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    Wyświetlanie 1-5 z 5
    Tytuł:
    Exploring senior high school students’ difficulties and strategies for reading L1 and L2 texts in Taiwan
    Autorzy:
    Tsai, Cheng-Chang
    Powiązania:
    https://bibliotekanauki.pl/articles/2011738.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    L1 and L 2 reading difficulties
    L1 and L 2 reading strategies
    reading strategy curriculum and instruction
    Opis:
    This study is an attempt to explore proficient Taiwanese senior high school students’ difficulties and strategies in L1 (Chinese) and L 2 (English) Reading. A total of eight proficient students participated in this study. An in-depth face to face interview was adopted for data collection. Thanks to the enthusiastic response of the students, we could gain an overall understanding of their reading difficulties and strategies in Chinese and English reading. This study shows that there are some similarities and differences between Chinese and English reading perceptions. Based on the findings of this study, classroom teachers will be able to design more effective reading strategy curricula and instruction geared to their students’ needs.
    Źródło:
    The New Educational Review; 2015, 41; 39-51
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense
    Autorzy:
    Loewen, Shawn
    Inceoglu, Solène
    Powiązania:
    https://bibliotekanauki.pl/articles/780565.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    input enhancement
    eye tracking
    attention
    L2 reading
    L2 Spanish
    Opis:
    Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners’ perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants’ knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 1; 89-110
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Strategic reading: Towards a better understanding of its role in L2/FL learning and teaching contexts
    Autorzy:
    Chodkiewicz, Halina
    Powiązania:
    https://bibliotekanauki.pl/articles/606119.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    L2 reading, strategic text processing, reading strategy, reading to learn, metacognitive awareness
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    Evolving approaches to the conceptualization of reading have created conducive grounds for rethinking the role of strategic reading in second/foreign language contexts. However, despite a wide recognition of the effectiveness of strategic reading, such critical issues as strategy identification, modelling reading strategy taxonomies, and their implications for establishing principles for actual classroom practice are still being  debated on. This article intends to look more closely at current insights into the strategy dimension of the reading process, which, according to the current author, play an enlightening role in defining the utility of reading strategies in helping second/foreign language learners reach their goals in reading and through reading. Hence, the article mainly focuses on promoting text comprehension, language and reading skills improvement, and content learning from text. The author articulates the need for a better understanding of how the potential effects of strategic text processing can be addressed in L2 reading practice.
    L'article contient uniquement les résumés en anglais.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2019, 43, 3
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Charakterystyka umiejętności czytania pojedynczych słów i pseudosłów, poprawnego pisania oraz słownika biernego w języku angielskim (L2) u polskich uczniów gimnazjów i liceów
    Autorzy:
    Łockiewicz, Marta
    Warmbier, Martyna
    Powiązania:
    https://bibliotekanauki.pl/articles/614675.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    English as L2
    reading
    correct writing
    receptive dictionary
    angielski jako L2
    czytanie
    poprawne pisanie
    słownik bierny
    Opis:
    The aim of the study was to characterize the level of real word and pseudoword decoding skills, single-word spelling and receptive English vocabulary (L2) of junior high school and high school students in Polish schools. 34 of high school students (56.7%) and 26 of junior high school students (43.3%) who had studied English as L2 for at least three years participated in the study. The participants achieved the level assumed by ESOKJ with respect to reading and vocabulary. High school students quite correctly spelled dictated words while making mistakes due to the negative transfer of L1 to L2; secondary school students, however, failed to complete this task. The knowledge of words in L2 proved to be a predictor of accuracy and fluency of reading words, correct reading of pseudowords, and spelling of dictated words, analogously to relations observed in L1.
    Celem badania była charakterystyka poziomu umiejętności czytania słów i pseudosłów, pisania ze słuchu pojedynczych słów oraz słownika biernego w języku angielskim (L2) uczniów gimnazjum i liceum w polskich szkołach. W badaniu wzięło udział 34 (56,7%) licealistów oraz 26 (43,3%) gimnazjalistów, którzy uczyli się angielskiego jako L2 przez co najmniej 3 lata. Badani osiągnęli poziom zakładany według ESOKJ w odniesieniu do czytania i znajomości słownictwa, jednak podczas gdy uczniowie liceum dość poprawnie zapisywali dyktowane słowa, popełniając przy tym błędy wynikające z negatywnego transferu L1 do L2, uczniowie gimnazjum nie poradzili sobie z tym zadaniem. Znajomość słów w L2 okazała się predyktorem poprawności i płynności czytania słów, poprawności czytania pseudosłów oraz zapisu dyktowanych słów analogicznie do zależności w L1.
    Źródło:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2018, 31, 3
    0867-2040
    Pojawia się w:
    Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks
    Autorzy:
    Bui, Gavin
    Luo, Xueya
    Powiązania:
    https://bibliotekanauki.pl/articles/1902589.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    topic familiarity
    reading input
    L2 writing
    story continuation
    writing quality
    text length
    lexical diversity
    lexical sophistication
    Opis:
    Prior research demonstrates that primary and secondary school teachers often find teaching young learners to write in a second language a slow and effortful process. Moreover, students in this age range lack the motivation to write. Therefore, it is important to explore the EFL writing pedagogy suitable for young learners. The present study investigated how story continuation (with or without reading input) under different topic familiarity conditions serves as a viable pedagogical means for secondary school students. Ninety-one Chinese students in four intact classes of comparable proficiency levels were assigned four writing task conditions in a 2 ⨉ 2 factorial design. Group 1 (Fam) was provided with the beginning of a familiar story in L1 Chinese and was required to complete the story in L2 English. Group 2 (UnFam) had the same task as Group 1, with an unfamiliar story. Group 3 (Fam+Input) was initially provided with the complete familiar story in Chinese (the same story as Group 1) as reading input and were then instructed to write the story in English with the reading material taken away. Group 4 (Unfam+Input) received the full unfamiliar story in Chinese (the same story as Group 2) as input before writing. Again they were not allowed to refer to the reading in the composing process. The results revealed that the young learners who wrote on familiar topics (Groups 1 and 3) produced longer texts and demonstrated greater lexical diversity than those with unfamiliar stories (Groups 2 and 4), although topic familiarity did not affect their writing quality or lexical sophistication. As for the story continuation conditions, students who completed writing the story without the L1 reading input on the topics (Groups 1 and 2) developed longer compositions and better writing quality than those with such input (Groups 3 and 4), although their lexical profiles (both lexical diversity and lexical sophistication) remained uninfluenced. Pedagogical implications for EFL writing among young learners were also discussed in the present study.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 377-400
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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