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    Tytuł:
    The development of conjunction use in advanced L2 speech
    Autorzy:
    Jaroszek, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/780621.pdf
    Data publikacji:
    2011-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    discourse competence
    conjunction
    L2 learning
    Opis:
    The article discusses the results of a longitudinal study of how the use of conjunctions, as an aspect of spoken discourse competence of 13 selected advanced students of English, developed throughout their 3-year English as a foreign language (EFL) tertiary education. The analysis was carried out in relation to a number of variables, including 2 reference levels, one representing English native discourse and the other observed in teacher talk in actual EFL classes, language type exposure, as registered by the participants of the study on a weekly basis, and teaching procedures. The study investigated possible factors determining the development of 3 aspects of conjunction use: (a) formal conjunctions, (b) specific conjunctions, that is, those conjunctions that are both characteristic of natural English discourse and are underrepresented in L2 discourse, and (c) conjunction diversity. The results point to a restricting effect of teacher talk on the development of specific conjunction use and conjunction diversity. These 2 aspects of conjunction use enjoyed only a slight rise, approaching the teacher reference level. On the other hand, formal conjunctions use did increase radically throughout the study, exceeding the native reference level. In this case teacher talk played a reinforcing role at most. As indicated in a correlational analysis, although there was a clear tendency of the participants’ development of conjunction use towards the native reference level, exposure to authentic English may not have been facilitative of the development of this discourse aspect. An interesting observation was made with reference to the effect of formal instruction on the development of conjunction use: Although the subjects did receive intensive training in conjunction use in the 1st semester of their EFL course, it was not until the 2nd year that their levels of formal conjunction use in spoken output increased. This suggests that formal instruction may have no immediate effect on the development of spoken discourse competence.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 4; 533-553
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Interactive Learning Model: A theory that assists the L2 learner in achieving self-awareness
    Autorzy:
    Johnston, Christine A.
    Klein, Gabriella B.
    Johnston, Noah
    Johnston, Joel
    Powiązania:
    https://bibliotekanauki.pl/articles/2043621.pdf
    Data publikacji:
    2021-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    self-awareness
    metacognition
    L2 learning
    learning patterns
    Opis:
    This study uses the Interactive Learning Model theory to explore the nature of self-awareness within each of three L2 learners. Using the Learning Connections Inventory (LCI), a validated and reliable learning instrument, each participant identified their combination of learning patterns. The subjects then recalled specific L2 learning experiences, relating them in first person narratives. Next, each subject composed anecdotes and reflections based on their narratives. They also participated in one-on-one interviews in which they described their learning experiences during basic L2 learning activities: vocabulary, grammar, writing, conversation, and passive listening during movies, live theatre, spectator sports, and television. Our analysis of the LCI outcomes and selfreported learning experiences demonstrated that the self-awareness gained from understanding their combination of learning patterns and expanded by the self-reflection activities, increased the participants’ ability to articulate the nature of their self-awareness and to identify evidence of their growth in self-awareness during L2 learning.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 2; 21-41
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary
    Autorzy:
    Csizér, Kata
    Kálmán, Csaba
    Powiązania:
    https://bibliotekanauki.pl/articles/780883.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    L2 learning experience
    contact experiences
    attributions
    Opis:
    Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 225-246
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools
    Autorzy:
    Banegas, Darío Luis
    Lowe, Robert J.
    Powiązania:
    https://bibliotekanauki.pl/articles/1902580.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    motivation
    engagement
    creative writing
    L2 learning experience
    Opis:
    There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 401-421
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Developing communicative competence in L2 tertiary level students: remarks on culturally responsive teaching
    Autorzy:
    Zybert, Jerzy
    Lehman, Iga
    Powiązania:
    https://bibliotekanauki.pl/articles/1047962.pdf
    Data publikacji:
    2019-02-07
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 teaching
    L2 learning
    academic communication
    cultural values
    identity
    Opis:
    Semiotic links exist among communication, culture, teaching, and learning and this has important implications for implementing culturally responsive teaching. The present paper provides some arguments in favour of creating culturally sensitive classrooms where students have an opportunity to acquire a broader cultural awareness which helps them to develop their intercultural communicative competence.
    Źródło:
    Scripta Neophilologica Posnaniensia; 2018, 18; 267-275
    1509-4146
    Pojawia się w:
    Scripta Neophilologica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tertiary language lecturers’ preferences and views on the use of internet resources for EFL listening
    Autorzy:
    Kılıçkaya, Ferit
    Kic-Drgas, Joanna
    Krawiec, Marek
    Powiązania:
    https://bibliotekanauki.pl/articles/2087296.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    L2 learning
    EFL
    listening
    Internet resources
    learner autonomy
    Opis:
    This exploratory study reports on the results of a survey on the tertiary language lecturers’ preferences regarding the access of EFL listening materials by Internet resources. A total of 80 EFL lecturers participated in the study. The data were gathered using an online survey that included short-answer questions. Moreover, semi-structured individual interviews were conducted with 10 participants. The study demonstrated that the participants used the Internet mainly for preparing extra materials for their learners so that they could also practice listening outside the classroom. The materials selected were mainly educational videos on a variety of topics, which were spoken by EFL speakers representing different native languages. The participants used these materials outside the class to support their autonomous L2 learning.
    Źródło:
    Teaching English with Technology; 2022, 22, 2; 27-50
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
    Autorzy:
    Dörnyei, Zoltán
    Powiązania:
    https://bibliotekanauki.pl/articles/780537.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 Motivational Self System
    L2 Learning Experience
    engagement
    motivated behavior
    Opis:
    The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 19-30
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    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:
    Reframing the L2 learning experience as narrative reconstructions of classroom learning
    Autorzy:
    Hiver, Phil
    Obando, Gabriel
    Sang, Yuan
    Tahmouresi, Somayeh
    Zhou, Ashlee
    Zhou, Yang
    Powiązania:
    https://bibliotekanauki.pl/articles/780545.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 learning experience
    language learning story interview
    qualitative comparative analysis
    Opis:
    In this study we investigate the situated and dynamic nature of the L2 learning experience through a newly-purposed instrument called the Language Learning Story Interview, adapted from McAdams’ life story interview (2007). Using critical case sampling, data were collected from an equal number of learners of various L2s (e.g., Arabic, English, Mandarin, Spanish) and analyzed using qualitative comparative analysis (Rihoux & Ragin, 2009). Through our data analysis, we demonstrate how language learners construct overarching narratives of the L2 learning experience and what the characteristic features and components that make up these narratives are. Our results provide evidence for prototypical nuclear scenes (McAdams et al., 2004) as well as core specifications and parameters of learners’ narrative accounts of the L2 learning experience. We discuss how these shape motivation and language learning behavior.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 83-116
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Forming New Vowel Categories in Second Language Speech: The Case of Polish Learners Production of English /I/ and /e/
    Autorzy:
    Rojczyk, Arkadiusz
    Powiązania:
    https://bibliotekanauki.pl/articles/620582.pdf
    Data publikacji:
    2010-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    second language speech
    vowel
    L2 learning
    pronunciation
    acoustic analysis
    Opis:
    The paper concentrates on formation of L2 English vowel categories in the speech of Polish learners. More specifically, it compares distribution of two English categories - /I/ and /e/ relative to neighbouring Polish vowels. 43 participants recorded Polish and English vowels in a /bVt/ context. First two formants were measured at a vowel midpoint and plotted on a vowel plane. The results reveal that while a separate /I/ category is formed fairly effectively in Polish learners pronunciation of English, a category of /e/ is almost completely subsumed by a Polish vowel /ϵ/
    Źródło:
    Research in Language; 2010, 8; 1-13
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study
    Autorzy:
    Abenoja, Zarina Marie Krystle M.
    DeCoursey, Matthew
    Powiązania:
    https://bibliotekanauki.pl/articles/780645.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language teaching
    drama activities for L2 learning
    teaching French
    Opis:
    The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students’ abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 4; 711-736
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The impact of semester-abroad experiences on post-sojourn L2 motivation
    Autorzy:
    Du, Xujia
    Powiązania:
    https://bibliotekanauki.pl/articles/780569.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    L2 learning experience in study abroad
    post-sojourn phase
    critical reflection
    Opis:
    Numerous studies have examined sojourners’ L2 motivation during their stay abroad. Much remains unknown about the impact of study abroad (SA) experiences on their L2 motivation after they return to the home environment. This study tracked the English learning motivation of three Chinese university students from immediately after their semester-long exchange program in an English-speaking country until six months after the sojourn. The participants were requested to complete a questionnaire and took part in an interview immediately following their re-entry and another interview six months later. The participants’ post-sojourn English learning motivation was influenced by their L2 selves and the context they were situated in. The motivational capacity of SA experiences was manifested in its profound impact on the participants’ ideal L2 self-images. Satisfactory SA experiences contributed to an ideal L2 self with higher L2 proficiency and international posture, whereas unsatisfactory experiences led to a lessening role of L2 in the participants’ future work and life. The findings also reveal that the participants’ understandings of both their positive and negative SA experiences became fossilized after the sojourn. Some practical implications were discussed for higher education institutions to optimize the post-sojourn motivational impact of SA programs.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 117-155
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The L2 motivational self system: A meta-analysis
    Autorzy:
    Al-Hoorie, Ali H.
    Powiązania:
    https://bibliotekanauki.pl/articles/780731.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    ideal L2 self
    ought-to L2 self
    L2 learning experience
    L2 motivational self system
    self-guides
    Opis:
    This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 4; 721-754
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Study of Chinese University English Majors’ L2 Motivational Self
    Eine Studie zur Ego-Motivation beim Erwerb einer Zweitsprache bei chinesischen Studierenden der englischen Philologie
    Autorzy:
    Liu, Meihua
    Powiązania:
    https://bibliotekanauki.pl/articles/1182383.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    L2 motivational self
    L2 motivation
    ideal L2 self
    ought-to L2 self
    L2 learning experience
    motivierende l2-persönlichkeit
    motivation zum erlernen einer zweitsprache
    ‚ideales ich‘
    sprachlernziele
    spracherfahrung
    Opis:
    As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: 1) the participants were generally highly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, 2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.
    Als eine bedeutende affektive Variable hat die Motivation immer die Aufmerksamkeit der Forscher des Lernprozesses einer Zweit-/Fremdsprache (SL/FL) auf sich gezogen und spielt dabei eine Schlüsselrolle, was in den bisherigen Untersuchungen nachgewiesen wurde. Angesichts der Komplexität und Dynamik verdient die Motivation dennoch Aufmerksamkeit. Angeregt durch das vor kurzem von Dörnyei (2005, 2009) vorgeschlagene „Modell der motivierenden Persönlichkeit der Zweitsprache“ untersucht diese Studie das „motivierende Ego“ von chinesischen Studierenden der englischen Philologie, indem die gemischten Forschungsansätze angewendet werden. 101 Studierende der renommierten Peking-Universität nahmen an der Umfrage teil, und 15 davon beteiligten sich auch am Interview. Die Analyse der gesammelten Informationen ergab Folgendes: 1) die Probanden waren im Allgemeinen zum Lernen hoch motiviert, hatten ihre deutlich herauskristallisierte Vision von sich selbst als künftig kompetente Verwender des Englischen, schätzten ihre bisherigen Erfahrungen mit dem Sprachenlernen positiv ein und bewerteten ziemlich zuverlässig die Mängel ihres eigenen „zweitsprachlichen Ichs“; 2) Studierende der letzten Jahre erklärten einen deutlich höheren Sprachstandard als ihre gewünschte „zweitsprachliche Identität“ und stellten eine positivere Wahrnehmung ihrer eigenen sprachlichen Erfahrung dar. Diese Schlussfolgerungen ermöglichen es, die Diskussion über pädagogische Implikationen zu entwickeln und die Richtungen für weitere Studien zu umreißen.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 67-85
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    La competencia metafórica y la didáctica del español/L2
    Metaphoric competence and L2 Spanish didactics
    Autorzy:
    Martín-Gascón, Beatriz
    Powiązania:
    https://bibliotekanauki.pl/articles/43665681.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    metaphoric competence
    L2 teaching and learning
    Cognitive Linguistics
    intermediate
    linguistic competence
    emotions
    Opis:
    This study aims to examine the role of metaphor in the process of teaching and learning a second language (L2), more specifically, L2 Spanish. As part of one of the most popular research lines in the field of Ap- plied Linguistics, i.e., L2 teaching and learning, this research is based on a Cognitive Linguistics approach to language. It presents metaphors not as mere stylistic and rhetorical mechanisms, but as critical components of everyday language and fundamental mechanisms of conceptualization of the world (Lakoff & Johnson, 1980). After providing a summary of the literature exploring the relationship between metaphor and L2 pedagogy and learning, focusing on conceptual metaphor theory and metaphorical competence, we will present the results of a case study with intermediate learners. The empirical investigation exam- ines whether their metaphoric competence is enhanced after the intervention and whether there is a relationship between learners’ general metaphorical competence and linguistic competence –comprehension and production– of a complex metaphorical linguistic construction that expresses emotions.
    Źródło:
    Studia Romanica Posnaniensia; 2023, 50, 3; 67-83
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context
    Autorzy:
    Serafini, Ellen J.
    Powiązania:
    https://bibliotekanauki.pl/articles/780848.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    complex dynamic systems
    L2 motivation
    L2 self
    learning context
    Opis:
    Drawing on theoretical insights from a complex dynamic systems framework, this work explores the ways that learner selves, as they relate to learning and using languages, manifest across different contexts and timescales and emerge in interaction with various factors. First, a broad overview of dynamically-oriented L2 motivation research is provided before critically considering the need for research that aligns with conceptual advances made under the dynamic turn in SLA. In particular, this critical overview highlights a crucial need for more research employing dynamic methods capable of revealing how learner perceptions of self emerge in relation to their interlocutors and in interaction with external factors, including language ideologies that may uniquely characterize sociocultural contexts where target languages other than English are learned. The chapter concludes by discussing ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 1; 133-157
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    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:
    The misunderstood variable: Age effects as a function of type of instruction
    Autorzy:
    Pfenninger, Simone E.
    Powiązania:
    https://bibliotekanauki.pl/articles/780727.pdf
    Data publikacji:
    2014-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language learning
    age effects in L2
    input effects on L2
    immersion
    CLIL
    Opis:
    This study was designed to investigate the effects of age of onset and type of instruction on ultimate EFL attainment at the end of the period of normal schooling in Switzerland, measured in terms of written fluency, complexity, morphosyntactic accuracy, vocabulary size, and listening skills. Data were gathered from four groups of 18-year-old Swiss German learners of English: 50 were early starters who had attended an immersion (CLIL) program in elementary school and who continued CLIL in secondary school (EARLY CLIL), 50 had followed the same elementary school program but then received traditional EFL instruction after elementary school (EARLY MIX), 50 were late starters who began learning English immersively in secondary school, (LATE CLIL), while the other 50 attended a traditional EFL program in secondary school (LATE NON-CLIL). Results show that age of onset alone does not seem to be the distinguishing variable since early introduction of English in elementary school did not result in a higher level of roficiency when exposure to the language was limited to a few hours of class per week. The performance of the EARLY MIX participants was equaled and in certain areas significantly surpassed by the other groups, despite the additional five years of English study they had had in elementary school. The best results were found when early CLIL instruction was followed up by the use of English as an additional language of instruction in secondary school (EARLY CLIL group), which confirms the link between young starting age, implicit learning and long and massive exposure.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 3; 529-556
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motivation and demotivation over two years: A case study of English language learners in Japan
    Autorzy:
    Kikuchi, Keita
    Powiązania:
    https://bibliotekanauki.pl/articles/780573.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    learning experience
    L2 motivational self system
    motivational trajectories
    Opis:
    This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 157-175
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    The younger, the better? Speech perception development in adolescent vs. adult L3 learners
    Autorzy:
    Nelson, Christina
    Powiązania:
    https://bibliotekanauki.pl/articles/1120952.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    multilingualism
    age differences
    perceptual development
    instruct-ed learning
    L2/L3phonology
    Opis:
    Whereas the belief “the younger, the better” regarding foreign language learning seems to hold tenaciously, studies comparing learners of different starting ages attest that in instructed (as opposed to naturalistic) learning contexts, a younger age of onset does not automatically yield better results. However, little is known about how multilingual learners from different age groups develop in their non-native languages over time. The present study thus investigates the understudied domain of perceptual development with seven adolescents aged 12–13 and seven adults aged 19–39 (L1 German, L2 English) over the first year of L3 Polish instruction (tested after one, three, five, and ten months). The sound contrast under scrutiny was /v–w/, which only exists in the learners’ L2 and L3. As expected, in the ABX task, adults performed better than adolescents in both languages at most testing times and generally showed a slight upward trend in both their L2 and L3 learning trajectories. For the adolescents, development was more non-linear. Further, a boosting ‘novelty effect’ was found for the younger learner group: After only a few hours of L3 instruction, they perceived the contrast more consistently and faster than in L2 and at any other testing time, performing within the adults’ range.
    Źródło:
    Yearbook of the Poznań Linguistic Meeting; 2020, 6, 1; 27-58
    2449-7525
    Pojawia się w:
    Yearbook of the Poznań Linguistic Meeting
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Architettura del regime e apprendimento incidentale dell’italiano: uno studio con la app “Forliviamo”
    Architecture of the Regime and Incidental Learning of Italian: A Study with the “Forliviamo” App
    Autorzy:
    Zingaro, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/34655845.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    totalitarian architecture
    app
    MALL
    Italian L2
    incidental learning
    architettura del regime
    italiano L2
    apprendimento incidentale
    Opis:
    This paper aims to describe the use of the Forliviamo app, which fosters incidental learning of Italian as L2 through the promotion of the city of Forlì and its surroundings. It will show how the app was used with a two-fold objective: to introduce users to the controversial topic of Fascist architecture and to foster incidental learning of Italian. After a brief portrayal of the context in which the app originated, the theoretical underpinnings that supported the project, and a general description of the app contents and functions, particular attention will be paid to the analysis of the outcomes of testing with international students. The app was evaluated as very useful from a touristic and educational point of view not only to discover architectural heritage and its specialized vocabulary, but also and especially to promote awareness about the existing debate on the controversial legacy of the architecture of totalitarian regimes.
    L’articolo si propone di descrivere l’uso dell’app Forliviamo che favorisce l’apprendimento incidentale dell’italiano come L2 attraverso la promozione della città di Forlì e dei suoi dintorni. Si mostrerà come l’app sia stata utilizzata con un duplice obiettivo: introdurre gli utenti al tema controverso dell’architettura fascista e favorire l’apprendimento incidentale dell’italiano. Dopo una breve descrizione del contesto di sviluppo dell’app, verranno brevemente delineati i fondamenti teorici alla base del progetto. Seguirà una descrizione generale dei contenuti e delle funzioni dell’app. Particolare attenzione sarà dedicata all’analisi dei dati raccolti nell’ambito di una sperimentazione condotta con studenti internazionali, in cui l’app è stata valutata come molto utile dal punto di vista turistico ed educativo non solo per scoprire il patrimonio architettonico e il suo vocabolario specialistico, ma anche e soprattutto per promuovere la consapevolezza del dibattito esistente sulla controversa eredità dell’architettura dei regimi totalitari.
    Źródło:
    Italica Wratislaviensia; 2023, 14.2; 191-210
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    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:
    “I Understood You, But There was This Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions
    Autorzy:
    Horgues, Céline
    Scheuer, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/620808.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Tandem learning
    L2 pronunciation
    Corrective Feedback (CF)
    French learners of English
    Opis:
    The role of corrective feedback (CF) in L2 development has been the topic of much discussion in SLA literature (see for example Sheen and Ellis 2011 for a recent overview). Researchers have focused their attention on CF provided either by language teachers or by fellow L2 learners, whereas relatively little is known about phonetic feedback offered in a non-institutional setting during peer-to-peer native/non-native interactions as is the case with tandem language learning. Tandem language exchanges represent a special learning environment, as each participant takes turns being the native and the non-native side of the dialogue. Thus, in contrast to the typical L2 learning setting, the hierarchical structure between the participants is fluid: the expert-novice power relationship evolves as the meeting progresses and the conversation switches from one language to the other. In order to see how the distinguishing characteristics of tandem learning (such as solidarity and reciprocity) shape the process of L2 phonetic development in their own specific ways, we collected an English-French Tandem Corpus as part of the SITAF project (Spécificités des Interactions verbales dans le cadre de Tandems linguistiques Anglais-Français), launched at the University of Sorbonne Nouvelle-Paris 3 in October 2012. We gathered linguistic data – both video and audio recorded – from face-to-face conversational exchanges held by 21 pairs of undergraduate students, with each ‘tandem’ consisting of a native speaker of English and a native speaker of French. The dialogues and reading passages were recorded on two occasions separated by a 3-month interval. The present paper offers a preliminary analysis of L2 pronunciation feedback on several renditions of the same text (The North Wind and the Sun), given to the French speakers by their English tandem partners. The passage was produced by each French participant three times: (1) during the ‘monitored’ reading, which was supervised by the English-speaking partner and which led to (2) the ‘second reading’ in the course of the first recording session, and then (3) the ‘final reading’ performed during the second recording session 3 months later. Data analysis will allow us to address the following questions relating to the study of phonetic corrective feedback: What is corrected by the native-speaking partner (henceforth NS)? Segmental or prosodic errors? Phonemic or allophonic deviations? What is the corrective strategy adopted by the NS? Is it explicit correction, recast, or elicitation? What is the learner’s uptake after receiving feedback? We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching.
    Źródło:
    Research in Language; 2014, 12, 2; 145-161
    1731-7533
    Pojawia się w:
    Research in Language
    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:
    LABLITA-Suite. Risorse per l’acquisizione dell’italiano L2
    Autorzy:
    Moneglia, Massimo
    Powiązania:
    https://bibliotekanauki.pl/articles/2083476.pdf
    Data publikacji:
    2019
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Italian L2
    Technology Enhanced Learning
    Spontaneous speech resources
    Web corpora
    Action Ontology
    Opis:
    LABLITA-Suite. Resources for the acquisition of Italian as a second language – LABLITA-suite provides technology-enhanced learning resources for the acquisition of Italian L2. IMAGACT allows for mastering the semantic properties of action verbs in the early phases of language acquisition. The LABLITA corpus of Spoken Italian can be used for training learners for face to face conversations. RIDIRE and CORDIC provide corpus linguistic tools for accessing Italian phraseology, which is useful for enhancing writing capabilities in the various domains of language usage.
    Źródło:
    Kwartalnik Neofilologiczny; 2019, 2; 407-421
    0023-5911
    Pojawia się w:
    Kwartalnik Neofilologiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser
    Swedish generic pronouns in Finnish-speaking students in Swedish immersion
    Autorzy:
    Nyqvist, Eeva-Liisa
    Lindström Tiedemann, Therese
    Powiązania:
    https://bibliotekanauki.pl/articles/27314246.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Svenska som L2
    generiska pronomen
    implicit och explicit inlärning
    svårighet
    språkbad
    L2 Swedish
    generic pronouns
    implicit and explicit learning
    difficulty
    immersion
    Opis:
    This is a study of the use of generic pronouns in Swedish as a second language (L2) by L1 Finnish immersion students. We compare two groups, 12-year-olds, and 15-year-olds, to see if there is a difference and to identify which the most challenging cases are in both groups. Norm deviations are compared to see if they mainly consist of overuse of generic pronouns or more formal aspects, such as the pronoun which is chosen, and the understanding of the relation between the generic subject, object, possessive and reflexive pronouns. Both groups use generic pronouns in the subject position in a manner which mostly follows the standard, and mainly have problems with possessive pronouns in connection to generic pronouns. It is possible that object generic pronouns would also be problematic, but there are none in our data. Generic pronouns are sometimes left out as subjects, which is ungrammatical in Swedish. There is also occasional overuse of man where it is not idiomatic, and some mixed forms with man and s-passive. Results show possible transfer from the first language (L1) of the learners, but less in the older group. Furthermore, there also appears to be transfer from L3 English, which our informants are learning at school. This seems more present in the older group.
    Źródło:
    Folia Scandinavica Posnaniensia; 2023, 33; 14-28
    1230-4786
    2299-6885
    Pojawia się w:
    Folia Scandinavica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE ROLE OF MNEMONICS IN THE PROCESS OF L1 AND L2 LANGUAGE LEARNING
    ROLA MNEMOTECHNIK W PROCESIE UCZENIA SIĘ JĘZYKA MACIERZYSTEGO I OBCEGO
    Autorzy:
    Ożańska-Ponikwia, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/479737.pdf
    Data publikacji:
    2015
    Wydawca:
    Wyższa Szkoła Humanitas
    Tematy:
    mnemonics,
    L1,
    L2 ,
    language learning,
    functional hemispheric asymmetry
    mnemotechniki,
    język macierzysty,
    język obcy,
    nauka języka,
    asymetria funkcjonalna mózgu
    Opis:
    The present article aims to present an overview of the possible ways of implementing the mnemotechnics in the process of L1 and L2 learning. We are to focus on different approaches and techniques that were researched while acquiring literacy skills in the L1 classroom settings as well as while leaning a foreign language. It is postulated that this particular method might facilitate language learning process among majority of students as it addresses both type of hemisphere dominant learners.
    W artykule przedstawiono przegląd różnych mnemotechnik oraz ich możliwe użycie podczas nauczania języka macierzystego oraz obcego. Autorka skupia się przede wszystkim na prezentacji różnorakich badań związanych z wprowadzaniem mnemotechnik jako czynnika optymalizującego nabywanie przez uczniów umiejętności czytania i pisania w języku macierzystym oraz w przyswajaniu języka obcego.
    Źródło:
    Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika; 2015, 10; 93-100
    1896-4591
    Pojawia się w:
    Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings
    Autorzy:
    Manchón, Rosa M.
    Powiązania:
    https://bibliotekanauki.pl/articles/780597.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    feedback processing
    learning-to-write
    L2 writing
    problem solving
    writing-to-learn-language
    strategies
    Opis:
    This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 2; 247-267
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    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:
    The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad
    Autorzy:
    Hessel, Gianna
    Powiązania:
    https://bibliotekanauki.pl/articles/780717.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    study abroad
    ERASMUS
    English as lingua franca (ELF)
    intercultural interactions
    L2 self-efficacy
    intercultural learning
    Opis:
    Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 3; 495-517
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Weaving webs of connection: Empathy, perspective taking, and students’ motivation
    Autorzy:
    Henry, Alastair
    Thorsen, Cecilia
    Powiązania:
    https://bibliotekanauki.pl/articles/780539.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    L2 motivation
    teacher-student relationships
    culturally responsive teaching
    funds of knowledge
    empathy
    perspective taking
    connected learning
    Opis:
    L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.
    Źródło:
    Studies in Second Language Learning and Teaching; 2019, 9, 1; 31-53
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ODNIESIENIA DO JĘZYKA OJCZYSTEGO JAKO STRATEGIA UCZENIA SIĘ GRAMATYKI JĘZYKA OBCEGO: PERSPEKTYWA POLSKICH UCZNIÓW JĘZYKA ANGIELSKIEGO
    Reliance on the L1 as a strategy of learning L2 grammar: Polish EFL learners’ perspective
    Autorzy:
    Wach, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/442895.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language learning strategies
    grammar learning strategies
    L1 Polish
    L2 English
    interview
    strategie uczenia się języka
    strategie uczenia się gramatyki
    polski jako język ojczysty
    angielski jako język obcy
    wywiad
    Opis:
    This article reports the findings of a qualitative study aimed at investi-gating the use of L1-based grammar learning strategies by beginner-level Polish learners of L2 English. The research looked into the partic-ipants’ accounts of their strategy use and into their perceptions about the usefulness of referring to one’s L1 in learning L2 grammar. Semi-structured interviews were conducted as a data elicitation procedure. The findings pointed to considerable reliance on L1-based strategies, such as translation, in the participants’ learning of L2 English grammar, as well as positive opinions about their usefulness. L1-based strategies were reported to be used in explicit, analytic learning of L2 grammar, and their affective role in providing confidence to learners was also mentioned. Pedagogical implications include a need to raise learners’ awareness of the complex roles of the L1 in L2 learning and give them training in the use of specific strategies in order to make L1-based strategy use more informed.
    Źródło:
    Neofilolog; 2017, 48/1; 73-88
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Relations L1/L2 dans l’emploi de la morphologie modificative de l’italien à lécrit
    Use of modifying morphology in Italian written texts: relations between Italian as a mother tongue and as a foreign language
    Autorzy:
    Colombo, Omar
    Powiązania:
    https://bibliotekanauki.pl/articles/2109513.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    Italien L1/L2
    écrit
    besoins de formation
    apprentissage morpho- lexical
    Italian as a Mother and Foreign Language
    Written
    Needs in a Foreign Language Learning
    Morphosemantic and Lexical learning
    Opis:
    Objet : l'usage que les italophones font de la dérivation modificative italienne afin de comprendre les besoins de formation en L2. Protocole: Un dessin affiche des oppositions dimensionnelles (petit homme vs. homme grand) et qualitatives (chien gentil vs. chien méchant) parmi les référents, ce qui devrait motiver l’usage des suffixes modificatifs. Quelques résultats : – utilisation fréquente des suffixes diminutifs -ino/-etto/-ello et de l’augmentatif -one ; – priorité donnée aux formes modificatives nominales, au signifié dimensionnel et aux modificatifs lexicalisés. Conclusion : en L2 il faudrait donner la priorité à l’apprentissage des constructions les plus simples, productives et fréquentes.
    Subject. The student’s needs in Italian as a Foreign Language on the basis of how the native Italian speakers use the modifying morphology. Protocol. An image displays some dimensional oppositions (small man / big man) and qualitative oppositions (friendly dog / naughty dog) among the referents, which could be translated using the modifying suffixes. Some results. – The most common modifying morphemes used are the diminutive suffixes -ino/-etto/-ello, the augmentative -one. – The nouns are the most frequently modifying words. The dimensional sense and the lexicalized modifying forms are privileged. Conclusion. The most simple, productives and frequent modifying constructions should be favored in Foreign Language learning.
    Źródło:
    Białostockie Archiwum Językowe; 2019, 19; 67-77
    1641-6961
    Pojawia się w:
    Białostockie Archiwum Językowe
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    W JAKI SPOSÓB JĘZYK ANGIELSKI MOŻE UŁATWIĆ PROCES NAUKI JĘZYKA NIEMIECKIEGO NA POZIOMIE ZAAWANSOWANYM? (RAPORT Z BADAŃ WŁASNYCH)
    How can English help learn German at the advanced level? (Results of a questionnaire study)
    Autorzy:
    Bawej, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1036901.pdf
    Data publikacji:
    2019-10-16
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    learning German through English
    positive transfer
    English as L1
    German as L2
    uczenie się niemieckiego poprzez angielski
    transfer pozytywny
    angielski jako jezyk pierwszy
    niemiecki jako język drugi
    Opis:
    The following article refers to the benefits and possible uses of English in the process of learning German. The author presents and explores the results of an inquiry conducted among students of Applied Linguis-tics at the Kazimierz Wielki University in Bydgoszcz who learn English as L1 and German as L2, which demonstrates their effective language learning strategies. The study shows conclusions drawn from the students’ answers and with examples shows that English can be a source for positive transfer to German.
    Źródło:
    Neofilolog; 2013, 40/1; 15-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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