level of stress load affecting the actions of both the language teacher and his/her [email protected] Techniczno-Humanistyczna w Bielsku-Białej. Wydział Społeczno-Humanistyczny. Instytut NeofilologiiAnderson L., Krathwohl D.A., Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, New York 2001.Bloom B., All Our Children Learning, New York 1958.Bruner J., The Process of Education, Cambridge 1960.De Bot K., Lowie W., Verspoor M.H., A dynamic systems theory approach to second language acquisition, „Bilingualism: Language and Cognition” 2007, 10/1, pp. 7–21.Feuerstein R., The theory of structural modifiability, [in:] Learning and Thinking Styles: Classroom Interaction. B. Presseisen (ed.), Washington 1960.Fleming N., Facts, Fallacies and Myths: VARK and Learning Preferences, 2012, [online], www.vark-learn.com, [dostęp: 27.11.2019].Huether G., Biologie der Angst. Wie aus Stress Gefühle enstehen, Göttingen 1978.Krashen S., Second Language Acquisition and Second Language Learning, Sacramento 1983.Kretschmann R., Stressmanagement für Lehererin und Lehrer, Weinhein–Basel 2000.Kretschmann R., Lange-Schmidt I., Stres w zawodzie nauczyciela, Gdańsk 2010.Lazarus R.S., Launier R., Stressbesogene Transaktionen zwischen Person und Umwelt, [in:] Stress, Theorien, Ursachen, Mabnahmen, J.R. Nitsch (Hrsg.), Bern 1978.Maturana H.R., Varela F.J., The tree of knowledge: The biological roots of human understanding, New York 1978.Nunan D., Syllabus Design, Oxford 1986.Ogińska-Bulik N., Czy doświadczenie stresu może służyć zdrowiu?, „Polskie Forum Psychologiczne” 2009, 14/1, s. 33–45.Piaget J., The Origins of Intelligence in Children, New York 1963/2000.Pienemann M., Processability Theory, [in:] Processability Theory. Studies in Bilingualism, M. Pienemann (ed.), Amsterdam 1998.Polok K., Być kreatywnym: kreatywność w nauce języków obcych, [w:] W kręgu języka, literatury i nauczania: księga pamiątkowa z okazji Jubileuszu 70-lecia urodzin
Profesora Wojciecha Gorczycy, L. Pavera (red.), Bielsko-Biała 2017.Richards J., Rodgers T., Approaches and Methods in Language Teaching (2nd edition), Cambridge 2001.Seligman M., Erlernte Hilflosigkeit, München 1995.Selye H., Stres życia, Warszawa 1963/1986.Torrance E.P., Scientific Views of Creativity and Factors Affecting Its Growth, „Dedalus” 1965/2013, 94/1, pp. 663–681.Wicklund R.A., Duval T.S., A theory of objective self-awareness, New York 1972.Yapp Ch., de Freitas S., Personalising Learning in the 21st Century, Stafford 2005.2519721
Results of the two-dimensional particle identification analysis applied for the RICH in the DELPHI experiment
No full textThe Cherenkov radiation is fully described by two variables Theta and phi , polar and azimuthal angles, respectively. In all published methods the azimuthal angle phi is completely neglected. We want to suggest that one can profit using the phi angle as additional aid in the particle identification procedure. For the first time, two- dimensional analysis results, taking into account not only both angles but also their errors, are presented. The two-dimensional method based on the Lagrange technique couples together the constraint equation and the minimization function and leads to the correct probability estimation. The principles and advantages of the proposed method are presented. (10 refs)
Teaching English as a Second/Foreign Language to CAPD -Impaired Students
No full textCentralne Zaburzenia Przetwarzania Słuchowego (CZPS, ang. CAPD – Central Auditory Processing Disorder lub APD – Auditory Processing Disorder) zazwyczaj mylone jest z wadą słuchu fizycznego (z ubytkiem słuchu) lub problemami związanymi z zaburzeniami koncentracji uwagi, najczęściej współwystępujących z nadpobudliwością psychoruchową. Jednak u dzieci z CZPS zarówno słuch odbiorczy, jak i przewodzeniowy jest prawidłowy, a problem polega na niewłaściwym przetwarzaniu bodźców słuchowych. Szacuje się, że 30% dzieci z dysleksją oraz do 50% dzieci z trudnościami w nauce ma zaburzenia przetwarzania słuchu typu centralnego. Niniejszy artykuł podejmuje problematykę CZPS w wypadku 9-letniej uczennicy szkoły podstawowej. Jest również próbą odpowiedzi na pytanie: jak pracować z takimi uczniami, żeby podnieść efektywność ich pracy i nabywania wiedzy/umiejętności na lekcjach języka obcego.Central Auditory Processing Disorder (CAPD) or APD (Auditory Processing Disorder) is usually confused with a physical hearing impairment (i.e. with hearing loss), or problems related to attention deficit disorders, usually comorbid with psychomotor hyperactivity. However, in children with APD both receiving and conductive hearing is normal, and the problem is the improper processing of auditory stimuli. It is estimated that 30% of children with dyslexia and up to 50% of children with learning disabilities have central hearing processing disorders. This article deals with the problem of CAPD discovered and followed scientifically in two students. It is also an attempt to answer the question how to work with such students; in particular, how to increase the efficiency of their work and acquisition of knowledge/skills in foreign language lessons. The paper will present a suggestion to be possibly applied by foreign/ second language teachers meeting APD-impaired learners in their everyday educational activities.Izabela Bieńkowska: [email protected] Polok: [email protected] Bieńkowska - Politechnika Śląska w Gliwicach, Kolegium Nauk Społecznych i Filologii ObcychKrzysztof Polok - Akademia Techniczno-Humanistyczna w Bielsku-Białej, Wydział Społeczno-Humanistyczny, Katedra AnglistykiBieńkowska I., Zaburzenia procesów regulacji integracji sensorycznej, Kraków 2018.Central Auditory Processing Disorders- The Role of the Audiologist, American Speech- Language-Hearing Association, 2005, [online], http://asha.org/.Cotterall S., Autonomy and Good Language Learners, [w:] Lessons form Good Language Learners, C. Griffiths (red.), Cambridge 2008.Csikszentmihalyi M., Flow. The Psychology of Optimal Experience, New York 1990.Dawes P., Bishop D., Psychometric profile of children with auditory processing disorder (APD) and children with dyslexia, „Arch Dis Child” 2010, vol. 95 (6), s. 432- 436.Dykacz M., Centralne Zaburzenia Przetwarzania Słuchowego (CZSP) oraz afazja jako przyczyny trudności w uczenia się, 2018, [online], http://1spoleczna.gliwice.pl/pdf/2016_17/czps.pdf, [dostęp: 17.07.2018].Ehrmann M., Personality and Good Language Learners, [w:] Lessons form Good Language Learners, C. Griffiths (red.), Cambridge 2007.Ferguson M.A., Hall R.L., Riley A., Moore D.R., Communication, listening, cognitive and speech perception skill in children with auditory processing disorder (APD) or specific language impairment (SLI), „J Speech Lang Hear Res” 2011, No. 54, s. 211-227.Feuerstein R.P., Klein S., Tannenbaum A.J., Mediated Learning Experience: theoretical, practical and learning implications, London 1991.Fisher R., What is creativity?, [w:] Unlocking creativity. Teaching across the curriculum, R. Fisher, M. Williams (red.), London 2004.Guilford J.P., Creativity, „American Psychologist” 1950, 5, s. 444-454.Harmer J., How to Teach English, London 2003.Iwankiewicz S., Otolaryngologia. Podręcznik dla studentów medycyny i stomatologii, Warszawa 1991.Johansen K., Słuch a uczenie się, Warszawa 2011.Jones R., Creativity and language, [w:] Creativity in Language Teaching. Perspectives from Research and Practice, R. Jones, J. Richards (red.), London 2015.Keith R.W., Zaburzenia procesów przetwarzania słuchowego – postępy w rozumieniu istoty choroby, „Otolaryngologia” 2004, nr 3 (1), s. 7-14.Kozołub A., Anatomia i fizjologia narządów mowy, głosu i słuchu, [w:] Logopedia, T. Gałkowski, G. Jastrzębowska (red.), Opole 1996.Krarpińska-Szaj K., Uczniowie z niepełnosprawnością w szkołach ogólnodostępnych: nauczanie języków obcych, „Neofilolog” 2011, nr 36, s. 59-72.Little D., Learner Autonomy1: Definitions, Issues and Problems, Dublin 1991.Nunan D., Syllabus Design, London 1996.Oxford R., Language Learning Strategies. What Every Teacher Should Know, London 1990.Personalizing Learning in the 21st Century, Freitas de S., Yapp Ch. (red.), (2005), Bodmin 2005.Reed C., Seven Pillars of Creativity n Primary ELT, [w:] Creativity in the English Language Classroom, A. Maley, N. Peachey (red.), London 2012.Richards J., Cotterall S., Exploring Creativity n Language Teaching, [w:] Creativity in Language Teaching. Perspectives from Research and Practice, R. Jones, J. Richards (red.), London 2015.Rubin J., Thompson I., How to Be a More Successful Language Learner, London 1994.Scrivener J., Learning Teaching. The Essential Guide to English Language Teaching, Oxford 2011.Senderski A., Diagnostyka centralnych zaburzeń przetwarzania słuchowego. Algorytm postępowania diagnostycznego. Materiały Instytutu Fizjologii i Patologii Słuchu, 2002, [online],
https://pbn.nauka.gov.pl/polindex.../article-ce9d6df5-05eb-46f4-96829b84eda3e55.Senderski A., Rozpoznawanie i postępowanie w zaburzeniach przetwarzania słuchowego u dzieci, „Otolaryngologia” 2014, vol. 13 (2), s. 77-81.Sharma M., Purdy S.C., Kelly A.S., Comorbidity od Auditory Processing, Language and Reading Disorders, „J Speech Lang Hear Res” 2009, No. 52, s. 706-722.Skoczylas A., Cieśla K., Kurkowski Z.M., Czajka N., Skarżyński H., Diagnoza i terapia osób z centralnymi zaburzeniami przetwarzania słuchowego w Polsce, „Nowa Audiofonologia” 2014, nr 1 (3), s. 51-55.Solomon E., Berg L., Martin D., Ville C.A., Biologia, Warszawa 1996.Ur P., A Course in Language Teaching, Practice and Theory, Cambridge 1991.Wenden A., Learner Strategies for Learner Autonomy, London 1991.Wilczyńska W., Uczyć się czy być nauczanym? O autonomii w nauce języka obcego, Poznań 1999Zaborniak-Sobczak M., Bieńkowska K.I., Senderski A., Centralne zaburzenia przetwarzania słuchowego: od teorii do praktyki edukacyjnej. Wybrane problemy, „Niepełnosprawność. Dyskursy pedagogiki specjalnej” 2016, nr 23, s. 116-133.22234
Kwestie nacechowania w języku sportu
No full textFollowing the definitions offered by Birk & Birk (1990), the paper discusses the issues of slanting and charged language to be found in the sub-dialect form of sport-connected language. ‘While basing on the cognitive theory of language offered by R. Langacker, the paper presents the forms of charging found in various elements of sport-connected language. The forms of the charging elements, which are always dependent on the message author, are selected from the lexicon of some cognitively existing in-language personal semantic schema, which defines the semantic areas of each of the words and are subsequently applied by the message author, so as to illustrate his/her feelings in respect to a given sport-involving activity in the closest possible way. Additionally, the paper hints at the existence of possible connections between sport language and numerous forms of everyday speech claiming that one of the ways of ‘resurrection’ of everyday speech is its relative proximity to sport language
23 February 2010 - Polish Under Secretary of State, Ministry of Science and Higher Education, J. Szwed visiting CERN installations with sLHC Project Office T. Kurtyka and Machine Protection and Electrical Integrity Group Leader A. Siemko.
No full textTirage 1002023-01: In LHCb experimental area with Machine Protection and Electrical Integrity Group Leader A. Siemko; Mission Counselor M. Cichucka; Counselor to the Minister M. Klimkiewicz, Under Secretary of State J. Szwed; LHCb Collaboration, national group leader, Henryk Niewodniczanski Institut of Nuclear Physics G. Polok, Collaboration Spokesperson A. Golutvin and Delegate to CERN Council A. Zalewska. Tirage 28: Visiting the Computing Centre with IT Department Head F. Hemmer Tirage 49: In CMS Control centre, buiding 354 with Collaboration Spokesperson G. Tonelli and CMS Collaboration, national group leader, University of Warsaw J. Krolikowski. Tirage 62: visiting ALICE exhibition area and counting room with Collaboration Spokesperson J. Schukraft. Tirage 82-99: Under Secretary of State address to the Polish Community Tirage 82: Machine Protection and Electrical Integrity Group Leader A. Siemko Tirage 83: Polish Delegate to CERN Council A. Zalewska. Tirage 85: Directorate Office E. Rondio Tirage 86: ATLAS Collaboration, AGH University of Science and Technology D. Kisielewska Tirage 87: LHCb Collaboration, national group leader, Henryk Niewodniczanski Institut of Nuclear Physics G. Polok Tirage 88: sLHC Project Office T. Kurtyk
Measurement of the branching fraction
No full textThe B
0
s
→ J/ψK
0
S
branching fraction is measured in a data sample corresponding to 0.41 fb−1
of integrated luminosity collected with the LHCb detector at the LHC. This channel is sensitive to
the penguin contributions affecting the sin 2β measurement from B
0
→ J/ψK
0
S
. The time-integrated
branching fraction is measured to be B(B
0
s
→ J/ψK
0
S
) = (1.83±0.28)×10−5
. This is the most precise
measurement to date
On the Instruments of Work of a FL Teacher
No full textArtykuł odnosi się do szeregu kwestii dotyczących sposobów przekazu wiadomości językowych w zakresie języka obcego przy wykorzystaniu szeregu instrumentów, które oferuje nauczycielowi języka glottodydaktyka. Artykuł wskazuje bardziej szczegółowo na dwa główne instrumenty glottodydaktyczne, jakimi są psycholingwistyka i dydaktyka, ale w oddali widać wyraźnie szereg instrumentów pozostałych, takich jak glottofilozofia, kultura języka czy semantyka.The paper discusses a number of issues relating to the transference of language-orientated L2 issues with the help of a number of instruments that are offered by glotto-didactics to any L2 teacher. More importantly, the paper looks at the two glotto-didactic instruments, i.e. psycholinguistics and didactics, not forgetting about such instruments – appearing in distanced twilight - as glotto-philosophy, language culture, or semantics, that are also being mentioned in the [email protected] Techniczno-Humanistyczna w Bielsku-Białej, Katedra AnglistykiAndrews S., Teacher language awareness, Cambridge 2007.Bachman L., Fundamental consideration in language testing, Oxford 1990.Baker C., Foundations of bilingual education and bilingualism, Philadelphia 1997.Bereźnicki F., Podstawy dydaktyki, Kraków 2011.Carter R., How aware should language teachers and learners be? Paper presented at the International Language in Education Conference, Hong-Kong, 14-16 December 1994.Dobek-Ostrowska B., Podstawy komunikowania społecznego, Wrocław 1999.Goffmann E., Człowiek w teatrze życia codziennego, Warszawa 1981.Kramsch C., Language and Culture, Oxford 1998.Larsen-Freeman D., The grammar of choice, [w:] New perspectives on grammar teaching in second language classrooms, E. Hinkel, S. Fotos (red.), Mahwah 2002, s. 103-118.Leech G., Students’ grammar – teachers’ grammar – learners’ grammar, [w:] Grammar and the language teacher, M. Bygate, A. Tonkyn, E. Williams (red.), Hemel Hempstead 1994, s. 17-30.van Leer B., Introducing language awareness, London 1995.van Leer B., Interaction in the language curriculum: Awareness, autonomy and authenticity, London 1996.Long M., Robinson P., Focus on form: Theory, research and practice, [w:] Focus on form in classroom second language education, C. Doughty, J. Williams (red.), Cambridge 1998, s. 15-41.Philips D.H., Soltis J.F., Perspectives on learning, London 2004.Ratner N., Gleason J., Psycholinguistics, Harcourt 2005.Richards J.C., Rogers T.S., Approaches and methods in language teaching, Cambridge 2001.de Saussure F., Écrits de linguistique générale, Paris 2002.Sinclair J.M., Language awareness in six easy lessons, [w:] Language awareness NCLE Reports and Papers 6, G. Donmall (red.), London 1985, s. 33-37.Skinner B.F., The science of teaching and the art of learning, „Harvard Educational Review” 1954, 24, s. 86-97.Thornbury S., About language, Cambridge 1997.Wichura H., Metody kształcenia początkowego, [w:] Praca nauczyciela i ucznia w klasach 1-3, Warszawa 1990, [online], http://www.edukator.org.pl/2005a/wspieranie/wspieranie.html, [dostęp: 20.01.2016].Yule G., The Study of Language, Cambridge 1998.267-2852026728
Pozycja prawna kobiet w prawie małżeńskim Pakistanu w świetle międzynarodowych standardów ochrony praw człowieka
No full textThis doctoral thesis is an attempt to answer the question if women rights related to the marriage in Pakistan are compatible with international human rights standards. The main hypothesis of the thesis is that the standards in Pakistani marriage law are consistent with the requirements of Sharia law and thus significantly differ from the universal international standards. The study proves assumed hypothesis, in the course of the research author conclude that women’s position in the marriage is not equal to the position of the man. The discrimination is most visible in various situations: women do not have same right to choose a spouse and to enter into marriage, same rights regarding custody of their children and responsibilities as parents and also in law regulating divorce. The thesis consisting of VI chapters; chapter I characterize the legal system of Pakistan and Islamic law, chapter II analyze the historical developments of women rights in Pakistan, chapter III look over the international human rights standards related to marriage, while chapters IV, V and VI examine Pakistan's specific laws regulating status of women in marriage and compares tchem to an international human rights standards
Li palatinati di Minsk, Mscislaw, Polok, e Witebsk nella Littuania : con privilegio dell'ecc[ellentissi]mo senato
No full texttratta dall'atlante polacco del Sig[no]r Rizzi Zanoni ; G. Zuliani inc. ; G. Pitteri scrTitelkartusche unten links, von Landschaftsdarstellungen umrahmt ; oben rechts Plattenbezeichnung M. VII.Massstab in graphischer Form (Miglia comuni di Germania, e di Polonia, Miglia comuni d'Italia) ; Nullmeridian FerroUrsprungswerk: Band 2 des "Atlante novissimo" von Antonio Zatta (Venezia, 1775 - 1785
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