Opis

• Tytuł:
  COGNITIVE AND AFFECTIVE DIMENSIONS OF FOREIGN LANGUAGE LEARNING ENVIRONMENTS: A POLISH-TURKISH COMPARATIVE STUDY
• Twórca:
  Gabryś-Barker, Danuta
• Opis:
  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.
• Dostępność obiektu:
  Dostęp otwarty
• Prawa:
  Prawa autorskie (c) 2019 Danuta Gabryś-Barker;
  https://creativecommons.org/licenses/by-nd/4.0
• Data:
  2019.04.25
• Typ:
  info:eu-repo/semantics/article;
  info:eu-repo/semantics/publishedVersion
• Język:
  angielski
• Źródło:
  Neofilolog; Nr. 52/1 (2019): Rolle der affektiven Faktoren beim Fremdsprachenlernen und -lehren; 139-157;
  Neofilolog; No. 52/1 (2019): Affective factors and their role in foreigen language learning and teaching; 139-157;
  Neofilolog; No. 52/1 (2019): Rola czynników afektywnych w uczeniu się i nauczaniu języków obcych ; 139-157;
  Neofilolog; No 52/1 (2019): Le rôle des facteurs affectifs dans l'enseignement / apprentissage des langues étrangères; 139-157;
  Neofilolog; Nr 52/1 (2019): Rola czynników afektywnych w uczeniu się i nauczaniu języków obcych ; 139-157;
  2545-3971;
  1429-2173
• Format:
  application/pdf
• Wydawca:
  Adam Mickiewicz University Poznan
• Relacja: http://pressto.amu.edu.pl/index.php/n/article/view/18879/18575
• Temat i słowa kluczowe:
  learning environment;
  affectivity;
  cognitive dimension;
  narrative texts;
  Polish trainees;
  Turkish trainees
• Identyfikator: http://pressto.amu.edu.pl/index.php/n/article/view/18879
• Dostawca danych:
  Platforma Otwartych Czasopism Naukowych UAM
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