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Wyszukujesz frazę "second-language acquisition" wg kryterium: Wszystkie pola

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    Wyświetlanie 1-14 z 14
    Tytuł:
    Book Review Introduction to instructed second language acquisition
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/780757.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    Editor: Shawn Loewen Publisher: Routledge, 2015 ISBN: 97804155295549 Pages: 210
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 1; 183-188
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Book Review Working memory in second language acquisition and processing
    Autorzy:
    Biedroń, Adriana
    Powiązania:
    https://bibliotekanauki.pl/articles/780906.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    Editors: Zhisheng (Edward) Wen, Mailce Borges Mota and Arthur McNeill Publisher: Multilingual Matters, 2015 ISBN: 9781783093588 Pages: 344
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 4; 697-702
    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
    Tytuł:
    Review of Demotivation in second language acquisition: Insights from Japan; Author: Keita Kikuchi; Publisher: Multilingual Matters, 2015; ISBN: 9781138783093946; Pages: 162
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/780437.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    review
    Opis:
    Book review
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 4; 721-725
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Whats age got to do with it? Accounting for individual factors in second language accent
    Autorzy:
    Moyer, Alene
    Powiązania:
    https://bibliotekanauki.pl/articles/780941.pdf
    Data publikacji:
    2014-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical period hypothesis
    individual differences
    second language acquisition
    phonology acquisition
    motivation
    Opis:
    Empirical research conducted over the past few decades suggests that the age at which an individual is first exposed to a second language affects long-term outcomes, in particular for phonology. The question that has occupied scholars of various bents is what, exactly, underlies the robust age effects observed. Does age imply immutable changes in one’s ability to ever sound native-like? Are these changes neurological, cognitive, or socio-psychological in nature? What role do L2 use and contact play? Do age-related influences apply to all individuals, or can language learners actually chart their own course when it comes to accent? This paper will outline basic assumptions of the critical period for phonology while suggesting a different approach to the age question that highlights the individual’s role in both process and outcome. Constructs such as L2 experience, motivation, self-concept, learning approach, and willingness to communicate are discussed in depth in order to show the fundamental connection between cognition and affect so critical for late phonological learning. A re-orientation of the age research is suggested as a result, to prioritize contextual understandings of language use and learner agency.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 3; 443-464
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The use of articles in L2 English: A phraseological perspective
    Autorzy:
    Leśniewska, Justyna
    Powiązania:
    https://bibliotekanauki.pl/articles/781017.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    articles in ESL
    determiners
    formulaicity
    phraseological aspects of second language acquisition
    Opis:
    While it is a well-known fact that speakers of article-less mother tongues, such as Polish, experience problems with articles in English, this study seeks to investigate the problem from a different perspective. Namely, it poses the question of whether the correct use of the article system of the L2 is indeed a purely grammatical task (as it is universally perceived), or whether the correct use of articles is to some extent aided by the mechanisms that underlie the formulaic character of language. The study was conducted with 90 Polish upper-intermediate and advanced users of L2 English, who completed a test on article use, which made it possible to compare patterns of article use between contexts of different collocational strength (defined in terms of the frequency of occurrence in a corpus). The statistically higher success rates for article use in high-frequency collocations (with the grammatical “rule” being the same) indicate that phraseological aspects of language use may indeed play a role in what is usually perceived as the correct application of grammatical rules.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 2; 203-224
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Review of Understanding formulaic language: A second language acquisition perspective; Editors: Anna Siyanova-Chanturia, Ana Pellicer-Sánchez; Publisher: Routledge, 2019; ISBN: 9781138634978; Pages: 278
    Autorzy:
    Alhudithi, Ella
    Powiązania:
    https://bibliotekanauki.pl/articles/1203053.pdf
    Data publikacji:
    2021-06-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    The discussion of mechanisms enhancing the acquisition of formulaic language (FL) has been flourishing in recent decades, progressing from describing the concept to revealing its use in various registers: spoken, written, and hybrid. With each domain of linguistics approaching FL in a distinct way, the book Understanding Formulaic Language: A Second Language Acquisition Perspective by Anna Siyanova-Chanturia and Ana Pellicer-Sánchez presents a more inclusive view of recent research contributions emerging from different fields, in addition to pointing to critical gaps that need to be addressed in future research. The appeal of the book is that it covers a broad range of topics related to FL, from theoretical perspectives to practical applications. This breadth of coverage is the first effort to foster mutual understanding among linguists and to emphasize its connection with second language acquisition (SLA).
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 2; 291-295
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257
    Autorzy:
    Scheffler, Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/780647.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), dealing with parents, and teaching grammar as well as reading and writing. The relevance of Early Instructed Second Language Acquisition, edited by Rokita-Jaśkow and Ellis, is clearly shown by the fact that it addresses most of these central issues.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 4; 737-744
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
    Autorzy:
    Akbaş, Erdem
    Ölçü-Dinçer, Zeynep
    Powiązania:
    https://bibliotekanauki.pl/articles/2051527.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grammatical morpheme
    second language acquisition
    natural order
    learner corpus
    English as a foreign language
    Opis:
    The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Review of Second language pronunciation assessment: Interdisciplinary perspectives; Editors: Talia Isaacs, Pavel Trofimovich; Publisher: Multilingual Matters (Second Language Acquisition series), 2017; ISBN: 9781783096848 (hbk), 9781783096831 (pbk), 9781783096855 (pdf), 978783096862 (ebuk); Pages: 273
    Autorzy:
    Waniek-Klimczak, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/780425.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    .
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 3; 701-706
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Affordances theory in multilingualism studies
    Autorzy:
    Aronin, Larissa
    Singleton, David
    Powiązania:
    https://bibliotekanauki.pl/articles/780815.pdf
    Data publikacji:
    2012-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    affordances
    multilingualism
    second language learning
    complexity
    multiple language acquisition
    Opis:
    The concept of affordances originating in Gibson’s work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 3; 311-331
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Age effects on the acquisition of nominal and verbal inflections in an instructed setting
    Autorzy:
    Pfenninger, Simone E.
    Powiązania:
    https://bibliotekanauki.pl/articles/780925.pdf
    Data publikacji:
    2011-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English morphology
    second language learning
    second language teaching
    age effects
    instructional setting
    Opis:
    This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005) proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 3; 401-420
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Integrative motivation and global language (English) acquisition in Poland
    Autorzy:
    Gardner, Robert
    Powiązania:
    https://bibliotekanauki.pl/articles/780959.pdf
    Data publikacji:
    2012-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    socio-educational model of second language acquistion
    integrative motivation
    integrativeness
    attitudes towards the learning situation
    language anxiety
    Opis:
    This study investigated the consistency of a measure of integrative motivation in the prediction of achievement in English as a foreign language in 18 samples of Polish school students. The results are shown to have implications for concerns expressed that integrative motivation might not be appropriate to the acquisition of English because it is a global language and moreover that other factors such as the gender of the student or the environment of the class might also influence its predictability. Results of a hierarchical linear modeling analysis indicated that for the older samples, integrative motivation was a consistent predictor of grades in English, unaffected by either the gender of the student or class environment acting as covariates. Comparable results were obtained for the younger samples except that student gender also contributed to the prediction of grades in English. Examination of the correlations of the elements of the integrative motivation score with English grades demonstrated that the aggregate score is the more consistent correlate from sample to sample than the elements themselves. Such results lead to the hypothesis that integrative motivation is a multi-dimensional construct and different aspects of the motivational complex come into play for each individual. That is, two individuals can hold the same level of integrative motivation and thus attain the same level of achievement but one might be higher in some elements and lower in others than another individual, resulting in consistent correlations of the aggregate but less so for the elements.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 2; 215-226
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-14 z 14

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