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Wyszukujesz frazę "L2 teaching and learning" wg kryterium: Wszystkie pola

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    Wyświetlanie 1-5 z 5
    Tytuł:
    Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions
    Autorzy:
    Szyszka, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/22446697.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    pre-service language teachers
    beliefs
    language teaching
    language learning
    Opis:
    The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-20
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    La competencia metafórica y la didáctica del español/L2
    Metaphoric competence and L2 Spanish didactics
    Autorzy:
    Martín-Gascón, Beatriz
    Powiązania:
    https://bibliotekanauki.pl/articles/43665681.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    metaphoric competence
    L2 teaching and learning
    Cognitive Linguistics
    intermediate
    linguistic competence
    emotions
    Opis:
    This study aims to examine the role of metaphor in the process of teaching and learning a second language (L2), more specifically, L2 Spanish. As part of one of the most popular research lines in the field of Ap- plied Linguistics, i.e., L2 teaching and learning, this research is based on a Cognitive Linguistics approach to language. It presents metaphors not as mere stylistic and rhetorical mechanisms, but as critical components of everyday language and fundamental mechanisms of conceptualization of the world (Lakoff & Johnson, 1980). After providing a summary of the literature exploring the relationship between metaphor and L2 pedagogy and learning, focusing on conceptual metaphor theory and metaphorical competence, we will present the results of a case study with intermediate learners. The empirical investigation exam- ines whether their metaphoric competence is enhanced after the intervention and whether there is a relationship between learners’ general metaphorical competence and linguistic competence –comprehension and production– of a complex metaphorical linguistic construction that expresses emotions.
    Źródło:
    Studia Romanica Posnaniensia; 2023, 50, 3; 67-83
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategic reading: Towards a better understanding of its role in L2/FL learning and teaching contexts
    Autorzy:
    Chodkiewicz, Halina
    Powiązania:
    https://bibliotekanauki.pl/articles/606119.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    L2 reading, strategic text processing, reading strategy, reading to learn, metacognitive awareness
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    Evolving approaches to the conceptualization of reading have created conducive grounds for rethinking the role of strategic reading in second/foreign language contexts. However, despite a wide recognition of the effectiveness of strategic reading, such critical issues as strategy identification, modelling reading strategy taxonomies, and their implications for establishing principles for actual classroom practice are still being  debated on. This article intends to look more closely at current insights into the strategy dimension of the reading process, which, according to the current author, play an enlightening role in defining the utility of reading strategies in helping second/foreign language learners reach their goals in reading and through reading. Hence, the article mainly focuses on promoting text comprehension, language and reading skills improvement, and content learning from text. The author articulates the need for a better understanding of how the potential effects of strategic text processing can be addressed in L2 reading practice.
    L'article contient uniquement les résumés en anglais.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2019, 43, 3
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Weaving webs of connection: Empathy, perspective taking, and students’ motivation
    Autorzy:
    Henry, Alastair
    Thorsen, Cecilia
    Powiązania:
    https://bibliotekanauki.pl/articles/780539.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    teacher-student relationships
    culturally responsive teaching
    funds of knowledge
    empathy
    perspective taking
    connected learning
    Opis:
    L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 31-53
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations
    Autorzy:
    Amand, Maelle
    Touhami, Zakaria
    Powiązania:
    https://bibliotekanauki.pl/articles/620639.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Second-language acquisition
    unreleased stops
    imitation
    audio-visual teaching
    L2 pronunciation
    e-learning
    pronunciation teaching
    Opis:
    Studies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimačkova & Podlipsky, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [dat˺ kat˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kroger et al. 2010), and suggests ways to assess students and visually keep track of their progress.
    Źródło:
    Research in Language; 2016, 14, 4
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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