DC pole | Wartość | Język |
dc.contributor.author | Gabryś-Barker, Danuta | - |
dc.date.accessioned | 2019-05-24T12:22:11Z | - |
dc.date.available | 2019-05-24T12:22:11Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Neofilolog, Nr 52/1 (2019), s. 139-157 | pl_PL |
dc.identifier.issn | 1429-2173 | - |
dc.identifier.uri | http://hdl.handle.net/20.500.12128/9203 | - |
dc.description.abstract | The term learning environment is a construct perceived by researchers
as embracing different aspects of the teaching-learning continuum. It
can be described as the physical location where learning occurs: learning
in class versus learning beyond it, learning in a home country (with
focus on the effects of a learning environment on outcomes of teaching)
versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter
constituting a fast-growing area of study. Learning environment also
means the physical space where formal instruction is carried out (Gabryś-
Barker, 2010). But above all, learning environment studies focus on
interactions between adults (teachers, parents) and students and show
how these relations can affect the latter’s achievement and more generally
well-being at school and outside. Thus, it can be seen as mostly
affective. This chapter aims to comment on the perceptions pre-service
teachers have of a foreign language learning environment, as expressed
in their narrative texts on the topic. The data obtained in this study will
be compared with the result of a similar study carried out with a group
of pre-service EFL teachers in a different cultural setting, in Turkey
(Sağlam, Sali, 2013). This should shed some light on whether the trainees’
perceptions are in some way culture-specific and therefore
grounded in the educational policies of a given country. The conclusions
drawn from the study will hopefully contribute to the ongoing discussion
on how to improve FL teachers’ training programmes. | pl_PL |
dc.language.iso | en | pl_PL |
dc.rights | Uznanie autorstwa-Bez utworów zależnych 3.0 Polska | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nd/3.0/pl/ | * |
dc.subject | learning environment | pl_PL |
dc.subject | affectivity | pl_PL |
dc.subject | cognitive dimension | pl_PL |
dc.subject | narrative texts | pl_PL |
dc.subject | Polish trainees | pl_PL |
dc.subject | Turkish trainees | pl_PL |
dc.subject | otoczenie ucznia | pl_PL |
dc.subject | afektywność | pl_PL |
dc.subject | wymiar kognitywny | pl_PL |
dc.subject | teksty narracyjne | pl_PL |
dc.subject | polscy nauczyciele studenci | pl_PL |
dc.subject | tureccy nauczyciele studenci | pl_PL |
dc.title | Cognitive and affective dimensions of foreign language learning environments: a Polish-Turkish comparative study | pl_PL |
dc.type | info:eu-repo/semantics/article | pl_PL |
dc.identifier.doi | 10.14746/n.2019.52.1.11 | - |
Pojawia się w kolekcji: | Artykuły (W.Hum.)
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