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    Wyświetlanie 1-4 z 4
    Tytuł:
    Investigating Code-switching in a Content and Language Integrated Learning (CLIL) Classroom
    Autorzy:
    Papaja, Katarzyna Lidia
    Wysocka-Narewska, Marzena
    Powiązania:
    https://bibliotekanauki.pl/articles/783207.pdf
    Data publikacji:
    2020
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    code-switching, CLIL, CLIL learners, CLIL teachers
    Opis:
    The aim of this article is to provide an outline of the research on code-switching in CLIL, starting with a brief description of code-switching and its main causes. The study, which is to be presented, was conducted among Secondary School CLIL learners and is based on a questionnaire especially prepared for this study. The main aim of the study was to investigate the situations in which CLIL learners switch the codes. Additionally, the researchers were trying to find out the positive and negative impact of this phenomenon on the foreign language being acquired.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 1; 51-63
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Translanguaging as Mobilisation of the Linguistic Resources by Learners of Spanish as a Third or Additional Language
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783191.pdf
    Data publikacji:
    2020
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    multilingual repertoires, code-switching, translanguaging, production strategies
    Opis:
    The present study investigates the comprehension and production of Spanish as a third or additional language (De Angelis’ (2007) term), paying special attention to the use of code-switching and translanguaging. Following Lewis, Jones and Baker (2012, p. 655), it is assumed that translanguaging involves the mobilisation of all of learners’ linguistic resources “to maximise understanding and achievement,” so the learners’ use of languages other than Spanish (especially English, but also e.g. French, Italian, etc.) in the tasks could be assumed to be an example of translanguaging too. Simultaneously, the use of words from languages other than Spanish for lack of a Spanish word could be argued to be more precisely classified as code-switching. Multilingual repertoires are highly complex and, according to Otheguy, García and Reid (2018), multilingual competence is unitary rather than divided into several distinct languages, so, in their view, words are selected from a single lexicon. However, as shown by Williams and Hammarberg (1998), the different languages in multilingual repertoires perform various functions, which gives rise to different types of switches. The study was carried out with English Philology and Romance Philology students studying Spanish as a third or additional language. As the results show, even though the Romance Philology students were generally better at translanguaging, viewed as the use of all their linguistic resources, they avoided switches into other Romance languages, probably to minimise interference. By contrast, the English Philology students, who had lower proficiency in Spanish, were less capable of using their multilingual resources, including English, to provide the missing words, possibly also due to problems with the comprehension of the Spanish sentences.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 1; 65-106
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Code-Switching Practices among Immigrant Polish L2 Users of English
    Autorzy:
    Ożańska-Ponikwia, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/783193.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    code-switching
    bilingualism
    immersion
    L2 use
    Opis:
    The present paper aims to present a qualitative study on code-switching practices among L2 users immersed in the L2 culture. Code-switching practices were measured among 62 Polish L2 users of English who had immigrated to the UK and Ireland and reported using English on everyday basis. The informants of the study were to answer an open question concerning situations in which they switch from their L2 to L1 most frequently. The analysis of the results reviled that the participants reported code switching mostly in emotionally charged situations as well as when discussing personal topics with known interlocutors.  The results of the study are in line with some quantitative studies (Dewaele, 2010) as well as some autobiographical findings (Grosjean, 2010, Pavlenko, 2004, Wierzbicka, 2004) and shed some more light on a complex notion of bilingualism and code-switching.
    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:
    Polish-English Code-Switching in the Language of Polish Facebook Users
    Codeswitching zwischen Polnisch und Englisch in der Sprache polnischer Facebook-Nutzer
    Autorzy:
    Pańka, Daria
    Powiązania:
    https://bibliotekanauki.pl/articles/1182373.pdf
    Data publikacji:
    2021-01-29
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    code-switching
    social media
    Facebook
    the Polish language
    the English language
    codeswitching
    facebook
    polnisch
    englisch
    Opis:
    Social networking services, such as Facebook, are important channels of communication both for monolingual users and for those having various degrees of proficiency in L2, with the latter deploying expression both from L1 and L2. It can, therefore, be presumed that communication on FB plays a role in practicing the use of L2. One of the phenomena that can be examined in relation to that are various forms of code-switching. There is animmense research gap related to Polish-English code-switching appearing on this SNS. To obtain a full picture of the issue, the paper identifies and discusses types, strategies, and functions of Polish-English code-switches found in posts and comments published by Poles on Facebook in 2014–2019. It also indicates possible applications of FB tools and materials including CS in foreign language teaching and learning and shows how Facebook enables “social learning” (Mallia, 2013). The research is based on a corpus constructed by the author of this article. An integrated approach with both qualitative and quantitative methods of analysis is used in the paper. Three main CS types (intrasentential, intersentential, and tag-switching) and strategies (alternation, insertion, and congruent lexicalisation) have been attested in the material. The code-switches mostly indicate in-group membership but also, for example, introduce humor, quotes, and signal a lack of L1 equivalents. The study points out that there are certain relations between the types, strategies and functions. The resultsof the research are collated with the recent studies on Polish-English and Indonesian-English CS on Facebook.
    Social Media, wie Facebook, sind wichtige Kommunikationswege sowohl für einsprachige Anwender als auch für Nutzer mit verschiedenen Fremdsprachenkenntnissen (die letzteren übernehmen die Strukturen der Mutter- und Fremdsprache in die Konversation). Im Resultat kann man annehmen, dass die Kommunikation via Facebook eine gewisse Rolle bei der Verwendung von Fremdsprachen spielt. Einen der Aspekte, der in dieser Hinsicht analysiert werden kann, bilden verschiedene Formen von Codeswitching. In Bezug auf das Codeswitching zwischen Polnisch und Englisch, das in diesem sozialen Netzwerk vorkommt, besteht eine wesentliche Forschungslücke. Für einen kompletten Überblick über das dargestellte Problem werden im vorliegenden Artikel an angeführten polnisch-englischen Beispielen bestimmte Typen, Strategien und Funktionen von Codeswitching in Posts und Kommentaren, die von polnischen Facebook-Nutzern in den Jahren 2014–2019 erstellt wurden, identifiziert und erläutert. Darüber hinaus wird im Text auf die Anwendungsmöglichkeiten von Facebook-Tools und Materialien zum Codeswitching bei dem Fremdsprachenlehren und -lernen hingewiesen und der Aspekt des „sozialen Lernens“ (Mallia, 2013) mittels Facebook angesprochen.Die Untersuchung basiert auf einem Korpus, das von der Autorin des vorliegenden Artikels entwickelt wurde. In der Untersuchung wurde eine integrative – d.h. qualitative und quantitative Methode eingesetzt. Im analysierten Material lassen sich drei Haupttypen (satzinterner, satzübergreifender, parenthetischer) und -strategien (Alliteration, Parenthese, entsprechende Umstellung von Lexemen) des Sprachcodeswitching unterscheiden. Das Codeswitching deutet hauptsächlich auf die Zugehörigkeit zur bestimmten Gruppe hin, kann aber auch Humor bzw. ein Zitat in die Aussage einleiten oder das Fehlen von Äquivalenten in der Muttersprache signalisieren. Aus dem Artikel ergibt sich, dass es gewisse Abhängigkeiten zwischen den Typen, Strategien und Funktionen des Codeswitching gibt. Die Resultate der betreffenden Analyse werden mit Ergebnissen der neuesten Untersuchungen über das polnisch- und indonesischenglische Codeswitching auf Facebook zusammengestellt.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 1; 99-120
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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