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    Tytuł:
    GRETA LEMANAITĖ-DEPRATI, GIJA. PODRĘCZNIK DO NAUKI JĘZYKA LITEWSKIEGO
    Autorzy:
    Marcinkiewicz, Józef
    Powiązania:
    https://bibliotekanauki.pl/articles/444831.pdf
    Data publikacji:
    2014-06-01
    Wydawca:
    Uniwersytet Warmińsko-Mazurski w Olsztynie
    Tematy:
    Lithuanian manual
    learning of Lithuanian
    L2 acquisition
    review
    Źródło:
    Acta Neophilologica; 2014, XVI/1; 247-254
    1509-1619
    Pojawia się w:
    Acta Neophilologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring L1 Transfer in German Learners of English: High Front Vowels, High Back Vowels and the BED/BAD Distinction
    Autorzy:
    Kautzsch, Alexander
    Powiązania:
    https://bibliotekanauki.pl/articles/620568.pdf
    Data publikacji:
    2010-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    L1 transfer English/German
    vowels
    acoustic analyses
    L2 acquisition
    phonology
    Opis:
    Since the vowel systems of German and English are similar to some extent, German learners of English can be expected to transfer a considerable part of their German vowels to their L2 English. This paper traces the extent and source of positive and negative L1 transfer in two groups of university students from different German L1 backgrounds. To this end, acoustical analyses of three areas of vowel space are provided: high front vowels, high back vowels and mid/low front vowels. While positive transfer widely persists with high front vowels, learners refrain from consistently transferring high back vowels, probably owing to variability both in L1 German and in L2 English. In the case of mid/low front vowels negative transfer is reduced due to exposure to native English, and even more so due to formal instruction, which appears to accelerate the acquisition process
    Źródło:
    Research in Language; 2010, 8; 1-22
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Is a quantifier mismatch a problem for L1 Japanese learners of English?
    Autorzy:
    Nehls, Paul N.
    Aramaki, Kodai
    Fujii, Tomohiro
    Powiązania:
    https://bibliotekanauki.pl/articles/40226622.pdf
    Data publikacji:
    2023
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    quantifier
    learning problem
    L2 acquisition
    semantic mismatch
    truth value judgement task
    Opis:
    After identifying a linguistic difference between the English quantifier most and the Japanese quantifier hotondo ‘most’ we set out to find if the semantic difference between the two would constitute a learning problem for Japanese second language (L2) learners of English. The difference we hypothesized between the two is that English most is considered “more than half,” while hotondo is “nearly all.” As this semantic difference is not explicitly taught in a classroom environment, acquisition by learners would need to take place through experiencing most in contexts where they might receive contextual clues. An examination of a corpus indicated that contextual clues towards such a semantic difference would be unavailable or rarely available. Two sets of experiments (Experiments 1 and 2) were conducted using the Truth Value Judgment Task methodology. The results of Experiment 1 showed that L2 speakers treated most as meaning “nearly all” but that the level of learner proficiency has an effect. The upper intermediate L2 learner group (Experiment 1a) behaved more like the L1 English speaker group (Experiment 1b) than the lower proficiency L2 group (Experiment 1c). Experiment 2, testing Japanese L1 speakers on their interpretation of Japanese hotondo ‘most,’ revealed that while a majority of participants treated hotondo as “almost all,” there was, somewhat unexpectedly, a group of speakers who interpreted hotondo to mean “more than half.” Therefore, although the possibility cannot completely be eliminated that the result of Experiment 1a is due to L1 transfer, if some Japanese learners of English can unlearn the incorrect meaning, then some prior, if not innate, knowledge that makes the process possible must be available to them.
    Źródło:
    Linguistics Beyond and Within; 2023, 9; 133-146
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A time for consolidation: A bibliometric analysis of L2 vocabulary research 1985–1989
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/1945100.pdf
    Data publikacji:
    2021-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabulary research
    bibliometric analysis
    Opis:
    This paper uses a co-citation analysis to examine the research on L2 vocabulary acquisition that was published in 1989. Two analyses are presented. The first is a detailed account of the 1989 research on its own terms. The second analysis places this work in a larger context by looking at research published in a five-year window covering 1985–89. The analyses identify important themes in the research and significant sources who are influencing the way the research is developing at this time. The main features of this work are the substantial growth in dictionary and corpus research, and the emergence of Paul Nation as the Most Significant Source in 1989.
    Źródło:
    Linguistics Beyond and Within; 2021, 7; 68-85
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Vocabulary research in 1983: A bibliometric analysis
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/1040154.pdf
    Data publikacji:
    2015-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabuary research
    bibliometric analysis
    Opis:
    This paper belongs to a series of studies devoted to L2 vocabulary research which has been published in the last fifty years. It follows on directly from my earlier analysis of the 1982 data, and attempts to broaden the base line on which the later research developed. The paper presents a brief bibliometric analysis of L2 vocabulary research published in 1983. The analysis identifies a number of research clusters that were not present in the 1982 research but will become significant in later years, and highlights the volatility of vocabulary research at this time.
    Źródło:
    Linguistics Beyond and Within; 2015, 1; 187-198
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Two steps backwards: A bibliometric analysis of L2 vocabulary research in 1984
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/1040204.pdf
    Data publikacji:
    2016-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabulary research
    bibliometric analysis
    Opis:
    This paper is the fourth instalment in a series of studies which attempt to plot the way research in L2 vocabulary acquisition has developed over the last fifty years. Earlier papers have analysed the research for 1982, 1983 and 2006 (Meara 2012, 2014, 2015). This paper follows on directly from my analysis of the 1983 research, and it uses the same bibliometric techniques that were used in the earlier papers: the co-citation methodology, first developed by Small (1973) and White and Griffith (1981). The analysis of the 1984 data shows some consolidation of the main research themes, but for the most part the L2 vocabulary research published in this year continues to be made up of small research clusters, sharing few common points of reference.
    Źródło:
    Linguistics Beyond and Within; 2016, 2; 139-152
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Steady as she goes? A bibliometric analysis of L2 vocabulary research in 1987
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/1040253.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabulary research
    bibliometric analysis
    Opis:
    This paper uses a co-citation analysis to examine the research on L2 vocabulary acquisition that was published in 1987. This year is surprisingly volatile compared with the previous year, 1986, with a very large number of new sources appearing in the maps, and many sources identified in previous years losing their influence in the research papers that make up the 1987 data set. The paper also reports a larger analysis of all the work that appeared in a five year window from 1983–1987. This larger data set is not quite as volatile as the smaller 1987 data set, but it suggests that some sources who dominated the co-citation maps in earlier years are losing their influence.
    Źródło:
    Linguistics Beyond and Within; 2019, 5; 103-119
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The British are coming…! A bibliometric analysis of L2 vocabulary research in 1988
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/1040298.pdf
    Data publikacji:
    2020-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabulary research
    bibliometric analysis
    Opis:
    This paper uses a co-citation analysis to examine the research on L2 vocabulary acquisition that was published in 1988. Two analyses are presented. The first is a detailed account of the 1988 research on its own terms. The second analysis places this work in a larger context by looking at the research published in a five-year window covering 1984–88. The analyses identify important themes in the research and significant sources who are influencing the way the research is developing at this time. A particularly important new research theme centred around corpus linguistics appears in the 1988 data, and there are some surprising changes to the list of influential sources.
    Źródło:
    Linguistics Beyond and Within; 2020, 6; 111-129
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A new beginning? A bibliometric analysis of L2 vocabulary research in 1985
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/1040233.pdf
    Data publikacji:
    2017-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabulary research
    bibliometric analysis
    Opis:
    This paper uses a co-citation analysis to examine the research on L2 vocabulary acquisition that was published in 1985. This year seems to mark a kind of transition in the field. Unlike the earlier years analysed in this series of papers, 1985 shows signs of a coherent L2 vocabulary research front developing. The number of papers that qualify for inclusion is much greater than in previous years, and the analysis suggests that recognisable research themes are beginning to be clearly articulated.
    Źródło:
    Linguistics Beyond and Within; 2017, 3; 136-154
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Laying the foundations: A bibliometric analysis of L2 vocabulary research in 1982-1986
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/1040272.pdf
    Data publikacji:
    2018-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabulary research
    bibliometric analysis
    Opis:
    This paper uses a co-citation analysis to examine the research on L2 vocabulary acquisition that was published in 1986. This year seems to mark a serious consolidation of L2 vocabulary research, with the main themes of future research appearing. The paper also reports a larger analysis of all the work that appeared in a five-year window from 1982-1986. This analysis clearly shows the beginnings of a recognisable research focus on L2 vocabulary acquisition, though this work is influenced by some surprising sources, who do not figure in more recent work in the field.
    Źródło:
    Linguistics Beyond and Within; 2018, 4; 108-128
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotional factors in senior L2 acquisition: A case study of Japanese speakers learning Spanish
    Autorzy:
    Shibuya, Emi
    Powiązania:
    https://bibliotekanauki.pl/articles/628319.pdf
    Data publikacji:
    2020
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    Emotional factors, Senior L2 learning, Japanese L2 learners, Introspective diaries on language learning, Qualitative research on L2 acquisition
    Opis:
    Aim. This research explores whether a training course on tour guiding in a foreign language designed for senior learners could make the most of their life experience, knowledge, and motivation (Shibuya, 2018, 2019). The article argues that language learning for older adults is to be considered not only from cognitive aspects, but also from emotional and social aspects, since these are malleable and susceptible of being changed by the teaching method and the teacher's skills. Method. We discuss the case of senior Japanese learners of Spanish based on their answers to the questionnaires, class observations and introspective materials. Literature regarding emotional factors such as tolerance to ambiguity is reviewed. Also, we further focus on the social factors including gender divide, a major issue in Japanese society that affects the older generation in particular. Results. We used the Multidimensional Mood State Questionnaire (MDMQ questionnaire, English version of Der Mehrdimensionale Befindlichkeitsfragebogen MDBF; Steyer, Schwenkmezger, Notz, and Eid, 1997) to determine their mood before and after the class 5 times in total. For the purpose of this paper, we introduce 4 learners’ cases (2 female and 2 male learners). Conclusion. A content-based course linked to practical occasions to be a volunteer tour guide seems not simple for the learners and some of them felt ambiguous with regards to the contents; however, independently of their Spanish level, they tried to find simple and alternative ways to manage the conversations or explanations. Some typical cultural and social factors in Japan, learners’ language level, experience, knowledge, and emotional factors seem more important elements for the creation of class atmosphere in this content-based L2 learning.
    Źródło:
    Journal of Education Culture and Society; 2020, 11, 1; 353-369
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ground Zero: A bibliometric analysis of L2 vocabulary research 1986-1990
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/40084945.pdf
    Data publikacji:
    2022
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabulary research
    bibliometric
    author co-citation
    Opis:
    This paper uses a co-citation analysis to examine the research on vocabulary acquisition that was published in 1990. Two analyses are presented. The first is a detailed account of the 1990 research on its own terms. The second analysis places this work in a larger context by looking at research published in a five-year window covering 1986-1990.
    Źródło:
    Linguistics Beyond and Within; 2022, 8; 133-151
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Shifting sands: A bibliometric analysis of L2 vocabulary research in 1991
    Autorzy:
    Meara, Paul
    Powiązania:
    https://bibliotekanauki.pl/articles/40225027.pdf
    Data publikacji:
    2023
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    L2 vocabulary acquisition
    vocabulary research
    bibliometric
    author co-citation
    Opis:
    This paper uses a co-citation analysis to examine the research on L2 vocabulary acquisition that was published in 1991. Two analyses based on co-citations in this research are presented. The first analysis provides a context for the 1991 data. It looks at work that was being cited in a five-year window covering 1987-1991. The second analysis is a more detailed account of the 1991 research on its own terms.
    Źródło:
    Linguistics Beyond and Within; 2023, 9; 112-132
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Form-Fokus versus Inhalts-Fokus: Zur Nutzung von CALL+ als Instrument zwecks Bestimmung des optimalen Kontextualisierungsgrades beim L2-Lexik-Lernen
    Form Focus versus Content Focus: On the Use of CALL+ as an Instrument for Determining the Optimal Degree of Contextualization in L2 Lexical Learning
    Autorzy:
    Liedtke, Joachim
    Powiązania:
    https://bibliotekanauki.pl/articles/16468497.pdf
    Data publikacji:
    2023-07-09
    Wydawca:
    Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    L2 vocabulary acquisition
    lexicality
    textuality
    learning efficiency
    L2-Lexikerwerb
    Lexikalität
    Textualität
    Lerneffizienz
    Opis:
    Die Kontroverse Form-Fokus versus Inhalts-Fokus bzw. Lexikalität versus Textualität und die Relevanz des jeweils gewählten Kontextualisierungsgrades des Lehrstoffes für den erfolgreichen L2-Wortschatzerwerb gilt nach wie vor als ungelöst. Während Krashen mit seiner Input-Hypothese (1985 ff.) und die daran anknüpfenden Arbeiten (wie Wu 2010, Yang 2011, Jergerski 2021, Lichtman/VanPatten 2021, Lowen 2021) die inhaltsbezogene Wortschatzarbeit befürworten, plädieren Laufer (u. a. 2009, 2010, 2017a, b), Spada (2011), Shintani (2013), Yang/Shintani/Li/Zang (2017), Kang/Sok/Han (2019), Sima (2019), McLean/Stoeckel (2021), Soodmand (2021) und andere Vertreter der modernen Sprachlehrforschung dafür, der formorientierten Wortschatzarbeit deutlich mehr Aufmerksamkeit zu schenken. Einer der Hauptgründe für diese Divergenz dürfte darin liegen, dass viele empirische Studien nur eine kleine Datenbasis von wenigen Testvokabeln in zudem zeitlich sehr begrenzten Beobachtungszeiträumen erfassen, was verallgemeinerbare Aussagen von vorneherein stark einschränkt. Der vorliegende Beitrag greift dieses Problem auf und diskutiert die Möglichkeiten einer computergestützten longitudinalen Analyse und Optimierung der komplexen Lernkonditionen des L2 Lexikerwerbs. Im Mittelpunkt steht dabei die Frage, inwieweit der Kontrast von Kontextisolierung versus Kontextintegration des lexikalischen Lernstoffes die Lerneffizienz und den Lernerfolg beeinflusst. Die in der präsentierten Pilotstudie erhobenen empirischen Daten (basierend auf über 107.000 computergestützt erfassten Lexiklern- u. Reaktivierungsdatensätzen) und deren systematische Analyse belegen, dass die Abhängigkeit der lexikalischen Lern- und Reaktivierungsleistung vom gewählten Grad der Kontextualisierung offensichtlich deutlich geringer ist, als sowohl von Vertretern der Input-Hypothese als auch von Befürwortern der Form-Fokussierung propagiert wird.
    The controversy about form focus versus content focus or lexicality versus textuality and the relevance of the respective chosen degree of contextualization of the teaching material for successful L2 vocabulary acquisition is still considered unresolved. While on the one hand Krashen with his input hypothesis (1985 ff.) and the work that followed him (e.g., Wu 2010, Yang 2011, Jergerski 2021, Lichtman/VanPatten 2021, Lowen 2021) advocate content-oriented vocabulary work, other researchers such as Laufer (et al. 2009, 2010, 2017a,b), Spada (2011), Shintani (2013), Yang/Shintani/Li/Zang (2017), Kang/Sok/Han (2019), Sima (2019), McLean/Stoeckel (2021), Soodmand (2021) and other representatives of modern language teaching research argue for paying much more attention to form-oriented vocabulary work. One of the main reasons for this divergence may be that many empirical studies only cover a small database of a few test vocabulary items in observation periods that are also very limited in time, which severely limits gene- ralizable statements from the outset. This paper addresses this problem and discusses the possibilities of a computer-based longitudinal analysis and optimization of the complex learning conditions of L2 lexicon acquisition. The focus is on the extent to which the contrast of context isolation versus context integration of lexical learning material influences learning efficiency and success. The empirical data collected in the pilot study presented here (based on more than 107,000 computerized lexical learning and reactivation records) and their systematic analysis demonstrate that the dependence of lexical learning and reactivation performance on the chosen degree of contextualization is apparently much lower than propagated by both representatives of the input hypothesis and proponents of form-focusing.
    Źródło:
    Linguistische Treffen in Wrocław; 2023, 23; 81-98
    2084-3062
    2657-5647
    Pojawia się w:
    Linguistische Treffen in Wrocław
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    « Si l’un des nous deux meurt… je déménage à Paris ». Entre l’intention communicative et la production langagière
    „Jeśli jedno z nas umrze… przeniosę się do Paryża”. Od intencji komunikacyjnej do produkcji językowej
    Autorzy:
    Paprocka-Piotrowska, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/1901869.pdf
    Data publikacji:
    2012
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    produkcja językowa
    intencja komunikacyjna
    model Levelta
    mówienie
    akwizycja języka pierwszego
    akwizycja języka obcego
    błędy leksykalne
    amalgamaty
    substytucje
    permutacje
    language production
    communicative intention
    Levelt’s model
    speech production
    L1 acquisition
    L2 acquisition
    speech errors
    blends
    substitutions
    exchange of words
    Opis:
    Artykuł prezentuje klasyczny już w dzisiejszych badaniach psycholingwistycznych model produkcji językowej zaproponowany przez Levelta (1989). Tekst omawia szczegółowo poszczególne etapy produkcji językowej: od intencji komunikacyjnej i informacji prewerbalnej (konceptualizacja) przez formułowanie komunikatu do jego artykulacji. Mechanizmy prowadzące do powstania komunikatu werbalnego ukazane są także na przykładzie tzw. leksykalnych błędów w mówieniu: amalgamatów, substytucji i permutacji. Dwa nowsze modele produkcji językowej (de Bot 2004, Kormos 2006) oparte na modelu Levelta zostały w tekście krótko omówione.
    Cette contribution expose le modèle classique de la production langagière proposé par Levelt (1989). Le texte passe en revue les stades successifs de cette production : de l’intention de communication codée dans le message préverbal (conceptualisation), par la formulation du message jusqu’à son articulation. Trois types d’erreur de langue – trois mécanismes perturbateurs – y sont également exposés : amalgames (blends), substitutions (substitutions) et permutations (permutations). Deux modèles plus récents (de Bot 2004, Kormos 2006), issus de la proposition de Levelt, sont brièvement discutés dans le texte. 
    Źródło:
    Roczniki Humanistyczne; 2012, 60, 5; 129-145
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Charakterystyka fonetyczna kontrastu homoorganicznych spółgłosek zwartych w językach: polskim i koreańskim
    A phonetic description of Polish and Korean homo-organic stop contrasts
    Autorzy:
    Szalkowska-Kim, Emilia
    Powiązania:
    https://bibliotekanauki.pl/articles/511293.pdf
    Data publikacji:
    2010
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    acquisition of L2 phonetic system
    production of homo-organic plosives in Polish and Korean
    Opis:
    Article presents the laryngeal contrast of homo¬ organic plosives in Polish and Korean and its acquisition in Polish by Korean students. There are three laryngeal series of stops in Korean: fortis (tense), lenis (lax) and aspirated. All of them are phonologically voiceless, alt-hough the lenis series typically becomes voiced intervocalically. The three¬ way laryngeal contrast among voiceless stops is very unusual and Korean is regarded as the only language which makes use of such distinction. Polish, to obtain the phonological contrast between stops having the same place of articulation, exploits the binary system of presence or ab-sence of laryngeal vibration during the closure stage of stop production. The results of the present study show that so¬ called long prevoicing of Polish voiced stops in word¬ initial position is difficult to acquire by Koreans. Polish word¬ initial voiced stops were produced by some Korean speakers as Korean lenis stops but by the majority of speakers as stops with intermediate VOT between typical values of VOT in L1 and L2. Koreans usually pronounce Polish voiceless stops with aspiration in order to contrast them with Polish voiced stop series which is unfortunately devoiced in word¬ initial position by these speakers.
    Źródło:
    Postscriptum Polonistyczne; 2010, 2(6); 31-57
    1898-1593
    2353-9844
    Pojawia się w:
    Postscriptum Polonistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The acquisition of English article system by Polish learners in different proficiency groups
    Autorzy:
    Świątek, Artur
    Powiązania:
    https://bibliotekanauki.pl/articles/577214.pdf
    Data publikacji:
    2011
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    second language acquisition
    L1
    L2
    English article system
    definite
    indefinite articles
    Opis:
    The aim of the article is the analysis of the results of the empirical research concerning the process of acquisition of English article system by Polish learners, carried out at three different levels of L2 acquisition. English articles, as a semantic category non-existent in Polish, constitute a notorious source of difficulties in their acquisition by Poles. Polish learners of English at the beginning of their education, being at the elementary level, do not actually acquire articles because of the lack of associations with Polish counterparts. The semantics of English articles differs while compared to Polish, where instead of the articles: a/an, the demonstrative pronouns occur, e.g. ten (this), tamten (that) or there exists a different word order, different intonation, verbal aspects and many other syntactic-semantic processes. While teaching English, we may easily observe that the process of acquisition of English article system by Polish learners differs depending on the level of advancement in learning English. In my article I would like to familiarize the addressees with the question of acquisition of articles by young teenagers, late teenagers and young adults. I hope the results of my research will evoke an interesting source for scientific discourse.
    Źródło:
    Linguistica Silesiana; 2011, 32; 247-258
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Impact of Orthographic Transparency and Typology on L2 Learner Perceptions
    Autorzy:
    Garton, Rachel
    Powiązania:
    https://bibliotekanauki.pl/articles/22446739.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    phonology
    orthography
    L2 literacy
    literacy acquisition
    learner perceptions
    grapholinguistics
    Opis:
    While there is substantial research on literacy in the L1, factors impacting literacy in the L2 remain understudied. Preliminary research indicates that orthographic accuracy and typology influence literacy acquisition, indicating these aspects of linguistic representation need further exploration within the context of second-language acquisition (SLA). Additionally, SLA research on individual learner differences highlights emotional factors such as attitude and motivation, which are widely considered critical indicators of L2 success. Motivation is closely linked to perceptions towards the L2, which indicates learner perceptions of L2 literacy could impact success in learning to read and write. As such, this paper presents a cross-lingual, mixed-methods study that compares the orthographic transparency and typologies of 26 languages against learners’ (n = 217) perceptions of L2 literacy acquisition, such as perceived difficulty of the orthography and a self-assessment of literacy skills. Results indicated that orthographic transparency has a greater impact on learners’ perceptions compared to typology alone.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-25
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Modality-Independent Effects of Phonological Neighborhood Structure on Initial L2 Sign Language Learning
    Autorzy:
    Williams, Joshua
    Newman, Sharlene D.
    Powiązania:
    https://bibliotekanauki.pl/articles/620843.pdf
    Data publikacji:
    2015-06-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    American Sign Language
    neighborhood density
    lexical acquisition
    second language
    M2L2
    Opis:
    The goal of the present study was to characterize how neighborhood structure in sign language influences lexical sign acquisition in order to extend our understanding of how the lexicon influences lexical acquisition in both sign and spoken languages. A referent-matching lexical sign learning paradigm was administered to a group of 29 hearing sign language learners in order to create a sign lexicon. The lexicon was constructed based on exposures to signs that resided in either sparse or dense handshape and location neighborhoods. The results of the current study indicated that during the creation of the lexicon signs that resided in sparse neighborhoods were learned better than signs that resided in dense neighborhoods. This pattern of results is similar to what is seen in child first language acquisition of spoken language. Therefore, despite differences in child first language and adult second language acquisition, these results contribute to a growing body of literature that implicates the phonological features that structure of the lexicon is influential in initial stages of lexical acquisition for both spoken and sign languages. This is the first study that uses an innovated lexicon-construction methodology to explore interactions between phonology and the lexicon in L2 acquisition of sign language.
    Źródło:
    Research in Language; 2015, 13, 2; 199-213
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Einblick in das mentale Lexikon – Partizipien II im frühen Erwerb des Deutschen
    Autorzy:
    Sopata, Aldona
    Powiązania:
    https://bibliotekanauki.pl/articles/700379.pdf
    Data publikacji:
    2013
    Wydawca:
    Stowarzyszenie Germanistów Polskich
    Tematy:
    mental lexicon, past participles, acquisition of past participles, child L1 German, child L2 German
    Opis:
    Two opposing views exist on the structure of the mental lexicon and the usage of the regular and irregular inflection. According to the first one, all inflected forms are stored in the lexicon (Seidenberg/Joanisse 2005). The opposing view (Pinker/Ullman 2002) holds that regular forms are inflected by the application of morphological rules. Longitudinal data from four children are examined in the present study. The children were first exposed to German as their second language in the early childhood. The predictions of both models of the mental lexicon are investigated in the collected data. The results show that the use of past participles by children acquiring German as their early second language can provide some insights into the structure of the mental lexicon. However, the effect of age at which learners are first exposed to their second language has to be taken into account.
    Źródło:
    Zeitschrift des Verbandes Polnischer Germanisten; 2013, 2, 2
    2353-656X
    2353-4893
    Pojawia się w:
    Zeitschrift des Verbandes Polnischer Germanisten
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations
    Autorzy:
    Amand, Maelle
    Touhami, Zakaria
    Powiązania:
    https://bibliotekanauki.pl/articles/620639.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Second-language acquisition
    unreleased stops
    imitation
    audio-visual teaching
    L2 pronunciation
    e-learning
    pronunciation teaching
    Opis:
    Studies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimačkova & Podlipsky, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [dat˺ kat˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kroger et al. 2010), and suggests ways to assess students and visually keep track of their progress.
    Źródło:
    Research in Language; 2016, 14, 4
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Preposizioni "a", "in", "per", "tra". L’italiano L2 di parlanti polacchi
    The Prepositions "a", "in", "per", and "tra": Italian L2 of Polish Speakers
    Autorzy:
    Mosca, Monica
    Powiązania:
    https://bibliotekanauki.pl/articles/446447.pdf
    Data publikacji:
    2018-11-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    second-language acquisition
    Italian L2
    Polish motion event
    Italian prepositions
    Polish prepositions
    acquisizione della lingua seconda
    italiano L2 di apprendenti polacchi
    "motion event" in polacco
    preposizioni italiane
    preposizioni polacche
    Opis:
    This article deals with the learning of some spatial prepositions in Italian L2 by Polish learners. Italian and Polish differ in at least two ways, as Polish expresses syntactic relations by a full case system, while Italian relies only on prepositions. More importantly, according to Talmy’s classification, Polish is a satellite-framed language while Italian is verb-framed, but later studies have shown that these categories are not perfectly binary but fuzzy. In the learning of prepositions, three elements are in play: a natural progression from simpler to more complex prepositions; the conceptualisation of the event in which the prepositions are used to express spatial relations; and the semantic categorisation of the participants into the event, in particular the basic one, Ground. By means of different elicitation techniques (questionnaires, frog story, and written tasks), many oral and written texts have been collected from Polish learners of Italian of different levels of competence. It has been revealed that the influence of the motion-event typology affects the learning of the motion expressions in an irrelevant proportion; this is probably due to the fact that Polish, like other Slavic languages, appears to be less satellite-framed than Germanic languages, being characterised by the weak autonomy of the verbal prefixes. The inappropriate uses of prepositions confirm the natural progression of complexity, and the semantic categorisation of the Ground also exerts an influence. In any case, the interplay of these different forces gives rise to different personal idiosyncrasies.
    L’articolo verte sull’apprendimento di alcune preposizioni spaziali in italiano L2 di apprendenti polacchi con diversa competenza della lingua obiettivo. Il quadro teorico adottato è quello della linguistica cognitiva e del “(re-)thinking for speaking”. Secondo alcune ricerche, la distanza tipologica tra L1 e L2 condiziona il processo di apprendimento sia a livello grammaticale sia a livello cognitivo, in quanto implica la proiezione di un sistema concettuale su un altro. Quest’aspetto produce interferenza linguistica tra la lingua sorgente e la lingua obiettivo. Italiano e polacco differiscono in almeno secondo due parametri; il polacco esprime le relazioni sintattiche con un esteso sistema di casi, mentre l’italiano dispone solo delle preposizioni. Inoltre, secondo la classificazione di Talmy, il polacco è una lingua satellite-framed mentre l’italiano è verb-framed. Studi successivi hanno, però, dimostrato che queste categorie non sono mutamente esclusive ed i confini tendono ad essere sfumati. Nell’apprendimento delle preposizioni entrano in gioco tre elementi, una progressione naturale da quelle più semplici a quelle più complesse, la concettualizzazione dell’evento in cui le preposizioni sono impiegate e la categorizzazione semantica dei partecipanti all’evento. I campioni, scritti e orali, sono stati raccolti con varie tecniche di elicitazione. L’influenza che la tipologia del “motion event” esercita sul processo di apprendimento si rivela scarsa, probabilmente perché il polacco, come altre lingue slave, appaiono meno satellite-framed delle lingue germaniche, dal momento che il preverbo è dotato di meno autonomia. L’uso di preposizioni non appropriate conferma la progressione naturale della complessità.
    Źródło:
    Italica Wratislaviensia; 2018, 9.2; 195-218
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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