Temat: Second Language - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: The acquisition of the Latvian language as the Second language at preschool age in theory and practice
Autorzy:: Tomme-Jukēvica, Ingēra
Powiązania:: https://bibliotekanauki.pl/articles/628472.pdf
Data publikacji:: 2014
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: child second language acquisition, linguistic theories, curricula, teaching resources
Opis:: In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic handouts) as well as the Latvian language as the second language study content.The conclusion is drawn that the theory of communicative competence and the systemic functional grammar theory prevail as well as the basic principles of the behavioral theory can be discerned. In the teaching resources and learning process it is advisable to more often incorporate the same language material repetition in different situations and new combinations. Consideration must be given to more positive and negative transfer (interference) emphasis. To prevent children’s errors it is advisable to provide and incorporate special exercises in the teaching resources as well as methodological recommendations for the Latvian language teachers.
Źródło:: Journal of Education Culture and Society; 2014, 5, 1; 334-344
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: AFFECTIVE AND MOTIVATIONAL FACTORS IN ENGLISH AS A SECOND LANGUAGE IN SPAIN
Autorzy:: GARCÍA-SAMPEDRO, MARTA
AGUDO PRADO, SUSANA
Powiązania:: https://bibliotekanauki.pl/articles/628114.pdf
Data publikacji:: 2020
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: affective factors, motivation, English as a second language teaching
Opis:: Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training Faculties (Spain and the United Kingdom). The categories of analysis were previously established according to the research aims. Results and conclusion. The results obtained through the analysis of categories indicated that the participant teachers consider affective factors and motivation as fundamental aspects in the process of teaching and learning a second language. In addition they agreed with prestigious experts on the matter, such as Dörnyei, Ushioda or Chomsky, that these aspects are crucial to improve students' linguistic oral competence. The teachers demonstrate their opinions based on their professional experiences and educational philosophy constituting altogether a valuable bunch of information for other experts and researchers.
Źródło:: Journal of Education Culture and Society; 2020, 11, 1; 163-173
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: THE IMPACT OF ANXIETY ON SPEAKING IN ADOLESCENT AND ADULT GROUPS OF ENGLISH LEARNERS
Autorzy:: Gosiewska-Turek, Bogusława
Powiązania:: https://bibliotekanauki.pl/articles/628673.pdf
Data publikacji:: 2018
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: foreign language, second language acquisition, affective factors, anxiety, speaking, adults, adolescents.
Opis:: Aim: The aim of this article is to investigate the interdependence between adolescent and adult students’ anxiety and their foreign language speaking achievements. It has been proved that there is no correlation between adolescent learners’ anxiety and their speaking attainments in a foreign language as well as that there is a weak correlation between adult students’ anxiety and their speaking achievements. Method: The author of the study employed quantitative research. Data was collected from anxiety questionnaires completed by the students and from achievement sheets filled in by the English teacher based on five-minute speeches performed by adolescent and adult students. Conclusion: According to the research results, there is no interdependence between adolescent students’ anxiety and their speaking attainments and the correlation between adult students’ anxiety and their speaking achievements is weak. Nevertheless, a number of other studies revealed the interdependence between students’ anxiety and their speaking attainments. Therefore, limitations of the study should be born in mind, and the results of the following study can be applied only to the subjects participating in the study. Hence, it is relevant to repeat the study with larger samples of subjects.
Źródło:: Journal of Education Culture and Society; 2018, 9, 2; 93-106
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Experimental Verification of the Reading Comprehension Intervention for the German Language as L3
Autorzy:: Stranovská, Eva
Ficzere, Anikó
Szabó, Erzsébet
Powiązania:: https://bibliotekanauki.pl/articles/18653939.pdf
Data publikacji:: 2022-09-27
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: second foreign language
reading comprehension
intervention
Opis:: Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.
Źródło:: Journal of Education Culture and Society; 2022, 13, 2; 369-382
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS
Autorzy:: Gosiewska-Turek, Bogusława
Powiązania:: https://bibliotekanauki.pl/articles/954183.pdf
Data publikacji:: 2017
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: second language acquisition
affective factors
attribution theory
school achievement
adolescents
Opis:: Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated. The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.
Źródło:: Journal of Education Culture and Society; 2017, 8, 1; 109-124
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Are Females Better Than Males In Communication In Second Language?
Autorzy:: RUDZINSKA, IEVA
Powiązania:: https://bibliotekanauki.pl/articles/628116.pdf
Data publikacji:: 2013
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: second language, English for speci c purposes (ESP), gender differences in language learning, higher education
Opis:: Although research in education, including worldwide Programme for International Stu-dent Assessment (PISA) by the Organisation for Economic Co-operation and Development (OECD) and Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, shows that female language learners outdo their male counterparts in the development of verbal skills, a number of re-searchers have strongly challenged that claim. The aim of this paper is to find out whether professional foreign language competence in a higher education institution (HEI) in Latvia is different between females and males. In order to determine this, we have analyzed final grades and presentation scores (lecturer, peer and self-assessment) of students in an ESP (English for Specific Purposes, in our case: Sport English) course, as well as their levels of second language acquisition, obtained in centralized secondary school leaving exams, which serves as the basis for further development of professional foreign language competence in a sport related HEI. Whereas grades, scores and levels are considered in the present paper as depen-dent variables, gender constitutes an independent variable. A series of Mann-Whitney U tests has revealed no significant difference in male and female achievement in centralized school leaving exam in second language (English); in final grades, obtained by students in an ESP course; and in lecturer assessment of student presentations in the ESP course. However, the analysis of peer assessment of student presentations in the ESP course reveals that females tend to overestimate themselves and their peers. The latter observation, as this paper argues, may result from the fact that sport related HEI students are characterized by increased self-esteem (Rudzinska, 2007).
Źródło:: Journal of Education Culture and Society; 2013, 4, 2; 148-154
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: The project of the self-assessment descriptors for Czech as a second language
Autorzy:: Šormová, Kateřina
Powiązania:: https://bibliotekanauki.pl/articles/628491.pdf
Data publikacji:: 2018
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: Key words: Czech as a second language, self-assessment, descriptor, pilot study, CEFR
Opis:: The project of the self-assessment descriptors for Czech as a second language Aim. The aim of the research is to evaluate the set of the self-assessment descriptors for Czech as a second language. Methods. The subject of the study were 753 descriptors evaluated by 50 teachers and 640 students. They are analysed with the application od quetionaires and controlled interviews. Pilot project tested the methodology to estabilish the difficulty level of descriptors and the ability level of learners. Results. The analysis shows that some of the descriptors need to be reduced and some of them reformulated. Conclusion. The analysis shows that many teachers are not sufficiently informed on Czech as a second language, they evaluate the descriptors from the perspective of a foreign language. Another finding is the inexperience of many teachers with the language levels following the CEFR; they label words or grammatical elements as an inappropriate level, but their estimate is very often incorrect. The teachers mark sayings, proverbs and idioms as the most problematic. The students are often able to express the given meaning, but they are shy to speak in a foreign language.
Źródło:: Journal of Education Culture and Society; 2018, 9, 1; 173-180
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya
Autorzy:: Kildė, Laura
Powiązania:: https://bibliotekanauki.pl/articles/18690201.pdf
Data publikacji:: 2023-06-20
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: online learning technologies
Technology Acceptance Model (TAM)
English as a Second Language
non-formal education
educational technologies
Opis:: Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers.
Źródło:: Journal of Education Culture and Society; 2023, 14, 1; 634-649
2081-1640
Pojawia się w:: Journal of Education Culture and Society
Dostawca treści:: Biblioteka Nauki

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