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    Tytuł:
    L2 proficiency as a function of cultural identity in interlingual couples
    Autorzy:
    Singleton, David
    Pfenninger, Simone E.
    Powiązania:
    https://bibliotekanauki.pl/articles/783108.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    SLA
    language learning
    identity
    love
    motivation
    Opis:
    The “love factor” has increasingly figured in SLA research. Thus, Piller (2002) studied the language “glue” between cross-lingual couples; Marinova-Todd (2003) found a link between L2 proficiency and co-habitation with native speakers; Muñoz & Singleton (2007) reported a romantic connection between successful late L2 learners and native speakers; Gonçalves (2013) explored hybridity in bicultural relationships; and Kinsella & Singleton (2014) found that the participants in their study of late L2 learners whose L2 test results were all within native-speaker range had native-speaker life-partners. This issue is now being taken very seriously, as Dewaele & Salomidou’s (2016) recent article on “loving … in a foreign language” demonstrates. In the present article we report on the results of some recent qualitative research, based on interview data collected from five individuals who are involved in intercultural and cross-lingual relationships. The research shows the L2 learning process to be clearly influenced by the affective context in which it occurs. The data also suggest that identity construction may be moved in a particular direction by the language principally adopted by the couple, and that, for the partner for whom this language is an L2, the results can be dramatic in terms of both linguistic and cultural affiliation.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2018, 4, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Quantyfing controlled productive knowledge of collocations across proficiency and word frequency levels
    Autorzy:
    Nizonkiza, Deogratias
    Powiązania:
    https://bibliotekanauki.pl/articles/780775.pdf
    Data publikacji:
    2012-03
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    quantifing
    controlled productive knowledge
    L2 proficiency
    frequency levels
    Opis:
    The present study explores the relationship between controlled productive knowledge of collocations and L2 proficiency, the role of frequency in controlled productive knowledge of collocations, and the quantifiability of controlled productive collocational knowledge growth alongside L2 proficiency and word frequency levels. A proficiency measure and a productive collocation test modelled on Laufer and Nation (1999) were presented to Belgian and Burundian English majors. The results show that scores on both tests distinguish between proficiency levels and, furthermore, highly correlate. This suggests that controlled productive knowledge of collocations develops as proficiency increases, supporting earlier studies (Boers, Eyckmans, Kappel, Stengers, & Demecheleer, 2006; Bonk, 2001; Eyckmans, Boers, & Demecheleer, 2004; Gitsaki, 1999) that had established a relationship between collocational knowledge and L2 proficiency. The results also show that the more frequent the collocations, the better they are known, which highlights the crucial role played by frequency in knowing words (Nation & Beglar, 2007). Furthermore, the number of collocations added can be quantified and we observe moderat egains at beginner and advanced levels, and impressive gains at intermediate levels. This supports and extends Laufer’s (1998) and Zhong and Hirsh’s (2009) findings and lays basic ground work for teaching collocations, the amount of which should increase with proficiency levels.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 1; 67-92
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationship between the L2 Motivational Self System and attainment
    Autorzy:
    Sandeman, David
    Powiązania:
    https://bibliotekanauki.pl/articles/2183714.pdf
    Data publikacji:
    2022-12-31
    Wydawca:
    Poznańskie Towarzystwo Przyjaciół Nauk
    Tematy:
    motivation
    L2 Motivational Self System
    attainment
    L2 proficiency
    Opis:
    Motivation is widely accepted to be a crucial aspect of language learning, and a variety of models of motivation have been proposed over the years. The L2 Motivational Self System is a particularly interesting model that reconceptualizes motivation as a function of possible future self-guides, and has far-reaching pedagogical implications. Critics have pointed out that there is little evidence connecting L2 Motivational Self System to attainment, as it is inconsistently correlated with L2 proficiency and is only a weak predictor of results. However, as this paper details, these criticisms ignore the correlation between the L2 Motivational Self System and other behaviors and attitudes associated with attainment, such as willingness to communicate, self-efficacy, persistent learning, and low L2 anxiety.
    Źródło:
    Lingua Posnanensis; 2022, 64, 2; 35-47
    0079-4740
    2083-6090
    Pojawia się w:
    Lingua Posnanensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency
    Autorzy:
    Takahashi, Chika
    Im, Seongah
    Powiązania:
    https://bibliotekanauki.pl/articles/1047061.pdf
    Data publikacji:
    2020-12-18
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    self-determination theory
    L2 motivational self system
    L2 proficiency
    structural equation modeling
    Opis:
    This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 4; 673-696
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education
    Autorzy:
    Wilden, Eva
    Porsch, Raphaela
    Powiązania:
    https://bibliotekanauki.pl/articles/780663.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L1 use
    L2 use
    primary school
    teacher’s language proficiency
    Opis:
    This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 631-655
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system
    Autorzy:
    Bobkina, Jelena
    Gómez-Ortiz, María-José
    Núñez del Río, María Cristina
    Sastre-Merino, Susana
    Powiązania:
    https://bibliotekanauki.pl/articles/2051529.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language motivational self system
    L2MSS
    L2 proficiency
    gender differences
    Spain
    sports science
    higher education
    Opis:
    The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 543-578
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching English to Elementary Dyslexic Students
    Nauka języka angielskiego dla dyslektycznych uczniów szkół podstawowych
    Autorzy:
    Oskwarek, Alicja
    Polok, Krzysztof
    Przybysz-Zaremba, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/33920669.pdf
    Data publikacji:
    2024-06-05
    Wydawca:
    Akademia im. Jakuba z Paradyża w Gorzowie Wielkopolskim
    Tematy:
    dyslexia
    foreign language teaching
    disorder
    L2 proficiency skills
    dysleksja
    nauczanie języków obcych
    zaburzenie
    biegłość na poziomie L2
    Opis:
    The paper discusses the ways foreign language teachers should be aware of the needs dyslexic learners have when learning a foreign language (FL). The research aimed at establishing the most effective techniques primary school dyslexic students may have while teaching English to be confronted with these mostly used by FL teachers. To gather the data necessary for further analysis, a quantitative method (a questionnaire for FL teachers) was used. The results show the necessity to adjust the available FL teaching procedures to the needs of dyslexic students at the same time. Additionally, it also explicates the issue concerning the techniques deemed to be the most effective when teaching English to dyslexic students.
    Artykuł dotyczy sposobów, przy pomocy których nauczyciele języków obcych powinni nabyć świadomość potrzeb uczniów z dysleksją podczas nauki języka obcego (FL). Badania miały na celu ustalenie najskuteczniejszych technik, z jakich uczniowie z dysleksją w szkołach podstawowych mogą skorzystać podczas nauczania języka angielskiego. Do zebrania danych niezbędnych do dalszej analizy wykorzystano metodę ilościową (kwestionariusz dla nauczycieli języka obcego). Wyniki wskazują na konieczność jednoczesnego dostosowania wielu dostępnych procedur nauczania FL do zaspokojenia potrzeb językowych uczniów z dysleksją. Dodatkowo poszukano także odpowiedzi na pytanie, dlaczego pewne techniki nauki języków obcych są powszechnie uważane za bardziej skuteczne w nauczaniu języka angielskiego uczniów z dysleksją.
    Źródło:
    Język. Religia. Tożsamość; 2024, 1 (29); 109-120
    2083-8964
    2544-1701
    Pojawia się w:
    Język. Religia. Tożsamość
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The use of the selected lexical and function words to, there, before by L2 Polish users at different proficiency levels
    Autorzy:
    Świątek, Artur
    Powiązania:
    https://bibliotekanauki.pl/articles/463470.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    lexical words
    function words
    comprehension,
    use
    L2 Polish users
    Opis:
    The objective of this article will be both the theoretical and the practical analysis of the use of the selected English lexical and function words (to, there, before) by Polish users of English representing different proficiency levels. The practical part, in particular, will concern the use of the afore-mentioned, selected words comprising both categories based on the available corpus of L2 users (PELCRA – PLEC). The first acronym refers to Polish and English Language and Corpora for Research and Applications (PELCRA), which is the result of scientific work of the scholars from the University of Łódź. The other one (PLEC), stands for PELCRA English Learner Corpus (see the Bibliography section below). It is commonly known that learners/ students may demonstrate their awareness and professional knowledge with reference to the basic use and comprehension of words in their primary meaning, namely lexical words. The problems arise when they need to confront their current knowledge and awareness while discovering that some words are ambiguous or polysemous. Hence the idea of such research, the intention of which is to validate the students’ performance when faced with words, which are only seemingly simple and predictable.
    Źródło:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2017, 21; 167-173
    2080-4814
    Pojawia się w:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
    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:
    The Influence of Level of Proficiency in the L2 and L3 on the Production of the L3 Spanish Apico-alveolar Sibilant
    Autorzy:
    Sypiańska, Jolanta
    Cal, Zuzanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1368414.pdf
    Data publikacji:
    2020-03-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    phonetics
    linguistic proximity
    language pedagogy
    interference
    Opis:
    Current Third Language Acquisition research has traditionally focused on the L2 status (e.g. Hammarberg 2001, Bardel & Falk 2007) or linguistic proximity (e.g. Cenoz 2001, Westergaard, Mitrofanova, Mykhaylyk & Rodina 2016). Limited research has been conducted on the influence of the potentially significant factor of level of proficiency, and particularly where proficiency in both the L2 (Tremblay 2006, Woll 2016) and the L3 (Hammarberg 2001, Wrembel 2010) may be considered as a conditioning factor for the shape of the L3. The aim of the current study was thus to determine the influence of L2 and L3 level of proficiency (L2LoP and L3LoP) and the interaction of the two factors on the production of the L3 Spanish apico-alveolar sibilant in a group of L1 Polish, L2 English and L3 Spanish trilinguals who had different levels of overall proficiency in the two foreign languages. The parameters of the sibilant under analysis were spectral moments: centre of gravity (M1), standard deviation (M2), skewness (M3) and kurtosis (M4) in intervocalic position in two-syllable words with initial stress. The results point to the influential role of both L2LoP and L3LoP as well as their interaction on the production of the L3 Spanish sibilant. When the level of proficiency in one of the languages was low, it allowed the other language with a higher level of proficiency to exert influence on the values of the spectral moments in the L3 sibilant. This interplay of factors furthers the understanding of how levels of proficiency in the L2 and the L3 condition the developing L3.
    Źródło:
    Research in Language; 2020, 18, 1; 89-107
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Proficiency effect on L2 pragmatic competence
    Autorzy:
    Xiao, Feng
    Powiązania:
    https://bibliotekanauki.pl/articles/780487.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    proficiency effect
    L2 pragmatic competence
    Opis:
    This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners’ pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. However, increased proficiency does not guarantee a native-like pragmatic performance because proficiency effect varies depending on the nature of target pragmatic features such as types of speech acts (degrees of directness and conventionality) (e.g., Cook & Liddicoat, 2002; Félix-Brasdefer, 2007), modalities of pragmatic performance (comprehension and production) (e.g., Bradovi-Harlig, 2008, 2009), social variables involved in task situations, such as social status (e.g., Allami & Naeimi, 2011), social distance (e.g., Maeshiba, Yoshinaga, Kasper, & Ross, 1996), and power relationship (e.g., Al-Gahtani & Roever, 2012). Moreover, proficiency effect is mediated by contextual variables such as length of stay in the target language community (e.g., Shardakova, 2005; Taguchi, 2011, 2013; Xu, Case, & Wang, 2009).
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 4; 557-581
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The acquisition of English article system by Polish learners in different proficiency groups
    Autorzy:
    Świątek, Artur
    Powiązania:
    https://bibliotekanauki.pl/articles/577214.pdf
    Data publikacji:
    2011
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    second language acquisition
    L1
    L2
    English article system
    definite
    indefinite articles
    Opis:
    The aim of the article is the analysis of the results of the empirical research concerning the process of acquisition of English article system by Polish learners, carried out at three different levels of L2 acquisition. English articles, as a semantic category non-existent in Polish, constitute a notorious source of difficulties in their acquisition by Poles. Polish learners of English at the beginning of their education, being at the elementary level, do not actually acquire articles because of the lack of associations with Polish counterparts. The semantics of English articles differs while compared to Polish, where instead of the articles: a/an, the demonstrative pronouns occur, e.g. ten (this), tamten (that) or there exists a different word order, different intonation, verbal aspects and many other syntactic-semantic processes. While teaching English, we may easily observe that the process of acquisition of English article system by Polish learners differs depending on the level of advancement in learning English. In my article I would like to familiarize the addressees with the question of acquisition of articles by young teenagers, late teenagers and young adults. I hope the results of my research will evoke an interesting source for scientific discourse.
    Źródło:
    Linguistica Silesiana; 2011, 32; 247-258
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The use of selected English determiners by Polish users of English at different proficiency levels
    Autorzy:
    Świątek, Artur
    Powiązania:
    https://bibliotekanauki.pl/articles/555362.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    English determiners
    articles
    L2 users
    PLEC
    Opis:
    The objective of the article is a theoretical and practical analysis of the use of selected English determiners (e.g. articles, quantifiers, etc.) by Polish users of English representing different proficiency levels (B2-C2, in accordance with the CEFR, which stands for the Common European Framework of Reference for Languages). The practical part of the article will be centred on the demonstration of the use of the selected determiners based on the available corpus of L2 users (PELCRA - PLEC). The first acronym denotes Polish and English Language and Corpora for Research and Applications (PELCRA), which is the result of scientific work of scholars from the University of Łódź. The other one (PLEC), stands for PELCRA English Learner Corpus (see the “References” section below). It is commonly known that learners/students find it difficult to use English determiners properly, as they are differently realised in their native language. It is generally assumed that learners/students will demonstrate different strategies in the use of the determiners in question. The strategies selected by them will revolve around hesitations, overuse, avoidance, non-use of the definite article the or the word that. Hence such idea of the research occurred, the objective of which is to verify and demonstrate learners’/students’ performance with reference to the selected words, which are challenging in all contexts.
    Źródło:
    Applied Linguistics Papers; 2018, 25/3; 79-88
    2544-9354
    Pojawia się w:
    Applied Linguistics Papers
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities
    Autorzy:
    Siegel, Joseph
    Siegel, Aki
    Powiązania:
    https://bibliotekanauki.pl/articles/780987.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    listening pedagogy
    bottom-up listening activities
    dictation
    listening proficiency
    Opis:
    This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test results of dictation and listening proficiency tests indicated that improvements for the treatment group were probably due to the BU intervention. In addition, results from a posttreatment survey suggested that learners value explicit bottom- up listening instruction.
    Źródło:
    Studies in Second Language Learning and Teaching; 2015, 5, 4; 637-662
    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
      Wyświetlanie 1-15 z 15

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