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English (EN)·Polski (PL)·Yкраїнський (UK)
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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:
Die Übersetzung eines künstlichen Dialekts im Roman David Mitchells „Der Wolkenatlas“ („Cloud Atlas“)
The translation of an artificial dialect in David Mitchell’s novel “Cloud Atlas”
Autorzy:
Włosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/517789.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
dialect translation
neologisms
preserving the style
Opis:
The translation of an artificial dialect in David Mitchell’s novel “Cloud Atlas” The purpose of the present study is an analysis of the techniques applied by the translators of David Mitchell’s novel “Cloud Atlas” into Polish, German, French, Spanish, and Portuguese while translating the artificial dialect used in the chapter “Sloosha’s Crossin’ an’ Ev’rythin’ After”. The plot of that chapter is set in a distant future, after the fall of humanity. The narrator is a goatherd whose dialect can be described, on the one hand, as simplified, partly distorted English and, on the other hand, as an exotic dialect which contains neologisms referring to fictional species, culture-specific terms, etc. Special attention is paid to the translation of neologisms as well as to the rendering of the original style. As the results show, the translators used a number of techniques, especially lexicalization, colloquialisation and rusticalisation, adapting the dialect as much as possible to the morphologies of the target languages in order to preserve the style of the chapter as well as to achieve the appropriate effect on the TL readers. In fact, as the dialect is artificial, the translators were able to approach it in a creative way, without the risk that the dialect would be associated with a particular geographic region.
Źródło:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft; 2018, 7; 145-161
2657-4799
Pojawia się w:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Some applications of translation to psycholinguistic research
Autorzy:
Włosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/577139.pdf
Data publikacji:
2012
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
multilingualism
translation
think-aloud protocols
foreign language comprehension
mental representation
Opis:
The purpose of the present article is an analysis of the possible applications of translation to psycholinguistic research. It is argued that it offers valuable insights into foreign language processing, especially comprehension, the mental representation of words, the interaction of different kinds of information and, last but not least, affective states. However, the use of translation also has some limitations which should be taken into account and, if necessary, it should be combined with other research tools.
Źródło:
Linguistica Silesiana; 2012, 33; 127-145
0208-4228
Pojawia się w:
Linguistica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
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
Tytuł:
The Relationship between Students’ Motivation for Studying Business English and Their Knowledge of Business English and Its Terminology
Autorzy:
Włosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/22446734.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Business English
motivation
terminology
language needs
Opis:
The study investigates the relationship between English Philology students’ motivation for studying Business English and their actual knowledge of business terminology, some underlying economic concepts and basic rules of business correspondence. It is hypothesized that students who have higher motivation also possess more extensive knowledge of Business English, yet motivation alone is not enough but must be accompanied by a real effort put in studying the language. The study consisted of a test focusing on business terminology, the correction of errors in a business letter, and a test of selected economic concepts, followed by a questionnaire. As the results show, both the students’ motivation and knowledge of Business English are varied. In particular, their knowledge varies between years of studies and areas of terminology or skills. In fact, some of the terms proved difficult even for relatively advanced students. Thus, even though motivation does play a role, its role does not seem to be decisive, as Business English is a complex field whose mastery requires extensive study and a lot of sustained effort. However, their awareness of their language needs is quite high, so they are likely to remain motivated and to attain a high level of competence in Business English.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-26
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
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:
The linguistic and cultural experiences of Portuguese Erasmus+ students during their stay in Ostrava: Challenges and opportunities
Autorzy:
Włosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/15010278.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
student mobility
intercultural experience
English as a lingua franca
developing intercultural skills
Opis:
The study investigates the linguistic and cultural experiences of Erasmus+ students from Portugal at the University of Ostrava in the Czech Republic. Special attention is paid to the chal- lenges encountered by the students in both communication and coping with cultural differences, as well as to their language needs, ways of communicating, attitudes towards the Czech culture, and the role of English in communication. The research tool was a questionnaire covering a number of questions related to the purpose of the study. As the results show, while the intercultural experience was generally enriching and the participants appreciated some interesting aspects of the Czech culture, they were particularly disappointed by the limited number of Czechs able to speak English and some of the academic teachers’ low levels of language proficiency in English. In fact, this is not limited to the lack of language skills, as communication problems can also lead to the perception of the interlocutor as unpleasant and unhelpful.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 2; 181-205
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
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 Influence of Living and Working Abroad on the Identities of Researchers and Native Speaker Teachers
Der Einfluss der Fremdsprachenkenntnisse und des Kontakts zu einer fremden Kultur auf die Identität von wissenschaftlichen Mitarbeitern und Lehrkräften – im Ausland lebenden Muttersprachlern
Autorzy:
Włosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/1182404.pdf
Data publikacji:
2021-01-18
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
identity
multiligualism
mobility
linguistic and cultural awareness
identität
mehrsprachigkeit
mobilität
sprachliches und kulturelles bewusstsein
Opis:
The study investigates the influence of living and working abroad on the identities of researchers and native speaker teachers. Following Block (2009), Hall (2012) and Pavlenko and Blackledge (2004), identity is assumed here to be dynamic and multiple, where the different identities of a person can be more or less relevant in a given context (Hall, 2012, p. 33). Moreover, identities at the time of globalisation tend to be hybrid (Marotta, 2011) and, in the case of migration, they can be bicultural (Comănaru, Noels & Dewaele, 2017), but as Comănaru et al. (2017, p. 539) observe, each bicultural person’s identity is different, depending on his or her life history, language proficiency, psychological traits, etc. Simultaneously, there is  evidence that multilingualism increases cognitive empathy (Dewaele & Wei, 2012) and makes people more open-minded (Wlosowicz, 2019), so it could be assumed that the participants would recognise their hybrid identities as an enrichment rather than a threat to their native identities, even though identification with their native languages and cultures, with their families, etc. would remain an important part of their identity. The research tool used in the present study was a questionnaire completed by forty native speaker teachers and researchers living abroad. As the results show, the participants’ identities are indeed highly complex, hybrid and influenced by different factors, however, the native language and the family remain very important components of identity, unlike, for example, one’s profession. Still, they also admitted that foreign language knowledge enriched them culturally, intellectually and emotionally.   　   　   　  　 
Der Untersuchungsgegenstand ist der Einfluss des Lebens und Arbeitens im Ausland auf die Identität von wissenschaftlichen Mitarbeitern und Lehrkräften – Muttersprachlern. In Anlehnung an Block (2009), Hall (2012) sowie Pavlenko und Blackledge (2004) wird angenommen, dass die Identität dynamisch und vielfältig ist, wobei unterschiedliche Identitäten derselben Person mehr oder weniger relevant in einem bestimmten Kontext sein können (Hall, 2012, S. 33). Darüber hinaus können Identitäten in Zeiten der Globalisierung hybrid (Marotta, 2011) und im Fall der Migration bikulturell sein (Comănaru, Noels & Dewaele, 2017). Die Identität jeder bikulturellen Person variiert allerdings, wie Comănaru et al. (2017, S. 539) betonen, in Abhängigkeit von ihrer Lebensgeschichte, ihren Sprachkenntnissen, ihren psychologischen Merkmalen usw. Außerdem gibt es Hinweise darauf, dass die Mehrsprachigkeit die kognitive Empathie (Dewaele & Li, 2012) und die Aufgeschlossenheit des Geistes erhöht (Włosowicz, 2019), so dass man davon ausgehen kann, dass die Probanden ihre hybriden Identitäten eher als Bereicherung und nicht als Bedrohung für ihre einheimischen Identitäten betrachten, obwohl die Identifikation mit ihrer Muttersprache und Kultur, mit ihrer Familie usw. ein wichtiger Teil ihrer Identität bleibt. Das Forschungsinstrument war ein Fragebogen, der von vierzig wissenschaftlichen Mitarbeitern und Lehrkräften – im Ausland lebenden Muttersprachlern – ausgefüllt wurde. Wie die Forschungsergebnisse beweisen, sind die Identitäten der Befragten in der Tat sehr komplex, hybrid und werden durch viele Faktoren beeinflusst. Muttersprache und Familie bleiben jedoch, z.B. im Gegensatz zum Beruf, sehr wichtige Komponenten der Identität. Die Probanden gaben auch zu, dass die Fremdsprachenkenntnisse sie kulturell, intellektuell und emotional bereichert hatten.
Źródło:
Theory and Practice of Second Language Acquisition; 2020, 6, 2; 35-65
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 12

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