Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/2553
Full metadata record
DC FieldValueLanguage
dc.contributor.authorWILCZYŃSKA, Weronika-
dc.date.accessioned2012-05-31T07:55:33Z-
dc.date.available2012-05-31T07:55:33Z-
dc.date.issued1999-
dc.identifier.citationGlottodidactica, Vol. 27 (1999), s. 95-106.pl_PL
dc.identifier.urihttp://hdl.handle.net/10593/2553-
dc.description.abstractThe contribution reports some results from a study on the semi-autonomous learning of French as a foreign language by a dozen of first-year university students (intermediate level). It focuses on the evolution those students, identified as « poor learners », underwent as far as their views, attitudes and strategies in FL learning were concerned - as an effect of them being helped and advised by their much more advanced colleagues (4th year). By the end of this period the 1st year students showed a clear change in all these respects, even though adapting more adequate strategies proved slower to appear than changes in views and attitudes. At the same time, the experience proved to be most fruitful to their tutors in acquainting them with action research methodology.pl_PL
dc.language.isofrpl_PL
dc.titleApprentissage semi-autonome: Résultats d’une expérience de tutoratpl_PL
dc.typeArtykułpl_PL
Appears in Collections:Glottodidactica, Vol. 27 (1999)

Files in This Item:
File Description SizeFormat 
08 Weronika WILCZYNSKA, Apprentissage semi-autonome Resultats d’une experience de tutorat.pdf4.44 MBAdobe PDFView/Open
Show simple item record



Items in AMUR are protected by copyright, with all rights reserved, unless otherwise indicated.