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    Wyświetlanie 1-22 z 22
    Tytuł:
    Comparing Formulaicity of Learner Writing through Phrase-Frames: A Corpus-Driven Study of Lithuanian and Polish EFL Student Writing
    Autorzy:
    Juknevičienė, Rita
    Grabowski, Łukasz
    Powiązania:
    https://bibliotekanauki.pl/articles/620546.pdf
    Data publikacji:
    2018-11-16
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    EFL writing
    learner corpus
    Lithuanian EFL learners
    phrase-frame
    Polish EFL learners
    Opis:
    Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002- 2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame approach highlights structural peculiarities of learner writing which are otherwise difficult to capture.
    Źródło:
    Research in Language; 2018, 16, 3
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    TEACHING ENGLISH TO ADULTS WITH DISABILITIES: A DIGITAL SOLUTION THROUGH EN-ABILITIES
    Autorzy:
    Blázquez Arribas, Leticia
    Barros del Río, María Amor
    Alcalde Peñalver, Elena
    Sigona, Concetta Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/955788.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    TESOL
    ICT
    disability
    Universal design
    EFL learners
    Opis:
    This article analyzes the current situation of English language teaching (more particularly TESOL) to adults with Special Educational Needs (hereinafter SEN) in Spain from a double perspective. On the one hand, a qualitative study on teaching experiences with adult students with some type of disability is presented. The conclusions of this study shed light on the difficulties detected and the strategies implemented for teaching English. On the other hand, the resources most commonly used in the field of virtual teaching to increase and improve the skills of these students are reviewed. Finally, the authors describe an on-going European project that implements a Virtual Learning Environment (hereinafter VLE) where the principles of Universal Design are incorporated to facilitate the formative access to learning English as a second language to adult students with SEN.
    Źródło:
    Teaching English with Technology; 2020, 20, 1; 80-103
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Coherence Problems of EFL Students’ Writing in Light of the Gricean Maxims
    Autorzy:
    Khonamari, Fatemeh
    Hashemi, Ehsan
    Pavlikova, Martina
    Petrasova, Bozena
    Powiązania:
    https://bibliotekanauki.pl/articles/1878471.pdf
    Data publikacji:
    2021-09-25
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    coherence
    writing skills
    Gricean maxim
    EFL learners
    Opis:
    Aim. In academic writing, lack of coherence is thought to occur mostly due to the lack of necessary linguistic skills and knowledge in L2. Thus, the analysis of a written text is concerned with understanding the local relations among the ideas conveyed in a text. Concept. As is usually the case, students writing in a second language generally produce texts that contain varying degrees of grammatical and rhetorical errors. Most of the studies have been conducted with only one criterion for the analysis of coherence and they reported different results. Also, most of them have been conducted on a small scale in terms of the number of participants, and writing samples collected. Therefore, this study tries to investigate the coherence problems/errors of university students in their writing, if any, on a fairly large scale in light of the Cooperative principle and its maxims. Results and conclusion. The study revealed that the basic problem of the students in their essay writing was the way the text should be structured with reference to how cohesion and coherence are established. In the analysis of maxim violations, the violation of the Quality maxim was identified as making overgeneralisations or giving inadequate or no evidence/support for the claims/ideas. The violation of the Quality maxim indicates that students tend to do it due to their linguistic inadequacies.
    Źródło:
    Journal of Education Culture and Society; 2021, 12, 2; 294-313
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effects of explicit pronunciation instruction on the degree of perceived foreign accent in the speech of EFL learners
    Autorzy:
    Algethami, Ghazi
    Powiązania:
    https://bibliotekanauki.pl/articles/620944.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Arab EFL learners
    instruction
    pronunciation
    segments
    foreign accent
    Opis:
    This paper reports on a study that attempted to examine the effect of explicit pronunciation instruction of some English segments (individual sounds) on the degree of perceived foreign accent in EFL Arab learners’ speech. Nine Arab learners of English in an EFL (English as a foreign language) setting were assigned to two groups, experimental and control. Five utterances loaded with the taught segments were collected from both groups before and after instruction. While the experimental group received instruction on these segments, the control group did not. 13 native English listeners were recruited to rate all the elicited sentences for the degree of perceived foreign accent. The results did not show any effect of explicit pronunciation instruction on the degree of perceived foreign accent, as there were no differences between the ratings before and after the instruction.
    Źródło:
    Research in Language; 2017, 15, 3; 253-263
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE APPLICATION OF TECHNOLOGY IN TEACHING GRAMMAR TO EFL LEARNERS: THE ROLE OF ANIMATED SITCOMS
    Autorzy:
    Saeedi, Zari
    Biri, Aso
    Powiązania:
    https://bibliotekanauki.pl/articles/955486.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    multimedia
    animated sitcom
    grammar
    grammar teaching
    EFL learners
    Opis:
    Building upon previous research into the effectiveness of using videos for language teaching purposes, this study utilized an English animated situation comedy (sitcom) as an authentic type of multimedia to teach a particular grammatical structure, namely conditional sentences. This study also aimed at investigating the learners’ attitudes toward this approach to grammar instruction. To achieve these purposes, 34 participants were selected and divided into two groups. In the control group (N=17) conditional sentences were taught through the explicit way of teaching grammar whereas the participants of the experimental group (N=17) learned about the conditional sentences through exposure to the animated sitcom. The results pointed to the effectiveness of using the aforementioned animated sitcom in teaching conditional sentences. Moreover, students showed a positive attitude to the animated sitcom as well as its use in teaching conditional sentences. The findings of this study have implications for L2 learners, encouraging them to change their view of grammar and looking at it from a more communicative perspective.
    Źródło:
    Teaching English with Technology; 2016, 16, 2; 18-39
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Arab EFL Learners Acquisition of Modals
    Autorzy:
    Saeed, Aziz
    Powiązania:
    https://bibliotekanauki.pl/articles/620612.pdf
    Data publikacji:
    2009-01-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Acquisition
    modals
    EFL Arab learners
    Opis:
    This paper investigates Arab EFL learners' acquisition of modal verbs. The study used a questionnaire, which comprises two versions, testing students' mastery of modals at the levels of both recognition and production. The questionnaire was distributed to 50 English major university students who had studied English for 12-14 years and who had scored 500 or more on the TOEFL. The findings of the study show that the overall performance of the subjects in the study was quite low. The study established a hierarchy of difficulty and identified the major causes of difficulty in the use of modals.
    Źródło:
    Research in Language; 2009, 7; 75-98
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Personification in EFL learners’ academic writing: A cognitive linguistic stance
    Autorzy:
    Belkhir, Sadia
    Powiązania:
    https://bibliotekanauki.pl/articles/2043625.pdf
    Data publikacji:
    2021-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    personification
    academic writing
    EFL learners
    higher education
    cognitive linguistics
    Opis:
    The paper offers a report of a small-scale corpus investigation into some advanced EFL learners’ use of personification in academic writing within a higher education context (Mouloud Mammeri University). Its main objective is to shed light on the extent of the occurrence of this phenomenon in their writings. The question raised is whether the examination of their dissertations would reveal extensive use of personification. Conceptual Metaphor Theory constitutes the theoretical framework featuring in this research. Relying on the Metaphor Identification Procedure (MIP) (Pragglejaz Group 2007), six master’s dissertations are selected for examination, and a quantitative analysis of the identified metaphorically used words is conducted. The results of the study reveal an overwhelming manifestation of personification. These findings may constitute a small contribution to the field of education, as offering useful data to educational practitioners and researchers.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 2; 7-20
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners
    Autorzy:
    Park, A Young
    Powiązania:
    https://bibliotekanauki.pl/articles/780769.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    extensive reading
    intensive reading
    reading attitudes
    EFL learners
    proficiency levels
    Opis:
    Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 2; 337-358
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    VIRTUAL REALITY ASSISTED PRONUNCIATION TRAINING (VRAPT) FOR YOUNG EFL LEARNERS
    Autorzy:
    Alemi, Minoo
    Khatoony, Shiva
    Powiązania:
    https://bibliotekanauki.pl/articles/955950.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Virtual Reality Assisted pronunciation Training (VRAPT)
    pronunciation practice
    young EFL learners
    Opis:
    Technology integration has become increasingly prevalent in language education and technology teaching tools are currently used for English instruction. In line with this trend, it is also believed to be influential in teaching and learning pronunciation. To cast an empirical light on this issue, this study aimed to analyse the influence of Virtual Reality Assisted Pronunciation Training (VRAPT) on pronunciation of young Iranian EFL learners. With respect to this, 18 low-intermediate English language learners (6-12 years old) were invited to take part in the study held in the lab at Sharif University of Technology in Iran. First, their English language pronunciation was measured by a pronunciation pre-test through Speech ace Browser. Next, in a virtual environment, during 10 sessions (each session 90 minutes), the participants received instructions on all of the pronunciation items measured in the test (consists of English vowels like /ɪ/ and /i/ and also vowels of /ʊ/ and /u/) through the Virtual Reality (VR) game administered by a humanoid robot. The results of a paired samples t-test revealed that there was a significant difference between learners’ performance before and after the training sessions. This paper recommends that simulated games within virtual reality could be applied in enhancing pronunciation skills of EFL learners and utilized in helping them to develop native-like pronunciation. It also generates new ways of thinking about VRAPT as an innovative teaching approach and creating an efficient and pleasurable English learning environment.
    Źródło:
    Teaching English with Technology; 2020, 20, 4; 59-81
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Impoliteness in interlanguage requests of EFL learners in Poland
    Niegrzeczność w prośbach formułowanych przez Polaków uczących się języka angielskiego jako obcego
    Autorzy:
    Szczepaniak-Kozak, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/568028.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Mikołaja Kopernika w Toruniu. Wydawnictwo UMK
    Tematy:
    interlanguage pragmatics
    impoliteness
    Polish EFL learners
    requestive directness
    mitigating/aggravating devices
    Opis:
    This study intends to expand the range of studies on the acquisition of pragmatic competence in English as a foreign language, with special attention paid to impoliteness. It examines the development of one component of learner interlanguage pragmatics, i.e., requests, and looks for acquisitional patterns in modifying their impositive force in advanced Polish learners of English. A sample of linguistic written data was collected in a longitudinal study by means of a discourse completion task (DCT). The author seeks evidence of impoliteness by examining alerters, external moves, internal mitigation, together with strategies for expressing the directness of requests. On this basis, conclusions about noticeable impoliteness in the interlanguage pragmatic competence of the participants are drawn.
    Źródło:
    Linguistica Copernicana; 2016, 13; 319-334
    2080-1068
    2391-7768
    Pojawia się w:
    Linguistica Copernicana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BUILDING UP THAI EFL STUDENTS’ POSITIVE ATTITUDES TOWARD THEIR NON-NATIVE ENGLISH ACCENTED SPEECH WITH THE USE OF PHONETICS WEBSITE
    Autorzy:
    Tananuraksakul, Noparat
    Powiązania:
    https://bibliotekanauki.pl/articles/940855.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Thai EFL learners
    phonetics website
    language attitude
    non-native English accented speech
    Opis:
    This paper examined the hypothesis that Thai EFL students’ positive attitudes toward their non-native English accented speech could be promoted by the use of University of Iowa’s Sounds of American English website, known as the “number 1 phonetics website”. Fifty-two undergraduate students in the field of sciences participated in the investigation, which took place at two different stages. The findings of both stages mirrored non-native-like identity they perceptually obtained and native-like identity they socially aspired to possess. The findings of the second stage confirmed the hypothesis to some extent because of their synchronous feelings of slightly decreased embarrassment and increased pride and offer two insightful directions for EFL teachers. Firstly, irrespective of students’ actual English accented speech, there is a need to promote their positive attitudes toward their own accent at an early age. Secondly, helping them understand that speaking intelligibly is more important than sounding like a native speaker.
    Źródło:
    Teaching English with Technology; 2017, 17, 4; 52-63
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1026699.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language (EFL)
    in-service EFL teachers
    phonetically difficult words (PDWs)
    young EFL learners
    Opis:
    This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
    Źródło:
    Research in Language; 2019, 17, 3; 297-315
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Role of Temporal Intelligence in Language Learners’ Self-regulation and Self-efficacy
    Autorzy:
    Naji Meidani, Elham
    Pishghadam, Reza
    Powiązania:
    https://bibliotekanauki.pl/articles/2121672.pdf
    Data publikacji:
    2019
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    temporal intelligence
    automatic self-regulation
    controlled self-regulation
    self-efficacy
    EFL learners
    Opis:
    The aim of the present study was to explore the role of temporal intelligence in English as a Foreign Language (EFL) learners’ self-regulation and self-efficacy. To this end, a general temporal intelligence (GTI-S) scale was designed based on the subconstructs of time in the literature. The scale, along with the learning self-regulation questionnaire (SRQ-L) and the English self-efficacy scale was administered to 520 EFL learners. To validate the GTI-S, confirmatory factor analysis (CFA) was run. The results of Pearson product-moment correlations demonstrated significantly positive relationships between temporal intelligence and controlled self-regulation, automatic self-regulation and self-efficacy (p<.05). Moreover, the findings of multiple regressions revealed that Linearity of Time, Economicity of Time, and Multitasking are the most important subconstructs of time with relation to these variables.
    Źródło:
    Polish Psychological Bulletin; 2019, 50, 1; 71-82
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application
    Autorzy:
    Altakhaineh, Abdel Rahman
    Zibin, Aseel
    Powiązania:
    https://bibliotekanauki.pl/articles/620978.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Linguistics
    affixes
    second language acquisition
    incidental learning
    Arabic-speaking EFL learners
    morphological awareness
    Opis:
    This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.
    Źródło:
    Research in Language; 2017, 15, 4; 405-423
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks
    Autorzy:
    Kopinska, Marta
    Azkarai, Agurtzane
    Powiązania:
    https://bibliotekanauki.pl/articles/780509.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    task motivation
    young EFL learners
    dictogloss
    individual vs. pair work
    Opis:
    Motivation has been widely considered one of the most influential variables in the field of second language learning. Motivation may vary throughout the years, even within the duration of a single language class, and this might occur due to different factors, such as the choice of tasks or the activity type (i.e., collaborative or individual). These two factors have not been investigated in depth with young learners in foreign language settings, and from a task-based perspective. Thus, this paper addresses this gap, and explores the potential changes in motivation of 64 Spanish young learners of English as a foreign language who worked on a number of dictogloss tasks in pairs and individually over the span of a school year. Data was collected several times by means of different tools that measured students’ general and more specific task motivation, as well as their attitudes towards individual/pair work. The findings revealed that, overall, these children’s motivation was high and consolidated with time, while their level of anxiety decreased. Their attitudes towards the dictogloss were positive from the beginning to the end of the school year, and more so when they carried out the task in pairs. These findings support the benefits of collaborative work, and the dictogloss, as an appropriate task that engages children in their learning of a foreign language.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 607-630
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pronunciation learning environment: EFL students’ cognitions of in-class and out-of-class factors affecting pronunciation acquisition
    Autorzy:
    Szyszka, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/783268.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    educational environment
    EFL learners’ perceptions/cognitions
    EFL teachers’ pronunciation
    in-class and out-of-class factors affecting pronunciation acquisition
    Opis:
    The way a foreign language (L2) learner perceives his or her educational environment may affect their processes of L2 acquisition. The aim of the study presented in this paper is to explore English as a foreign language (EFL) students’ cognitions of their teachers’ pronunciation, in-class and outside-class factors regarding pronunciation acquisition, such as pronunciation activities, recordings, focus on form, peer pronunciation, listening to music, to mention a few. A group of 89 participants responded to a survey, via which the data necessary to respond to the following three research questions was collected. How do EFL learners perceive their teachers’ pronunciation? What is the relationship between EFL learners’ perceived level of their L2 teachers’ pronunciation and perceived L2 teachers’ classroom language use? What factors, in the view of L2 learners, contribute to their pronunciation acquisition? The results indicate that there are significant differences in the perception of teachers’ pronunciation at different educational levels. Also, in L2 pronunciation learning the EFL students report the following factors as moderately important: L2 teachers’ pronunciation, in-class L2 use, pronunciation error correction, and in-class and out-of-class exposure to multimedia that provide access to a broad range of L2 pronunciation varieties. 
    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:
    Gender-based Differences in EFL Learners Language Learning Strategies and Productive Vocabulary
    Autorzy:
    Montero-SaizAja, Alejandra
    Powiązania:
    https://bibliotekanauki.pl/articles/1371435.pdf
    Data publikacji:
    2021-07-09
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    gender-differences
    language learning strategies
    productive vocabulary
    EFL learners
    second year of Spanish non-compulsory Secondary Education
    Opis:
    Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.  
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 2; 83-107
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zróżnicowanie wyników testu na rozumienie zjawisk gramatycznych jako wskaźnik zindywidualizowanych procesów nabywania języka drugiego w grupie dzieci przedszkolnych i wczesnoszkolnych
    Differences in results of the receptive L2 grammar test as an indicator of individualized L2 acquisition processes in preschool and early school-age children
    Autorzy:
    Bielicka, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/463504.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    immersion foreign education
    bilingual preschools
    EFL learners
    second language learning, L2 competency
    kompetencja językowa,
    nauczanie języków na poziomie przedszkolnym
    wczesnoszkolne nauczanie języków obcych
    szkoły dwujęzyczne
    immersja
    Opis:
    This article presents the results of a test which examined the understanding of grammar by preschool and early school-age children who learn German by immersion. The results were statistically analyzed. Thanks to such parameters as the range, standard deviation and variation coefficient, it has been established that the examined groups of children are heterogeneous, which led to the conclusion that the process of foreign language learning by young children is of individualized character.
    Źródło:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2017, 23; 91-105
    2080-4814
    Pojawia się w:
    Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transitional woes: On the impact of L2 input continuity from primary to secondary school
    Autorzy:
    Pfenninger, Simone E.
    Lendl, Johanna
    Powiązania:
    https://bibliotekanauki.pl/articles/780575.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    EFL
    primary school
    age factor
    young learners
    Opis:
    In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL) teaching at primary level to more formal and explicit ways of foreign language (FL) teaching at secondary is often experienced as problematic by students and teachers alike (see, e.g., Muñoz, Tragant, & Camuñas, 2015). The results of a mixed methods analysis are presented, in which we analyzed, through a questionnaire and language experience essays, perceived continuity between input received in primary school and secondary school, as well as learners’ beliefs, attitudes and self-efficacy before and after they transitioned to secondary school. Twelve primary schools and six secondary schools in Switzerland participated in the study, with a total of 280 early learners of EFL (biological age 12-13 years, age of onset 8 years). We will argue that one of the main reasons why early FL instruction seems not to bear fruit later in secondary school is that, on the one hand, coherence in curriculum design and practice vary in a few-but crucial-aspects within and between primary schools. On the other hand, the fact that secondary education becomes a meeting point for mixed ability classes also seems to mitigate the potential advantages of an earlier start.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 3; 443-469
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Love and enjoyment in context: Four case studies of adolescent EFL learners
    Autorzy:
    Pavelescu, Liana Maria
    Petrić, Bojana
    Powiązania:
    https://bibliotekanauki.pl/articles/780977.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    adolescent learners
    EFL
    enjoyment
    love
    positive emotions
    Opis:
    This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 73-101
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFL teacher agency in mediating the socialisation of multilingual learners
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/14997263.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    EFL teachers
    multilingual learners
    socialisation
    teacher agency
    Opis:
    English as a Foreign Language (EFL) teachers are seemingly ideally placed to mediate the successful socialisation of multilingual learners into the new school environment for two major reasons. Firstly, as they have effective command of both L1 and L2 and often have experience of living abroad, they tend to exhibit higher levels of openness to new situations, empathy and understanding of the difficulties faced by multilingual learners. Secondly, the English class can itself be a platform for mutual understanding where learners are able to develop both English communication skills and intercultural competence (cf. Hopp, Jakisch, Sturm, Becker & Thoma 2020; Krulatz, Neokleous & Dahl 2022). As English is the language of instruction, it also has the potential to maintain levels of multilingual competence among those learners who already speak English as their heritage language (Banasiak & Olpińska-Szkiełko 2021), e.g. migrant children returning from the UK/Ireland. Drawing on data from a larger project (Rokita-Jaśkow, Wolanin, Król-Gierat & Nosidlak 2022), which consisted of interviewing 23 primary school EFL teachers in various contexts, this paper analyses the possible factors that impact teacher agency in the socialisation of multilinguals. It has been found that teacher agency in that respect appears to stem from teachers’ plurilingual competence and prior teaching experience. Surprisingly, personal experiences of intercultural encounters (e.g. time spent living abroad) or verbalised empathy, had little impact on teacher agency. This finding implies that even language teachers find it difficult to put themselves in the position of the multilingual learner and need specialist training in order to work with multilingual learners, which may convey an important message for educational decision-makers with reference to the formulation of future teacher education guidelines and curricula.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 191-212
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DIGITAL LITERACY AMONG YOUNG LEARNERS: HOW DO EFL TEACHERS AND LEARNERS VIEW ITS BENEFITS AND BARRIERS?
    Autorzy:
    Mudra, Heri
    Powiązania:
    https://bibliotekanauki.pl/articles/955382.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    digital literacy
    young learners
    benefits
    barriers
    EFL teachers
    Opis:
    The present study aims to explore perceptions of young learners and EFL teachers towards benefits and barriers of digital literacy. Eight young learners and five EFL teachers took part in this qualitative study. In-depth semi-structured interviews were employed to collect qualitative data. The results depict that there are benefits and barriers of digital literacy for young learners in learning English. The benefits of digital literacy include improving young learners’ writing, reading, listening, and speaking skills, getting used to authentic materials, increasing frequency of digital technology use, enhancing online collaboration between teacher-learners and learners-learners. However, this study reports that digital literacy also has some negative impact for young learners. Problems with weak signals which affect difficult internet access still remain a problem. Contents of online digital materials are not easy for young learners to interpret and convert into simple, self-regulated information. Moreover, digital literacy tools are considered to be expensive. These barriers might be influenced by other problems such as complexity of digital literacy tools, different comprehension levels among young learners, young learners and EFL teachers’ lack of digital literacy experiences. In conclusion, the results give valuable insights in how to go about integration of digital literacy tools for young learners.
    Źródło:
    Teaching English with Technology; 2020, 20, 3; 3-24
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-22 z 22

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