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Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12128/9203
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dc.contributor.authorGabryś-Barker, Danuta-
dc.date.accessioned2019-05-24T12:22:11Z-
dc.date.available2019-05-24T12:22:11Z-
dc.date.issued2019-
dc.identifier.citationNeofilolog, Nr 52/1 (2019), s. 139-157pl_PL
dc.identifier.issn1429-2173-
dc.identifier.urihttp://hdl.handle.net/20.500.12128/9203-
dc.description.abstractThe 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.isoenpl_PL
dc.rightsUznanie autorstwa-Bez utworów zależnych 3.0 Polska*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/3.0/pl/*
dc.subjectlearning environmentpl_PL
dc.subjectaffectivitypl_PL
dc.subjectcognitive dimensionpl_PL
dc.subjectnarrative textspl_PL
dc.subjectPolish traineespl_PL
dc.subjectTurkish traineespl_PL
dc.subjectotoczenie uczniapl_PL
dc.subjectafektywnośćpl_PL
dc.subjectwymiar kognitywnypl_PL
dc.subjectteksty narracyjnepl_PL
dc.subjectpolscy nauczyciele studencipl_PL
dc.subjecttureccy nauczyciele studencipl_PL
dc.titleCognitive and affective dimensions of foreign language learning environments: a Polish-Turkish comparative studypl_PL
dc.typeinfo:eu-repo/semantics/articlepl_PL
dc.identifier.doi10.14746/n.2019.52.1.11-
Appears in Collections:Artykuły (W.Hum.)

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