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Tytuł:
Circadian rhythms and second language performance
Autorzy:
de Bot, Kees
Fang, fang
Powiązania:
https://bibliotekanauki.pl/articles/780913.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
circadian rhythm
chronotype
aptitude
vocabulary
Opis:
Human behavior is not constant over the hours of the day, and there are considerable individual differences. Some people raise early and go to bed early and have their peek performance early in the day (“larks”) while others tend to go to bed late and get up late and have their best performance later in the day (“owls”). In this contribution we report on three projects on the role of chronotype (CT) in language processing and learning. The first study (de Bot, 2013) reports on the impact of CT on language learning aptitude and word learning. The second project was reported in Fang (2015) and looks at CT and executive functions, in particular inhibition as measured by variants of the Stroop test. The third project aimed at assessing lexical access in L1 and L2 at preferred and non-preferred times of the day. The data suggest that there are effects of CT on language learning and processing. There is a small effect of CT on language aptitude and a stronger effect of CT on lexical access in the first and second language. The lack of significance for other tasks is mainly caused by the large interindividual and intraindividual variation.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 47-60
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Engaging students imaginations in second language learning
Autorzy:
Judson, Gillian
Egan, Kieran
Powiązania:
https://bibliotekanauki.pl/articles/780477.pdf
Data publikacji:
2013-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
imagination
cognitive tools
embodied learning
oral language
literacy
Opis:
Imagination is rarely acknowledged as one of the main workhorses of learning. Unfortunately, disregarding the imagination has some clearly negative pedagogical impacts: Learning is more ineffective than it should be and much schooling is more tedious than it need be. In this paper, we outline a somewhat new way of thinking about the process of students’ language education. We focus on the kinds of “cognitive tools” or learning “toolkits” human beings develop as they grow up, which connect emotion and imagination with knowledge in the learning process. We show how employing these tools-indeed, how their central employment in all aspects of planning-can make learning other languages engaging and meaningful.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 3; 343-356
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fluency in second language writing: A developmental perspective
Autorzy:
Kowal, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/634503.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
writing fluency, second language development, Dynamic Systems Theory
Opis:
The paper presents a longitudinal study of writing fluency in second language students. The aim was to follow the development of the students’ fluency during a three-year period in which they studied Swedish as a second language. Fifteen Polish university students participated in the study. The analysis shows that fluency develops non-linearly with some peaks in the average developmental curve. Furthermore, we observed both between- and within-individual variability in fluency in text production. The development of fluency is unpredictable and no one subject mirrors in their development the average curve. Individual differences were observed at every step of second language development. The analysis shows that writers who are slow at typing are not automatically less fluent and that subjects who develop more slowly can achieve a high level of fluency in writing. In general, writers who were slower and less fluent at the beginning made the greatest progress in fluency during the three-year period, compared with those who were more skilled with regard to both language and typing, who achieved a certain level of fluency faster than their fellow students.
Źródło:
Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2014, 131, 3
2083-4624
Pojawia się w:
Studia Linguistica Universitatis Iagellonicae Cracoviensis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book Review Introduction to instructed second language acquisition
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/780757.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
Editor: Shawn Loewen Publisher: Routledge, 2015 ISBN: 97804155295549 Pages: 210
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 1; 183-188
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social constraints of aspirations for second language achievement
Autorzy:
Rokita-Jaśkow, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/783256.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
foreign language
young adults
educational aspirations
social background
Opis:
Educational aspirations are dfined a ;educational goals students set for themselves' ( Trebbels, 2015:37). They are widely studied in psychological and sociological research, in which it was found that 1) they form in late adolescence and early childood, 2) their goal and level (i.e. high vs. low) are determined by the social environmnet they come from, i.e. their family background, peer and school influence. The paper presents the results of the qualitative study, in which 56 students of English philology in one of the vocational schools in the south of Poland expressed their aspirations in reference to their future foreign language attainment and associated vocational goals. The results showed that in the majority of cases the aspirations are not so high and fully-formed, which, it is hypothesised is rooted in the social background the students come from.
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:
Challenge for Ukrainian researchers: English as a second language
Autorzy:
Babushko, Svitlana
Powiązania:
https://bibliotekanauki.pl/articles/2004961.pdf
Data publikacji:
2016-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Ukrainian researchers
English as a Second Language (ESL)
learning principles
peculiarities
Opis:
Ukrainian researchers face the challenge of the acquisition of foreign language skills at least at B2 level. The available formal opportunities do not satisfy their needs to the full. The initiative of the Institute of Pedagogical and Adult education of the National Academy of educational Sciences of Ukraine to organize peer-to-peer eSL and eAP courses is described and analyzed in the article in order to identify the factors which can stimulate the learning process of the specific category of adult learners. As a result, 4 groups of them were distinguished: andragogical, didactic, course and peer-to-peer principles. The conclusion was made that these principles can create an adequate theoretical and methodological basis for realizing the initiative in practice.
Źródło:
The New Educational Review; 2016, 44; 230-240
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Positive psychology and its importance in Second Language Acquisition
Autorzy:
Budzińska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/2083506.pdf
Data publikacji:
2019
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
positive psychology
positive emotion
second language acquisition
positive education
humanistic approaches
pozytywna psychologia
pozytywne emocje
przyswajanie języka drugiego
edukacja pozytywna
podejście humanistyczne
Opis:
The term positive psychology has recently entered the field of Second Language Acquisition. The article explains the meaning of the term, presents the definitions of positive psychology, its objectives and history. The key part of the article demonstrates the importance of positive psychology in the second language acquisition presenting many connections between the two fields. The author recommends that positive education is introduced in every school and every foreign language classroom.
Psychologia pozytywna jest stosunkowo nowym pojęciem w przyswajaniu języka drugiego. Celem artykułu jest przybliżenie tego pojęcia, zaprezentowanie definicji psychologii pozytywnej, jej założeń i historii. Zasadnicza część artykułu przedstawia znaczenie psychologii pozytywnej w akwizycji języka drugiego prezentując wiele związków pomiędzy obiema dziedzinami nauki. Autorka zachęca do tego, aby wszystkie szkoły oraz klasy językowe wprowadziły pozytywne podejście do nauczania.
Źródło:
Kwartalnik Neofilologiczny; 2019, 3; 533-541
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language learners’ divergence from target language pragmatic norms
Autorzy:
Pia Gomez-Laich, Maria
Powiązania:
https://bibliotekanauki.pl/articles/780961.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pragmatic competence
language learning
identity
Opis:
Pragmatic competence is an indispensable aspect of language ability in order for second and foreign language (L2/FL) learners to understand and be understood in their interactions with both native and nonnative speakers of the target language. Without a proper understanding of the pragmatic rules in the target language, learners may run the risk of coming across as insensitive and rude. Several researchers (Bardovi-Harlig, 2001; Kasper & Rose, 2002) suggest that L2 pragmatics not only can be taught in the L2/FL classroom, but, more importantly, that explicit approaches that involve direct explanation of target pragmatic features are beneficial for learning pragmatics. Just as native speakers of a language acquire a “set of dispositions to act in certain ways, which generates cognitive and bodily practices in the individual” (Watts, 2003, p. 149), instructors can help learners to become aware of the pragmatic features that characterize the target language. Although the importance of explicit teaching of pragmatics is well recognized in the literature, learning norms and rules of pragmatics largely depends on learners’ subjectivity. Learners’ convergence or divergence from the L2 pragmatic norms, both consciously and out of awareness, sometimes depends on whether these norms fit their image of self and their L1 cultural identity. Since identity-related conflict can have significant consequences for the acquisition of second language pragmatics, failing to consider the centrality of learners’ identities will produce an inadequate understanding of SLA. This paper synthesizes studies that document the reasons why learners opt to remain foreign by resisting certain L2 practices. The following synthesis question was proposed: Why do language learners resist the pragmatic norms of the target language?
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 2; 249-269
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ELECTRONIC FEEDBACK: IS IT BENEFICIAL FOR SECOND LANGUAGE WRITERS?
Autorzy:
Allah, Lilian Farag
Powiązania:
https://bibliotekanauki.pl/articles/955876.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
feedback
writing
ESL
Opis:
Feedback is one of the essential elements in the writing classroom. With its two forms, teacher and peer, feedback can help students modify their essays to produce better later drafts. However, the practice of feedback in class does not go without some drawbacks on both the teacher and students’ side. This paper tries to demonstrate by reference to recent studies how the use of electronic feedback can aid in providing a better environment for feedback that can, consequently, result in better essays by the students. The paper presents some classroom practices regarding the use of electronic feedback.
Źródło:
Teaching English with Technology; 2008, 8, 3
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language pragmatic ability: Individual differences according to environment
Autorzy:
Wyner, Lauren
Cohen, Andrew D.
Powiązania:
https://bibliotekanauki.pl/articles/1047092.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 vs. FL pragmatics
pragmalinguistics
sociopragmatics
pragmatic
transfer
motivationDCT
Opis:
The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 519-556
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching listening to older second language learners: Classroom implications
Autorzy:
Słowik, Agata
Powiązania:
https://bibliotekanauki.pl/articles/628506.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
SLA
glottogeragogika
listening
older adult learners
lifelong learning in later life
Opis:
Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.
Źródło:
Journal of Education Culture and Society; 2017, 8, 2; 143-155
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Listening in Older Second Language Learners: The Teachers’ Perspective
Autorzy:
Słowik, Agata
Powiązania:
https://bibliotekanauki.pl/articles/954163.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
SLA
top-down and bottom-up listening
geragogy
older adults
teachers’ perspective
Opis:
There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 
Źródło:
Journal of Education Culture and Society; 2017, 8, 1; 148-163
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Are Females Better Than Males In Communication In Second Language?
Autorzy:
RUDZINSKA, IEVA
Powiązania:
https://bibliotekanauki.pl/articles/628116.pdf
Data publikacji:
2013
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
second language, English for speci c purposes (ESP), gender differences in language learning, higher education
Opis:
Although research in education, including worldwide Programme for International Stu-dent Assessment (PISA) by the Organisation for Economic Co-operation and Development (OECD) and Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, shows that female language learners outdo their male counterparts in the development of verbal skills, a number of re-searchers have strongly challenged that claim. The aim of this paper is to find out whether professional foreign language competence in a higher education institution (HEI) in Latvia is different between females and males. In order to determine this, we have analyzed final grades and presentation scores (lecturer, peer and self-assessment) of students in an ESP (English for Specific Purposes, in our case: Sport English) course, as well as their levels of second language acquisition, obtained in centralized secondary school leaving exams, which serves as the basis for further development of professional foreign language competence in a sport related HEI. Whereas grades, scores and levels are considered in the present paper as depen-dent variables, gender constitutes an independent variable. A series of Mann-Whitney U tests has revealed no significant difference in male and female achievement in centralized school leaving exam in second language (English); in final grades, obtained by students in an ESP course; and in lecturer assessment of student presentations in the ESP course. However, the analysis of peer assessment of student presentations in the ESP course reveals that females tend to overestimate themselves and their peers. The latter observation, as this paper argues, may result from the fact that sport related HEI students are characterized by increased self-esteem (Rudzinska, 2007).
Źródło:
Journal of Education Culture and Society; 2013, 4, 2; 148-154
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book Review Working memory in second language acquisition and processing
Autorzy:
Biedroń, Adriana
Powiązania:
https://bibliotekanauki.pl/articles/780906.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
Editors: Zhisheng (Edward) Wen, Mailce Borges Mota and Arthur McNeill Publisher: Multilingual Matters, 2015 ISBN: 9781783093588 Pages: 344
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 4; 697-702
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Locus of Control and Receptive Skills in Second Language Acquisition
Autorzy:
Gałązka, Alicja
Trinder, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/2004881.pdf
Data publikacji:
2016-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
locus of control
receptive skills
Second Language Acquisition
Opis:
The aim of the study was to investigate the relationship between locus of control and achievement in second language learning, when using reading and listening as the measure of success of the learners. The study was conducted on a pilot group of 102 university students, enrolled in a master’s degree course at a university in Poland. The students were asked to complete the Drwal 29-question test of locus of control and a number of reading and listening tests to complete over an extended period of time in order to gain a reliable overview of their levels of achievement. The results, somewhat against the run of expectation, indicated that there was no apparent correlation-either positive or negative-between the orientation of locus of control of the participants and achievement. This goes against the conventional assumption that there should be some form of negative correlation, as previous research indicates that sucessful learners in an academic environment are more likely than not to have an inwardly orientated locus of control.
Źródło:
The New Educational Review; 2016, 46; 130-141
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enjoyment and anxiety in second language communication: An idiodynamic approach
Autorzy:
Boudreau, Carmen
MacIntyre, Peter D.
Dewaele, Jean-Marc
Powiązania:
https://bibliotekanauki.pl/articles/780983.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
anxiety
idiodynamic
second language communication
dynamics
Opis:
Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 149-170
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Working memory and second language development: A complex, dynamic future?
Autorzy:
Jackson, Daniel O.
Powiązania:
https://bibliotekanauki.pl/articles/780862.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
working memory
complex dynamic systems theory
second language development
theoretical complementarity
Opis:
Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 89-109
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Motivation for Second Language Learning in the Czech Armed Forces
Autorzy:
Holcner, Vladan
Dvořák, Jiří
Vápeník, Jiří
Powiązania:
https://bibliotekanauki.pl/articles/27311264.pdf
Data publikacji:
2023-12-15
Wydawca:
Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
Tematy:
motivation
second language
learning
motivational factor
survey
Czech Armed Forces
Opis:
The subject matter of the paper is motivation for second language learning under specific conditions of military service in the Czech Armed Forces. Motivation is the fundamental source of any human action, influencing goals and objectives, attitudes and efforts but also results achieved by each individual. As such, motivation belongs to the most important factors of learners´ success. The paper is based on an explanatory research perspective, aiming at identifying the relative importance of different factors of motivation in second language learning. The presented paper methodology consists of a questionnaire survey, followed by an analysis and interpretation of gathered data. The research material, covered by the survey, is the motivation of the Czech Armed Forces personnel attending foreign language courses to learn second foreign language at the University of Defence Language Centre in 2022. This survey has been designed to enable language educators to identify and further analyse relative significance of individual motivational factors and their perception by second language learners as either internal, or external. As the survey outcomes show, the Czech military personnel motivation to learn second foreign language is not primarily generated by their current job needs and requirements. At the same time, the Czech military personnel attending foreign language courses perceive their learning motivation as predominantly internal.
Źródło:
Academic Journal of Modern Philology; 2023, 19; 117-128
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Изобразительность - „второй язык” словесности
Imagery - the second language” of philology
Autorzy:
Stepanyan-Rumiantseva, Elena
Powiązania:
https://bibliotekanauki.pl/articles/482398.pdf
Data publikacji:
2010-12-01
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
methods of ekfrasis in literature
Russian literature
Opis:
This article covers methods of ekfrasis in literature. Author exposes the meaning of elements of visual art like light, colour, perspective etc. in verbal arts. Elena Stepanian-Rumyantseva talks about psychological and moral motivation explaining the using of different functions of visuality in literature.
Źródło:
Acta Polono-Ruthenica; 2010, 1, XV; 177-188
1427-549X
Pojawia się w:
Acta Polono-Ruthenica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book Review Second language socialization and learner agency: Adoptive family talk
Autorzy:
Kiermasz, Zuzanna
Powiązania:
https://bibliotekanauki.pl/articles/781043.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
Author: Lyn Wright Fogle Publisher: Multilingual Matters, 2012 ISBN: 9781847697851 Pages: 203
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 2; 349-354
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BEST PRACTICES IN USING VIDEO TECHNOLOGY TO PROMOTE SECOND LANGUAGE ACQUISITION
Autorzy:
McNulty, Anastassia
Lazarevic, Bojan
Powiązania:
https://bibliotekanauki.pl/articles/941204.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
ESL
language acquisition
video technology
pronunciation
presentation skills
Opis:
Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium provides unique learning qualities, it has not been entirely embraced by high school English as a Second Language (ESL) teachers. Furthermore, recent advancements of digital video (low cost equipment and editing software) and Web-based video sharing services provide remarkable possibilities for supporting a variety of learning activities in ESL classrooms. Yet, classroom practice in using video technology has not gone too far beyond simple viewing and listening to video content for eliciting discussion among ESL students. This paper particularly highlights the role of video in the process of improving student pronunciation and presentation skills. The authors described a week-long classroom video-based project conducted at a Midwestern High School. The best examples of classroom practices and student activities were discussed. The most prominent observations of this project were that the video-based ESL activities contributed to the overall learning motivation and the enhancement of pronunciation skills. Finally, the authors discuss some potential issues and instructional implications of utilizing video technology in K-12 settings.
Źródło:
Teaching English with Technology; 2012, 12, 3; 49-61
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Review of Crosslinguistic influence and second language learning by Kevin McManus
Autorzy:
Zhu, Lixia
Cai, Jinting
Powiązania:
https://bibliotekanauki.pl/articles/2143621.pdf
Data publikacji:
2022-09-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
book review
Opis:
As a prevalent phenomenon in second language acquisition (SLA), crosslinguistic influence (CLI) has attracted ever-lasting attention, as reflected by the publication of several monographs (e.g., Cai, 2021; Jarvis & Pavlenko, 2008; Odlin, 1989; Ringbom, 2007), many edited volumes (e.g., Alonso, 2016; Gass & Selinker, 1983), and numerous research articles. In these books and papers, mounting evidence for CLI has been accumulated in various areas of languages. In particular, CLI may occur between first language (L1) and second language (L2) in lexicon, grammar, phonology, discourse, and pragmatics, with its effects being both positive and negative. Besides, it has been shown that the occurrence of CLI is constrained by a variety of factors, such as linguistic and psycholinguistic factors and those related to learning environment and language use (Jarvis & Pavlenko, 2008). CLI has been addressed from diverse theoretical perspectives including universal grammar, functional linguistics, and psycholinguistics (see Cai, 2021 for a review).
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 3; 509-513
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DUOLINGO: A MOBILE APPLICATION TO ASSIST SECOND LANGUAGE LEARNING (App Review)
Autorzy:
Musa, Nushi
Mohamad, Hosein Eqbali
Powiązania:
https://bibliotekanauki.pl/articles/955347.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
application review
Źródło:
Teaching English with Technology; 2017, 17, 1; 89-98
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language academic writer identity, relations of power and discourse practices
Autorzy:
Lehman, Iga Maria
Anderson, Robin
Powiązania:
https://bibliotekanauki.pl/articles/2083351.pdf
Data publikacji:
2018
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
second language acquisition
academic writing
writer identity
relations of power
interdiscursivity
nabywanie drugiego języka
pisanie akademickie
tożsamość autorska
związki władzy
interdyskursywność
Opis:
Our purpose in this paper is to show how the output of academic student-writers demonstrates the different ways in which they react to the discipline’s discoursal demands and how that, in turn, forms their writer identity. We also argue that the current Second Language Acquisition (SLA) theory fails to adequately integrate notions of second language (L2) academic writer identity and the social contexts in which L2 writers produce their texts.
Naszym celem w tym artykule jest pokazanie, w jaki sposób twórczość studentów akademickich wskazuje na różne sposoby reagowania wobec dyskursywnych wymagań danej dyscypliny i jaki, z kolei, ma to wpływ na formownie się pisarskiej tożsamości studentów. Twierdzimy również, że obecna teoria nabywania drugiego języka (SLA) nie jest w stanie skontaminować pojęcia tożsamości autora akademickiego piszącego w drugim języku z kontekstami społecznymi, w których te teksty powstają.
Źródło:
Kwartalnik Neofilologiczny; 2018, 4; 507-516
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Methodological considerations in studying awareness during learning. Part 2: Second Language Acquisition
Autorzy:
Nakamura, Daisuke
Powiązania:
https://bibliotekanauki.pl/articles/430183.pdf
Data publikacji:
2013
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
awareness
retrospective verbal report
think-aloud protocol
second language acquisition
Opis:
This paper considers methodological issues of awareness during adult second language acquisition (SLA). Specifically, the paper deals with (a) the issue of instructional orientations, (b) the issue of biases in knowledge measurement, and (c) the issue of reactivity in the online think-aloud protocol. Detailed reviews of prominent SLA research that has investigated the possibility of implicit SLA reveal (1) that the instruction on implicit learning does not guarantee that learners engage in the implicit learning mode, (2) that the majority of SLA research has employed only tests of “explicit learning” such as untimed grammaticality judgment, and (3) that there is some evidence that the online think-aloud protocol causes negative reactivity particularly when it is metalinguistic in nature.
Źródło:
Polish Psychological Bulletin; 2013, 44, 3; 337-353
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
OVERVIEW OF COMPUTER ASSISTED LANGUAGE LEARNING RESEARCH WITH SECOND LANGUAGE ACQUISITION PERSPECTIVES
Autorzy:
Jung, Hee-Jung
Powiązania:
https://bibliotekanauki.pl/articles/569730.pdf
Data publikacji:
2003
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Źródło:
Teaching English with Technology; 2003, 3, 3; 3-15
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
AFFECTIVE AND MOTIVATIONAL FACTORS IN ENGLISH AS A SECOND LANGUAGE IN SPAIN
Autorzy:
GARCÍA-SAMPEDRO, MARTA
AGUDO PRADO, SUSANA
Powiązania:
https://bibliotekanauki.pl/articles/628114.pdf
Data publikacji:
2020
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
affective factors, motivation, English as a second language teaching
Opis:
Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training Faculties (Spain and the United Kingdom). The categories of analysis were previously established according to the research aims. Results and conclusion. The results obtained through the analysis of categories indicated that the participant teachers consider affective factors and motivation as fundamental aspects in the process of teaching and learning a second language. In addition they agreed with prestigious experts on the matter, such as Dörnyei, Ushioda or Chomsky, that these aspects are crucial to improve students' linguistic oral competence. The teachers demonstrate their opinions based on their professional experiences and educational philosophy constituting altogether a valuable bunch of information for other experts and researchers.
Źródło:
Journal of Education Culture and Society; 2020, 11, 1; 163-173
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of pragmatic markers across proficiency levels in second language speech
Autorzy:
Neary-Sundquist, Colleen
Powiązania:
https://bibliotekanauki.pl/articles/780649.pdf
Data publikacji:
2014-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pragmatic marker
proficiency level
pragmatic competence
second language development
oral speech production
Opis:
This study investigates the use of pragmatic markers (PMs) by learners of English at varying proficiency levels. The study analyzes data from a university-level oral proficiency exam that categorized Chinese and Korean English-as-a-second-language (ESL) speakers into four proficiency levels and compares data with those of native speakers taking the same test. Findings indicate that PM use generally rises with proficiency level. The rates of PM use showed a dramatic increase between the highest and second-highest proficiency group. The highest proficiency ESL group used PMs at the same rate as native speakers. The study also found that the variety of different PMs used goes up steadily with proficiency level. These results are discussed in terms of their implications for understanding how second language learners’ use of PMs develops.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 4; 637-663
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book Review Working memory and second language learning. Towards an integrated approach
Autorzy:
Biedroń, Adriana
Powiązania:
https://bibliotekanauki.pl/articles/780866.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
Author: Zhisheng (Edward) Wen Publisher: Multilingual Matters, 2016 ISBN: 9781783095711 Pages: 208
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 3; 537-539
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS
Autorzy:
Gosiewska-Turek, Bogusława
Powiązania:
https://bibliotekanauki.pl/articles/954183.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
second language acquisition
affective factors
attribution theory
school achievement
adolescents
Opis:
Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated.  The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.  
Źródło:
Journal of Education Culture and Society; 2017, 8, 1; 109-124
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A theory of second language acquisition within the framework of natural phonology
Autorzy:
Dziubalska-Kołaczyk, Katarzyna
Powiązania:
https://bibliotekanauki.pl/books/949214.zip
https://bibliotekanauki.pl/books/949214.pdf
https://bibliotekanauki.pl/books/949214.mobi
https://bibliotekanauki.pl/books/949214.epub
Data publikacji:
1990
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Wydawnictwo Naukowe UAM
Opis:
ABSTRACT. The present monograph lays the grounds for a theory of the acquisition of a second language phonology within the framework of Natural Phonology. The work is based on experimental research focusing on Polish learners of English and, secondarily, speakers of other linguistic backgrounds. Atten¬tion is paid to normative and performance restrictions imposed on the process of acquisition by the first language. The content of the work is weighted in favour of an elaborate discussion of phonostylistics (casual speech in particular). The implications are both theory-oriented (valid for Natural Phonology) as well as practical (valid for the construction of language leaming/teaching methodologies).
Dostawca treści:
Biblioteka Nauki
Książka
Tytuł:
Immediate and Distracted Imitation in Second-Language Speech: Unreleased Plosives in English
Autorzy:
Rojczyk, Arkadiusz
Porzuczek, Andrzej
Bergier, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/620772.pdf
Data publikacji:
2013-03-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
imitation
plosives
unreleased
distraction
Opis:
The paper investigates immediate and distracted imitation in second-language speech using unreleased plosives. Unreleased plosives are fairly frequently found in English sequences of two stops. Polish, on the other hand, is characterised by a significant rate of releases in such sequences. This cross-linguistic difference served as material to look into how and to what extent non-native properties of sounds can be produced in immediate and distracted imitation. Thirteen native speakers of Polish first read and then imitated sequences of words with two stops straddling the word boundary. Stimuli for imitation had no release of the first stop. The results revealed that (1) a non-native feature such as the lack of the release burst can be imitated; (2) distracting imitation impedes imitative performance; (3) the type of a sequence interacts with the magnitude of an imitative effect
Źródło:
Research in Language; 2013, 11, 1; 3-18
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The project of the self-assessment descriptors for Czech as a second language
Autorzy:
Šormová, Kateřina
Powiązania:
https://bibliotekanauki.pl/articles/628491.pdf
Data publikacji:
2018
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Key words: Czech as a second language, self-assessment, descriptor, pilot study, CEFR
Opis:
The project of the self-assessment descriptors for Czech as a second language Aim. The aim of the research is to evaluate the set of the self-assessment descriptors for Czech as a second language. Methods. The subject of the study were 753 descriptors evaluated by 50 teachers and 640 students. They are analysed with the application od quetionaires and controlled interviews. Pilot project tested the methodology to estabilish the difficulty level of descriptors and the ability level of learners. Results. The analysis shows that some of the descriptors need to be reduced and some of them reformulated. Conclusion. The analysis shows that many teachers are not sufficiently informed on Czech as a second language, they evaluate the descriptors from the perspective of a foreign language. Another finding is the inexperience of many teachers with the language levels following the CEFR; they label words or grammatical elements as an inappropriate level, but their estimate is very often incorrect. The teachers mark sayings, proverbs and idioms as the most problematic. The students are often able to express the given meaning, but they are shy to speak in a foreign language.
Źródło:
Journal of Education Culture and Society; 2018, 9, 1; 173-180
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences
Autorzy:
Xu, Jian
Qiu, Xuyan
Powiązania:
https://bibliotekanauki.pl/articles/2143622.pdf
Data publikacji:
2022-09-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 speaking
L2 listening
psychological needs
demographic information
oracy
Opis:
This study aimed to develop and validate two parallel scales to measure the psychological L2 speaking and listening needs of 863 English-as-a-foreign language (EFL) learners. The associations between three psychological needs (i.e., autonomy, competence, and relatedness) of L2 speaking and of L2 listening were examined to develop insights into oracy (i.e., integration of speaking and listening) in L2 communication. Subsequently, the impact of demographic variables was explored. The data, collected via a 5-point Likert-scale questionnaire, were analyzed through descriptive and correlation analysis, factor analysis, and ANOVA. Exploratory factor analysis was conducted to determine the factor structures, followed by confirmatory factor analysis for validation. Results demonstrated that the validity and reliability of the two developed scales were satisfactory. L2 speaking autonomy was significantly related to L2 listening autonomy, as were competence and relatedness. The three psychological needs of both L2 speaking and listening revealed varying patterns in terms of gender, major, university geographical context, schooling stage (first year to fourth year), and study-abroad experiences. The research findings reinforce the need for integration of L2 speaking and L2 listening when satisfying university students’ psychological needs, contribute to the research field with the measurement scales of psychological needs in L2 speaking and listening settings, and yield implications for teaching the two language skills integratedly.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 3; 483-507
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language learning for vulnerable adult migrants: The case of the Italian public school
Autorzy:
Deiana, Igor
Spina, Stefania
Powiązania:
https://bibliotekanauki.pl/articles/911703.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
adult foreign language education
vulnerable adult migrants
second language adult learners
illiterate students
teaching Italian as a second language
second language teachers
language teacher training
language testing and assessment
Opis:
Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant partof them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thispaper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA,its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 67-81
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of Word Class and Training Method on Vocabulary Learning in a Second Language
Autorzy:
Ludington, Jason D.
Powiązania:
https://bibliotekanauki.pl/articles/620892.pdf
Data publikacji:
2015-12-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
vocabulary learning
second language
noun bias
nouns
verbs
Opis:
It is not fully known whether nouns or verbs are easier to learn in a second language. A noun learning advantage has been observed for children in many languages (e.g., Gentner, 1982), but few have examined whether mature second language learners show a similar pattern. In the current study 84 university students were trained with nonce words for 96 familiar, concrete concepts (half nouns, half verbs), half labeled ostensibly, and half in contexts that allowed label meanings to be inferred. Vocabulary knowledge was assessed through recognition tests after a delay of either five minutes or one week. No evidence of a word class advantage was found-participants did not demonstrate a noun advantage. Ostensive training was superior to inferential training at five minutes but not after one week.
Źródło:
Research in Language; 2015, 13, 4; 426-449
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sociolinguistic determinants of heritage language maintenance and second language acquisition in bilingual immigrant speakers
Autorzy:
Banasiak, Ilona
Olpińska-Szkiełko, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/911684.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
bilingualism
heritage language
language maintenance
second language acquisition
family language policy
multilingual practices
formal language learning
identity
Opis:
The objective of the study was to scrutinise the determinants of heritage language maintenance and second language acquisition in immigrant speakers and assess their significance and weight.Over one hundred cases of bilingual speakers with Polish as L1 (heritage language; Polish speakers abroad) and as L2 (national language; immigrant learners of Polish in Poland) were investigated in order to better understand the linguistic changes and multilingual practices involved in the process of relocating to another country. The cases underwent quantitative and qualitative analysis. The results revealed that in most cases bilinguals are at a high risk of losing their L1, and L2 becomes their dominant language. With the dominance of L2, identification with the culture of the country of residence also increases in bilinguals. Formal instruction in L1 proves to be the most important factor in heritage language maintenance, and the preservation of a sense of identification with the heritage culture. An important role in L1 and also L2 development is played by parental support and their actions.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 49-65
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness
Autorzy:
Wang, Lanxi
MacIntyre, Peter
Powiązania:
https://bibliotekanauki.pl/articles/2051528.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language listening comprehension
listening anxiety
listening enjoyment
listening metacognitive awareness
Opis:
Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 4; 491-515
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Teacher and Teaching Polish as a Second Language in the Contemporary Educational Reality
Autorzy:
Gębal, Przemysław E.
Powiązania:
https://bibliotekanauki.pl/articles/951826.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Polish as a second language
students with migration backgrounds
acculturation of the foreigners
Polish glottodidactics
Opis:
An increasing number of immigrants arrive in our country, not all of whom treat Poland only as a transit stop on their way to wealthier countries of the Western Europe. What this means for the Polish society, with its cultural and linguistic homogeneity, is a direct confrontation with cultural and religious otherness, represented by the settling newcomers. Unfortunately, the educational establishments are not sufficiently prepared to take in new students with migration backgrounds. The entire situation also poses an enormous challenge for polonistic glottodidactics, actively present in the process of acculturation of the foreigners. The undertaken actions are primarily focused on organising and conducting classes in Polish as a second language. An important element to ensure the proper execution of the discussed process is the education of teachers, the presentation of which is a principal goal of this text.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2017, 11, 1; 167-184
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ratings of Affective and Non-Affective Aspects of German Idioms in Second Language Processing
Autorzy:
Petrič, Teodor
Powiązania:
https://bibliotekanauki.pl/articles/783242.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
SLA
idioms
affective properties
psycholinguistic properties
German
Slovene
Opis:
AbstractIn this paper psycholinguistic and emotional properties of 619 German idiomatic expressions are explored. The list of idiomatic expressions has been adapted from Citron et al. (2015), who have used it with German native speakers. In our study the same idioms were evaluated by Slovene learners of German as a foreign language. Our participants rated each idiom for emotional valence, emotional arousal, familiarity, concreteness, ambiguity (literality), semantic transparency and figurativeness. They also had the task to describe the meaning of the German idioms and to rate their confidence about the attributed meaning. The aims of our study were (1) to provide descriptive norms for psycholinguistic and affective properties of a large set of idioms in German as a second language, (2) to explore the relationships between psycholinguistic and affective properties of idioms in German as a second language, and (3) to compare the ratings of the German native speakers studied in Citron et al. (2015) with the ratings of the Slovene second language learners from our study. On one hand, the results of the Slovene participants show many similarities with those of of the German native speakers, on the other hand, they show a slight positivity bias and slightly shallower emotional processing of the German idioms. Our study provides data that could be useful for future studies investigating the role of affect in figurative language in a second language setting (methodology, translation science, language technology).
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 1; 11-42
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?
Autorzy:
Aubrey, Scott
Powiązania:
https://bibliotekanauki.pl/articles/2051499.pdf
Data publikacji:
2022-03-21
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
dynamic engagement
affective engagement
cognitive engagement
computer-mediated tasks
collaborative writing
Opis:
This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference software and online editing software, 16 university students who use English as an L2, completed two collaborative problem-solution L2 writing tasks in two communication modes: video-chat and text-chat. After each task, learners viewed videos of their performances in 12 three-minute segments and were asked to rate their engagement on two scales (interest, focus). They were then interviewed about their attributions for fluctuations in their ratings. Group-level analysis revealed that learners experienced significantly higher focus and interest during tasks performed in video-chat mode than text-chat mode. This was contrasted with an analysis from a dynamic perspective, which produced a more nuanced picture of individual engagement trajectories during the tasks. Dynamic patterns of engagement fell into either moderately steady, increasing, decreasing, or rollercoaster pattern categories. A content analysis of 32 interviews revealed four factors that accounted for changes in engagement during tasks: task design (e.g., task familiarity), task process (e.g., instances of collaboration), task condition (e.g., communication mode), and learner factors (e.g., perceptions of proficiency).
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 1; 59-86
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Is Social Software a New Mode of Second-Language Learning in the Information Age?
Autorzy:
PATEL, H. B.
Powiązania:
https://bibliotekanauki.pl/articles/628099.pdf
Data publikacji:
2013
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
social learning, social media, information age, information technologies, education, internet, pedagogy
Opis:
The basic characteristics of social media mirror much of the rhetoric and thinking aro-und educational reform in the modern world context. The basic cultural relevance of social media to young people enables them to learn how to bring their social life into the matrix of school activities. It also provides young learners with different audiences for different activities. Today, social media are probably the critical component in enabling individuals, both teachers and learners, to construct their own personal learning networks. Joining, building, growing and managing digital communities, whether relatively open or relatively closed, enables teachers and learners to connect with others with similar interests and to learn from other participants in those communities.
Źródło:
Journal of Education Culture and Society; 2013, 4, 2; 116-123
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE PERFORMATIVE IN SECOND LANGUAGE EDUCATION: AN EXAMPLE OF THE COMPLEXITY OF THE DISCIPLINE
Autorzy:
Blaszk, Martin
Powiązania:
https://bibliotekanauki.pl/articles/1037934.pdf
Data publikacji:
2019-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
dyscyplina
złożoność
międzykulturowy
interdyscyplinarny
zwrot performatywny
glottodydaktyka performatywna
discipline
complexity
intercultural
interdisciplinary
per-formative turn
performative SLE
Opis:
Second language education (SLE) must remain open to developments in the world if it is to be relevant to those who have an investment in it: learners, teachers and researchers. However, the broadening of the interdisciplinary nature of SLE that may occur because of this is not without its problems. New areas will bring ideas and terminology that will make SLE as a discipline even more complex. In addition, the ideas and terminology may be disputed in the fields from which they originate thus compounding the problem of complexity. The article looks at the example of the performative in SLE and how it supports an approach that is interdisciplinary and intercultural. It also looks at some of the problems this causes: the implications of implementing an SLE practice that is performative, the fact that there are different performative practices, as well as variance between seemingly similar performative practices because of national and cultural differences. The article concludes with the description of two studies which show the complex nature of performative SLE as praxis.
Źródło:
Neofilolog; 2019, 52/2; 373-387
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Review of Second language pronunciation assessment: Interdisciplinary perspectives; Editors: Talia Isaacs, Pavel Trofimovich; Publisher: Multilingual Matters (Second Language Acquisition series), 2017; ISBN: 9781783096848 (hbk), 9781783096831 (pbk), 9781783096855 (pdf), 978783096862 (ebuk); Pages: 273
Autorzy:
Waniek-Klimczak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/780425.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 3; 701-706
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of teacher imagination in conceptualising the child as a second language learner
Autorzy:
Guz, Ewa
Tetiurka, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/780709.pdf
Data publikacji:
2013-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
young learners
cognitive development
teacher beliefs
teacher cognition
imagination
Opis:
In order to initiate and maintain meaningful interaction in a young learner L2 classroom, an adult teacher needs to approach children in ways consistent with their developmental profile and adjust teaching methodology so as to accommodate young learners’ current skills. This requires the ability to predict the child’s possible responses to classroom events by imagining what s/he might think and how s/he might behave when presented with specific instructions. Bearing in mind that the teacher’s perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by gathering knowledge about his or her developmental characteristics and fully grasping the pedagogical implications of this knowledge. In this paper, we aim to explore the role of imagination in the conceptualisation of a child as a second language learner amongst university level pre-service teachers involved in an early primary EFL education programme. We report on qualitative research based on data obtained in the course of a two semester teacher training course of 35 BA and 30 MA students majoring in English. In the study, we focused on the working image of the child’s developmental characteristics created by the participants and their ability to employ this in their teaching. Our data show a substantial discrepancy between the participants’ theoretical conceptions concerning the business of teaching and the actual actions undertaken during lessons with young learners. Although participants were able to successfully identify the most distinctive developmental characteristics of primary-level learners, they experienced difficulty with integrating them into actual classroom practice.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 3; 419-439
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context
Autorzy:
LaBontee, Richard
Powiązania:
https://bibliotekanauki.pl/articles/780445.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language acquisition
vocabulary learning strategies
Swedish language
questionnaire instrumentation
Opis:
This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 2; 313-348
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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