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    Wyświetlanie 1-4 z 4
    Tytuł:
    A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners
    Autorzy:
    Park, A Young
    Powiązania:
    https://bibliotekanauki.pl/articles/780769.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    extensive reading
    intensive reading
    reading attitudes
    EFL learners
    proficiency levels
    Opis:
    Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 2; 337-358
    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:
    Love and enjoyment in context: Four case studies of adolescent EFL learners
    Autorzy:
    Pavelescu, Liana Maria
    Petrić, Bojana
    Powiązania:
    https://bibliotekanauki.pl/articles/780977.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    adolescent learners
    EFL
    enjoyment
    love
    positive emotions
    Opis:
    This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 73-101
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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