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    Wyświetlanie 1-5 z 5
    Tytuł:
    Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships
    Autorzy:
    Ke, Sihui (Echo)
    Zhang, Dongbo
    Powiązania:
    https://bibliotekanauki.pl/articles/1902579.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    causal effect
    morphology
    second language reading
    literacy
    scoping review
    Opis:
    This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 331-350
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    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:
    Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks
    Autorzy:
    Kopinska, Marta
    Azkarai, Agurtzane
    Powiązania:
    https://bibliotekanauki.pl/articles/780509.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    task motivation
    young EFL learners
    dictogloss
    individual vs. pair work
    Opis:
    Motivation has been widely considered one of the most influential variables in the field of second language learning. Motivation may vary throughout the years, even within the duration of a single language class, and this might occur due to different factors, such as the choice of tasks or the activity type (i.e., collaborative or individual). These two factors have not been investigated in depth with young learners in foreign language settings, and from a task-based perspective. Thus, this paper addresses this gap, and explores the potential changes in motivation of 64 Spanish young learners of English as a foreign language who worked on a number of dictogloss tasks in pairs and individually over the span of a school year. Data was collected several times by means of different tools that measured students’ general and more specific task motivation, as well as their attitudes towards individual/pair work. The findings revealed that, overall, these children’s motivation was high and consolidated with time, while their level of anxiety decreased. Their attitudes towards the dictogloss were positive from the beginning to the end of the school year, and more so when they carried out the task in pairs. These findings support the benefits of collaborative work, and the dictogloss, as an appropriate task that engages children in their learning of a foreign language.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 607-630
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transitional woes: On the impact of L2 input continuity from primary to secondary school
    Autorzy:
    Pfenninger, Simone E.
    Lendl, Johanna
    Powiązania:
    https://bibliotekanauki.pl/articles/780575.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    EFL
    primary school
    age factor
    young learners
    Opis:
    In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL) teaching at primary level to more formal and explicit ways of foreign language (FL) teaching at secondary is often experienced as problematic by students and teachers alike (see, e.g., Muñoz, Tragant, & Camuñas, 2015). The results of a mixed methods analysis are presented, in which we analyzed, through a questionnaire and language experience essays, perceived continuity between input received in primary school and secondary school, as well as learners’ beliefs, attitudes and self-efficacy before and after they transitioned to secondary school. Twelve primary schools and six secondary schools in Switzerland participated in the study, with a total of 280 early learners of EFL (biological age 12-13 years, age of onset 8 years). We will argue that one of the main reasons why early FL instruction seems not to bear fruit later in secondary school is that, on the one hand, coherence in curriculum design and practice vary in a few-but crucial-aspects within and between primary schools. On the other hand, the fact that secondary education becomes a meeting point for mixed ability classes also seems to mitigate the potential advantages of an earlier start.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 3; 443-469
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks
    Autorzy:
    Bui, Gavin
    Luo, Xueya
    Powiązania:
    https://bibliotekanauki.pl/articles/1902589.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    topic familiarity
    reading input
    L2 writing
    story continuation
    writing quality
    text length
    lexical diversity
    lexical sophistication
    Opis:
    Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 377-400
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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