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English (EN)·Polski (PL)·Yкраїнський (UK)
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    Wyświetlanie 1-14 z 14
    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:
    The Use of Lexical Cohesion Elements in the Writing of ESL Learners
    Autorzy:
    Kadiri, Goodluck C.
    Igbokwe, Uche Lebechi
    Okebalama, Udodirim Ngozi
    Egbe, Cajetan Ikechukwu
    Powiązania:
    https://bibliotekanauki.pl/articles/620709.pdf
    Data publikacji:
    2016-09-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    cohesion
    lexical elements
    English as a Second Language
    writing
    Opis:
    This study investigated the use of lexical elements of cohesion in the essay writing of students of English as a Second Language. Two hundred essays of final year students of the University of Nigeria, Nsukka were collated and analyzed by the researchers in order to identify the lexical elements used to achieve cohesion in writing. The result showed that students used three lexical elements as postulated by Gutwinski in varying degrees in their writings. These include: repetition, synonyms, and lexical sets (collocations). Students tended to use more of repetitions and made minimal use of synonyms and lexical sets to achieve cohesion in writing. This has led to poorly written essays by students. It also implies that lexical cohesion elements should be taught in schools to enable students use them appropriately in writing.
    Źródło:
    Research in Language; 2016, 14, 3; 221-234
    1731-7533
    Pojawia się w:
    Research in Language
    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:
    Gamification or the Ludic Expectations of Literacy
    Autorzy:
    Márquez-Gómez, Andrea
    Alcantud-Diaz, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/450748.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    Learning
    literacy
    play
    gamification
    English as a Second Language
    Opis:
    This article attempts to show how play, namely gamification, can fit the determined goal of achieving outstanding literacy instruction for Primary Education children. We first provide a brief overview of the recent history on the research of literacy and play. We also make reference to strong standards and gamification in Primary Education childhood classes. To do so, and after reviewing current research into the issue of gamification and literacy in education, we describe a practical experience in a state Primary Education school in Valencia (Spain) connecting gamification and literacy skills. By doing this we will try to fill a gap found after our search of the literature, which revealed that to date there are few studies that have investigated practical experiences of teachers using games. The main objective of the didactic proposal depicted here was to enhance the children’s literacy skills through gamification in the field of Teaching English as a Second Language (TESL). Thus, the implementation of this experience has studied the way of integrating game dynamics in non-recreational environments to enhance their learning. The design of the teaching sequence shown here was contextualized by using the picture book The Gruffalo, and the students as the main protagonist to finally achieve a close relationship between learning, literacy and entertainment.
    Źródło:
    Filoteknos; 2019, 9; 323-338
    2657-4810
    Pojawia się w:
    Filoteknos
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A QUANTITATIVE STUDY OF THE PERCEIVED IMPACT OF SOCIAL MEDIA NETWORKS ON BAHRAINI USERS’ ENGLISH LANGUAGE LEARNING
    Autorzy:
    Al Jahromi, Diana
    Powiązania:
    https://bibliotekanauki.pl/articles/955954.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    social media
    perceptions
    language education
    English as a second language
    Bahrain
    Opis:
    The various facets and networks of social media have had significantly phenomenal influence on the individual life and on the societal, economic, and political status of their users. The linguistic discourse of interlocutors on social media has also been influenced. The current study aims at measuring how the English language learning process of non-native Bahrainis has been affected by the use of social media. To explore such effects, a quantitative methodological measure was used in the form of an online questionnaire administered to a random sample of L2 Bahrainis. Responses from 330 respondents from different age groups and gender types were analysed using measures of central tendency and other statistical measures such as t-tests and ANOVA using SPSS. Findings have revealed that the utilization of social media has been perceived to have positively impacted interlocutors’ lexical variation, writing style, reading skills, and communication skills. These findings were subjective to variables related to gender, age, and the multimodality of particular social media facets. Accordingly, some significant implications and recommendations are drawn, the most important of which is the provision of mechanisms to ensure the effective utilisation and employment of social media in the pedagogical practices in L2 contexts.
    Źródło:
    Teaching English with Technology; 2020, 20, 4; 23-40
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    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:
    Implementing web 2.0 tools for collaborative work of learners studying English
    Autorzy:
    Malinina, Irina A.
    Powiązania:
    https://bibliotekanauki.pl/articles/2005062.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    collaborative learning
    Web 2.0
    studying English as a second language
    Opis:
    Web 2.0 provides resources and tools that make the learning process social and collaborative as they connect students with each other and help to move from the instructor-centred methods of teaching to more contextual learning and problem-solving techniques (J.West and M.West, 2009). The aim of the paper is to introduce findings on the project of implementing Web 2.0 resources for collaborative work in the National Research University Higher School of Economics. The main objectives of the project were to 1) single out Internet resources aimed at collaboration to suit the purposes of educational programme; 2) determine how much collaborative learning background students have and their attitudes to online and face-to-face collaboration; 3) analyse the students’ involvement in collaborative learning activities; 4) research the influence of web-related technologies on willingness to collaborate. The main methods used in the research were questionnaire, interview and observation as well as analyses of students’ work. The results revealed a positive attitude to Web 2.0 among the majority of the students. The offered Internet resources (Tricider.com, MeetingWords.com, TodaysMeet.com) improved communication and collaboration outside of the classroom, which is vital as increasingly less time is being allocated for studying a foreign language. Besides, Web 2.0 resources make it easier for teachers to evaluate each student’s contribution to task achievement and ensure fair assessment of each student’s work.
    Źródło:
    The New Educational Review; 2016, 43; 104-114
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya
    Autorzy:
    Kildė, Laura
    Powiązania:
    https://bibliotekanauki.pl/articles/18690201.pdf
    Data publikacji:
    2023-06-20
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    online learning technologies
    Technology Acceptance Model (TAM)
    English as a Second Language
    non-formal education
    educational technologies
    Opis:
    Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers.
    Źródło:
    Journal of Education Culture and Society; 2023, 14, 1; 634-649
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motivation for Learning English as a Second Language in Higher School: Comparative Analysis in Diachronic Aspect
    Autorzy:
    MALYKHIN, OLEKSANDR
    ARISTOVA, NATALIIA
    Powiązania:
    https://bibliotekanauki.pl/articles/455918.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    motivation
    motivation for learning English as a second language
    intrinsic motivation for learning English
    extrinsic motivation for learning English
    motives
    students of higher educational institution
    higher educational institution higher education
    Opis:
    The authors present the results of research carried out in 2017/2018 academic year and compare them with the results obtained in 1999/2000 academic year. The aim of the study was to find out the changes in students’ motivation for learning English as a second language in general and changes in hierarchy of motives which have a strong positive effect on learning English as a second language from diachronic point of view. The methods of mathematical statistics and computer data processing as well as discursive reflection for making conclusions were used in the research. 97 Law, Economics and Agro-ecology students of National University of Life and Environmental Sciences of Ukraine completed a questionnaire for collecting data and evaluating motives. The results of the research have shed light on motives and motivation of present-day Law, Economics and Agro- -ecology students who learn English as a second language at higher educational institution.
    Źródło:
    Edukacja-Technika-Informatyka; 2019, 10, 2; 170-175
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dylematy związane z włączaniem uczniów dyslektycznych do systemu edukacji
    Dilemmas related to the inclusion of dyslexic students into the education system
    Autorzy:
    Szumska, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/2127892.pdf
    Data publikacji:
    2022-02-03
    Wydawca:
    Akademia Humanistyczno-Ekonomiczna w Łodzi
    Tematy:
    dysleksja
    włączanie
    uczniowie ze specjalnymi potrzebami edukacyjnymi
    język angielski jako język obcy
    język angielski jako drugi język
    język angielski jako język dodatkowy
    dyslexia
    inclusion
    special educational needs students
    English as a foreign language
    English as a second language
    English as an additional language
    Opis:
    Celem niniejszego artykuły była prezentacja możliwości włączania uczniów dyslektycznych do procesu kształcenia w szkołach głównego nurtu. Tekst stanowi przegląd zestawu zasad pozwalających na lepsze funkcjonowanie dyslektyków w systemie szkolnictwa. Chciałam również pokazać całościowy obraz współpracy pomiędzy specjalistami szkolnymi, nauczycielami a rodzicami uczniów dyslektycznych.
    The aim of the article was to present opportunities to include dyslexic students into the process of education in mainstream schools. The text constitutes an overview of a set of rules to allow for the better functioning of dyslexic students in the educational system. I also wanted to present a holistic view of cooperation between specialists, school teachers and the parents of pupils with dyslexia.
    Źródło:
    Językoznawstwo; 2021, 15; 279-288
    2391-5137
    Pojawia się w:
    Językoznawstwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    4th generation technologies as language supporting tools used by English-language teachers. Applications review
    Autorzy:
    Łuszcz, Małgorzata Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1075692.pdf
    Data publikacji:
    2019
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    4th generation technologies
    English as a second or foreign language
    applications for English teaching
    tools supporting English teaching
    Opis:
    This work aims to present the usefulness of mobile applications in the language education process. The subject of research has been applications recommended by the British Council and online dictionaries, available in the form of a mobile app. The analysed solutions are free applications such as the Oxford Dictionary or Johny Grammar Word Challenge with the LearnEnglish series. Developing language skills and competencies in English lessons in Polish schools can be done using a variety of applications, both paid and free. Each app offers various forms of foreign language improvement, and the vast majority provide English-Polish translations, including explanations of how to define a specific word. The work was divided into three principal sections: reading and writing applications, online dictionaries and applications developing the ability to use English using the method of learning through play. The assumption of the analysis is the selection of apps available for mobile devices that support the process of teaching English during classes. The analysed solutions are tested both concerning functionality and usability as well as regarding the attractiveness of use. The primary interest in this work is Oxford and Johny Grammar, one of the applications recommended by the British Council to support the education process, which is at the same time the foundation of sustainable development, maintained as an integral part.
    Źródło:
    World Scientific News; 2019, 119; 97-110
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English language and research: the most common traps
    Język angielski i badania naukowe: najczęstsze pułapki
    Autorzy:
    Wasilewski, Weronika
    Powiązania:
    https://bibliotekanauki.pl/articles/963806.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Opolski. Instytut Nauk o Zdrowiu
    Tematy:
    culture
    english as a second language
    grammar mistakes
    articles
    prepositions
    verb conjugations
    countable nouns
    transitional phrases
    kultura
    angielski jako język obcy
    błędy gramatyczne
    artykuły naukowe
    przyimki
    koniugacje
    rzeczowniki policzalne
    frazy przechodnie
    Opis:
    English is commonly referred to as a “universal” language. Many people decide to study the language for a variety of reasons – to learn about a culture, to have a method of intercultural communication, to find a job, etc. In Poland specifically, students learn grammar and the theory of learning a language over the actual practice. As a result, common grammar mistakes occur throughout their learning process. This paper presents a list of these common grammar mistakes that English learners make. It also includes tips on how to improve one’s grammar and what to pay attention to.
    O angielskim często się mówi, że jest językiem „uniwersalnym”. Wiele osób decyduje się studiować go z różnych przyczyn: by poznać kulturę krajów anglojęzycznych, zdobyć narzędzie do komunikacji międzykulturowej, znaleźć pracę itd. W Polsce, studenci poznają gramatykę oraz teorię uczenia się języka obcego równolegle z praktyczną nauką angielskiego. W rezultacie częste błędy gramatyczne towarzyszą im przez cały proces nauki. Niniejszy artykuł przedstawia listę błędów gramatycznych popełnianych często przez osoby uczące się angielskiego oraz porady, jak poprawić swoją gramatykę i na co zwracać uwagę.
    Źródło:
    Medical Science Pulse; 2017, 11, 1
    2544-1558
    2544-1620
    Pojawia się w:
    Medical Science Pulse
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
    Autorzy:
    Akbaş, Erdem
    Ölçü-Dinçer, Zeynep
    Powiązania:
    https://bibliotekanauki.pl/articles/2051527.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    grammatical morpheme
    second language acquisition
    natural order
    learner corpus
    English as a foreign language
    Opis:
    The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BRYTYJSCY POLACY – POLSCY BRYTYJCZYCY: OSIĄGNIĘCIA MŁODEGO POKOLENIA EMIGRACYJNEGO W ZAKRESIE JĘZYKA OJCZYSTEGO NA PODSTAWIE ANALIZY EGZAMINU GENERAL CERTIFICATE OF SECONDARY EDUCATION (POLISH)
    The British Polish – the Polish British: achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certificate of Secondary Education (Polish)
    Autorzy:
    Łączek, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/442947.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    bilingual education
    exolingual environment
    General Certificate of Secondary Education (Polish)
    (Polish) ethnic minority
    English as a foreign/ second/ additional language
    glottodidactics
    edukacja dwujęzyczna
    środowisko egzolingwalne
    General Certificate of Secondary Education (j.polski)
    (polska) mniejszość etniczna
    angielski jako język obcy/drugi/dodatkowy
    glottodydaktyka
    Opis:
    The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certifi¬cate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Educa-tion (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.
    Źródło:
    Neofilolog; 2017, 49/2; 257-272
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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