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Tytuł:
Understanding CLIL as an innovation
Autorzy:
Kelly, Richard
Powiązania:
https://bibliotekanauki.pl/articles/780583.pdf
Data publikacji:
2011-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
communication
cognition
language development
Opis:
This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 1; 153-171
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Krótki opis długiej historii języka polskiego
A Short Account of the Long History of Polish Language
Autorzy:
Dunaj, Bogusław
Powiązania:
https://bibliotekanauki.pl/articles/39784779.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
history of Polish language
periodization
language development
Opis:
The article offers an overview of the history of Polish language from the 9th century up to the present moment. The development of the Polish language was informed by two processes, namely, linguistic diversification, which caused dialectal differences, and integration, which contributed to the constitution of the literary language. The first half of the 16th century constitutes a critical period in the evolution of Polish language. It is then that the inception of the literary language took place. Here, the invention ofprint turned out to be a communicative breakthrough, predominantly because it facilitated language integration. Consecutive stages in the history of Polish language were connected with historic events, like the loss of Polish independence and its regaining. Such events brought about changes in the status of Polish language. The most recent period in the history of Polish language begins in 1989, when vital socio-political changes, as well as the information technology revolution took place. It is also the timewhen the integrative processes intensified, and began including geographical, as well as stylistic linguistic variations (predominantly, by the expansion of colloquial Polish into other functional varieties of the language).
Źródło:
Slavia Occidentalis; 2023, 80/1; 27-41
0081-0002
Pojawia się w:
Slavia Occidentalis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of a teacher in a CLIL classroom
Autorzy:
Papaja, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/915845.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
bilingual
language classroom
teacher
teaching
language development
Opis:
CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 147-153
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gesty jako predyktor rozwoju komunikowania się u dzieci prawidłowo się rozwijających oraz z zaburzeniami rozwojowymi
Autorzy:
Dłużniewska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/937474.pdf
Data publikacji:
2018-05-28
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
gestures
language development
children with developmental disorders
Opis:
Gestures and facial expressions appear in child communication before she/he is able to say the first word, and their qualitative and quantitative growth is considered an indicator of future language development. The aims of this article is review of the research available in literature on the use of gestures in the communication process of children whose development is typically and children with developmental disorders. There is an evidence that the differences in the development of gestures communication in children with typical and atypical development allow to predict potential language delays.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 14; 73-88
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Looking for structure: Is the two-word stage of langugae development in apes and human children the same of different?
Autorzy:
Patkowski, Mark
Powiązania:
https://bibliotekanauki.pl/articles/780637.pdf
Data publikacji:
2014-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language development
animal language
cross-species comparison
semantic relations
word order
Opis:
Previously published corpora of two-word utterances by three chimpanzees and three human children were compared to determine whether, as has been claimed, apes possess the same basic syntactic and semantic capacities as 2-year old children. Some similarities were observed in the type of semantic relations expressed by the two groups; however, marked contrasts were also uncovered. With respect to the major syntactic mechanism displayed in two-word child language, namely word order, statistically significant differences were found in all three comparisons that were tested. These results indicate that chimpanzees do not exhibit the linguistic capacities of 2-year old children.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 3; 507-528
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language
Autorzy:
Kan, Rachel T. Y.
Murphy, Victoria A.
Powiązania:
https://bibliotekanauki.pl/articles/780665.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reading comprehension
vocabulary
English as an additional language
idioms
bilingual language development
Opis:
Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 579-605
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tendencje rozwojowe współczesnej polszczyzny na podstawie innowacji uzupełniających pochodzących ze współczesnej prozy science fiction
The Polish language development based on supplemental innovations coming from contemporary SF prose
Autorzy:
Paczyńska, Ilona
Powiązania:
https://bibliotekanauki.pl/articles/1044694.pdf
Data publikacji:
2018-08-28
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
linguistic trends
the Polish language development
supplemental innovations
Jacek Dukaj
Opis:
The purpose of this study was to present the potential of fiction as one of the entire source of knowledge about Polish language. The article points out omission of linguistic data coming from literary works in practical culture of language activity, reflected both in source literature and fundamental act – Ustawa o języku polskim. To begin with, authoress short presents criterion for the choice of subject of research, choosing recognized as the most innovatory works (Linia oporu, Perfekcyjna niedoskonałość) of polish SF writer – Jacek Dukaj, as source of potentially the biggest ability of contemporary Polish language development presenting. Based on excerpted supplemental innovations puts across this development (for example: to abbrevation, to precision, internationalisation, linguistic trends, neo-semantization, vulgarization, intertextuality), founded in semantic and word- formative neologisms. Then underlines determinants ensuant artistic language or literary genre and asks the questions about measurability and estimate of these linguistic phenomenon.
Źródło:
Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2018, 25, 1; 151-166
1233-8672
2450-4939
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Językoznawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Finding the key to successful L2 learning in groups and individuals
Autorzy:
Lowie, wander
van Dijk, Marijn
Chan, Huiping
Verspoor, Marjolijn
Powiązania:
https://bibliotekanauki.pl/articles/780533.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
second language development
complex dynamic systems
variability process study
Opis:
A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 127-148
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
On the fractal nature of complex syntax and the timescale problem
Autorzy:
Evans, D. Reid
Powiązania:
https://bibliotekanauki.pl/articles/1047063.pdf
Data publikacji:
2020-12-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
complex dynamic systems theory
fractals
syntactic complexity
second language development
variability
Opis:
Fundamental to complex dynamic systems theory is the assumption that the recursive behavior of complex systems results in the generation of physical forms and dynamic processes that are self-similar and scale-invariant. Such fractal-like structures and the organismic benefit that they engender has been widely noted in physiology, biology, and medicine, yet discussions of the fractal-like nature of language have remained at the level of metaphor in applied linguistics. Motivated by the lack of empirical evidence supporting this assumption, the present study examines the extent to which the use and development of complex syntax in a learner of English as a second language demonstrate the characteristics of self-similarity and scale invariance at nested timescales. Findings suggest that the use and development of syntactic complexity are governed by fractal scaling as the dynamic relationship among the subconstructs of syntax maintain their complexity and variability across multiple temporal scales. Overall, fractal analysis appears to be a fruitful analytic tool when attempting to discern the dynamic relationships among the multiple component parts of complex systems as they interact over time.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 4; 697-721
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
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:
Working memory and second language development: A complex, dynamic future?
Autorzy:
Jackson, Daniel O.
Powiązania:
https://bibliotekanauki.pl/articles/780862.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
working memory
complex dynamic systems theory
second language development
theoretical complementarity
Opis:
Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 89-109
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
„Opowiedz mi swoją bajkę […]” – wybrane uwarunkowania twórczości werbalnej dzieci pięcio- i sześcioletnich
“Tell me your story […]” – selected determinants of verbal creation for 5–6-years-old children
Autorzy:
Maciantowicz, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/920071.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
creation
pree-school age
child language development
pedagogy of creativity
conditions of verbal creation
Opis:
The article dealt with the issue of verbal creativity of children in preschool age. The author through a review of the theoretical literature and analysis of the results obtained in own research is attempting to answer to questions about the factors that can constitute conditioning of children's creativity.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2014, 4; 57-86
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Brak bezpośredniego wpływu umiejętności percepcyjnych na umiejętności narracyjne dzieci z niedokształceniem mowy pochodzenia korowego
The correlation between phonemic hearing deficits and speech understanding disorders and narrative skills in children with Speech Development Disorder of Cortical Origin
Autorzy:
Balcerzak, Renata
Powiązania:
https://bibliotekanauki.pl/articles/1044572.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Speech and Language Development Disorder of Cortical Origin
phonemic awareness
speech understanding
discourse
text
Opis:
In the paper, an analysis of information gathered during examinations of children with speech development disorder of cortical origin is presented. The study group consisted of 4 individuals (two girls and two boys), aged 5–10. The results of the examination of phonemic awareness and understanding of a few sentences-long spoken texts as well as articulating a few sentences-long texts suggested a possible correlation between these two types of skills (phonemic awareness, spoken text understanding and production). However, a thorough analysis of the results does not allow one to conclude that the specific phonemic awareness deficits and/or speech perception difficulties have a predominant influence on the narrative skills of children with speech development disorder of cortical origin. Although the main hypothesis was disproved, the results of the analysis shed light on another possible explanation of speech production difficulties in the abovementioned speech and language disorder: deficient/insufficient auditory attention and/or verbal working memory. Such explanation has not yet been taken into consideration in the research on speech and language development disorder of cortical origin.
Źródło:
Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2019, 26, 2; 11-25
1233-8672
2450-4939
Pojawia się w:
Poznańskie Studia Polonistyczne. Seria Językoznawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“When a foreign language learner becomes a foreign language teacher…” – A cross-cultural study into the affective domain of teaching
Autorzy:
Kiliańska-Przybyło, Grażyna
Bedir, Hasan
Can, Cem
Powiązania:
https://bibliotekanauki.pl/articles/919872.pdf
Data publikacji:
2012-12-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
narrative inquiry
narratives
foreign language teacher development
novice teachers’ emotions
Opis:
The aim of this paper is to characterize early experiences of future teachers of English in Polish and Turkish contexts; describe their emotions and attitudes as well as analyze their evaluations of the past situations. When a foreign language learner becomes a foreign language teacher…, firstly s/he has to transform from a FL student to a FL teacher, develop the ability to talk about one’s early experiences and relate them to future growth. In this sense, narrative inquiry largely helps in contextualizing and transforming one’s experience. The data collected for the study involve narratives produced by Turkish and Polish teacher trainees.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 2; 61-74
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metafory i neologizmy współczesnego języka nauk społecznych i ekonomicznych
Metaphors and neologisms in the modern language of social and economic science
Autorzy:
Parysek, Jerzy J.
Powiązania:
https://bibliotekanauki.pl/articles/694066.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language
scientific language
metaphors
development of language
język
język naukowy
metafory
rozwój języka
Opis:
Together with the development of civilisation we observe a development of the language and not only the colloquial or literary but the language of science as well. The features of this development include, above all, metaphorisation of scientific language, borrowings from other languages (original and translated), and extension of the meaning of existing concepts. As a result, the scientific language, instead of being a tool of communication, causes more and more ambiguity, doubts and problems of interpretation. The selected examples of the changes occurring in the language of social and economic science presented in this article are intended to provoke a reflection on the on-going process which may lead, and does indeed, to many misunderstandings. Scientific language must be clear, simple, logical, concise, unambiguous and comprehensible. Only such will be capable of conveying the meaning of scientific research and investigation. This article presents the author’s point of view and may be controversial but it is also intended to provoke a discussion.
Składnikiem rozwoju cywilizacyjno-kulturowego jest ponad wszelką wątpliwość także język, i to nie tylko codzienny i literacki, ale również naukowy. Do cech tego rozwoju zaliczyć można przede wszystkim metaforyzację języka naukowego, użycie słów z języków obcych (oryginalnych lub w tłumaczeniu na język polski), wymyślanie nowych pojęć, a także rozszerzenie znaczenia istniejących. W wyniku tego procesu język naukowy, zamiast być narzędziem naukowej komunikacji, powoduje wiele niejasności, wątpliwości i problemów interpretacyjnych, przez co prowadzi do różnego rodzaju nieporozumień. Przytaczając wybrane przykłady zachodzących w języku nauk społecznych i ekonomicznych zmian, autor ma nadzieję wzbudzić refleksję nad trwającym procesem. Jest bowiem przekonany, że język naukowy musi być jasny, prosty, logiczny, zwięzły, jednoznaczny – i zrozumiały. Tylko taki jest w stanie właściwie i poprawnie oddać sens prowadzonych badań i dociekań naukowych. Jest to oczywiście prezentacja autorskiego punktu widzenia, a zatem dyskusyjnego, a być może nawet kontrowersyjnego. Ma jednak skłonić uczonych do zamyślenia nad stosowanym językiem, jego rozwojem, a w konsekwencji doprowadzić do wyhamowania tempa i korekty dokonujących się zmian. Naukowa nowomowa nie zapewne jest świadectwem wiedzy, kreatywności, nowoczesności, postępu, a być może jedynie zakamuflowanego uprawiania pseudonauki.
Źródło:
Ruch Prawniczy, Ekonomiczny i Socjologiczny; 2017, 79, 3; 175-192
0035-9629
2543-9170
Pojawia się w:
Ruch Prawniczy, Ekonomiczny i Socjologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
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