Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "English as L2" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-5 z 5
    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:
    L2 learner age from a contextualised perspective
    Autorzy:
    Mihaljevic Djigunovic, Jelena
    Powiązania:
    https://bibliotekanauki.pl/articles/780561.pdf
    Data publikacji:
    2014-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    age effects
    young beginners
    English as L2
    individual differences
    contextual factors
    Opis:
    In this qualitative study the author focuses on age effects on young learners’ L2 development by comparing the L2 learning processes of six young learners in an instructed setting: three who had started learning English as L2 at age 6/7 and three who had started at age 9/10. Both earlier and later young beginners were followed for three years (during their second, third and fourth year of learning English). The participants’ L2 development was measured through their oral output elicited by a two-part speaking task administered each year. Results of the analyses are interpreted taking into account each learners’ individual characteristics (learning ability, attitudes and motivation, self-concept) and the characteristics of the context in which they were learning their L2 (attitudes of school staff and parents to early L2 learning, home support, in-class and out-of-class exposure to L2, socio-economic status). The findings show that earlier and later young beginners follow different trajectories in their L2 learning, which reflects different interactions which age enters into with the other variables.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 3; 419-441
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes
    Autorzy:
    Wlosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783097.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language attrition
    advanced users of English as L2
    English language teachers
    language maintenance
    Opis:
    The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Another look at boredom in language instruction: The role of the predictable and the unexpected
    Autorzy:
    Kruk, Mariusz
    Pawlak, Mirosław
    Zawodniak, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1047077.pdf
    Data publikacji:
    2021-03-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    boredom
    English as a foreign language
    L2 instruction
    micro-perspective
    negative emotions
    Opis:
    Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 1; 15-40
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad
    Autorzy:
    Hessel, Gianna
    Powiązania:
    https://bibliotekanauki.pl/articles/780717.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    study abroad
    ERASMUS
    English as lingua franca (ELF)
    intercultural interactions
    L2 self-efficacy
    intercultural learning
    Opis:
    Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 3; 495-517
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies