Correspondences and Contrasts in Foreign Language Pedagogy by Anna Niżegorodcew (auth.), Katarzyna Piątkowska, Ewa

By Anna Niżegorodcew (auth.), Katarzyna Piątkowska, Ewa Kościałkowska-Okońska (eds.)

The booklet constitutes a variety of 18 papers on overseas language pedagogy (11 papers) and translation reports (9 papers). the 1st a part of the booklet is dedicated to overseas language pedagogy. The articles during this half specialise in concerns resembling English as lingua franca, overseas language instructor education, the function of person learner changes in language studying and instructing particularly with appreciate to innovations of language studying in addition to mental and socioaffective components. The half targeting translation reports contains articles dedicated to a number of subject matters. It areas a variety of readings in the context of various translation domain names resembling translation competence, literary translation, translation recommendations, translation instructing (including techniques of dictionary use) and translator education. the mix of the above elements intends to underline the actually interdisciplinary nature of translation.

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Extra info for Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies

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Zlatev, J. 2005. What’s in a schema? Bodily mimesis and the grounding of language. In From perception to meaning: Image schemas in cognitive linguistics, eds. B. Hampe and J. E. Grady, 313–342. Berlin and New York: Mouton de Gruyter. Self-Efficacy in L2: A Research Proposal Ewa Piechurska-Kuciel Abstract Self-efficacy is one’s belief that they can accomplish a task or a set of tasks (Bandura 1997). The key role of such beliefs in human functioning is that ‘‘people’s level of motivation, affective states, and actions are based more on what they believe than on what is objectively true’’ (Bandura 1997: 2).

Historia pewnego seminarium [How to educate an autonomous teacher. 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.

There is a significant positive relationship between self-assessment scores and global self-efficacy beliefs about future FL success (Coronado-Aliegro 2008). More importantly, self-efficacy beliefs related to language learning mediate the consequences of other influences, such as aptitude or even previous achievement, on successive performance (Magogwe and Oliver 2007). Aside from that, English language anxiety and general self-efficacy are significant predictors of English language performance among middle-school students (Anyadubalu 2010).

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