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    Wyświetlanie 1-9 z 9
    Tytuł:
    Vokabellernen (ohne) Vergessen (mit) Vokabellernstrategien
    Autorzy:
    Cudzich, Bartosz
    Powiązania:
    https://bibliotekanauki.pl/articles/919797.pdf
    Data publikacji:
    2012-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Vocabulary learning
    Vocabulary learning strategies
    Key-word method
    Learning by heart
    Opis:
    The aim of this article is to describe the issue of effective vocabulary learning among the students of neophilological faculties as well as to provide an answer to the question on how to learn vocabulary effectively. To achieve this aim, two vocabulary learning strategies (the key-word method and learning by heart) were compared on the basis of empirical research. Moreover, the vocabulary learning style of the informants was described, the conclusions were drawn and recommendations given.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 93-104
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Validation of an online questionnaire of vocabulary learning strategies for ESL learners
    Autorzy:
    Gu, Peter Yongqi
    Powiązania:
    https://bibliotekanauki.pl/articles/780526.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    vocabulary learning strategies
    questionnaire validation
    Opis:
    This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 325-350
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis
    Autorzy:
    Lee, Jang Ho
    Ahn, Joung Joo
    Lee, Hansol
    Powiązania:
    https://bibliotekanauki.pl/articles/2143627.pdf
    Data publikacji:
    2022-09-27
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    motivation
    self-regulated learning
    vocabulary depth
    vocabulary learning strategies
    vocabulary size
    Opis:
    This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent learners of English as a foreign language, regarding their motivation and vocabulary learning strategy use; additionally, the results of their vocabulary size and depth tests were collected. We adopted structural equation modeling for analysis, with vocabulary learning strategies consisting of memory, cognitive, and metacognitive categories, and vocabulary knowledge consisting of vocabulary size and depth. The results showed that motivation directly predicted vocabulary learning strategies and vocabulary knowledge, and indirectly predicted vocabulary knowledge via vocabulary learning strategies. When further classified, intrinsic motivation was found to have a stronger influence on the use of vocabulary learning strategies and vocabulary knowledge than extrinsic motivation. We discuss the implications of increasing learners’ motivation and repertoire of strategies for improving vocabulary size and depth.
    Źródło:
    Studies in Second Language Learning and Teaching; 2022, 12, 3; 435-458
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen – ein Forschungsüberblick
    Autorzy:
    Targońska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/911983.pdf
    Data publikacji:
    2019-07-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    collocation
    collocational competence
    vocabulary learning
    collocational awareness
    vocabulary competence
    vocabulary work
    Opis:
    The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners’ collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners’ collocational competence
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 1; 179-196
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context
    Autorzy:
    LaBontee, Richard
    Powiązania:
    https://bibliotekanauki.pl/articles/780445.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language acquisition
    vocabulary learning strategies
    Swedish language
    questionnaire instrumentation
    Opis:
    This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 2; 313-348
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Medienwirkungen beim Lernen am Beispiel des Vokabellernens
    Autorzy:
    Giessen, Hans
    Powiązania:
    https://bibliotekanauki.pl/articles/915695.pdf
    Data publikacji:
    2013-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    computer-based learning
    vocabulary
    Opis:
    This study describes an experiment in vocabulary learning. The vocabulary was presented to students in two different forms, the classical one (a list of vocabulary presented on a paper sheet), and a computer-generated one (to guarantee validity: with the same list as shown on the paper sheet). No other variables have influenced learning. The remembrance of the vocabulary was tested immediately after, one day after and one week after learning. The results: Vocabulary remembrance was strikingly worse when learning from the computer screen in comparison with learning the classical way, from the paper sheet.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 2; 99-107
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Impact of Blended Learning on Teaching English for Vocational Purposes
    Autorzy:
    Lesiak-Bielawska, Elżbieta Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/919786.pdf
    Data publikacji:
    2012-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Blended learning formula
    English for Specific/Vocational Purposes
    Vocabulary acquisition
    Productive vocabulary knowledge
    Receptive vocabulary knowledge
    Opis:
    The one-group experiment attempted to investigate the impact of blended learning on teaching English for Vocational Purposes (EVP). To maximize its internal and external validity, methodology of triangulation was employed. The results obtained indicate considerable progress and statistically significant differences between the pre-treatment and post-treatment scores in the overall acquisition of technical terminology and in the area of vocational vocabulary learned productively.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 47-56
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effectiveness of early foreign language learning in Netherlands
    Autorzy:
    de Bot, Kees
    Powiązania:
    https://bibliotekanauki.pl/articles/780836.pdf
    Data publikacji:
    2014-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    early foreign language learning
    the Netherlands
    English
    vocabulary
    syntax
    Opis:
    This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in English proficiency are substantial. Given the specific situation in the Netherlands where English is very present, in particular in the media, a real comparison of the findings with those from other countries is problematic.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 3; 409-418
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Élaboration d’une liste de vocabulaire dans un contexte FLE
    Elaboration of a vocabulary list in a French as a foreign language context
    Autorzy:
    Lindqvist, Christina
    Ramnäs, Mårten
    Powiązania:
    https://bibliotekanauki.pl/articles/43665627.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    vocabulary lists
    learning
    French as a foreign language
    corpora
    Opis:
    In this article, we discuss the elaboration and use of vocabulary lists aimed for learners of French as a for-eign language. These lists are commonly based on corpora, which, in the ideal case, are representative, relevant and large. As for the English language, this kind of corpora has been available for a long time (e.g. the COCA and the BNC). Vocabulary lists, which are often used in learning contexts, have been based on these corpora. The situation is, however, less favorable when it comes to the French language, with fewer corpora meeting the mentioned criteria, and, thus, fewer possibilities to create vocabulary lists that are useful for learners. In this contribution, we present work that has been done in order to create a vocabulary list, Riksprovsordlistan, containing about 4,000 words and used at all Swedish universities. The discussion focuses on methodological challenges such as choice of counting unit – lemma vs. word family –, the role of frequency, thematic vocabulary, as well as characteristics of written vs. spoken corpora.
    Źródło:
    Studia Romanica Posnaniensia; 2022, 49, 4; 65-74
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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