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    Wyświetlanie 1-6 z 6
    Tytuł:
    Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students
    Autorzy:
    Kendik-Gut, Justyna
    Powiązania:
    https://bibliotekanauki.pl/articles/783143.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    reading comprehension
    background knowledge
    language proficiency
    domain-specific texts
    Opis:
    This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further  analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 2; 59-74
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Impact of Individual Interest and Proficiency on Self-Efficacy Beliefs in Foreign Language Listening
    Autorzy:
    Kim, Hyang-Il
    Powiązania:
    https://bibliotekanauki.pl/articles/2053529.pdf
    Data publikacji:
    2022-01-28
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Opis:
    Interest and self-efficacy beliefs are important components of motivational constructs that share some common characteristics and influence learning. Studies examining how these two relate to each other, however, appear to be few, especially in the area of language learning. To fill this gap, this study aims to investigate how interest in learning English and proficiency influence self-efficacy in listening, using a pre/post-design. This study focused on exploring the role of interest on the development of self-efficacy in 107 EFL Korean university students, with a low-intermediate English proficiency. Despite the participants' proficiency, they were found to possess and maintain relatively high interest over the English course they were enrolled in. Regression analyses revealed that, unlike at the beginning of the course, individual interest was found to be a significant factor in the development of advanced skill self-efficacy around the end of the semester, even predicting it more than proficiency did. 　   　   　  　 
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 1; 53-70
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Chinese University Students’ Beliefs about English Language Learning and Self-efficacy
    Autorzy:
    Liu, Meihua
    Powiązania:
    https://bibliotekanauki.pl/articles/22446701.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    English learning belief
    self-efficacy
    difference
    proficiency
    feedback
    strategy
    Opis:
    Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-25
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L2 proficiency as a function of cultural identity in interlingual couples
    Autorzy:
    Singleton, David
    Pfenninger, Simone E.
    Powiązania:
    https://bibliotekanauki.pl/articles/783108.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    SLA
    language learning
    identity
    love
    motivation
    Opis:
    The “love factor” has increasingly figured in SLA research. Thus, Piller (2002) studied the language “glue” between cross-lingual couples; Marinova-Todd (2003) found a link between L2 proficiency and co-habitation with native speakers; Muñoz & Singleton (2007) reported a romantic connection between successful late L2 learners and native speakers; Gonçalves (2013) explored hybridity in bicultural relationships; and Kinsella & Singleton (2014) found that the participants in their study of late L2 learners whose L2 test results were all within native-speaker range had native-speaker life-partners. This issue is now being taken very seriously, as Dewaele & Salomidou’s (2016) recent article on “loving … in a foreign language” demonstrates. In the present article we report on the results of some recent qualitative research, based on interview data collected from five individuals who are involved in intercultural and cross-lingual relationships. The research shows the L2 learning process to be clearly influenced by the affective context in which it occurs. The data also suggest that identity construction may be moved in a particular direction by the language principally adopted by the couple, and that, for the partner for whom this language is an L2, the results can be dramatic in terms of both linguistic and cultural affiliation.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2018, 4, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783097.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language attrition
    advanced users of English as L2
    English language teachers
    language maintenance
    Opis:
    The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zoltán Dörnyei, Katerina Mentzelopoulos, „Lessons From Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity" Multilingual Matters, 2022, xviii + 196 pp.
    Autorzy:
    Hoyte-West, Antony
    Powiązania:
    https://bibliotekanauki.pl/articles/22446723.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    book review
    exceptional language learners
    motivation
    cognition
    identity
    Opis:
    This is a book review of Zoltán Dörnyei and Katerina Mentzelopoulos. Lessons From Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity. Multilingual Matters. 2022.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-4
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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