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    Wyświetlanie 1-14 z 14
    Tytuł:
    Social constraints of aspirations for second language achievement
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/783256.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    foreign language
    young adults
    educational aspirations
    social background
    Opis:
    Educational aspirations are dfined a ;educational goals students set for themselves' ( Trebbels, 2015:37). They are widely studied in psychological and sociological research, in which it was found that 1) they form in late adolescence and early childood, 2) their goal and level (i.e. high vs. low) are determined by the social environmnet they come from, i.e. their family background, peer and school influence. The paper presents the results of the qualitative study, in which 56 students of English philology in one of the vocational schools in the south of Poland expressed their aspirations in reference to their future foreign language attainment and associated vocational goals. The results showed that in the majority of cases the aspirations are not so high and fully-formed, which, it is hypothesised is rooted in the social background the students come from.
    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:
    Ratings of Affective and Non-Affective Aspects of German Idioms in Second Language Processing
    Autorzy:
    Petrič, Teodor
    Powiązania:
    https://bibliotekanauki.pl/articles/783242.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    SLA
    idioms
    affective properties
    psycholinguistic properties
    German
    Slovene
    Opis:
    AbstractIn this paper psycholinguistic and emotional properties of 619 German idiomatic expressions are explored. The list of idiomatic expressions has been adapted from Citron et al. (2015), who have used it with German native speakers. In our study the same idioms were evaluated by Slovene learners of German as a foreign language. Our participants rated each idiom for emotional valence, emotional arousal, familiarity, concreteness, ambiguity (literality), semantic transparency and figurativeness. They also had the task to describe the meaning of the German idioms and to rate their confidence about the attributed meaning. The aims of our study were (1) to provide descriptive norms for psycholinguistic and affective properties of a large set of idioms in German as a second language, (2) to explore the relationships between psycholinguistic and affective properties of idioms in German as a second language, and (3) to compare the ratings of the German native speakers studied in Citron et al. (2015) with the ratings of the Slovene second language learners from our study. On one hand, the results of the Slovene participants show many similarities with those of of the German native speakers, on the other hand, they show a slight positivity bias and slightly shallower emotional processing of the German idioms. Our study provides data that could be useful for future studies investigating the role of affect in figurative language in a second language setting (methodology, translation science, language technology).
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 1; 11-42
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    New Conceptualizations of Language Aptitude - The Potential of Working Memory in Second Language Acquisition (SLA)
    Autorzy:
    Grymska, Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/783201.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language aptitude
    working memory
    SLA
    Opis:
    The chapter sheds light on new conceptualizations of foreign language aptitude by emphasizing the role of working memory (WM). It is organised into 3 sections. The first section presents a brief historical overview of the research on language aptitude based on John Carroll’s work. The second part elaborates on working memory construct discussing Baddeley’s multi-component model of WM and its functions. The paper proposes incorporating working memory as a crucial component of language aptitude construct. In the light of the issue mentioned above, the third section of the article focuses on the newest and original empirical evidence which supports the role of WM in different aspects of L2 learning, i.e. reading, listening, speaking, writing and bilingual interpretation as well as vocabulary and grammar learning. Its concluding part reflects upon the relevance of language aptitude paving the way for future research.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland
    Autorzy:
    Matusz, Łukasz
    Rakowska, Anna Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783232.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    ELT
    language acquisition
    third-age students
    learning difficulties
    Opis:
    The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 1; 113-130
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mariusz Kruk and Mark Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching
    Autorzy:
    Hauser, Caterina
    Powiązania:
    https://bibliotekanauki.pl/articles/2053527.pdf
    Data publikacji:
    2022-01-28
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 1; 183-187
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    On Non-Native Speaker E-mail Communication from a Genre Perspective
    Autorzy:
    Pikhart, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/783221.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    genre
    register
    style
    second-language writer
    Opis:
    The author has investigated a corpus of informal email messages produced by post intermediate Czech learners of English. The method of analysis draws upon Biber & Conrad (2009) employing primarily a qualitative analysis as part of the author´s dissertation. First of all, the paper touches upon such descriptive terms as style, register and genre. Secondly, the paper presents the results of an analysis of genre features including deviations. In the concluding part, the article outlines implications for practice.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology
    Autorzy:
    Leacox, Lindsey
    Meza, Margarita V.
    Gregersen, Tammy S.
    Powiązania:
    https://bibliotekanauki.pl/articles/783252.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    selective mutism
    anxiety
    positive psychology
    second language acquisition
    Opis:
    Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism.  Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks.  Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter.  Implications of outcomes, collaboration, and conclusions are discussed.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Turkish EFL Learners’ Acquisition of Psych Verbs and Unaccusative Verbs: A Replication Study on Underpassivization and Overpassivization
    Autorzy:
    Tanyer, Seray
    Deniz, Samet
    Powiązania:
    https://bibliotekanauki.pl/articles/2053532.pdf
    Data publikacji:
    2022-01-28
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    second language acquisition
    psych verbs
    unaccusative verbs
    underpassivization
    overpassivization
    Opis:
    The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed mor The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed more accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization. e accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 1; 129-155
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Relationship between Attention and Extraneous Load
    Autorzy:
    Hughes, Christopher J. L.
    Costley, Jamie
    Lange, Christopher
    Powiązania:
    https://bibliotekanauki.pl/articles/1371411.pdf
    Data publikacji:
    2021-07-09
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    cognitive load
    second language learning
    media
    online learning
    video lectures
    Opis:
    There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.   
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 2; 61-82
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge
    Autorzy:
    Hartshorn, K. James
    Surer, Aylin
    Powiązania:
    https://bibliotekanauki.pl/articles/22446735.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    second language vocabulary acquisition
    aspects of word knowledge
    implicational scaling
    Opis:
    With the intent of adding to the literature leading toward a more complete theory of second language vocabulary acquisition, this study elicited accuracy data from 110 ESL learners ranging from novice high to advanced low on 64 words randomly selected in the 2K–3K range of Corpus of Contemporary American English (COCA) (32 verbs, 24 nouns, 8 adjectives) covering eight aspects of word knowledge. These included spelling based on hearing the spoken form, selecting collocations based on the written form, pronunciation based on the written form, selecting inflections based on the written context, selecting the definition based on hearing the spoken form, selecting the written definition based on the written form, selecting appropriate derivations based on the written form, and selecting the written form based on the written definition. ANOVA results show accuracy levels varied across word knowledge aspects and that implicational scaling was possible with some but not all aspects of word knowledge examined simultaneously. In aggregation with other current and future studies, this has important implication for developing L2 vocabulary acquisition theory.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-31
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Katarzyna Ożańska-Ponikwia (2018). Personality and Emotional Intelligence in Second Language Learning. Newcastle upon Tyne: Cambridge Scholars Publishing - by Danuta Gabryś-Barker
    Autorzy:
    Gabryś-Barker, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/783248.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Źródło:
    Theory and Practice of Second Language Acquisition; 2018, 4, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learning Japanese Onomatopoeia through a Narrative-Evaluation E-Learning System
    Autorzy:
    Li, Xiaoyan
    Powiązania:
    https://bibliotekanauki.pl/articles/1371433.pdf
    Data publikacji:
    2021-07-09
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    onomatopoeia
    tacit nuance
    narrative interpretation
    e-learning system
    second language teaching
    Opis:
    In Japanese, onomatopoeia are an important element in expressing feelings and experiences. They are difficult for students of Japanese to acquire, especially the nuances. Herein, we propose an e-learning system to improve the efficiency of teaching the nuances – both explicit and tacit – to non-native speakers of Japanese in three steps. We synthesized a new learning strategy available to students leaning Japanese onomatopoeia using narrative strategies to mimic the learning methods used by native speakers. This was achieved by firstly teaching the formal rules representing the explicit nuances. Secondly, the students created new onomatopoeic words by utilizing those formal rules. Finally, feedback was provided by evaluating the onomatopoeias created through the support system of narrative strategies to provide implicit teaching. To verify the effectiveness of the proposed method and the learning system, we conducted an experiment involving two groups of subjects. While Group A got feedback about the appropriateness of their onomatopoeic constructions from the native speakers’ narrative interpretations, Group B just reviewed the database material like in a traditional classroom. Results indicate our e-learning system has a significant effect on the acquisition of a working understanding of onomatopoeia.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 2; 155-175
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Book review: Anna Mystkowska-Wiertelak and Mirosaw Pawlak (2017) Willingness to Communicate in Instructed Second Language Acquisition. Combining a Macro- and Micro-Perspective
    Autorzy:
    Gabryś-Barker, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/783223.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    willingness to communicate
    language learning
    speaking skills
    questionnaire data
    quantitative analysis
    qualitative analysis
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Gender-based Differences in EFL Learners Language Learning Strategies and Productive Vocabulary
    Autorzy:
    Montero-SaizAja, Alejandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1371435.pdf
    Data publikacji:
    2021-07-09
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    gender-differences
    language learning strategies
    productive vocabulary
    EFL learners
    second year of Spanish non-compulsory Secondary Education
    Opis:
    Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.  
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 2; 83-107
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-14 z 14

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