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    Wyświetlanie 1-4 z 4
    Tytuł:
    The effects of CLIL on mathematical content learning: A longitudinal study
    Autorzy:
    Surmont, Jill
    Struys, Esli
    Van Den Noort, Maurits
    Van De Craen, Piet
    Powiązania:
    https://bibliotekanauki.pl/articles/781063.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    content and language integrated learning
    second language
    teaching
    math performance
    longitudinal study
    Opis:
    Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 2; 319-337
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Did we learn English or what?”: A study abroad student in the UK carrying and crossing boundaries in out-of-class communication
    Autorzy:
    Badwan, Khawla M.
    Powiązania:
    https://bibliotekanauki.pl/articles/780949.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    out-of-class communication
    language testing
    learners’ voice
    study abroad
    formal language education
    Opis:
    Language educators in many parts of the world are torn between preparing language learners to pass language proficiency tests and trying to let their classrooms reflect the messiness of out-of-class communication. Because testing is “an activity which perhaps more than any other dictates what is taught” (Hall, 2014, p. 379), helping students to pass language proficiency tests seems to be a current top priority. Since globalisation “has destabilised the codes, norms, and conventions that FL [foreign language] educators relied upon to help learners be successful users of the language once they had left their classrooms” (Kramsch, 2014, p.296), the gap between what is taught in classrooms or measured in examination halls and what is used in real life situations has become much bigger. Testimonies from Study abroad students feed into this discussion. This article addresses the gap between being a language learner and a language user and the implications of this on learners’ perceptions of their language abilities, as illustrated by the story of Mahmoud, a study abroad student in the UK. It also features learner’s voice, exploring Mahmoud’s views of his previous formal language education and concludes with pedagogical implications for language educators.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 2; 193-210
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Finding the key to successful L2 learning in groups and individuals
    Autorzy:
    Lowie, wander
    van Dijk, Marijn
    Chan, Huiping
    Verspoor, Marjolijn
    Powiązania:
    https://bibliotekanauki.pl/articles/780533.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    individual differences
    second language development
    complex dynamic systems
    variability process study
    Opis:
    A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 1; 127-148
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales
    Autorzy:
    Sampson, Richard J.
    Powiązania:
    https://bibliotekanauki.pl/articles/780991.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teacher motivation
    complex systems theory
    person-in-context relational view
    English as a foreign language
    case study
    Opis:
    This paper presents an exploratory case study of the classroom motivational dynamics of an English as a foreign language (EFL) teacher at a Japanese technology college. The article examines how motivation evolved in-context over various timescales through interactions with affect and identity. An introspective research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The analysis also drew on student journal data to provide a different perspective on teacher reflections. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). The article utilises the properties of complex systems to render insight to the evolution of teacher motivation as open to influences “external” to the classroom, yet fundamentally tied to adaptive experiences with a particular class group. A variety of diagrammatic tools are also employed to illuminate the relational development of teacher motivation, affect and identity constantly occurring over interacting timescales.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 2; 293-318
    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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