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    Wyświetlanie 1-13 z 13
    Tytuł:
    Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783199.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    SLA
    multilingualism
    language learning
    language acquisition
    psycholinguistics
    Opis:
    The purpose of the study has been an analysis of Polish students’ cued translation of Polish (L1) and English or French (L2) sentences into Portuguese (third or additional language in De Angelis’s (2007) terminology). In particular, the study investigates cross-linguistic interaction (Herdina and Jessner’s (2002) term) in multilingual processing involved in L3 production. In fact, translation constitutes a special case of production because, on the one hand, the content is already contained in the L1 or L2 source sentences, but at the same time, this is not necessarily a facilitation, as the cues may require the use of words or structures the participants might not use in free production.The article is based on two studies carried out with thirty and forty-two students of Portuguese philology respectively. As the results show, cross-linguistic interaction in various directions was observed, not only from L2 (English or French), L3 (in those participants for whom Portuguese was an L4 and their L3 was Spanish or Italian), L4, etc. or, intralingually, from Portuguese, but also from L1, despite the distance between Polish and Portuguese and the special status of the native language. However, the amount of interference and/or negative transfer often depended on the sentence rather than on the language combination. The diversity of the observed interactions also supports Herdina and Jessner’s (2002) claim of the dynamic and unpredictable nature of cross-linguistic interaction.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension
    Autorzy:
    Brooks, Gavin
    Clenton, Jon
    Fraser, Simon
    Powiązania:
    https://bibliotekanauki.pl/articles/1902577.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English as an additional language (EAL)
    vocabulary knowledge
    general language ability
    reading comprehension
    Opis:
    This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 351-376
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Book Review: Third and additional language acquisition and multilingualism. Psycholinguistics (and other) aspects. Zofia Chłopek
    Autorzy:
    Gabryś-Barker, Danuta
    Powiązania:
    https://bibliotekanauki.pl/articles/780927.pdf
    Data publikacji:
    2012-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 2; 279-282
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Translanguaging as Mobilisation of the Linguistic Resources by Learners of Spanish as a Third or Additional Language
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783191.pdf
    Data publikacji:
    2020
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    multilingual repertoires, code-switching, translanguaging, production strategies
    Opis:
    The present study investigates the comprehension and production of Spanish as a third or additional language (De Angelis’ (2007) term), paying special attention to the use of code-switching and translanguaging. Following Lewis, Jones and Baker (2012, p. 655), it is assumed that translanguaging involves the mobilisation of all of learners’ linguistic resources “to maximise understanding and achievement,” so the learners’ use of languages other than Spanish (especially English, but also e.g. French, Italian, etc.) in the tasks could be assumed to be an example of translanguaging too. Simultaneously, the use of words from languages other than Spanish for lack of a Spanish word could be argued to be more precisely classified as code-switching. Multilingual repertoires are highly complex and, according to Otheguy, García and Reid (2018), multilingual competence is unitary rather than divided into several distinct languages, so, in their view, words are selected from a single lexicon. However, as shown by Williams and Hammarberg (1998), the different languages in multilingual repertoires perform various functions, which gives rise to different types of switches. The study was carried out with English Philology and Romance Philology students studying Spanish as a third or additional language. As the results show, even though the Romance Philology students were generally better at translanguaging, viewed as the use of all their linguistic resources, they avoided switches into other Romance languages, probably to minimise interference. By contrast, the English Philology students, who had lower proficiency in Spanish, were less capable of using their multilingual resources, including English, to provide the missing words, possibly also due to problems with the comprehension of the Spanish sentences.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 1; 65-106
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    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:
    Demand for Additional Foreign Language Activities in Poland
    Autorzy:
    Kłobuszewska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2167583.pdf
    Data publikacji:
    2022-11-30
    Wydawca:
    Uniwersytet Warszawski. Wydział Nauk Ekonomicznych
    Tematy:
    additional activities
    family SES
    foreign language activities
    gender
    multinomial logit
    Opis:
    This paper addresses the issue of participation in additional activities in foreign languages among Polish students aged 7–15. Foreign language skills are important in recruitment to secondary school and university. In the labour market, there is also a considerable wage premium for foreign language skills. Participation in such activities is therefore a form of investment in human capital. In this work we distinguish two kinds of additional foreign language activities: paid and free, and we show their different characteristics, which is our contribution to the literature. We check whether the key factors on the demand and supply side of additional activities such as family socio-economic status (SES) and size of the place of residence affect the participation in paid and free activities in a similar way. We also examine gender differences in additional foreign language activities participation. For the purpose of our analysis, we use data from the second round of the Determinants of Educational Decisions study (UDE) and apply the multinomial logit regression model. Our results indicate that family SES and size of the place of residence are important factors for probability of participation in paid foreign language activities. For participation in free activities, family SES does not matter. The-refore, these classes can contribute to equalising educational opportunities. We also find that girls are more likely to participate in both paid and free activities in foreign languages.
    Źródło:
    Central European Economic Journal; 2022, 9, 56; 254-268
    2543-6821
    Pojawia się w:
    Central European Economic Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Catalan Law and Business Students in Italy
    Autorzy:
    Martin-Rubió, Xavier
    Diert-Boté, Irati
    Powiązania:
    https://bibliotekanauki.pl/articles/2053530.pdf
    Data publikacji:
    2022-01-28
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    fluency
    accuracy
    stay abroad
    additional language learning
    englishisation
    ELF
    Opis:
    The growing number of EMI courses offered across Europe is increasing the opportunities for student exchanges. This study follows the progress of three students from Universitat de Lleida after their Erasmus experience at three different European universities, two in Milano and one in Macerata. The students took a monological English oral test before and after their stay abroad, and fluency and accuracy measures have been calculated from it. The students were also interviewed and participated in FG discussions. The measures from the two students who went to Milano show an improvement in their English level, whereas the student who went to Macerata performs even worse on his return. However, the experience from the two students in Milano was substantially different from the one who went to Macerata. Using the ethnographic information and the qualitative data available, we bring forward arguments that can help to account for these different outcomes.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 1; 35-52
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    TEACHING AND LEARNING FRENCH AS A THIRD OR ADDITIONAL LANGUAGE IN AN INTERNATIONAL CONTEXT: SELECTED ASPECTS OF LANGUAGE AWARENESS AND ASSESSMENT
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1036479.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language awareness
    assessment
    feedback
    French as a third or additional language
    świadomość językowa
    ocenianie
    informacja zwrotna
    język francuski jako język trzeci lub kolejny
    Opis:
    The article investigates the teaching of French as a third or additional language (De Angelis, 2007) at the beginning level to international students from different language backgrounds and their learning of that language, as perceived by the students themselves, as well as revealed by tests. Special attention is paid to the areas of difficulty perceived by the students, their perception of the similarities and differences between French and their native languages as well as between French and other languages they already know, especially English, and of the teaching strategies, which included cross-linguistic awareness-raising. Assessment of their progress in French is also considered. The study involves a combination of two methods: long-term classroom observation and assessment of 29 students, and a questionnaire filled out by 20 of those students. As the results show, the participants’ awareness of similarities and differences is fairly high, but their attitudes towards awareness-raising, feedback, etc. vary considerably. The tests are both formative and summative (but also providing feedback). However, the feedback was mutual: apart from giving feedback to the students, the author could also modify her teaching according to their problems and wishes concerning the French classes. 
    Źródło:
    Neofilolog; 2020, 55/2; 239-263
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Development of Language Skills in Speakers of English as an Additional Language. What Matters More, Daily Use or Age of Onset?
    Autorzy:
    Cilibrasi, Luca
    Marková, Daniela
    Powiązania:
    https://bibliotekanauki.pl/articles/22446663.pdf
    Data publikacji:
    2022-07-29
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    bilingualism
    age of onset
    language use
    English as L2
    Opis:
    While seminal work identified age of onset to L2 as a core predictor of L2 learning in naturalistic environments, recent research has shown that other variables, such as language use, are more important than an early age of onset in predicting L2 attainment in speakers who learn the second language primarily in school. In this study, we investigated whether the acquisition of vocabulary and the development of overall proficiency in English as L2 can be predicted more faithfully by daily language, intended as daily share of L2 use in comparison to L1s, or L2 age of onset. To explore this issue, we analyzed a large public dataset of 650 speakers (de Bruin et al., 2017), in which participants were native in Spanish and/or Basque and spoke English as an additional language. Participants were previously assessed on their vocabulary skills using the LexTALE task and on their overall proficiency using a semi-structured interview. Language skills were then added to a linear regression model where age of onset and daily use of English were treated as predictors. Our results show that, in this dataset, use is a better predictor of language skills (both lexical knowledge and overall proficiency) than age of onset.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-22
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotions and Communication in Second/Additional Language: Getting Students Ready for an International Experience
    Emocje a komunikacja w języku obcym: przygotowanie studentów do udziału w wymianach międzynarodowych
    Autorzy:
    Ożańska-Ponikwia, Katarzyna
    Webb, Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/646513.pdf
    Data publikacji:
    2019
    Wydawca:
    Libron
    Tematy:
    emotions
    SLA
    SL/FL classroom
    immersion
    expressions of emotions
    perception of emotions
    emocje
    przyswajanie języka drugiego
    immersja językowa
    wyrażanie i postrzeganie emocji w języku obcym
    Opis:
    Umiędzynarodowienie edukacji jest zjawiskiem globalnym. Jednocześnie niewiele informacji jest dostępnych na temat skutecznych sposobów przygotowania studentów do studiowania w za granicą. Badania pokazują, że studencibiorący udział w wymianach międzynarodowych regularnie zgłaszają trudności związane z posługiwaniem się językiem obcym, także w kontekście procesów socjolingwistycznych. Niniejszy artykuł dotyczy istotnego, ale często zaniedbywanego pojęcia emocji i ich znaczenia w procesie komunikacji. Koncentruje się na różnych aspektach dotyczących postrzegania i wyrażania emocji w języku obcym oraz na potencjalnych sposobach włączenia tychże do programu nauczania języków obcych. Artykuł przedstawia wyniki badania ilościowego skupiającego się na możliwym wpływie zanurzenia w kulturze i języku obcym na rozpoznawanie i wyrażanie emocji w tymże języku. Wyniki badań sugerują, że nawet bardzo krótki pobyt zagraniczny może znacznie zwiększyć zdolność wyrażania i rozpoznawania emocji w języku obcym. Proponuje się, aby umiejętność rozpoznawania i wyrażania emocji w języku drugim/obcym była postrzegana jako umiejętność kluczowa, która może znacznie wpłynąć na procesy komunikacyjne podczas wymian międzynarodowych, i tym samym została włączona do programów nauczania języków obcych.
    Internationalisation of education is a global phenomenon which highlights the importance of successful communication processes on an unprecedented scale. Yet, there is little explicit information on the most effective ways of preparing students for theinternational educational experience of studying in another country. Research demonstrates that international students regularly report difficulties not just with the local language but using language in contexts and understanding the local culture of communication. This paper addresses thevital but often neglected notion of emotions and their importance in the communication process. It focuses on different aspects concerning the perception and expression of emotions in the second language, and on possible ways of incorporating them into the Second/Additional Language curriculum and bilingual education. The paper presents the results of a quantitative study examining the possible influence of the immersion in the L2 language and culture on the recognition and expression of emotions in that language. Research results suggest that even a very short stay in an L2 country can significantly enhance the ability to encode the expression and decode perception of emotions in the L2. The paper proposes that the ability to recognize and express emotions in second/additional languages is a critical skill that augments learners’ communication. Consequently, the paper postulates the inclusion of teaching the recognition and expression of emotions in a target language into second/additional language education curriculum.
    Źródło:
    Konteksty Pedagogiczne; 2019, 1, 12
    2300-6471
    Pojawia się w:
    Konteksty Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Conflicts over the Language of Additional Service in the Samogitian (Telšiai) Diocese: The Cases of Zarasai and Čekiškės Parishes
    Autorzy:
    Katilius, Algimantas
    Powiązania:
    https://bibliotekanauki.pl/articles/38709862.pdf
    Data publikacji:
    2024-06-30
    Wydawca:
    Wydawnictwo Diecezjalne Adalbertinum
    Tematy:
    additional service
    conflicts over the language of the service
    Samogitian (Telšiai) Diocese
    Zarasai parish
    Čekiškė parish
    Opis:
    Conflict situations unfolded mostly in the so-called mixed parishes inhabited by parishioners of Lithuanian and Polish. The article discusses different situations in two parishes of the Samogitian (Telšiai) Diocese. In one of them, Zarasai parish, it was the Lithuanian parishioners who demanded their rights, while in the other, Čekiškė parish, it was the Polish believers. In Zarasai parish, the Polish believers conflicted mainly about the time scheduled for the sermons in Lithuanian or Polish. At the bishop’s instruction, the time for the Lithuanian sermon was set before the Holy Mass, because the Lithuanian-speaking parishioners lived mainly in the villages outside the town and usually it took them long to travel to the church. Meanwhile, the Polish sermon was preached after the mass, because the Polish-speaking parishioners were townspeople, and the church was closer to them. The main tool in the struggle of the Polish parishioners was the singing of hymns when the Lithuanian sermon was preached, thus attempting to disrupt it. The Poles were dissatisfied with the parish priest Rev. Juozapas Liasauskis for following the bishop’s instruction to the letter and wanted him to be removed from Zarasai parish. Yet the conflict in Zarasai parish did not escalate to acrimony or bloodshed in the church. Until 1909, the language of the additional services and sermons in the parish of Čekiškė was Lithuanian. However, the Polish-speaking parishioners, mostly the nobles, thought that a sermon in Polish should be preached in their parish church. The most important criterion for introducing Polish sermons was statistical, that is, the number of parishioners who wanted sermons in Polish. A survey of parishioners was carried out, during which they were asked in which language the sermons should be delivered. In this survey, 986 people signed up as Polish and over 3000 as Lithuanian. In view of this, Bishop Gasparas Cirtautas introduced sermons and hymns in Polish on every fourth Sunday and on feasts in the parish of Čekiškė.
    Źródło:
    Studia Ełckie; 2024, 26, 2; 225-248
    1896-6896
    2353-1274
    Pojawia się w:
    Studia Ełckie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Conflicts over the Language of Additional Services in the Diocese of Sejny or Augustów in the Second Half of the Nineteenth and Early Twentieth Centuries
    Autorzy:
    Katilius, Algimantas
    Powiązania:
    https://bibliotekanauki.pl/articles/30146562.pdf
    Data publikacji:
    2022-12-30
    Wydawca:
    Wydawnictwo Diecezjalne Adalbertinum
    Tematy:
    Diocese of Sejny or Augustów
    Language
    Polska
    Lithuania
    Opis:
    In 1898, a questionnaire was sent the parish clergy on behalf of Antanas Baranauskas, Bishop of Sejny, in which, among other things, they were asked about the local languages used in church practice. An analysis of the clergy’s answers shows that at the end of the nineteenth century, there were not many potential parishes in the diocese of Sejny or Augustów where conflicts over the use of languages in the additional services could arise. The Lithuanian language was well established in most Lithuanian parishes or in those with few Polish believers. The most important source for studying the causes and development of linguistic conflicts in parishes is the parishioners’ petitions written to their spiritual superiors and to the civil authorities. These petitions include demands of each side, explain the situation, and ask for a change in the situation with regard to one language or the other. In the appeals written by the Lithuanian believers, the justification of the introduction of the Lithuanian language in additional services was that the majority of the believers in the parish were of Lithuanian nationality and that most of the parishioners did not understand Polish. The reason given by the Polish believers in their petitions was the tradition, i.e., that the Polish language had been around for a long time or that their ancestors built a particular church. The reactions of the hierarchs of the diocese of Sejny or Augustów to linguistic conflicts in the parishes depended on the number of believers of one nationality or the other in a parish. This was to maintain the principle of fairness, so that neither side would be disadvantaged. In the parishes discussed, the majority of the believers were Lithuanian parishioners, and this was taken into account in determining the proportions of sermons, hymn-singing, and other liturgical rites. The use of Polish in additional services was thus given its proper place.
    Źródło:
    Studia Ełckie; 2022, 24, 4; 501-524
    1896-6896
    2353-1274
    Pojawia się w:
    Studia Ełckie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/454132.pdf
    Data publikacji:
    2020
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    translanguaging;
    multilingual repertoires;
    language awareness
    Opis:
    The purpose of the paper is an analysis of the advantages and limitations of the use of translanguaging, or the mobilisation of students’ whole multilingual repertoires to facilitate understanding and learning (Lewis, Jones, Baker, 2012, p. 655), in the teaching of third or additional languages (De Angelis’s (2007) term) at the university level. The paper is based on two studies by the [name deleted to maintain the integrity of the review process], on the use of translanguaging in the teaching of Spanish [name deleted to maintain the integrity of the review process] and French [name deleted to maintain the integrity of the review process]. It analyses the use of translanguaging for the purposes of explanation and awareness-raising, taking into consideration the increased language learning experience and awareness of multilingual students (cf. Hufeisen, 2018), and its perception by the students. However, despite its advantages, it also has limitations related to students’ lack of experience with translanguaging and unwillingness to use their multilingual repertoires in learning particular languages.
    Źródło:
    Multidisciplinary Journal of School Education; 2020, 17; 135-169
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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