2. Articole

Permanent URI for this collectionhttps://msuir.usm.md/handle/123456789/52

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Author: search.filters.author.Wittman, HanaSubject: search.filters.subject.educational methodology

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    Promoting multilingualism in school
    (CEP USM, 2024) Wittman, Hana
    In this article, various models of motivation that influence the learning process are examined, with a particular focus on the field of foreign languages. Motivational structures, including academic self-efficacy, attributions, achievements, and internal motivational objectives, are presented as fundamental elements in promoting or hindering academic success. The diverse ways in which students can be motivated are analyzed, highlighting the importance of adapting motivation to the context, arguing that it may vary depending on the situation, context, and school environment. Definitions and understanding of adaptive and maladaptive motivational models are proposed, along with an analysis of their evolution over time. Research results are presented, indicating that beliefs associated with adaptive motivation, such as academic self-efficacy, lead to improved performance and achievements, while beliefs associated with maladaptive motivation, such as fear of failure, have negative effects on academic performance and achievements
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    EDUCATION OF STUDENTS FROM A MOTIVATIONAL PERSPECTIVE
    (Print-Caro, 2023-03-15) Wittman, Hana
    This article is a complex study dealing with the differences between bilingual students (who learn two or more foreign languages) and monolingual students (who know only one language). This study is relevant considering the current situation in the Republic of Moldova, thus the students of the two Jewish schools in Chisinau who speak russian and romanian are obliged to learn hebrew as a foreign language. In Israel, Hebrew-speaking students must learn Arabic as a foreign language, in connection with the relationship between bilingualism and foreign languages.
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    PSYCHOLINGUISTIC AND MOTIVATIONAL APPROACHES TO LEARNING SEVERAL LANGUAGES
    (CEP USM, 2023) Wittman, Hana
    This article addresses the issue of identifying the learning and education needs of adults, primarily non-formal education and multilingual education. Different concepts and models are analyzed to identify the learning and education needs of adults. A concept is grounded and a methodology is developed in this regard. The factors that generate the learning and education needs of adults are described in detail: external factors – national educational policies, institutional educational policies, educational reform projects, etc.; internal factors – the need for compensation, recapitulation, complementary knowledge, the need for retraining, the need to realize one’s own interests and options, the need to capitalize on free time, etc. At the same time, the place of foreign languages - whether world languages or heritage languages - within the education system is extremely complex Since there are many deficiencies in regard to the training of teachers for teaching these languages, teaching methods of the languages, updated study materials that match the context of language learning, assessment methods.