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: Wszystkie pola

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-19 z 19
    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:
    Charakterystyka umiejętności czytania pojedynczych słów i pseudosłów, poprawnego pisania oraz słownika biernego w języku angielskim (L2) u polskich uczniów gimnazjów i liceów
    Autorzy:
    Łockiewicz, Marta
    Warmbier, Martyna
    Powiązania:
    https://bibliotekanauki.pl/articles/614675.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    English as L2
    reading
    correct writing
    receptive dictionary
    angielski jako L2
    czytanie
    poprawne pisanie
    słownik bierny
    Opis:
    The aim of the study was to characterize the level of real word and pseudoword decoding skills, single-word spelling and receptive English vocabulary (L2) of junior high school and high school students in Polish schools. 34 of high school students (56.7%) and 26 of junior high school students (43.3%) who had studied English as L2 for at least three years participated in the study. The participants achieved the level assumed by ESOKJ with respect to reading and vocabulary. High school students quite correctly spelled dictated words while making mistakes due to the negative transfer of L1 to L2; secondary school students, however, failed to complete this task. The knowledge of words in L2 proved to be a predictor of accuracy and fluency of reading words, correct reading of pseudowords, and spelling of dictated words, analogously to relations observed in L1.
    Celem badania była charakterystyka poziomu umiejętności czytania słów i pseudosłów, pisania ze słuchu pojedynczych słów oraz słownika biernego w języku angielskim (L2) uczniów gimnazjum i liceum w polskich szkołach. W badaniu wzięło udział 34 (56,7%) licealistów oraz 26 (43,3%) gimnazjalistów, którzy uczyli się angielskiego jako L2 przez co najmniej 3 lata. Badani osiągnęli poziom zakładany według ESOKJ w odniesieniu do czytania i znajomości słownictwa, jednak podczas gdy uczniowie liceum dość poprawnie zapisywali dyktowane słowa, popełniając przy tym błędy wynikające z negatywnego transferu L1 do L2, uczniowie gimnazjum nie poradzili sobie z tym zadaniem. Znajomość słów w L2 okazała się predyktorem poprawności i płynności czytania słów, poprawności czytania pseudosłów oraz zapisu dyktowanych słów analogicznie do zależności w L1.
    Źródło:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2018, 31, 3
    0867-2040
    Pojawia się w:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Polish as L1, English as L2: the linguistic transfer impact on Second Language Acquisition stemming from the interlingual differences: implications for young learners education
    Autorzy:
    Łockiewicz, Marta
    Jaskulska, Martyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1387968.pdf
    Data publikacji:
    2017-03-30
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    English as a foreign language
    Polish as L1
    linguistic transfer
    language transparency
    SLA
    Opis:
    Research has shown that learners of different linguistic backgrounds make similar errors, which is due to linguistic transfer. Cross-linguistic similarities between L1 and L2 can result in: positive transfer, negative transfer, and differing lengths of acquisition. The bigger the difference between the languages, the bigger Second Language Acquisition difficulties and more numerous potential negative transfer areas. This effect is visible in the case of Polish as L1 and English as L2. English and Polish differ in terms of pronunciation (e.g. vowel-based vs. consonant-based), spelling (e.g. opaque vs. semi-transparent), grammar (e.g. fixed vs. flexible word order), syntax (e.g. analytic vs. synthetic), and vocabulary. Therefore, second language instruction should include the errors caused by linguistic transfer, which would facilitate the selection and development of effective instruction methods and techniques.68-76
    Źródło:
    Problemy Wczesnej Edukacji; 2017, 37, 2; 68-76
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Temporal Parameters of Spontaneous Speech in Forensic Speaker Identification in Case of Language Mismatch: Serbian as L1 and English as L2
    Identyfikacja parametrów czasowych mowy spontanicznej mówców kryminalistycznych w przypadku niedopasowania językowego: język serbski jako L1 i język angielski jako L2
    Autorzy:
    TOMIĆ, Kristina
    Powiązania:
    https://bibliotekanauki.pl/articles/920805.pdf
    Data publikacji:
    2017-12-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    identyfikacja mówcy sądowego i kryminalistycznego
    porównanie języków
    tempo
    wskaźnik artykulacji
    wskaźnik mowy
    pauzy
    orensic speaker identification
    cross-lingual comparison
    articulation rate
    speech rate
    pauses
    Opis:
    The purpose of the research is to examine the possibility of forensic speaker identification if question and suspect sample are in different languages using temporal parameters (articulation rate, speaking rate, degree of hesitancy, percentage of pauses, average pause duration). The corpus includes 10 female native speakers of Serbian who are proficient in English. The parameters are tested using Bayesian likelihood ratio formula in 40 same-speaker and 360 different-speaker pairs, including estimation of error rates, equal error rates and Overall Likelihood Ratio. One-way ANOVA is performed to determine whether inter-speaker variability is higher than intra- speaker variability across languages. The most successful discriminant is degree of hesitancy with ER of 42.5%/28%, (EER: 33%), followed by average pause duration with ER 35%/45.56%, (EER: 40%). Although the research features a closed-set comparison, which is not very common in forensic reality, the results are still relevant for forensic phoneticians working on criminal cases or as expert witnesses. This study pioneers in forensically comparing Serbian and English as well as in forensically testing temporal parameters on bilingual speakers. Further research should focus on comparing two stress-timed or two syllable-timed languages to test whether they will be more comparable in terms of temporal aspects of speech. 
    Celem badania jest analiza możliwości identyfikacji mówcy kryminalistycznego i sądowego podczas zadawania pytań w różnych językach, z wykorzystaniem parametrów temporalnych. (wskaźnik artykulcji, wskaźnik mowy, stopień niezdecydowania, odsetek pauz, średnia czas trwania pauzy). Korpus obejmuje 10 mówców kobiet z Serbii, które znają język angielksi na poziomie zaawwansowanym. Patrametry są badane z wykorzystaniem beayesowskiego wzoru wskaźnika prawdopodobieństwa w 40 parach tcyh samych mówców i w 230 parach różnych mówców, z uwzględnieniem szacunku wskaźnika błędu, równiego wskaźnika błędu i Całościowego Wskaźnika Prawdopodobieństwa. badanie ma charakter pionierski w zakresie językoznawstwa sądowego i kryminalistycznego por1) ónawczego w parze jezyka serbskiego i angielskiego, podobnie, jak analiza parametrów temporalnych mówców bilingwalnych. Dalsze badania inny skoncentrować się na porównaniu języków z rytmem akcentowym i z rytmem sylabicznym. 
    Źródło:
    Comparative Legilinguistics; 2017, 32, 1; 117-144
    2080-5926
    2391-4491
    Pojawia się w:
    Comparative Legilinguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The The perception of success in learning English as an L2 in the era of globalization – a multilingual student perspective
    Autorzy:
    Lankiewicz, Hadrian
    Powiązania:
    https://bibliotekanauki.pl/articles/52446726.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    sukces w nauce języka obcego
    nauka języka angielskiego
    grupy fokusowe
    wielojęzyczność i różnojęzyczność
    ocena kompetencji wielojęzycznej
    perspektywa ucznia
    success in L2 learning
    English language learning
    focus group interview
    multilingualism
    plurilingualism
    evaluation of multilingual competence
    student perspective
    Opis:
    Resorting to ecolinguistic theories, underscoring the concept of (trans)languaging and methodologies highlighting the need for analytical contextualization (Steffensen, Fill, 2014), the author presents the understanding of success in learning English as an L2 among selected multilingual students of Applied Linguistics at his home university, for whom knowledge of English and other languages is to be a final product of a professional character. Data has been elicited via focus group interview methodology (Parker, Tritter, 2006; Lankiewicz, 2023) with the use of a semi-structured interview and thematic framework analysis. The research findings suggest that English occupies a special place in students’ plurilingual repertoires and its pluricentric character helps them to be legitimate L2 users of their linguistic repertoires who do not measure their success by native speaker standards. The research undertaken offers insights into the process of the language learning evaluation of multilinguals via including their full linguistic repertoires to account for language learning processes.
    Źródło:
    Neofilolog; 2024, 63/1; 60-81
    1429-2173
    Pojawia się w:
    Neofilolog
    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
    Tytuł:
    Fragen der Sprachverarbeitung und des Sprachbewusstseins am Beispiel des Deutschen als L2, des Englischen als L3 und des Schwedischen als L4 polnischer Germanistikstudenten
    Questions of Language Processing and Language Awareness, as Exemplified by German as the L2, English as the L3 and Swedish as the L4 of Polish Students of German Philology
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1592463.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
    Tematy:
    Mehrsprachigkeit
    Sprachverarbeitung
    inter- und intralinguale Interaktionen
    Sprachbewusstsein
    multilingualism
    language processing
    cross-linguistic and intralingual interaction
    language awareness
    wielojęzyczność
    przetwarzanie danych językowych
    interakcje między- i wewnątrzjęzykowe
    świadomość językowa
    Opis:
    Die Studie hat zum Zweck, eine Untersuchung der Verarbeitung von vier gleichzeitig aktivierten Sprachen, d.h. des Polnischen als L1, des Deutschen als L2, des Englischen als L3 und des Schwedischen als L4, in der schriftlichen Produktion der L4 zu präsentieren. Es werden auf den negativen Transfer und Interferenzen zurückführbare Fehler analysiert, aber auch die Fähigkeit der ProbandInnen, Ähnlichkeiten zwischen den Sprachen zu nutzen, was ihr Sprachbewusstsein widerspiegelt. Wie die Ergebnisse zeigen, werden tatsächlich alle vier Sprachen aktiviert, aber gleichzeitig lassen sich viele intralinguale Interaktionen zwischen schwedischen Wörtern und Strukturen beobachten, und trotz der Sprachdistanz bleibt auch die Muttersprache eine wichtige Transfer- bzw. Interferenzquelle.
    Celem artykułu jest przedstawienie badań na temat przetwarzania czterech jednocześnie aktywowanych języków, polskiego jako L1, niemieckiego jako L2, angielskiego jako L3 i szwedzkiego jako L4, w pisemnej produkcji językowej w języku czwartym. Analizowane są błędy, których źródło można przypisać transferowi negatywnemu lub interferencjom, jak również umiejętność uczestników wykorzystywania podobieństw między językami, która odzwierciedla ich świadomość językową. Jak pokazują wyniki, rzeczywiście następuje aktywacja wszystkich czterech języków i biorą one udział w procesie przetwarzania danych językowych, choć równocześnie można zaobserwować wiele interakcji wewnątrzjęzykowych między szwedzkimi słowami i strukturami gramatycznymi, a pomimo odległości typologicznej, język ojczysty również pozostaje znaczącym źródłem transferu i interferencji.
    The study aims to investigate the processing of four simultaneously activated languages, that is, Polish as L1, German as L2, English as L3 and Swedish as L4, in written L4 production. Errors which can be attributed to negative transfer and interference, as well as the participants’ ability to exploit the similarities between the languages, which reflects their language awareness, are analysed here. As the results show, all the four languages are indeed activated and participate in the processing, but at the same time a lot of intralingual interaction between Swedish words and structures can be observed, and despite the language distance, the native language also remains an important source of transfer and interference.
    Źródło:
    Colloquia Germanica Stetinensia; 2018, 27; 221-241
    2450-8543
    2353-317X
    Pojawia się w:
    Colloquia Germanica Stetinensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility
    Autorzy:
    Šimáčková, Šárka
    Podlipský, Václav Jonáš
    Powiązania:
    https://bibliotekanauki.pl/articles/620631.pdf
    Data publikacji:
    2018-08-22
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    L2 phonology
    ultimate attainment
    vowels
    Opis:
    Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.
    Źródło:
    Research in Language; 2018, 16, 2
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
    Autorzy:
    Akbaş, Erdem
    Ölçü-Dinçer, Zeynep
    Powiązania:
    https://bibliotekanauki.pl/articles/2051527.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grammatical morpheme
    second language acquisition
    natural order
    learner corpus
    English as a foreign language
    Opis:
    The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    W JAKI SPOSÓB JĘZYK ANGIELSKI MOŻE UŁATWIĆ PROCES NAUKI JĘZYKA NIEMIECKIEGO NA POZIOMIE ZAAWANSOWANYM? (RAPORT Z BADAŃ WŁASNYCH)
    How can English help learn German at the advanced level? (Results of a questionnaire study)
    Autorzy:
    Bawej, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1036901.pdf
    Data publikacji:
    2019-10-16
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    learning German through English
    positive transfer
    English as L1
    German as L2
    uczenie się niemieckiego poprzez angielski
    transfer pozytywny
    angielski jako jezyk pierwszy
    niemiecki jako język drugi
    Opis:
    The following article refers to the benefits and possible uses of English in the process of learning German. The author presents and explores the results of an inquiry conducted among students of Applied Linguis-tics at the Kazimierz Wielki University in Bydgoszcz who learn English as L1 and German as L2, which demonstrates their effective language learning strategies. The study shows conclusions drawn from the students’ answers and with examples shows that English can be a source for positive transfer to German.
    Źródło:
    Neofilolog; 2013, 40/1; 15-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L2 irregular verb morphology: Exploring behavioral data from intermediate English learners of German as a foreign language using generalized mixed effects models
    Autorzy:
    Wagner, Thomas
    Powiązania:
    https://bibliotekanauki.pl/articles/780543.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    mental lexicon
    irregular verb morphology
    analogy
    pattern associator
    apophony
    Opis:
    This paper examines possible psycholinguistic mechanisms governing stem vowel changes of irregular verbs in intermediate English learners of German as a foreign language (GFL). In Experiment 1, nonce-infinitives embedded in an authentic fictional text had to be inflected for German preterite, thus testing possible analogy driven pattern associations. Experiment 2 explored the psycholinguistic reality of the so-called apophonic path by prompting two inflections for one given nonce-word. Data were analyzed using generalized mixed effects models accounting for within-subject as well as within-item variance. The results of Experiment 1 and 2 support the notion of a pattern associator and yield only scarce evidence for the psycholinguistic reality of a universal apophonic path. Therefore, the organization of irregular verb morphology in the mental lexicon of intermediate GFL learners might best be captured by the linguistic notion of structured lexical entries as well as the psycholinguistic mechanism of an analogy-based pattern associator.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 3; 535-556
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    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:
    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:
    Colorado Literacy Tutor jako pomoc w nauce i doskonaleniu czytania w języku angielskim dla polskich dzieci
    Colorado Literacy Tutor as a support in learning and improving reading in L2 (English) for Polish children
    Autorzy:
    Juszczyk, Konrad
    Powiązania:
    https://bibliotekanauki.pl/articles/1036333.pdf
    Data publikacji:
    2005-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    The article below is a short presentation of Colorado Literacy Tutor (CLT ) to Polish readers. CLT is a computer program built to help children in developing literacy skills in English. The main advantage of CLT is the deployment of animated highly interactive interface that enhances both human-computer interaction and the student’s learning performance. Designed to help American children, CLT is capable to serve as a learning tool for all children who need to practice reading in English. Since teaching English to Polish children is common in almost all elementary schools and some kindergartens, CLT provides an ideal test bed for research on how Polish children acquire reading abilities in English. The main components of CLT are presented and their impact on reading acquisition is explained. A short preliminary report on author’s pilot study is also given.
    Źródło:
    Investigationes Linguisticae; 2005, 12; 44-61
    1426-188X
    1733-1757
    Pojawia się w:
    Investigationes Linguisticae
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks
    Autorzy:
    Bui, Gavin
    Luo, Xueya
    Powiązania:
    https://bibliotekanauki.pl/articles/1902589.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    topic familiarity
    reading input
    L2 writing
    story continuation
    writing quality
    text length
    lexical diversity
    lexical sophistication
    Opis:
    Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 377-400
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ODNIESIENIA DO JĘZYKA OJCZYSTEGO JAKO STRATEGIA UCZENIA SIĘ GRAMATYKI JĘZYKA OBCEGO: PERSPEKTYWA POLSKICH UCZNIÓW JĘZYKA ANGIELSKIEGO
    Reliance on the L1 as a strategy of learning L2 grammar: Polish EFL learners’ perspective
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/442895.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language learning strategies
    grammar learning strategies
    L1 Polish
    L2 English
    interview
    strategie uczenia się języka
    strategie uczenia się gramatyki
    polski jako język ojczysty
    angielski jako język obcy
    wywiad
    Opis:
    This article reports the findings of a qualitative study aimed at investi-gating the use of L1-based grammar learning strategies by beginner-level Polish learners of L2 English. The research looked into the partic-ipants’ accounts of their strategy use and into their perceptions about the usefulness of referring to one’s L1 in learning L2 grammar. Semi-structured interviews were conducted as a data elicitation procedure. The findings pointed to considerable reliance on L1-based strategies, such as translation, in the participants’ learning of L2 English grammar, as well as positive opinions about their usefulness. L1-based strategies were reported to be used in explicit, analytic learning of L2 grammar, and their affective role in providing confidence to learners was also mentioned. Pedagogical implications include a need to raise learners’ awareness of the complex roles of the L1 in L2 learning and give them training in the use of specific strategies in order to make L1-based strategy use more informed.
    Źródło:
    Neofilolog; 2017, 48/1; 73-88
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Fluency and complexity as coupled growers in speaking English at secondary school – A case study of a good, average, and poor language learner
    Autorzy:
    Rokoszewska, Katarzyna Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1040282.pdf
    Data publikacji:
    2020-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    Complex Dynamic Systems Theory
    syntactic and lexical complexity
    fluency
    L2 speech
    secondary school
    Opis:
    One of the main assumptions of Complex Dynamic Systems Theory (CDST) is that internally complex language subsystems develop non-linearly while entering different kinds of supportive, competitive, conditional, or dual relationships which are characterised by trade-offs caused by learners’ restricted cognitive processing, especially in foreign language speech. The present paper belongs to a short series of articles which examines various aspects of the development of L2 English speech at secondary school on basis of the same longitudinal, exploratory, and corpus-based case study. The aim of this paper is to investigate the dynamics of the relationships between fluency and both syntactic and lexical complexity in the speech of a good, average, and poor language learner at the level of secondary school. Syntactic complexity was investigated in terms of general sentence complexity, subordination, coordination, and nominalisation, whereas lexical complexity was construed in terms of lexical density, sophistication, and variation. In general, the results indicated predominantly supportive relationships between fluency and different measures of syntactic complexity but competitive or dual relationships between fluency and lexical complexity. However, the relationships between the selected variables fluctuated over time and often differed in the case of a good, average, and poor language learner.
    Źródło:
    Linguistics Beyond and Within; 2020, 6; 160-174
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-19 z 19

      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