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    Wyświetlanie 1-4 z 4
    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:
    The relationship between the L2 Motivational Self System and attainment
    Autorzy:
    Sandeman, David
    Powiązania:
    https://bibliotekanauki.pl/articles/2183714.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Poznańskie Towarzystwo Przyjaciół Nauk
    Tematy:
    motivation
    L2 Motivational Self System
    attainment
    L2 proficiency
    Opis:
    Motivation is widely accepted to be a crucial aspect of language learning, and a variety of models of motivation have been proposed over the years. The L2 Motivational Self System is a particularly interesting model that reconceptualizes motivation as a function of possible future self-guides, and has far-reaching pedagogical implications. Critics have pointed out that there is little evidence connecting L2 Motivational Self System to attainment, as it is inconsistently correlated with L2 proficiency and is only a weak predictor of results. However, as this paper details, these criticisms ignore the correlation between the L2 Motivational Self System and other behaviors and attitudes associated with attainment, such as willingness to communicate, self-efficacy, persistent learning, and low L2 anxiety.
    Źródło:
    Lingua Posnanensis; 2022, 64, 2; 35-47
    0079-4740
    2083-6090
    Pojawia się w:
    Lingua Posnanensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency
    Autorzy:
    Takahashi, Chika
    Im, Seongah
    Powiązania:
    https://bibliotekanauki.pl/articles/1047061.pdf
    Data publikacji:
    2020-12-18
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    self-determination theory
    L2 motivational self system
    L2 proficiency
    structural equation modeling
    Opis:
    This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 4; 673-696
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system
    Autorzy:
    Bobkina, Jelena
    Gómez-Ortiz, María-José
    Núñez del Río, María Cristina
    Sastre-Merino, Susana
    Powiązania:
    https://bibliotekanauki.pl/articles/2051529.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language motivational self system
    L2MSS
    L2 proficiency
    gender differences
    Spain
    sports science
    higher education
    Opis:
    The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 543-578
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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