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Wyświetlanie 1-15 z 196
Tytuł:
The use of language learning strategies in a second and third language: The case of foreign language majors
Autorzy:
Pawlak, Mirosław
Kiermasz, Zuzanna
Powiązania:
https://bibliotekanauki.pl/articles/781031.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language
third language
language learning strategies
multilingualism
Opis:
Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 427-443
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Arabic language-learning strategy preferences among undergraduate students
Autorzy:
Brosh, Hezi Y.
Powiązania:
https://bibliotekanauki.pl/articles/780465.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Arabic language-learning strategies
language-learning strategy preferences
language-teaching strategy preferences
Arabic learning as a foreign language
effective Arabic language learning and teaching
undergraduate students
Opis:
This study elicited Arabic students’ perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and interviews. The findings reveal that students tend to adopt a holistic view of the learning task and relate it to real-life, personal experience. Participants selected interaction with the teacher, speaking, and flashcards as their most preferred application-directed learning strategies. These selections demonstrate that Arabic students desire to be proactive in order to make the language more concrete for them, to enhance their performance, and to develop language skills that will last a lifetime. Whereas advanced level participants preferred interaction with the teacher, speaking, flashcards, and working individually, beginner level participants preferred learning grammar and group work. The empirical evidence from this study could have implications regarding theoretical models of effective Arabic language instruction, Arabic teacher education programs, and curriculum development.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 2; 351-377
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Strategies in technology-enhanced language learning
Autorzy:
Zhou, Yalun
Wei, Michael
Powiązania:
https://bibliotekanauki.pl/articles/781045.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language learning strategies
self-regulated language learning
strategy instruction
strategy assessment
technology enhanced language learning
Opis:
The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people’s daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 471-495
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Apt to change: The problematic of language awareness and language aptitude in age-related research
Autorzy:
Singleton, David
Powiązania:
https://bibliotekanauki.pl/articles/780524.pdf
Data publikacji:
2014-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language awareness
language aptitude
explicit learning
implicit learning
critical period
Opis:
Language awareness and language aptitude often crop up in discussion of various second language acquisition phenomena, including age-related phenomena. There is a troublesome and ongoing definitional and theoretical problem in this connection: Different researchers have different perspectives on what is to be included in the respective notions; on how do to measure language awareness, on the one hand, and language aptitude, on the other; and on how or whether to differentiate the two constructs in terms of innateness versus experience. This article begins by addressing the entire problematic of the conceptualization of language awareness and language aptitude. The language awareness/aptitude issue features in the maturational debate in connection with two claims. First, it is discussed in relation to the view that second-language (L2) learning of older individuals is explicit (whereas that of younger individuals is implicit). Second, it is referred to in regard to the notion that there are older L2 learners who appear to be able to “beat” the critical period thanks to high levels of language aptitude. The article critically explores both these propositions and concludes that neither is particularly safe, especially given the uncertain state of the relevant research context.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 3; 557-571
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language learners’ divergence from target language pragmatic norms
Autorzy:
Pia Gomez-Laich, Maria
Powiązania:
https://bibliotekanauki.pl/articles/780961.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pragmatic competence
language learning
identity
Opis:
Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk of coming across as insensitive and rude. Several researchers (Bardovi-Harlig, 2001; Kasper & Rose, 2002) suggest that L2 pragmatics not only can be taught in the L2/FL classroom, but, more importantly, that explicit approaches that involve direct explanation of target pragmatic features are beneficial for learning pragmatics. Just as native speakers of a language acquire a “set of dispositions to act in certain ways, which generates cognitive and bodily practices in the individual” (Watts, 2003, p. 149), instructors can help learners to become aware of the pragmatic features that characterize the target language. Although the importance of explicit teaching of pragmatics is well recognized in the literature, learning norms and rules of pragmatics largely depends on learners’ subjectivity. Learners’ convergence or divergence from the L2 pragmatic norms, both consciously and out of awareness, sometimes depends on whether these norms fit their image of self and their L1 cultural identity. Since identity-related conflict can have significant consequences for the acquisition of second language pragmatics, failing to consider the centrality of learners’ identities will produce an inadequate understanding of SLA. This paper synthesizes studies that document the reasons why learners opt to remain foreign by resisting certain L2 practices. The following synthesis question was proposed: Why do language learners resist the pragmatic norms of the target language?
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 2; 249-269
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Advanced learners’ foreign language-related emotions across the four skills
Autorzy:
Piniel, Katalin
Albert, Ágnes
Powiązania:
https://bibliotekanauki.pl/articles/780981.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
language learning
foreign language classroom
Opis:
Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016). Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian) describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014) was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class).
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 127-147
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Unveiling the relationship between language learning beliefs, emotions, and identities
Autorzy:
Ferreira Barcelos, Ana Maria
Powiązania:
https://bibliotekanauki.pl/articles/780547.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
identities
beliefs
language teacher education
language learning
Opis:
Several authors (Frijda, Manstead, & Bem, 2000; Van Veen & Lasky, 2006) suggest that emotions, cognitions, and identities are intrinsically related. Authors in social psychology (Fiedler & Bless, 2000; Frijda, Manstead, & Bem, 2000; Rosiek, 2003) have considered how beliefs are particularly sensitive to affective influences and how emotions, cognitions, and identities are intrinsically related. Understanding this relationship would help researchers to reveal complex key issues in beliefs research, such as the relationship between beliefs and action. Yet, although research on beliefs in applied linguistics goes back to the 70s and 80s, there has been scant connection with emotions and identities. This paper aims to reflect on the relationship between beliefs, emotions, and identities by looking at these coconstructing, overlapping concepts to advance our understanding of language learning and teaching. Through a review of studies on beliefs, emotions, and identities within applied linguistics and other areas, I illustrate how beliefs and emotions are intrinsically and interactively related, and how beliefs within a socio-historical context influence the construction of identities. Identities influence the kinds of emotions and beliefs that individuals attribute to themselves and to others. Emotions, in turn, can influence identities and how we construct them. Implications for research on beliefs, emotions, and identities are suggested.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 301-325
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring goals and motivations of Māori heritage language learners
Autorzy:
Te Huia, Awanua
Powiązania:
https://bibliotekanauki.pl/articles/780439.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
motivation
heritage language
te reo Māori
indigenous language revitalization
Opis:
Motivations of Māori heritage language learners are explored within this qualitative study. Te reo Māori (the Māori language) is currently classed as endangered (Reedy et al., 2011), which calls for the exploration of the motivational experiences of Māori heritage language learners. A total of 19 interviews with beginner, intermediate and advanced level learners were conducted. Results demonstrated how Māori heritage learners were motivated to learn due to their cultural heritage connection to the language and to other ingroup members. This study explores some of the motivations why Māori heritage language learners learn te reo Māori. For this group of indigenous language learners, cultural and language revitalisation are tied to language motivation. Furthermore, the ability to participate in cultural practices was central to language motivations.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 609-635
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multilingualism: Its open and hidden agendas
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/780765.pdf
Data publikacji:
2013-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
European language policy
plurilingualism
multilingualism
second language teaching
multilingual teacher
language learning
assessment
Opis:
The author analyses tendencies presented in recently launched EU reports claiming that newly published data reveal a need to rethink approaches to individual and social multilingualism. In the first part of the article approaches to individual as well as to societal multilingualism are discussed from a historical perspective. In the second part meanings ascribed to the promotion of multilingualism are analysed from the language perspective together with the use made of them in the field of social and political activity. Promoting multilingualism is then looked at from the perspectives of the learner and the teacher. Implications are finally sought for teaching, learning and assessment in language education.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 4; 463-482
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Personality factors as predictors of foreign language aptitude
Autorzy:
Biedroń, Adriana
Powiązania:
https://bibliotekanauki.pl/articles/780995.pdf
Data publikacji:
2011-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
the Five Factors
personality
foreign language aptitude
gifted foreign language learners
Opis:
The study addresses a problem which is inadequately investigated in second language acquisition research, that is, personality predictors of foreign language aptitude. Specifically, it focuses on the Five Factor model which includes Openness to Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism (Costa & McCrae, 1992) as traits differentiating gifted and nongifted foreign language learners and predicting results of foreign language aptitude tests. Although contemporary researchers generally agree that affect is an important variable in second language acquisition, most empirical studies demonstrate that personality factors are weakly correlated with cognitive abilities and that their contribution to the ultimate attainment is minor (cf. Robinson & Ellis, 2008). On the other hand, these factors constitute an integral part of cognitive ability development (cf. Dörnyei, 2009); therefore, neglecting them in research on foreign language aptitude would be unjustified. The following study is an attempt to analyze the Five Factors in two groups of learners: gifted and nongifted. In order to answer the question as to which and to what extent personality factors have a predictive effect on foreign language aptitude, the results were subjected to a multiple regression analysis. The findings of the study are presented and discussed in a wider context of research on cognitive abilities.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 4; 467-489
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Anxiety over EFL speaking and writing: A view from language classrooms
Autorzy:
Gkonou, Christina
Powiązania:
https://bibliotekanauki.pl/articles/780699.pdf
Data publikacji:
2011-08
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English language anxiety
teaching writing
sociolinguistics of language learning
Opis:
The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing on questionnaire findings, the study reported in this article examined the nature of, and the connection between the English language classroom speaking and writing anxiety of 128 Greek EFL learners in private language school settings. Speaking anxiety was operationalised by Horwitz, Horwitz, and Copeʼs (1986) Foreign Language Classroom Anxiety Scale, and writing anxiety was measured by Gungle and Taylorʼs (1989) ESL version of the Daly and Millerʼs (1975) Writing Apprehension Test. Interconstruct and intraconstruct associations between the two instruments were examined through principal components analysis with varimax rotation and correlations check. A significant and high correlation was found between classroom anxiety and speaking anxiety, thus indicating that the English language classroom context is a source of speaking anxiety. Writing anxiety was found to load primarily on items relating to attitudes towards writing in English followed by self-derogation for the process and fear of negative evaluation by the teachers and/or by fellow students. On the basis of the findings, suggestions are made concerning the reassessment of the influence that writing anxiety exerts on classroom performance and the adoption of teaching techniques that promote topic-centred process writing.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 2; 267-281
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dynamic properties of language anxiety
Autorzy:
Gregersen, Tammy
Powiązania:
https://bibliotekanauki.pl/articles/780864.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language anxiety
dynamic
timescales
complexity
interconnected
Opis:
This article begins by examining previous empirical studies to demonstrate that language anxiety, or the negative emotional reaction learners experience when using a second language (MacIntyre & Gardner, 1999), is a dynamic individual difference learner variable. I show that it forms part of an interconnected, constantly-in-flux system that changes unpredictably over multiple time scales. While at certain times this system might settle into an attractor state that accommodates contradictory conditions, perturbations that arise may lead to development and change with the curious possibility that minor disruptions generate large effects while major alterations go unnoticed. In essence, language anxiety (LA) is part of a continuous complex system in which each state evolves from a previous one. After I establish LA as a dynamic variable using the aforementioned criteria, I outline the implications and challenges for researching LA using a dynamic paradigm, which include focusing on individuals, transforming LA research questions, designing interventions and re-thinking data gathering methodologies. I conclude with implications for language teaching that emphasize: 1) raising awareness of the importance of decoding nonverbal behavior to identify moment-by-moment shifts in learner emotion; 2) remaining vigilant concerning variables that are interacting with LA that make this factor part of a cyclical process; 3) understanding that anxiety co-exists with positive emotions to varying degrees and that language tasks are not unanimously enjoyed or universally anxiety-provoking; and 4) incorporating positive psychology activities that proactively encourage buoyancy and resilience for moment-by-moment daily perturbations as well as debilitating disruptions that result in long-lasting influences.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 67-87
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment
Autorzy:
Resnik, Pia
Schallmoser, Christine
Powiązania:
https://bibliotekanauki.pl/articles/780723.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language enjoyment
individual differences
LX user
positive psychology in SLA
tandem language learning
Opis:
This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 3; 541-564
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Neurology of foreign language aptitude
Autorzy:
Biedroń, Adriana
Powiązania:
https://bibliotekanauki.pl/articles/780635.pdf
Data publikacji:
2015-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language aptitude
neurology
neurolinguistics
individual differences
Opis:
This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 1; 13-40
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context
Autorzy:
LaBontee, Richard
Powiązania:
https://bibliotekanauki.pl/articles/780445.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language acquisition
vocabulary learning strategies
Swedish language
questionnaire instrumentation
Opis:
This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 2; 313-348
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 196

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