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Tytuł:
Monitoring Students’ Information Pro ciency at Higher Pedagogical Educational Establishments of Poland and Ukraine
Monitorowanie studenckich umiejetnosci informacyjnych w pedagogicznych instytucjach szkolnictwa wyzszego w Polsce i na Ukrainie
Autorzy:
Shevchuk, Lesya
Powiązania:
https://bibliotekanauki.pl/articles/645016.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
competence
information proficiency
teachers’ information
proficiency forming in the Polish Republic
standards and structure of future teachers’ information proficiency
Opis:
The article deals with the development of students’ information proficiency in the Polish Republic and Ukraine. The article is devoted to the implications brought into the process of teachers training by the impact of key competencies and information technologies. Special attention is paid to information proficiency and future teachers’ skills that are the most important for their training and perspective career. Monitoring of future teachers’ information proficiency forming at Polish establishments of higher education has been carried out which resulted in developing methodology recommendations for raising the level of the students’ information pro ciency at Ukrainian pedagogical higher educational establishments. Level of scienti fic development of the issue of future teachers’ information pro ciency forming has been described. Competence approach to training teachers for information society has been paid attention to. Peculiarities and structure of future teachers’ information pro ciency have been characterized. Standards and criteria of Polish teachers have been systematized, contents of future teachers’ information proficiency forming at Polish establishments of higher education have been analysed; projects and programmes as means for future teachers’ information proficiency forming have been characterized.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2012, 1; 35-42
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Proficiency effect on L2 pragmatic competence
Autorzy:
Xiao, Feng
Powiązania:
https://bibliotekanauki.pl/articles/780487.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
proficiency effect
L2 pragmatic competence
Opis:
This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners’ pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. However, increased proficiency does not guarantee a native-like pragmatic performance because proficiency effect varies depending on the nature of target pragmatic features such as types of speech acts (degrees of directness and conventionality) (e.g., Cook & Liddicoat, 2002; Félix-Brasdefer, 2007), modalities of pragmatic performance (comprehension and production) (e.g., Bradovi-Harlig, 2008, 2009), social variables involved in task situations, such as social status (e.g., Allami & Naeimi, 2011), social distance (e.g., Maeshiba, Yoshinaga, Kasper, & Ross, 1996), and power relationship (e.g., Al-Gahtani & Roever, 2012). Moreover, proficiency effect is mediated by contextual variables such as length of stay in the target language community (e.g., Shardakova, 2005; Taguchi, 2011, 2013; Xu, Case, & Wang, 2009).
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 557-581
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction
Autorzy:
Pladevall-Ballester, Elisabet
Vraciu, Alexandra
Powiązania:
https://bibliotekanauki.pl/articles/780681.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EFL child peer interaction
time
proficiency pairing
language
Opis:
Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within a primary school EFL context, this paper aims to explore the amount and types of meaning negotiation, and the effects of time, proficiency pairing and language choice in a spot-the-differences task. Forty Catalan/Spanish bilingual children were paired into mixed and matched proficiency dyads, and their oral production was analyzed twice over the course of two years (i.e., 9-10 and 11-12 years old). The analysis included conversational adjustments, self- and other-repetition and positive and negative feedback in the learners’ L1 and second language (L2). Our data show that the amount of meaning negotiation is low, although L2 meaning negotiation is higher than L1 meaning negotiation, and all the strategies are present in the data except for comprehension checks. Time effects are hardly observed. However, proficiency pairing and language effects are more generally found, whereby mixed proficiency dyads tend to negotiate for meaning more than matched dyads and meaning negotiation instances are more frequent in the L2 than in the L1.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 449-472
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The development of cohesion in a learner corpus
Autorzy:
Neary-Sundquist, Colleen A.
Powiązania:
https://bibliotekanauki.pl/articles/780501.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
cohesive device
pragmatic marker
conjunction
cohesion
proficiency level
Opis:
This study examines the use of cohesive devices (pragmatic markers and conjunctions) in a 24,000-word corpus of transcribed oral data from 47 learners and native speakers of English. Both of these cohesive devices increase with proficiency level, but not in the same way. Conjunction use seems to increase steadily, and only the differences between the highest and lowest proficiency levels were found to be statistically significant. Pragmatic marker use, however, remains fairly stable across the three lowest proficiency levels and rises drastically for the two highest proficiency levels, and the two higher proficiency levels are significantly different from the two lower levels in their use of pragmatic markers. The results are compared to native speaker rates of cohesive device use for the same tasks and under the same conditions.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 109-130
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Quantyfing controlled productive knowledge of collocations across proficiency and word frequency levels
Autorzy:
Nizonkiza, Deogratias
Powiązania:
https://bibliotekanauki.pl/articles/780775.pdf
Data publikacji:
2012-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
quantifing
controlled productive knowledge
L2 proficiency
frequency levels
Opis:
The present study explores the relationship between controlled productive knowledge of collocations and L2 proficiency, the role of frequency in controlled productive knowledge of collocations, and the quantifiability of controlled productive collocational knowledge growth alongside L2 proficiency and word frequency levels. A proficiency measure and a productive collocation test modelled on Laufer and Nation (1999) were presented to Belgian and Burundian English majors. The results show that scores on both tests distinguish between proficiency levels and, furthermore, highly correlate. This suggests that controlled productive knowledge of collocations develops as proficiency increases, supporting earlier studies (Boers, Eyckmans, Kappel, Stengers, & Demecheleer, 2006; Bonk, 2001; Eyckmans, Boers, & Demecheleer, 2004; Gitsaki, 1999) that had established a relationship between collocational knowledge and L2 proficiency. The results also show that the more frequent the collocations, the better they are known, which highlights the crucial role played by frequency in knowing words (Nation & Beglar, 2007). Furthermore, the number of collocations added can be quantified and we observe moderat egains at beginner and advanced levels, and impressive gains at intermediate levels. This supports and extends Laufer’s (1998) and Zhong and Hirsh’s (2009) findings and lays basic ground work for teaching collocations, the amount of which should increase with proficiency levels.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 1; 67-92
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities
Autorzy:
Siegel, Joseph
Siegel, Aki
Powiązania:
https://bibliotekanauki.pl/articles/780987.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
listening pedagogy
bottom-up listening activities
dictation
listening proficiency
Opis:
This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test results of dictation and listening proficiency tests indicated that improvements for the treatment group were probably due to the BU intervention. In addition, results from a posttreatment survey suggested that learners value explicit bottom- up listening instruction.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 637-662
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Oral English performance in Danish primary school children: An interactional usage-based approach
Autorzy:
Eskildsen, Søren W.
Cadierno, Teresa
Powiązania:
https://bibliotekanauki.pl/articles/780677.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Danish young learners
oral English proficiency
interactional usage-based linguistics
Opis:
Following the call in Sandlund, Sundqvist, and Nyroos (2016) for incorporating discursive approaches into the field of oral second language (L2) testing, this paper proposes an interactional usage-based approach to the analysis of oral L2 performance. Based on Eskildsen (2018a), we combine analytic tools from usage-based linguistics and conversation analysis. We draw on usage-based linguistics to analyze performance in terms of test-takers’ inventories of linguistic constructions and on conversation analysis to understand their interactional competence in terms of the relation between the linguistic constructions and the actions they are used to accomplish. Performance assessment is thus constructional and interactional. Participants in this pilot study were two Danish primary school children who performed two consecutive oral tasks: a semi-guided interview and a picture-elicited narrative task. Data were analyzed by means of cross-child comparisons and cross-task comparisons within each child. Our data confirm the observation from previous research that simple question-answer(-assessment) sequences dominate oral test formats, but also that the format is sometimes abandoned, which allows for the accomplishment of new social actions. Moreover, the picture-description task affords a different speech exchange system with the interviewer participating more as an active listener when the children do not voluntarily carry out the requested task.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 523-546
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners
Autorzy:
Park, A Young
Powiązania:
https://bibliotekanauki.pl/articles/780769.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
extensive reading
intensive reading
reading attitudes
EFL learners
proficiency levels
Opis:
Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 337-358
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese.
Autorzy:
Jin, Yinxing
de Bot, Kees
Keijzer, Merel
Powiązania:
https://bibliotekanauki.pl/articles/780821.pdf
Data publikacji:
2015-03-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language anxiety
foreign language proficiency
stability
Chinese university student
Opis:
Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across English and Japanese. Chinese university students (N=146), who were simultaneously learning Japanese and English, participated in this study. Data were collected twice over a 2-month interval, using the Foreign Language Classroom Anxiety Scale, the English Proficiency Scale, and the Japanese Proficiency Scale. Results showed that anxiety changes had a significantly negative, but weak, correlation with the development of overall proficiency and the proficiency in sub- skills such as reading or speaking, for both English and Japanese, suggesting the interference of anxiety with proficiency levels. Anxiety in Japanese tended to decrease significantly over time, but no significant change was found for English. Furthermore, no significant difference between anxiety in Japanese and English was found at either testing time.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 1; 41-63
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese
Autorzy:
Jin, Yinxing
de Bot, Kees
Keijzer, Merel
Powiązania:
https://bibliotekanauki.pl/articles/780919.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher support
student affiliation
foreign language anxiety
foreign language proficiency
Opis:
The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 105-125
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bestimmung des Sprachstands in einer Herkunftssprache: Ein Vergleich verschiedener Testverfahren am Beispiel des Polnischen als Herkunftssprache in Deutschland.
Determining proficiency in a heritage language: A comparison of different testing methods based on Polish as a heritage language in Germany
Autorzy:
Brehmer, Bernhard
Powiązania:
https://bibliotekanauki.pl/articles/914589.pdf
Data publikacji:
2016-06-20
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
proficiency
heritage language
testing methods
grammar
lexical knowledge
speech rate
Polish.
Opis:
The paper discusses several methods of evaluating heritage speakers’ abilities in their heritage language. Speech rate in spontaneous text production, lexical knowledge and grammatical proficiency in the heritage language have been found to correlate strongly with one another. Therefore, they are recommended in the literature as quick and reliable diagnostics for establishing the general degree of heritage language maintenance among heritage speakers. Based on data from 20 heritage speakers of Polish in Germany, the current paper shows that lexical and grammatical proficiency are indeed strongly correlated, but speech rate did not turn out to be an indicator for heritage language proficiency in the examined population.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 47-60
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of pragmatic markers across proficiency levels in second language speech
Autorzy:
Neary-Sundquist, Colleen
Powiązania:
https://bibliotekanauki.pl/articles/780649.pdf
Data publikacji:
2014-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pragmatic marker
proficiency level
pragmatic competence
second language development
oral speech production
Opis:
This study investigates the use of pragmatic markers (PMs) by learners of English at varying proficiency levels. The study analyzes data from a university-level oral proficiency exam that categorized Chinese and Korean English-as-a-second-language (ESL) speakers into four proficiency levels and compares data with those of native speakers taking the same test. Findings indicate that PM use generally rises with proficiency level. The rates of PM use showed a dramatic increase between the highest and second-highest proficiency group. The highest proficiency ESL group used PMs at the same rate as native speakers. The study also found that the variety of different PMs used goes up steadily with proficiency level. These results are discussed in terms of their implications for understanding how second language learners’ use of PMs develops.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 4; 637-663
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education
Autorzy:
Wilden, Eva
Porsch, Raphaela
Powiązania:
https://bibliotekanauki.pl/articles/780663.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L1 use
L2 use
primary school
teacher’s language proficiency
Opis:
This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 631-655
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kompetencja językowa i komunikacyjna dzieci z zaburzeniami słuchu w kontekście wzorca gatunkowego SMS-a
Language and communication competency of children with hearing disability in the context of the SMS genre
Autorzy:
Jachimowska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1044567.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
hearing disability
SMS
genre
language and communication competency
language and system proficiency
Opis:
The article describes the methods of the SMS genre use, emphasising language competency (system proficiency) and communication competency (including pragmatic competency) of the tested group. The author presents the results of tests performed on a group of children with hearing disability (with various rate and type of hearing disability) aged 12–16 and confronts the results with the results achieved in the group of children without hearing issues (development norm). The article attempts to determine the mutual relations between language and communication competency acquisition by children with hearing disability and their genre competency. Short Message Service (SMS) was used as an example genre.
Źródło:
Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2019, 26, 2; 61-74
1233-8672
2450-4939
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Językoznawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating academic achievement of English medium instruction courses in Turkey
Autorzy:
Altay, Mehmet
Curle, Samantha
Yuksel, Dogan
Soruç, Adem
Powiązania:
https://bibliotekanauki.pl/articles/2051511.pdf
Data publikacji:
2022-03-21
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English medium instruction
academic success
Turkish medium instruction
general English proficiency
higher education
Opis:
This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 1; 117-141
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 20

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