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Wyświetlanie 1-10 z 48
Tytuł:
The Relationship between Learning Style Preferences and Reading Strategy Use in English as a Foreign Language
Autorzy:
Lesiak-Bielawska, Elżbieta Danuta
Powiązania:
https://bibliotekanauki.pl/articles/916846.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Learning Style Preferences
English as a Foreign Language
Opis:
The study explored the relationship between learning style preferences and the use of reading strategies triggered during the performance of a reading comprehension assignment in English as a foreign language (EFL). The research conducted drew on the hypothesis that the type of language task activates a battery of strategies that reflect the subject's learning style preferences and the task requirements.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2008, 34, 1; 93-103
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The impact of gender on attainment in learning English as a foreign language
Autorzy:
Główka, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/780507.pdf
Data publikacji:
2014-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
gender
attainment
learning English as a foreign language
Opis:
This study examined the impact of gender on students’ achievement in learning English as a for-eign language in secondary and higher vocational schools in Poland, as well as teachers’ and stu-dents’ opinions concerning the importance of this influence. The collected data provided ample evidence that girls achieved significantly better results than boys. Such results support the socio-linguistic finding that female students outperform males as they are more open to new linguistic forms in the target language and eradicate interlanguage forms that deviate from target lan-guage norms more readily than their male counterparts (Ellis, 2012). However, these findings were not reflected in the opinions of the student and teacher participants. Both parties held a strong conviction that gender played no major role in learning English. The article concludes by outlining some implications for educational policy makers and foreign language teachers.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 4; 617-635
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Functions of code-switching in Polish and Hindi Facebook users’ posts
Autorzy:
Dąbrowska, Marta
Powiązania:
https://bibliotekanauki.pl/articles/634513.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
English as a second language, English as a foreign language, code-switching, Computer Mediated Communication
Opis:
In the modern era the use of English has become very widespread, the language being used more and more by non-native speakers in a variety of contexts. The objective of the paper is to explore the use of the English language as a second and as a foreign language by bilingual Polish-English and Hindi-English speakers in the medium of Computer Mediated Communication, represented in the following study by the social network context, in order to demonstrate differences in the use of the language by the two groups, stemming from the status of English in the two respective circles, the Outer and the Expanding. The particular aspects of analysis include the frequency of the use of English, the length of the English posts and, notably, the phenomenon of code-switching, its typology and the functions which the respective languages typically perform in the switched elements.
Źródło:
Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2013, 130, 1
2083-4624
Pojawia się w:
Studia Linguistica Universitatis Iagellonicae Cracoviensis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learner Perspective on English Pronunciation Teaching in an EFL Context
Autorzy:
Tergujeff, Elina
Powiązania:
https://bibliotekanauki.pl/articles/620687.pdf
Data publikacji:
2013-03-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
English as a foreign language
EFL
pronunciation teaching
interview
Opis:
This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.
Źródło:
Research in Language; 2013, 11, 1; 81-95
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Vowel Perception and Transcription Trainer for Learners of English as a Foreign Language
Autorzy:
Šimáčková, Šárka
Podlipský, Václav Jonáš
Powiązania:
https://bibliotekanauki.pl/articles/1026693.pdf
Data publikacji:
2019-09-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
English as a foreign language
IPA
training application
vowel identification
Opis:
We use the freely available program Praat to create a vowel-training application for learners of English familiar with IPA transcription. The application is easy to operate, allowing users to change the training difficulty, providing the listeners with immediate feedback, and adapting to their performance during a training session. To evaluate the effectiveness of the Trainer, performance of 59 Czech learners during a single training session and across multiple sessions was tracked. Results showed improvement both between sessions and within sessions. In the final training session, vowel identification accuracy showed considerable resistance to gradual addition of increasing levels of noise. Testing the trainer with additional 52 learners showed significantly higher error-rates for low-frequency words and supported the importance of top-down lexical effect in vowel identification.
Źródło:
Research in Language; 2019, 17, 3; 213-230
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CONQUERING THE IRON THRONE: USING CLASSCRAFT TO FOSTER STUDENTS MOTIVATION IN THE EFL CLASSROOM
Autorzy:
Rivera-Trigueros, Irene
Sánchez-Pérez, María del Mar
Powiązania:
https://bibliotekanauki.pl/articles/955952.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Classcraft
English as a Foreign Language
gamification
motivation
secondary education
Opis:
This study aims to analyse motivation in the English as a Foreign Language (EFL) secondary classroom through gamification. To this end, a gamification proposal based on Game of Thrones TV series was designed. Classcraft, an online role-playing platform, was used to create a gaming scenario in the classroom. The proposal was implemented in two groups of 4th year of secondary school, formed by 43 students aged between 15 and 16 years old. Results showed that gamification had a positive impact on fostering students’ motivation. Particularly, a notable increase in students’ participation was observed since their extrinsic and intrinsic motivation – which increased 0.69 and 0.58 points accordingly – had improved after the implementation of the gamification proposal. Consequently, Classcraft proved to be a tool with a great potential to involve and engage students in the EFL classroom.
Źródło:
Teaching English with Technology; 2020, 20, 4; 3-22
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing language awareness: A study of Japanese students’ perceptions toward English language education
Autorzy:
Yamada, Mieko
Powiązania:
https://bibliotekanauki.pl/articles/513848.pdf
Data publikacji:
2018
Wydawca:
Akademia Pedagogiki Specjalnej. Language and Society Research Committee
Tematy:
language awareness
English as a Foreign Language (EFL)
intercultural communication
Japan
Opis:
In globalized societies where English uses and users are diverse, promoting intercultural communication skills becomes important in English as a Foreign Language (EFL) education curricula. Drawing on discussions of language awareness, this article explores how Japanese EFL teacher trainees perceive their own English learning and use and how they plan to structure their future English teaching within a multicultural and multilingual Japan. To elicit actual voices and experiences of EFL teacher candidates, in-depth interviews were conducted with Japanese students who were enrolled in the English language teaching courses at one of Japan’s national universities. The article discusses the findings from interviews, and suggests that as a part of EFL teacher training, both teachers and learners should be encouraged to foster language attitudes in order to establish more egalitarian intercultural relationships among English users.
Źródło:
Language, Discourse & Society; 2018, 6, 2; 133-150
2239-4192
Pojawia się w:
Language, Discourse & Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility
Autorzy:
Šimáčková, Šárka
Podlipský, Václav Jonáš
Powiązania:
https://bibliotekanauki.pl/articles/620631.pdf
Data publikacji:
2018-08-22
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
English as a foreign language
L2 phonology
ultimate attainment
vowels
Opis:
Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.
Źródło:
Research in Language; 2018, 16, 2
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Syntactical Modifications in Teacher Talk of Native and Non-Native Speakers in EFL Classrooms
Autorzy:
Ünel, Arzu
Mirioğlu, Meryem
Powiązania:
https://bibliotekanauki.pl/articles/783175.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
English as a Foreign Language
Teacher Talk
Syntactical Modifications
Comprehensible Input
Opis:
Classroom language in EFL classrooms comprises the core of communication between teachers and learners. Teacher talk plays a central role in understanding the nature of classroom language in this respect. According to Krashen input hypothesis, teacher talk also constitutes an important source of comprehensible input for the language acquisition of the learner (Krashen, 1981). To make the input comprehensible, teachers may make modifications in their vocabulary, syntax, rate of speech or discourse. Accordingly, the aim of this study is to discover whether native speakers of English and non-native speakers of English make any syntactical modifications in their teacher talk at elementary and pre-intermediate levels and to try to find out what kind of syntactical modifications they make if they modify their syntax during their speech. The study was carried out with eight EFL instructors (both NSs and NNSs) at Çağ University in Turkey using their audio-recordings, a questionnaire and interviews. Antconc 3.2.1 Programme and SPSS 17.0 Programme were used to analyse the quantitative data. The findings of the data were incorporated with the results of interviews forming the qualitative part of the study. The results of the data revealed that native speakers of English and non-native speakers of English made syntactical modifications in their teacher talk at elementary and pre-intermediate levels. They ranged from subordinate clauses to the types of sentences. The findings of the study also demonstrated that syntactical modifications in the teacher talk of native speakers and non-native speakers at both levels depended on the proficiency level of the learners although not all of these modifications formed a statistically meaningful difference.
Źródło:
Theory and Practice of Second Language Acquisition; 2015, 1, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia
Autorzy:
Demetrashvili, Ani
Khachidze, Teona
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/29520506.pdf
Data publikacji:
2024-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
learner autonomy
teacher autonomy
educational culture
English as a foreign language
Opis:
With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.
Źródło:
The New Educational Review; 2024, 75; 51-66
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 48

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