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    Wyświetlanie 1-8 z 8
    Tytuł:
    The Development of Language Skills in Speakers of English as an Additional Language. What Matters More, Daily Use or Age of Onset?
    Autorzy:
    Cilibrasi, Luca
    Marková, Daniela
    Powiązania:
    https://bibliotekanauki.pl/articles/22446663.pdf
    Data publikacji:
    2022-07-29
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    bilingualism
    age of onset
    language use
    English as L2
    Opis:
    While seminal work identified age of onset to L2 as a core predictor of L2 learning in naturalistic environments, recent research has shown that other variables, such as language use, are more important than an early age of onset in predicting L2 attainment in speakers who learn the second language primarily in school. In this study, we investigated whether the acquisition of vocabulary and the development of overall proficiency in English as L2 can be predicted more faithfully by daily language, intended as daily share of L2 use in comparison to L1s, or L2 age of onset. To explore this issue, we analyzed a large public dataset of 650 speakers (de Bruin et al., 2017), in which participants were native in Spanish and/or Basque and spoke English as an additional language. Participants were previously assessed on their vocabulary skills using the LexTALE task and on their overall proficiency using a semi-structured interview. Language skills were then added to a linear regression model where age of onset and daily use of English were treated as predictors. Our results show that, in this dataset, use is a better predictor of language skills (both lexical knowledge and overall proficiency) than age of onset.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-22
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L2 learner age from a contextualised perspective
    Autorzy:
    Mihaljevic Djigunovic, Jelena
    Powiązania:
    https://bibliotekanauki.pl/articles/780561.pdf
    Data publikacji:
    2014-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    age effects
    young beginners
    English as L2
    individual differences
    contextual factors
    Opis:
    In this qualitative study the author focuses on age effects on young learners’ L2 development by comparing the L2 learning processes of six young learners in an instructed setting: three who had started learning English as L2 at age 6/7 and three who had started at age 9/10. Both earlier and later young beginners were followed for three years (during their second, third and fourth year of learning English). The participants’ L2 development was measured through their oral output elicited by a two-part speaking task administered each year. Results of the analyses are interpreted taking into account each learners’ individual characteristics (learning ability, attitudes and motivation, self-concept) and the characteristics of the context in which they were learning their L2 (attitudes of school staff and parents to early L2 learning, home support, in-class and out-of-class exposure to L2, socio-economic status). The findings show that earlier and later young beginners follow different trajectories in their L2 learning, which reflects different interactions which age enters into with the other variables.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 3; 419-441
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783097.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language attrition
    advanced users of English as L2
    English language teachers
    language maintenance
    Opis:
    The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Charakterystyka umiejętności czytania pojedynczych słów i pseudosłów, poprawnego pisania oraz słownika biernego w języku angielskim (L2) u polskich uczniów gimnazjów i liceów
    Autorzy:
    Łockiewicz, Marta
    Warmbier, Martyna
    Powiązania:
    https://bibliotekanauki.pl/articles/614675.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    English as L2
    reading
    correct writing
    receptive dictionary
    angielski jako L2
    czytanie
    poprawne pisanie
    słownik bierny
    Opis:
    The aim of the study was to characterize the level of real word and pseudoword decoding skills, single-word spelling and receptive English vocabulary (L2) of junior high school and high school students in Polish schools. 34 of high school students (56.7%) and 26 of junior high school students (43.3%) who had studied English as L2 for at least three years participated in the study. The participants achieved the level assumed by ESOKJ with respect to reading and vocabulary. High school students quite correctly spelled dictated words while making mistakes due to the negative transfer of L1 to L2; secondary school students, however, failed to complete this task. The knowledge of words in L2 proved to be a predictor of accuracy and fluency of reading words, correct reading of pseudowords, and spelling of dictated words, analogously to relations observed in L1.
    Celem badania była charakterystyka poziomu umiejętności czytania słów i pseudosłów, pisania ze słuchu pojedynczych słów oraz słownika biernego w języku angielskim (L2) uczniów gimnazjum i liceum w polskich szkołach. W badaniu wzięło udział 34 (56,7%) licealistów oraz 26 (43,3%) gimnazjalistów, którzy uczyli się angielskiego jako L2 przez co najmniej 3 lata. Badani osiągnęli poziom zakładany według ESOKJ w odniesieniu do czytania i znajomości słownictwa, jednak podczas gdy uczniowie liceum dość poprawnie zapisywali dyktowane słowa, popełniając przy tym błędy wynikające z negatywnego transferu L1 do L2, uczniowie gimnazjum nie poradzili sobie z tym zadaniem. Znajomość słów w L2 okazała się predyktorem poprawności i płynności czytania słów, poprawności czytania pseudosłów oraz zapisu dyktowanych słów analogicznie do zależności w L1.
    Źródło:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2018, 31, 3
    0867-2040
    Pojawia się w:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility
    Autorzy:
    Šimáčková, Šárka
    Podlipský, Václav Jonáš
    Powiązania:
    https://bibliotekanauki.pl/articles/620631.pdf
    Data publikacji:
    2018-08-22
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    L2 phonology
    ultimate attainment
    vowels
    Opis:
    Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.
    Źródło:
    Research in Language; 2018, 16, 2
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Another look at boredom in language instruction: The role of the predictable and the unexpected
    Autorzy:
    Kruk, Mariusz
    Pawlak, Mirosław
    Zawodniak, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1047077.pdf
    Data publikacji:
    2021-03-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    boredom
    English as a foreign language
    L2 instruction
    micro-perspective
    negative emotions
    Opis:
    Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 1; 15-40
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    W JAKI SPOSÓB JĘZYK ANGIELSKI MOŻE UŁATWIĆ PROCES NAUKI JĘZYKA NIEMIECKIEGO NA POZIOMIE ZAAWANSOWANYM? (RAPORT Z BADAŃ WŁASNYCH)
    How can English help learn German at the advanced level? (Results of a questionnaire study)
    Autorzy:
    Bawej, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1036901.pdf
    Data publikacji:
    2019-10-16
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    learning German through English
    positive transfer
    English as L1
    German as L2
    uczenie się niemieckiego poprzez angielski
    transfer pozytywny
    angielski jako jezyk pierwszy
    niemiecki jako język drugi
    Opis:
    The following article refers to the benefits and possible uses of English in the process of learning German. The author presents and explores the results of an inquiry conducted among students of Applied Linguis-tics at the Kazimierz Wielki University in Bydgoszcz who learn English as L1 and German as L2, which demonstrates their effective language learning strategies. The study shows conclusions drawn from the students’ answers and with examples shows that English can be a source for positive transfer to German.
    Źródło:
    Neofilolog; 2013, 40/1; 15-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad
    Autorzy:
    Hessel, Gianna
    Powiązania:
    https://bibliotekanauki.pl/articles/780717.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    study abroad
    ERASMUS
    English as lingua franca (ELF)
    intercultural interactions
    L2 self-efficacy
    intercultural learning
    Opis:
    Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 3; 495-517
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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