1,720,962 research outputs found
Analiza žanra asinhronih diskusionih foruma u nastavi engleskog jezika struke
Get PDFDoktorska disertacija „Analiza žanra asinhronih diskusionih foruma u nastavi engleskog jezika struke” bavi se analizom žanra asinhronih diskusionih foruma korišćenih u nastavi engleskog jezika struke na Fakultetu tehničkih nauka Univerziteta u Novom Sadu, definicijom i razvojem jezika struke za posebne namene s naglaskom na oblast nauke i tehnologije, utvrđivanjem retoričke organizacije pojedinačnih i grupnih stručnih studentskih objava na asinhronim diskusionim forumima, ispitivanjem sličnosti i razlika u organizaciji teksta, kao i opisivanjem lingvističkih karakteristika ovih objava. U sklopu analize žanra prvo je urađena jezička analiza pojedinačnih i grupnih studentskih objava na asinhronim diskusionim forumima koja je obuhvatila analizu učestalosti i načina upotrebe metadiskursa, kao i analizu upotrebe hiperteksta u pojedinačnim i grupnim studentskim objavama. Nakon toga se pristupilo analizi retoričke strukture pojedinačnih i grupnih studentskih objava na asinhronim diskusionim forumima i izradi modela retoričke strukture koji bi pomogao studentima da razviju svest o organizaciji teksta i samim tim da unaprede veštinu pisanja kao primarnog vida komunikacije u okviru njihove buduće struke. U okviru istraživanja analizirani su takođe stavovi studenata o upotrebi asinhronih diskusionih foruma u nastavi engleskog jezika struke. Za potrebe ove analize koristio se upitnik za studente. Na kraju se pristupilo izvođenju zaključaka iz dobijenih rezultata i utvrđivanju pedagoških implikacija i daljih mogućih pravaca istraživanja koji su predstavljeni u poslednjem poglavlju ove disertacije. Rezultati ovog istraživanja ukazuju na to da asinhroni diskusioni forumi mogu uspešno da se koriste u nastavi engleskog jezika struke, zatim da imaju specifičnu retoričku strukturu i da njihova upotreba pozitivno utiče na razvoj veštine pisanja i čitanja, razvoj kritičkog mišljenja i veštine argumentacije, na organizaciju pisanog sastava, kao i na kolaborativno konstruisanje znanja
Analiza žanra asinhronih diskusionih foruma u nastavi engleskog jezika struke
Get PDFDoktorska disertacija „Analiza žanra asinhronih diskusionih foruma u nastavi engleskog jezika struke” bavi se analizom žanra asinhronih diskusionih foruma korišćenih u nastavi engleskog jezika struke na Fakultetu tehničkih nauka Univerziteta u Novom Sadu, definicijom i razvojem jezika struke za posebne namene s naglaskom na oblast nauke i tehnologije, utvrđivanjem retoričke organizacije pojedinačnih i grupnih stručnih studentskih objava na asinhronim diskusionim forumima, ispitivanjem sličnosti i razlika u organizaciji teksta, kao i opisivanjem lingvističkih karakteristika ovih objava. U sklopu analize žanra prvo je urađena jezička analiza pojedinačnih i grupnih studentskih objava na asinhronim diskusionim forumima koja je obuhvatila analizu učestalosti i načina upotrebe metadiskursa, kao i analizu upotrebe hiperteksta u pojedinačnim i grupnim studentskim objavama. Nakon toga se pristupilo analizi retoričke strukture pojedinačnih i grupnih studentskih objava na asinhronim diskusionim forumima i izradi modela retoričke strukture koji bi pomogao studentima da razviju svest o organizaciji teksta i samim tim da unaprede veštinu pisanja kao primarnog vida komunikacije u okviru njihove buduće struke. U okviru istraživanja analizirani su takođe stavovi studenata o upotrebi asinhronih diskusionih foruma u nastavi engleskog jezika struke. Za potrebe ove analize koristio se upitnik za studente. Na kraju se pristupilo izvođenju zaključaka iz dobijenih rezultata i utvrđivanju pedagoških implikacija i daljih mogućih pravaca istraživanja koji su predstavljeni u poslednjem poglavlju ove disertacije. Rezultati ovog istraživanja ukazuju na to da asinhroni diskusioni forumi mogu uspešno da se koriste u nastavi engleskog jezika struke, zatim da imaju specifičnu retoričku strukturu i da njihova upotreba pozitivno utiče na razvoj veštine pisanja i čitanja, razvoj kritičkog mišljenja i veštine argumentacije, na organizaciju pisanog sastava, kao i na kolaborativno konstruisanje znanja
Foreign Language Learning as a Factor of Intercultural Tolerance
No full textAbstractThe paper deals with the outcomes of an empirical, explorative research aiming at considering the relation between foreign language learning and intercultural tolerance. The research problem was whether foreign language learning influences the increase of intercultural tolerance, with the aim to consider the influence a new foreign language has on changes occurring in the attitudes towards other nations. The assumption was that foreign language acquisition has positive effects on intercultural tolerance. The research sample was casual, consisting of 247 Belgrade University students. The independent variable was foreign language learning and dependent variable was intercultural tolerance. The method of systematic non-experimental observation was used in the research. Intentional manipulation of variables was not carried out, except for the statistical analyses in a sense replacing experimental controls. The link between empirical data and the theoretical background was searched for in qualitative interpretation of findings, in a sense using systematic approach through synthesis of the data; this is justified by the very subject of the research, i.e. complexity of attitudes and the ways they change. Statistical procedure was based on the comparison of the rankings of the European nations in the test and retest – Mann -Whitney Test.The findings confirm the hypothesis that foreign language acquisition, followed by the knowledge on the related nations and cultures makes people more open for the new and the unknown and more tolerant to diversity, thus more ready to accept life not only in multi-, but also in intercultural world, that has become our reality. As a consequence, it has once again been confirmed that there is a need to acquire foreign language and learn about foreign cultures from the earliest age, as well as to introduce a number of foreign languages in schools, since this is how open and tolerant society is created
Self-Confidence in Metacognitive Processes in L2 Learning
No full textThe study aims to identify the role of self-confidence, meta-cognition, personality traits, and motivation (predictive variables) as factors of success in second language (L2) learning. It is assumed that there is a high correlation between the observed variables in the meta-cognitive process, which distinguishes academically gifted students from regular students, and that self-confidence is an autonomous factor of success and has a significant role in the self-regulated motivation of gifted students. The results on the Language Proficiency Test are a criterion variable, while gender, residence in the country of the native speaker, duration of L2 learning, and average grade in studies are moderator variables. The sample is convenient, and consists of 460 students from the University of Novi Sad and the University of Belgrade. The research was carried out using a quantitative approach and a method of systematic non-experimental observation. The following instruments are used: the Big Five Personality Traits Questionnaire, the Meta-cognitive Awareness Inventory, the Memory and Reasoning Competence Inventory, the English Language Motivation Questionnaire, the Rosenberg Self-esteem Scale, and the L2 Proficiency Test. The main findings confirmed the hypothesis of a high correlation between the observed variables in the meta-cognitive process that distinguishes academically gifted students from regular students, as well as that self-confidence is an autonomous factor of success and plays an important role in the self-regulated motivation of the gifted. This confirms the significance of self-confidence in self-regulation and provides an indirect role in L2 learning achievements. Students should be aware of meta-cognitive processes and try to self-regulate their knowledge and learning strategies
The Ideal L2 Self as a Factor of Self-Motivation in Willingness to Communicate
Get PDFTheoretical basis of this paper is the heuristic L2 Motivational Self System (L2MSS). The research aims to determine the degree to which the ideal L2 self can be regarded as a significant factor with regards to its power to make a difference in students’ actual motivated behaviour in L2 communication. The research sample consists of 396 students. The ideal L2 self is a predictor variable. Willingness to communicate and the obtained grades are criterion variables. Gender, period of time spent learning English / German, and whether students are residing in the country where the target language is spoken are all moderator variables. Systematic non-experimental observation method based on Dörnyei and Taguchi´s survey was used in this study. Cronbach’s alpha indicated high reliability in the presented sample (.92). Willingness to communicate was investigated using McCroskey´s questionnaire. The findings indicate a rather complex picture of the observed L2 MSS constructs and the importance of their components in the field of L2 learning. Therefore, for further research, it is suggested that the ideal L2 self should be divided into two constructs: obligations that the individual would like to comply with and obligations that others expect him/her to comply with. The contribution of the L2 learning experience should also be considered because otherwise, it is difficult to determine the progress of the model design and what to do with it in practice
Self-Confidence in Metacognitive Processes in L2 Learning
Get PDFThe study aims to identify the role of self-confidence, meta-cognition, personality traits, and motivation (predictive variables) as factors of success in second language (L2) learning. It is assumed that there is a high correlation between the observed variables in the meta-cognitive process, which distinguishes academically gifted students from regular students, and that self-confidence is an autonomous factor of success and has a significant role in the self-regulated motivation of gifted students. The results on the Language Proficiency Test are a criterion variable, while gender, residence in the country of the native speaker, duration of L2 learning, and average grade in studies are moderator variables. The sample is convenient, and consists of 460 students from the University of Novi Sad and the University of Belgrade. The research was carried out using a quantitative approach and a method of systematic non-experimental observation. The following instruments are used: the Big Five Personality Traits Questionnaire, the Meta-cognitive Awareness Inventory, the Memory and Reasoning Competence Inventory, the English Language Motivation Questionnaire, the Rosenberg Self-esteem Scale, and the L2 Proficiency Test. The main findings confirmed the hypothesis of a high correlation between the observed variables in the meta-cognitive process that distinguishes academically gifted students from regular students, as well as that self-confidence is an autonomous factor of success and plays an important role in the self-regulated motivation of the gifted. This confirms the significance of self-confidence in self-regulation and provides an indirect role in L2 learning achievements. Students should be aware of meta-cognitive processes and try to self-regulate their knowledge and learning strategies
The Role of Personality Traits in the Choice and Use of Language Learning Strategies
Get PDFCilj je ovog rada istražiti odnose između strategija učenja
stranog jezika i osobina ličnosti među studentima
pedagoških i inženjerskih znanosti. Kvantitativno istraživanje
upitnika o vlastitoj prijavi uzeto je za procjenu strategija
učenja i individualnih osobina ličnosti. Izračunani su
Pearsonovi koeficijenti korelacije, a šest linearnih regresija
provedeno je kako bi se testirala prediktivna uloga dimenzija ličnosti kada su strategije učenja jezika upotrijebljene kao
kriterij. Rezultati sugeriraju da studenti s različitim osobinama
ličnosti imaju različite preferencije kada su u pitanju
strategije učenja. Čini se da dvije od pet osobina ličnosti iz
ove studije imaju važnu ulogu u predviđanju jezične
strategije. Dok je niska savjesnost bila prediktivna za češću
upotrebu kognitivnih i kompenzacijskih strategija, visok
intelekt bio je prediktivan za češću upotrebu kognitivnih i
metakognitivnih strategija. Studija upozorava na važnost
upravljanja studentima kroz zadovoljavanje njihovih osobnih
razlika u odabiru strategija učenja, a ne oslanjajući se na
stereotipe osobnosti koji prevladavaju. Dobiveni rezultati
mogu pomoći u odabiru odgovarajuće strategije učenja koja
odgovara osobnosti studenta.The paper aims to investigate the relationships between
foreign language learning strategies (FLLS) and personality
traits among students of education and engineering sciences.
Quantitative survey of self-report questionnaire was used to
evaluate learning strategies and individual personality traits.
Pearson's correlation coefficients were calculated and six
linear regressions were conducted to test the predictive role
of personality dimensions when language learning strategies
were used as a criterion. The findings propose that students
with different personality traits have different preferences
when it comes to learning strategies. Two out of five
personality traits from this study seem to have an important
role in the prediction of the FLLS type used. While low
Conscientiousness was predictive of more frequent usage of
Cognitive and Compensation strategies, high Intellect was
predictive of more frequent usage of Cognitive and
Metacognitive strategies. The study points out the significance
of managing students by meeting their personal differences
in choosing learning strategies, and not by relying on the
personality stereotypes that are predominant. The obtained
results can help teachers to select appropriate learning
strategies that match students' different personality types
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The effects of students' meta-cognitive abilities and gender on the development of their foreign language skills
Get PDFThis study of meta-cognitive abilities and their impact on the development of foreign language skills makes a significant contribution to research into foreign language teaching and learning in general. The study presented in this paper was carried out on a large sample of university students in Serbia, illustrating its relevance to this educational setting. The study looks at the use of meta-cognitive strategies examined through the Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) as well as the effects of gender on the development of students' language skills, as reported through self-assessment. Five out of nine elements of meta-cognitive strategy were found to be predictive of self-assessment of language skills. This finding supports the assumption that the use of meta-cognitive strategies is important in building language skills. However, the study failed to discover evidence of differences in learning strategy use between genders, since only one out of nine elements was found to be statistically significant. The study found a relationship between gender and students' perception of their own language skills. Men scored higher than women on all four variables, which means they assessed their own language skills better than the women did. The pedagogical implications are to consider didactic instructions that would encourage students to identify a problem in foreign language learning and to realize the ways in which actions are regulated, which would lead to a solution of the problem
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