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    Wyświetlanie 1-6 z 6
    Tytuł:
    Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy
    Autorzy:
    Nováková, Zuzana
    Powiązania:
    https://bibliotekanauki.pl/articles/22446718.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    grammar
    error analysis
    repeated speaking tasks
    learner autonomy
    metacognitive strategies
    learner-centered approach
    Opis:
    Learner-centered approaches to learning and teaching alongside education for sustainable development (ESD) emphasize the education of engaged and active global citizens (UNESCO, 2017). The development of students’ reflective skills and metacognitive strategies is the center of this study that aims at investigating the learner language of a group of adult learners at an upper-intermediate level. It sets out to investigate to what extent learners are able to notice and correct their errors after reflecting on their spoken production. Moreover, it seeks to examine the students’ perception of their self-reflection and their attitude towards using speaking tasks for grammar learning. Comparative error analysis showed that the participants were able to amend 34.6% of total errors. These were made mainly in noun phrases (30% of total errors in Task 1 and 31% in Task 3) and verb phrases (40% of total errors in both tasks). Although no general conclusions could be drawn, the results seem to suggest that after critical, evidence-based reflection, the participants were able to notice and correct some errors, namely, in determination and the use of the past simple. The results of the survey analysis showed that all participants reported on an improved awareness of the gaps in their interlanguage, and all of them considered speaking tasks beneficial to grammar development. The study indicates that carefully planned, repeated speaking tasks might be helpful for learners’ language processing, consolidation of their grammatical knowledge and the improvement of their reflection skills and metacognitive strategies.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-23
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners
    Autorzy:
    Ghelichli, Yahya
    Seyyedrezaei, Seyyed Hassan
    Seyyedrezaei, Zari Sadat
    Powiązania:
    https://bibliotekanauki.pl/articles/22446657.pdf
    Data publikacji:
    2022-07-29
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    qualitative study
    student engagement
    language learning motivation
    learner perspective
    Opis:
    One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-19
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Impact of Orthographic Transparency and Typology on L2 Learner Perceptions
    Autorzy:
    Garton, Rachel
    Powiązania:
    https://bibliotekanauki.pl/articles/22446739.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    phonology
    orthography
    L2 literacy
    literacy acquisition
    learner perceptions
    grapholinguistics
    Opis:
    While there is substantial research on literacy in the L1, factors impacting literacy in the L2 remain understudied. Preliminary research indicates that orthographic accuracy and typology influence literacy acquisition, indicating these aspects of linguistic representation need further exploration within the context of second-language acquisition (SLA). Additionally, SLA research on individual learner differences highlights emotional factors such as attitude and motivation, which are widely considered critical indicators of L2 success. Motivation is closely linked to perceptions towards the L2, which indicates learner perceptions of L2 literacy could impact success in learning to read and write. As such, this paper presents a cross-lingual, mixed-methods study that compares the orthographic transparency and typologies of 26 languages against learners’ (n = 217) perceptions of L2 literacy acquisition, such as perceived difficulty of the orthography and a self-assessment of literacy skills. Results indicated that orthographic transparency has a greater impact on learners’ perceptions compared to typology alone.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-25
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Age Factor in the Foreign Language Class: What Do Learners Think?
    Autorzy:
    Pfenninger, Simone E.
    Singleton, David
    Powiązania:
    https://bibliotekanauki.pl/articles/783158.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    starting age
    language experience essays
    learner beliefs
    motivation
    individual differences
    Opis:
    The present paper analyzes beliefs about the age factor of learners of English as a foreign language (EFL) with different starting ages (early vs. late starters), in different grades (in Year 7 at the beginning and in Year 12 at the end of secondary school), and with different levels of EFL proficiency (high achievers vs. low achievers). The sample for the study was drawn from a larger sample of 200 secondary school students who were part of a longitudinal study, undertaken in Switzerland between 2008 and 2015. From this sample we selected 10 early starting high-achievers, 10 early starting low-achievers, 10 late starting high-achievers, and 10 late starting low-achievers. A qualitative analysis of language experience essays written at the beginning and at the end of secondary school revealed that learners with different starting ages, in different grades, and with different levels of proficiency displayed different beliefs about the age factor.  The overall lack of age effect on FL achievement found in our previous studies may be explicable in terms of a number of affective factors (e.g. disengagement of the early starters due to language practices of the classroom) and contextual factors (e.g. transition from English in primary to English in secondary).
    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:
    Intra-individual Variability in the Emergence of Lexical Complexity in Speaking English at Secondary School
    Autorzy:
    Rokoszewska, Katarzyna Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/783205.pdf
    Data publikacji:
    2020
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Complex Dynamic Systems Theory (CDST), lexical complexity, variability, learner corpus, speaking
    Opis:
    Complex Dynamic Systems Theory (CDST) focuses on second language development (SLD) as opposed to second language acquisition (SLA). Emphasising internal complexity of the language system as well as dynamic and non-linear nature of language development, it represents a new approach to the role of variability which is rooted in developmental psychology. This approach agrees with research findings from the 1980s which identified different types and causes of variability, but it treats variability as the main factor responsible for language development and not as a peripheral phenomenon. Intra-individual variability, defined as differences in the level of a developmental variable within individuals and between repeated measurements, is said to have a positive influence on language development at various levels of proficiency. The present paper describes the third part of the case study whose aim is to analyse intra-individual variability in the emergence of lexical complexity in speaking English as a foreign language at secondary school in the case of a good, average and poor language learner. The first part of the case study examined this phenomenon with respect to general measures of complexity, accuracy and fluency, whereas the second part–with respect to specific measures of syntactic complexity. The results of the third part of the case study show some significant differences between the learners in terms of lexical variation as opposed to density, sophistication and frequency but hardly any such differences in intra-individual variability, pointing at the same time to a weak positive relationship between this type of variability and the rate of development.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 1; 107-142
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners
    Autorzy:
    Nosidlak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/22446728.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    difficult/problematic student
    foreign language learner
    formal labelling
    informal labelling
    labelling theory
    teacher training
    Opis:
    In accordance with the assumptions of the sociologically grounded labelling theory, an individual’s self-perception and, consequently, their actions, might be influenced by words used to describe them. Also, in the context of education, including the field of foreign language learning, such a process of defining learners in a simplified way, has been proven to have profound consequences of psychological nature. The main purpose of the article is to outline the results of a study in which 37 teachers of English shared the stories of their most “difficult” students. The qualitative analysis of the gathered descriptions allowed the identification of some common features characteristic of, so-called, hopeless cases, among which motivation-related problems are the most often enumerated ones. Additionally, many teachers wrote about their struggles while teaching students with special educational needs. The views expressed by the participants of the study might help understand the way in which opinions about students are formulated as well as point to the need for significant changes to be made in the area of foreign language teacher education and training.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-24
    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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