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    Wyświetlanie 1-2 z 2
    Tytuł:
    Are they part of the equation? – foreign language teachers versus language attrition A diagnostic study
    Autorzy:
    Szupica-Pyrzanowska, Małgorzata
    Malesa, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/783225.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    foreign language acquisition
    language attrition FL teacher
    Opis:
    Non-pathological language attrition has been thoroughly investigated in the context of first as well as second language (for review, see Bardovi-Harlig & Stringer, 2010; Schmid & Mehotcheva, 2012). However, still not enough is known about language attrition in a different population. Foreign language teachers, who often fight an uphill battle trying to prevent their learners’ lack of progress, may also face a different challenge. Namely, their own linguistic skills may regress as well. Therefore, the inquiry should be extended so as to include this population. As a result, in the present study we aim to investigate the extent to which FL teachers are aware of the phenomenon of language attrition. The diagnostic study was motivated by anecdotal evidence and frequent interactions with foreign language teachers. Our observations rested on the assumption that FL teachers may experience stagnation in the language they teach or may even be on the verge of language regression. 21 primary school non-native foreign language teachers (mean age 29) representing both rural and urban areas participated in the study. All participants had a B.A. in elementary education and were pursuing their M.A. in language teaching. In our pilot study, they were asked to complete an anonymous questionnaire including both closed-ended and open-ended questions. The preliminary analysis reveals factors contributing to language loss among foreign language teachers and suggests future research directions.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What Foreign Language Teachers Should Know about Language Attrition
    Autorzy:
    Szupica-Pyrzanowska, Małgorzata
    Malesa, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/555437.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    foreign language attrition
    memory
    attention
    instructional considerations
    FL learner autonomy
    FL teachers
    Opis:
    The long-term goal of foreign language (FL) learners is to reach communicative competence. The objective of language teachers is to assist and support learners in accomplishing this goal. However, the task may be challenging, especially, when considering foreign language taught in the context of instructed learning. The advent of new technologies, the emergence of learner-centered teaching, and the emphasis on authentic language do not always warrant a desirable outcome. Foreign language learners often reach a plateau and do not progress as expected. Loss of non-native language skills in the L1 environment, e.g. loss of foreign languages learned at school, is a fact. Foreign language learners may be prone to attrition due to insufficient input, low frequency of language use outside the classroom or lack of adequate motivation. Therefore, it is imperative to raise FL teachers’ awareness and draw their attention to the problem of language loss occurring in a formal context. Teachers should not only facilitate language learning but also prevent language forgetting which, if prolonged, may cease development and lead to attrition. By drawing attention to FL attrition, we aspire to bridge the gap between linguistic research and language classroom pedagogy. The aim of the current paper is to identify and discuss some of the instructional, cognitive, and personal factors contributing to foreign language attrition. Practical implications are discussed that could not only improve language teaching, but also influence more efficient, attrition-free curriculum design.
    Źródło:
    Applied Linguistics Papers; 2018, 25/2; 107-121
    2544-9354
    Pojawia się w:
    Applied Linguistics Papers
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-2 z 2

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