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Bibliografia publikacji pracowników
Państwowej Szkoły Wyższej w Białej Podlaskiej

Baza tworzona przez Bibliotekę Akademii Bialskiej im. Jana Pawła II.


Zapytanie: READING TO LEARN
Liczba odnalezionych rekordów: 2



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Nr opisu: 0000037505
Autorzy: Halina Chodkiewicz, Anna Kiszczak.
Tytuł pracy: Investigating the use of student - generated questions in disciplinary reading proactices in higher education environments
Tytuł czasopisma:
Szczegóły: 2019, Vol. 1, p. 119--130
p-ISSN: 1691-5887
Uwagi: Volume title: Higher Education.
Charakterystyka formalna: referat zjazdowy w czasopiśmie zagranicznym
Charakterystyka merytoryczna: artykuł oryginalny naukowy
Język publikacji: ENG
Liczba znaków: 32069
Liczba arkuszy: 0,8
Praca recenzowana
Słowa kluczowe ang.: disciplinary knowledge ; reading to learn ; reciprocal reading ; student-generated-questions
Uwaga: Kopia dostepna w Sekcji Bibliometrii.
DOI: 10.17770/sie2019vol1.3711
Streszczenie: The paper sets out to explore the issue of students' strategic ability of learning from disciplinary texts in tertiary education settings. While performing reading tasks, students acquire or restructure subject-area knowledge as well as improving conceptual resources and literacy skills indispensable for their academic attainment. The so-called reciprocal reading instruction promotes the adoption of a procedure in which students are required to generate their own text-based questions, then ask and answer them in pairs. The exploratory case study reported in this paper aimed to examine the performance of advanced Polish students of English during ten reciprocal reading sessions, part of a subject-specific course. The analysis of the collected data focused on selected aspects of the students' question-generating behaviour. Additionally, the data obtained from a semi-structured interview were scrutinized in order to find out how the students evaluated their task performance. The paper finishes with a discussion of the implications of the study for the use of student-generated questions and reciprocal reading tasks in enhancing disciplinary knowledge and academic literacy skills.

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Nr opisu: 0000038353
Autorzy: Halina Chodkiewicz.
Tytuł pracy: Strategic reading : towards a better understanding of its role in L2/FL learning and teaching contexts
Tytuł czasopisma:
Szczegóły: 2019, Vol. 43, no 3, p. 61--72
p-ISSN: 0137-4699
e-ISSN: 2450-4580
Uwagi: Tytuł tomu: Literacy skills in language education / ed. H. Chodkiewicz, M. Krzemińska-Adamek.
Charakterystyka formalna: artykuł w czasopiśmie polskim
Charakterystyka merytoryczna: artykuł oryginalny naukowy
Charakterystyka wg MNiSW: artykuł w czasopiśmie bez IF (wykaz MEiN)
Język publikacji: ENG
Punktacja ministerstwa: 70.000
Praca recenzowana
Słowa kluczowe ang.: L2 reading ; strategic text processing ; reading strategy ; reading to learn ; metacognitive awareness
Uwaga: Kopia dostępna w Sekcji Bibliometrii.
https://journals.umcs.pl/lsmll/article/view/9098
DOI: 10.17951/lsmll.2019.43.3.61-72
Streszczenie: Evolving approaches to the conceptualization of reading have created conducive grounds for rethinking the role of strategic reading in second/foreign language contexts. However, despite a wide recognition of the effectiveness of strategic reading, such critical issues as strategy identification, modelling reading strategy taxonomies, and their implications for establishing principles for actual classroom practice are still being debated on. This article intends to look more closely at current insights into the strategy dimension of the reading process, which, according to the current author, play an enlightening role in defining the utility of reading strategies in helping second/foreign language learners reach their goals in reading and through reading. Hence, the article mainly focuses on promoting text comprehension, language and reading skills improvement, and content learning from text. The author articulates the need for a better understanding of how the potential effects of strategic text processing can be addressed in L2 reading practice.

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