By Anna Niżegorodcew (auth.), Katarzyna Piątkowska, Ewa Kościałkowska-Okońska (eds.)
The ebook constitutes a range of 18 papers on international language pedagogy (11 papers) and translation experiences (9 papers). the 1st a part of the ebook is dedicated to overseas language pedagogy. The articles during this half concentrate on concerns comparable to English as lingua franca, overseas language instructor education, the function of person learner modifications in language studying and instructing in particular with recognize to concepts of language studying in addition to mental and socioaffective components. The half targeting translation reports includes articles dedicated to quite a few subject matters. It areas a variety of readings in the context of various translation domain names akin to translation competence, literary translation, translation innovations, translation instructing (including thoughts of dictionary use) and translator education. the combo of the above elements intends to underline the really interdisciplinary nature of translation.
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Extra resources for Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies
A story of one seminar]. In Dydaktyka je˛zyków obcych na pocza˛tku XXI wieku, eds. M. Jodłowiec and A. Ni_zegorodcew, 337–346. Kraków: Wydawnictwo Uniwersytetu Jagiellon´skiego. Siek-Piskozub, T. and A. Strugielska. 2008a. The teaching/learning experience at the university level—a case study in educational discourse. In Studies in language and methodology of teaching foreign language, eds. J. Arabski, D. Gabrys´-Barker and A. Łyda, 485–498. Katowice: PARA. Siek-Piskozub, T. and A. Strugielska. 2008b.
This is the reason why complex psychological processes underlying language learning take place within an individual. They entail the powerful interplay of the social aspects of language learning motivation and other influential variables, like the relation between attitudes toward the second language speaking group and the classroom, language aptitude, self-determination, personality, and anxiety, to mention the basic ones (MacIntyre et al. 2007). These intricate transactions cumulate within an individual, impinging on the student’s identity processes, creating an array of linguistic and nonlinguistic outcomes, making the language learning process ‘‘a profoundly unsettling psychological proposition’’ (Guiora 1983: 8).
It can be hypothesized that as self-efficacy has proven to be a reliable predictor of behavioral effects, also in the Polish educational context it may turn a significant variable explaining the foreign language student’s success or failure. It is believed that those who are convinced that they will be able to learn the foreign language are more likely to attain this goal in comparison to those who do not have faith in their linguistic abilities. E. pl K. Piaz tkowska and E. 1007/978-3-319-00161-6_3, Ó Springer International Publishing Switzerland 2013 31 32 E.
Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies by Anna Niżegorodcew (auth.), Katarzyna Piątkowska, Ewa Kościałkowska-Okońska (eds.)