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    Wyświetlanie 1-4 z 4
    Tytuł:
    Accuracy and complexity as connected growers in L2 English speech at secondary school – a case study of a good, average, and poor language learner
    Autorzy:
    Rokoszewska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1036452.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    accuracy
    syntactic and lexical complexity
    Complex Dynamic Systems Theory
    L2 speech
    secondary school
    poprawność
    złożoność syntaktyczna i leksykalna
    Teoria Złożonych Systemów Dynamicznych
    mowa w J2
    szkoła średnia
    Opis:
    Complex Dynamic Systems Theory (CDST), which originated in the natural sciences, has recently been applied to second language acquisition, underlining the interdisciplinary character of this humanistic discipline. According to this theory, language is a complex dynamic system consisting of subsystems which develop in a non-linear way, forming different kinds of supportive, competitive, or conditional relationships. What is more, these subsystems compete for the learner’s limited resources, which causes trade-offs within and between language subsystems, such as complexity, accuracy, and fluency, especially in speech. The present paper constitutes a part of a short series of articles which present different aspects of the same longitudinal case study on the development of L2 English speech at secondary school. The aim of this paper is to examine the relationships between language accuracy and a number of specific measures of syntactic complexity, i.e. general sentence complexity, subordination, coordination, and nominalisation; as well as lexical complexity, i.e. lexical density, sophistication, and variation, in the case of a good, average, and poor language learner at secondary school. In general, the results showed that the relationships between the selected variables fluctuated over time and often differed in the case of a good, average, and poor language learner.
    Źródło:
    Neofilolog; 2021, 56/1; 71-90
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The influence of pronunciation learning strategies on mastering English vowels
    Autorzy:
    Rokoszewska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/780939.pdf
    Data publikacji:
    2012-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pronunciation learning strategies
    vowels
    diphtongs
    monophthongs
    Opis:
    The present paper focuses on the role of strategies in learning the pronunciation of the target language. First, an outline of various general classifications of language learning strategies is provided. Next, pronunciation learning strategies are defined and their various taxonomies are presented. This is followed by the description of the study which investigated the influence of pronunciation learning strategies on the perception and production of English pure vowels and diphthongs by first-year students of an English department. The results of the study indicate that students of English, who on average use pronunciation learning strategies rather occasionally, should receive some strategy-based instruction as there exists a significant relationship between the investigated phenomena, especially between the use of pronunciation learning strategies and the production of English monophthongs and diphthongs.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 3; 391-413
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dyskurs edukacyjny w klasie językowej z perspektywy teorii społeczno-kulturowej
    Educational discourse in the foreign language classroom from the perspective of Sociocultural Theory
    Autorzy:
    Rokoszewska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1037625.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    educational discourse
    Sociocultural Theory
    Activity Theory
    dyskurs edukacyjny
    podejście społeczno-kulturowe
    teoria działania
    Opis:
    The present paper focuses on classroom discourse from the perspective of Sociocultural Theory. This theory, represented mainly by Vygotsky (1978), Leont'ev (1978) and Wertsch (1985), has been applied to second language acquisition by researchers such as Lantolf (1994). Firstly, the paper presents the view of language and language learning and the main constructs in sociocultural SLA, such as mediation through social interaction, mediation by means of private speech, internalization, the zone of proximal development, and Activity Theory. The methodology of sociocultural research is also taken into consideration. Secondly, the paper describes a number of studies into classroom discourse which are discussed in reference to the constructs mentioned above. Thirdly and finally, the paper provides some evaluation of the theory in question.
    Źródło:
    Neofilolog; 2012, 38/1; 27-42
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Planowanie i przeprowadzanie eksperymentu naukowego w badaniach glottodydaktycznych
    Planning and conducting experiments in glottodidactic research
    Autorzy:
    Rokoszewska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1037774.pdf
    Data publikacji:
    2010-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Opis:
    The classic experiment is one of the most important research methods in glottodidactics. The classic experiment must fulfill two conditions, namely control and experimental groups must be formed and subjects must be assigned to these groups at random. If one of these conditions, namely randomization, is not met, the research method is called quasi experimental. If none of the conditions is met the method is called pre-experimental. In fact, the pre-experiment is probably most often used in research on teaching and learning foreign languages because, just like the true experiment, it allows the researcher to draw conclusions about the cause and effect relationship between particular variables and, at the same time, it is more practical than the true experiment. The aim of this paper is to present the experimental procedure consisting of ten steps proposed by Clegg (1994).
    Źródło:
    Neofilolog; 2010, 34; 169-182
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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