Skocz do pozycji: 1.

Tytuł:

The role of in-service training for language teachers in the domain of language competence

Autorzy:

Pawlak, Mirosław

Powiązania:

https://bibliotekanauki.pl/articles/919704.pdf

Data publikacji:

2011-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language teacher education
language competence
teacher training
in-service second language teachers

Opis:

Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 21-30
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Age effects on the acquisition of nominal and verbal inflections in an instructed setting

Autorzy:

Pfenninger, Simone E.

Powiązania:

https://bibliotekanauki.pl/articles/780925.pdf

Data publikacji:

2011-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

English morphology
second language learning
second language teaching
age effects
instructional setting

Opis:

This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005) proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.

Źródło:

Studies in Second Language Learning and Teaching; 2011, 1, 3; 401-420
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

Der frühe Fremdsprachenunterricht – je früher desto besser?
Early foreign language education – the sooner the better?

Autorzy:

Sopata, Aldona

Powiązania:

https://bibliotekanauki.pl/articles/917035.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

early foreign language education
child second language acquisition
age factor in second language acquisition

Opis:

The article aims to summarize investigations which shed some light on the mechanisms of early second language acquisition and to draw from them pedagogical implications. Developing an optimal outline for foreign language teaching in early childhood should involve factors which make possible the use of inductive mechanisms of language acquisition by children.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 95-105
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Gli studenti dai capelli d’argento in prospettiva sociolinguistica. Il processo di insegnamento-apprendimento di una LS nella terza età

Autorzy:

Murrmann, Julia

Powiązania:

https://bibliotekanauki.pl/articles/571828.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydział Neofilologii

Tematy:

senior lerners
second-language acquisition

Opis:

Artykuł dotyczy kształcenia językowego seniorów jako kategorii wiekowej zyskującej na znaczeniu w dobie starzejących się społeczeństw. Wielowymiarowa edukacja ustawiczna, obejmująca także kursy języka obcego, jest ważnym aspektem zapewniania aktywnej starości umożliwiającej czynne uczestnictwo w życiu społecznym sensu largo. W artykule omówiono specyfikę akwizycji języka w wieku seniorskim, przedstawiono dane statystyczne dotyczące kompetencji językowych osób po 65. roku życia w oparciu o wyniki badań ogólnopolskich, zaprezentowano typologię form kształcenia językowego osób starszych oraz scharakteryzowano pracę z seniorami z perspektywy glottodydaktycznej na podstawie doświadczeń z uczestnikami kursu włoskiego na Uniwersytecie Trzeciego Wieku w Akademii Wychowania Fizycznego w Warszawie.
The paper examines language education of senior learners, whose enrolment in language courses – considering the phenomenon of population aging – is becoming more and more noticeable. A well-organized process of lifelong learning, including also language education, enables senior citizens to fully and actively participate in the rapidly changing social life. The aim of the paper is to describe language acquisition in this age group; to present statistical data about Polish learners over 65 and a typology of educational forms addressed to seniors; and, last but not least, to analyze the glottodidactic process based on participants of the Italian course at the University of the Third Age at the Józef Piłsudski University of Physical Education in Warsaw.

Źródło:

Acta Philologica; 2015, 46; 51-69
0065-1524

Pojawia się w:

Acta Philologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

LANGUAGE CLASSROOM DYNAMICS: AN ATTEMPT AT ANALYSING THE LANGUAGE-EMOTIONAL-COMMUNICATIVE PROCESSES IN A CLASSROOM ENVIRONMENT

Autorzy:

Wiśniewska, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/444799.pdf

Data publikacji:

2017-06-01

Wydawca:

Uniwersytet Warmińsko-Mazurski w Olsztynie

Tematy:

language classroom dynamics
second language learning

Opis:

The main objective of the paper is a preliminary analysis of the dynamic interaction between the language-emotional-communicative processes which occur in language classrooms and both the natural conditions as well as student-/teacher-generated factors in classroom environments. In the article, a linguistic experiment conducted in three language classrooms with English as the students’ second language is described and an analysis of the research outcome is undertaken. The analysis of the research outcome serves a better understanding of the mechanisms which govern successful communication in English as the second language. Thus, the intention of analysing the experiment results might also be considered a voice in the discussion on homeostatic tendencies in a language classroom.

Źródło:

Acta Neophilologica; 2017, XIX/1; 69-82
1509-1619

Pojawia się w:

Acta Neophilologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary

Autorzy:

Csizer, Kata
Kontra, Edit
Piniel, Katalin

Powiązania:

https://bibliotekanauki.pl/articles/780749.pdf

Data publikacji:

2015-06-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Deaf and hard-of hearing students
second language learning
second language learning motivation

Opis:

In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students’ language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools  an be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students’ language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.

Źródło:

Studies in Second Language Learning and Teaching; 2015, 5, 2; 229-249
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

The use of language learning strategies in a second and third language: The case of foreign language majors

Autorzy:

Pawlak, Mirosław
Kiermasz, Zuzanna

Powiązania:

https://bibliotekanauki.pl/articles/781031.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language
third language
language learning strategies
multilingualism

Opis:

Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 2; 427-443
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

On Non-Native Speaker E-mail Communication from a Genre Perspective

Autorzy:

Pikhart, Jan

Powiązania:

https://bibliotekanauki.pl/articles/783221.pdf

Data publikacji:

2016

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

genre
register
style
second-language writer

Opis:

The author has investigated a corpus of informal email messages produced by post intermediate Czech learners of English. The method of analysis draws upon Biber & Conrad (2009) employing primarily a qualitative analysis as part of the author´s dissertation. First of all, the paper touches upon such descriptive terms as style, register and genre. Secondly, the paper presents the results of an analysis of genre features including deviations. In the concluding part, the article outlines implications for practice.

Źródło:

Theory and Practice of Second Language Acquisition; 2016, 2, 1
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

Creating a ‘Positive Environment’ Through Drama in the EFL Classroom

Autorzy:

Gałązka, Alicja
Trinder, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/1969040.pdf

Data publikacji:

2018-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

positive environment
drama
Second Language Acquisition

Opis:

We all learn best when we are in a state of rational and emotional balance, or what is referred to as ‘flow’. We know that body and mind are linked physically, cognitively and emotionally and teachers need to recognise and support the integrated development of all the three areas within their teaching and to seek safe and positive ways of doing so. The emotional environment improves students’ self-awareness, motivation, empathy, recognition of choices and leads to strong and supportive communities. Drama provides a supportive forum for checking out that impact in a distanced way, with the teacher there to mediate the experience, often from within a role. Drama offers a stimulating and rich opportunity to discuss and understand our own emotions, attitudes and beliefs through observing, empathising with, feeling and exploring the emotions of characters both portrayed and interacted with in a role. Drama provides a safe emotional context and a sense of security for learners. In the various fields of research into the factors influencing success in Second Language Acquisition (SLA), trends accentuating the importance of recognising the indicators of success based upon personality and psychology have been ascribed great significance. In the paper, the results of a pilot study to an ongoing research project will be presented. The main aim of the project is to establish the influence of drama on the creation of a positive educational environment, taking into consideration such variable factors as: feeling of security, feeling of identity, sense of belonging, sense of purpose, feeling of competence, and through this an improvement in language competence. The research is a theoretical-empirical investigation of a diagnostic-explanatory-verifi catory nature. Results will be presented from the perspective of both quantitative and qualitative analysis.

Źródło:

The New Educational Review; 2018, 54; 193-205
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Second language learning for vulnerable adult migrants: The case of the Italian public school

Autorzy:

Deiana, Igor
Spina, Stefania

Powiązania:

https://bibliotekanauki.pl/articles/911703.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

adult foreign language education
vulnerable adult migrants
second language adult learners
illiterate students
teaching Italian as a second language
second language teachers
language teacher training
language testing and assessment

Opis:

Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant partof them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thispaper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA,its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 67-81
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Formuły rutynowe w słownikach i uzusie – na przykładzie niemiecko-polskim i polsko-niemieckim
Routinized formulas in dictionaries and language use: a contrastive German-Polish and Polish-German case study

Autorzy:

Nerlicki, Krzysztof

Powiązania:

https://bibliotekanauki.pl/articles/555368.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej

Tematy:

routinized formulas
phraseography
second language learning

Opis:

Learning routinized formulas is one of the relevant and effective components of foreign vocabulary acquisition. Therefore the lemmatization of such set phrases and the way they are explained in mono- and bilingual dictionaries for foreign language learners is of importance. The paper presents German and Polish routinized formulas listed in the dictionary Langenscheidt Słownik Premium Niemiecki, polsko-niemiecki, niemiecko-polski (2014). The analysis of selected items as examples shows, especially with respect to pragmatic phraseologisms, not only some issues concerning selection of appropriate equivalents but also signals the need for inclusion of additional lexicographic information (e.g. in the form of glosses) which could facilitate correct understanding and application of the examined routinized formulas by dictionary users.

Źródło:

Applied Linguistics Papers; 2018, 25/3; 43-59
2544-9354

Pojawia się w:

Applied Linguistics Papers

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

Suppression of literal meanings in L2 idiom processing: Does context help?

Autorzy:

Cieślicka, Anna

Powiązania:

https://bibliotekanauki.pl/articles/780739.pdf

Data publikacji:

2011-04

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language
idiom processing
context
suppression

Opis:

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

Źródło:

Studies in Second Language Learning and Teaching; 2011, 1, 1; 13-36
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 13.

Tytuł:

Balanced Teaching: Balance zwischen Geschlossenheit und Offenheit im Fremdsprachenunterricht

Autorzy:

Rozenberg, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/571876.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydział Neofilologii

Tematy:

Balanced Teaching
second-language acquisition
foreign language teaching

Opis:

Myślą przewodnią niniejszego artykułu jest odejście od monokultury metod nauczania języków obcych w kierunku różnorodności metodycznej. Koncepcją wyrażającą ten trend jest Balanced Teaching – podejście, które odrzuca konkurowanie i faworyzowanie metod nauczania języków obcych zorientowanych na kategorię hermetyczności i otwartości. Balanced Teaching zakłada ich współistnienie oraz proponuje zachowanie równowagi pomiędzy nimi w nauczaniu języka obcego.
The article is devoted to the diversification of foreign language teaching methods. The Balanced Teaching approach accurately represents this approach since it rejects competition between the foreign language teaching methods which focus either on hermeticism or on openness. Balanced Teaching assumes their coexistence and suggests their remaining in balance in foreign language teaching.

Źródło:

Acta Philologica; 2015, 46; 51-61
0065-1524

Pojawia się w:

Acta Philologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

A critical review of research on strategies in learning Chinese as both a second and foreign language

Autorzy:

Jiang, Xiaoli
Cohen, Andrew

Powiązania:

https://bibliotekanauki.pl/articles/780751.pdf

Data publikacji:

2012-03

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

strategy research
learning Chinese
second language
foreign language

Opis:

This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research designs, inconsistencies in reported findings, inappropriate use of research methods, and weaknesses in both Chinese- and English-language publications are discussed. The article concludes by calling for future research paying more attention to current language learning strategy theories and practices.

Źródło:

Studies in Second Language Learning and Teaching; 2012, 2, 1; 9-43
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Enjoyment and anxiety in second language communication: An idiodynamic approach

Autorzy:

Boudreau, Carmen
MacIntyre, Peter D.
Dewaele, Jean-Marc

Powiązania:

https://bibliotekanauki.pl/articles/780983.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

emotions
anxiety
idiodynamic
second language communication
dynamics

Opis:

Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 1; 149-170
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Affordances theory in multilingualism studies

Autorzy:

Aronin, Larissa
Singleton, David

Powiązania:

https://bibliotekanauki.pl/articles/780815.pdf

Data publikacji:

2012-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

affordances
multilingualism
second language learning
complexity
multiple language acquisition

Opis:

The concept of affordances originating in Gibson’s work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances.

Źródło:

Studies in Second Language Learning and Teaching; 2012, 2, 3; 311-331
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

Jaki jest piesek? Śliczny. O recepcji twórczości Wisławy Szymborskiej wśród japońskich studentów
What Is a Dog Like? Lovely? On Reception of Wisława Szymborska’s Writings Among Japanese Students

Autorzy:

Morcinek, Barbara

Powiązania:

https://bibliotekanauki.pl/articles/510979.pdf

Data publikacji:

2012

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

Wisława Szymborska
contemporary poetry
contextualization
teaching second language

Opis:

Poetry analysis is never easy. Especially when someone’s literary output is observed and read from a perspective of few thousands kilometers and completely different cultural and philo-sophical background. Such situation takes place when one attempts to read Wisława Szymborska’s poetry in Japan. Language and literature specialists are able to trace numerous connections between her texts and their own reading experience; but for students who have just learned Polish and attempt to become familiar with our culture it is an outstanding chal-lenge. They have to conquer the barrier of language, culture and poetical presentation. But when they do that, their adventure with Polish poetry is just about to begin.

Źródło:

Postscriptum Polonistyczne; 2012, 2(10); 275-283
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 18.

Tytuł:

When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology

Autorzy:

Leacox, Lindsey
Meza, Margarita V.
Gregersen, Tammy S.

Powiązania:

https://bibliotekanauki.pl/articles/783252.pdf

Data publikacji:

2016

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

selective mutism
anxiety
positive psychology
second language acquisition

Opis:

Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism.  Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks.  Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter.  Implications of outcomes, collaboration, and conclusions are discussed.

Źródło:

Theory and Practice of Second Language Acquisition; 2016, 2, 2
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Fluency in second language writing: A developmental perspective

Autorzy:

Kowal, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/634503.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

writing fluency, second language development, Dynamic Systems Theory

Opis:

The paper presents a longitudinal study of writing fluency in second language students. The aim was to follow the development of the students’ fluency during a three-year period in which they studied Swedish as a second language. Fifteen Polish university students participated in the study. The analysis shows that fluency develops non-linearly with some peaks in the average developmental curve. Furthermore, we observed both between- and within-individual variability in fluency in text production. The development of fluency is unpredictable and no one subject mirrors in their development the average curve. Individual differences were observed at every step of second language development. The analysis shows that writers who are slow at typing are not automatically less fluent and that subjects who develop more slowly can achieve a high level of fluency in writing. In general, writers who were slower and less fluent at the beginning made the greatest progress in fluency during the three-year period, compared with those who were more skilled with regard to both language and typing, who achieved a certain level of fluency faster than their fellow students.

Źródło:

Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2014, 131, 3
2083-4624

Pojawia się w:

Studia Linguistica Universitatis Iagellonicae Cracoviensis

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Effects of Word Class and Training Method on Vocabulary Learning in a Second Language

Autorzy:

Ludington, Jason D.

Powiązania:

https://bibliotekanauki.pl/articles/620892.pdf

Data publikacji:

2015-12-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

vocabulary learning
second language
noun bias
nouns
verbs

Opis:

It is not fully known whether nouns or verbs are easier to learn in a second language. A noun learning advantage has been observed for children in many languages (e.g., Gentner, 1982), but few have examined whether mature second language learners show a similar pattern. In the current study 84 university students were trained with nonce words for 96 familiar, concrete concepts (half nouns, half verbs), half labeled ostensibly, and half in contexts that allowed label meanings to be inferred. Vocabulary knowledge was assessed through recognition tests after a delay of either five minutes or one week. No evidence of a word class advantage was found-participants did not demonstrate a noun advantage. Ostensive training was superior to inferential training at five minutes but not after one week.

Źródło:

Research in Language; 2015, 13, 4; 426-449
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context

Autorzy:

LaBontee, Richard

Powiązania:

https://bibliotekanauki.pl/articles/780445.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language acquisition
vocabulary learning strategies
Swedish language
questionnaire instrumentation

Opis:

This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.

Źródło:

Studies in Second Language Learning and Teaching; 2019, 9, 2; 313-348
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroo

Autorzy:

Fu, Tingfeng
Nassaji, Hossein

Powiązania:

https://bibliotekanauki.pl/articles/780830.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

corrective feedback
uptake
feedback perception
second language classroom

Opis:

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 1; 159-181
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Die Entwicklung interner grammatischer Regeln im gesteuerten Fremdsprachenunterricht
Developing internal rules in instructed second language acquisition

Autorzy:

Czarnecka, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/916948.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

rules of grammar
grammar acquisition
second language acquisition

Opis:

Internal rules of grammar exist in the language irrespective of how they are described by the linguists. This paper is an attempt to answer the question in what way internal rules develop both in the mother tongue and in instructed second language acquisition. The author refers to the hierarchy of processing procedures, chunk related and cognitively based research and demonstrates how this development may be supported in instructed second language acquisition.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 81-89
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Locus of Control and Receptive Skills in Second Language Acquisition

Autorzy:

Gałązka, Alicja
Trinder, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/2004881.pdf

Data publikacji:

2016-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

locus of control
receptive skills
Second Language Acquisition

Opis:

The aim of the study was to investigate the relationship between locus of control and achievement in second language learning, when using reading and listening as the measure of success of the learners. The study was conducted on a pilot group of 102 university students, enrolled in a master’s degree course at a university in Poland. The students were asked to complete the Drwal 29-question test of locus of control and a number of reading and listening tests to complete over an extended period of time in order to gain a reliable overview of their levels of achievement. The results, somewhat against the run of expectation, indicated that there was no apparent correlation-either positive or negative-between the orientation of locus of control of the participants and achievement. This goes against the conventional assumption that there should be some form of negative correlation, as previous research indicates that sucessful learners in an academic environment are more likely than not to have an inwardly orientated locus of control.

Źródło:

The New Educational Review; 2016, 46; 130-141
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Nuvo lessico nella sociolinguistica e nella didattica dell’italiano per stranieri

Autorzy:

Santipolo, Matteo
Torresan, Paolo

Powiązania:

https://bibliotekanauki.pl/articles/638161.pdf

Data publikacji:

2013

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

Sociolinguistics, Teaching Italian as a foreign or second language, Language Teaching Methodology

Opis:

This article introduces and illustrates a series of concepts and terms that the authors have developed in recent years in the area of teaching Italian as a foreign or a second language. More in particular, such new concepts refer to Italian sociolinguistics and its teaching and to methodological issues in general.

Źródło:

Romanica Cracoviensia; 2013, 13, 2
2084-3917

Pojawia się w:

Romanica Cracoviensia

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 26.

Tytuł:

Turkish EFL Learners’ Acquisition of Psych Verbs and Unaccusative Verbs: A Replication Study on Underpassivization and Overpassivization

Autorzy:

Tanyer, Seray
Deniz, Samet

Powiązania:

https://bibliotekanauki.pl/articles/2053532.pdf

Data publikacji:

2022-01-28

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

second language acquisition
psych verbs
unaccusative verbs
underpassivization
overpassivization

Opis:

The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed mor The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed more accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization. e accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization.

Źródło:

Theory and Practice of Second Language Acquisition; 2022, 8, 1; 129-155
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Polish Migrant Community in Ireland: the Use of Irish English Slit-t

Autorzy:

Grabarczyk, Izabela

Powiązania:

https://bibliotekanauki.pl/articles/1026702.pdf

Data publikacji:

2019-06-30

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

migration
Polish migrants
second language use
acculturation
Irish English

Opis:

In any migratory context individuals are faced with several challenges as a result of having to live in a different geographical location, function in a different cultural setting and use a different language. The migrants’ use of language plays a crucial role in mediation of their identity, especially in the domain of pronunciation (Kobialka 2016). When non-native users of language adapt their speech to resemble that of the host community, it may suggest their strong identification with the target community (Hammer and Dewaele 2015). This papers focuses on the pronunciation patterns among Polish adult migrants living in the west of Ireland. The aim of the study is to investigate the link between positive attitudes of the migrant community towards Ireland, Irish culture and community, their acculturation strategies and language identity, and the tendency to use one of the most characteristic features of Irish English – slit-t. The theoretical framework includes acculturation theory (Berry 2005), social identity theory (Tajfel and Turner 1987) and language identity (Block 2007). The qualitative and quantitative analysis of data indicates a certain correlation between the use of Irish English slit-t and the participants’ strategies of acculturation, identity and attitudes to the host community.

Źródło:

Research in Language; 2019, 17, 2; 127-146
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Binnendifferenzierung und Individualisierung im Fremdsprachenunterricht – eine Chance für legasthene Lerner
Inner Differentiation and Individualization During Foreign Language Classes – the Opportunity for Dyslexic Students

Autorzy:

Jaworska, Mariola

Powiązania:

https://bibliotekanauki.pl/articles/444148.pdf

Data publikacji:

2012

Wydawca:

Uniwersytet Warmińsko-Mazurski w Olsztynie

Tematy:

the second language learning
dyslexic students
inner differentiation
individualization

Opis:

The article presents the problem of the stimulation of the second language learning by students with particular difficulties in reading and writing (developmental dyslexia). Since dyslexic students show multiple disorders in learning not only foreign languages but also their mother tongue, it is essential to provide them with special support during their foreign language classes. The problems discussed in the article concerns the characteristic of the disorders, their influence on the second language learning and the emerging difficulties. The key element of the discussion is the analysis of the opportunities to support dyslectic students during foreign language classes by implementing the principles of inner differentiation and individualization, which take into account the student’s particular needs and individual features.

Źródło:

Acta Neophilologica; 2012, XIV/2; 35-45
1509-1619

Pojawia się w:

Acta Neophilologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Personal experiencing of spoken English by Poles

Autorzy:

Daszkiewicz, Michał

Powiązania:

https://bibliotekanauki.pl/articles/1387962.pdf

Data publikacji:

2017-02-21

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

English
second language
affect
personal educational event
directed utterance

Opis:

The paper addresses applicability of terms and rationale normally associated with early language education to the learning (and articulation) of English by adult Poles. It discusses how grown-ups – supposedly aware of how important speech is for their language success – prove victim to affective obstacles, require the personally – and emotionally-experienced sense of achievement, which implies that the character of their language learning does not depart too far from that of young children. The paper opens with a section concerning the (Polish) national edge of the learning of English and focusing on the learners’ decision not to speak having a personal and crucial character. Then, the issue of affective obstacles is examined theoretically in a discussion on the suitability of specific early education terms for adult language education, and empirically – through a qualitative study of what effect is obtained among Polish grown-ups by using a language teaching method resting on L2 early education terms. It is observed that following a simple teaching procedure in which learners were presented with a set of topic-oriented questions and exemplary answers and then requested to remark (in Polish) on (a four-faceted construct reflecting) how they feel about their productive language learning, an immediate positive outcome is obtained on the affective stratum.

Źródło:

Problemy Wczesnej Edukacji; 2017, 36, 1; 33-41
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

Autorzy:

Ke, Sihui (Echo)
Zhang, Dongbo

Powiązania:

https://bibliotekanauki.pl/articles/1902579.pdf

Data publikacji:

2021-09-13

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

causal effect
morphology
second language reading
literacy
scoping review

Opis:

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.

Źródło:

Studies in Second Language Learning and Teaching; 2021, 11, 3; 331-350
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

The Use of Lexical Cohesion Elements in the Writing of ESL Learners

Autorzy:

Kadiri, Goodluck C.
Igbokwe, Uche Lebechi
Okebalama, Udodirim Ngozi
Egbe, Cajetan Ikechukwu

Powiązania:

https://bibliotekanauki.pl/articles/620709.pdf

Data publikacji:

2016-09-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

cohesion
lexical elements
English as a Second Language
writing

Opis:

This study investigated the use of lexical elements of cohesion in the essay writing of students of English as a Second Language. Two hundred essays of final year students of the University of Nigeria, Nsukka were collated and analyzed by the researchers in order to identify the lexical elements used to achieve cohesion in writing. The result showed that students used three lexical elements as postulated by Gutwinski in varying degrees in their writings. These include: repetition, synonyms, and lexical sets (collocations). Students tended to use more of repetitions and made minimal use of synonyms and lexical sets to achieve cohesion in writing. This has led to poorly written essays by students. It also implies that lexical cohesion elements should be taught in schools to enable students use them appropriately in writing.

Źródło:

Research in Language; 2016, 14, 3; 221-234
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

The acquisition of the Latvian language as the Second language at preschool age in theory and practice

Autorzy:

Tomme-Jukēvica, Ingēra

Powiązania:

https://bibliotekanauki.pl/articles/628472.pdf

Data publikacji:

2014

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

child second language acquisition, linguistic theories, curricula, teaching resources

Opis:

In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic handouts) as well as the Latvian language as the second language study content.The conclusion is drawn that the theory of communicative competence and the systemic functional grammar theory prevail as well as the basic principles of the behavioral theory can be discerned. In the teaching resources and learning process it is advisable to more often incorporate the same language material repetition in different situations and new combinations. Consideration must be given to more positive and negative transfer (interference) emphasis. To prevent children’s errors it is advisable to provide and incorporate special exercises in the teaching resources as well as methodological recommendations for the Latvian language teachers.

Źródło:

Journal of Education Culture and Society; 2014, 5, 1; 334-344
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

AFFECTIVE AND MOTIVATIONAL FACTORS IN ENGLISH AS A SECOND LANGUAGE IN SPAIN

Autorzy:

GARCÍA-SAMPEDRO, MARTA
AGUDO PRADO, SUSANA

Powiązania:

https://bibliotekanauki.pl/articles/628114.pdf

Data publikacji:

2020

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

affective factors, motivation, English as a second language teaching

Opis:

Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training Faculties (Spain and the United Kingdom). The categories of analysis were previously established according to the research aims. Results and conclusion. The results obtained through the analysis of categories indicated that the participant teachers consider affective factors and motivation as fundamental aspects in the process of teaching and learning a second language. In addition they agreed with prestigious experts on the matter, such as Dörnyei, Ushioda or Chomsky, that these aspects are crucial to improve students' linguistic oral competence. The teachers demonstrate their opinions based on their professional experiences and educational philosophy constituting altogether a valuable bunch of information for other experts and researchers.

Źródło:

Journal of Education Culture and Society; 2020, 11, 1; 163-173
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Automaticity of lexical access and executive control in Croatian-German bilinguals and second language learners

Autorzy:

Vujnović Malivuk, Kristina
Palmović, Marijan
Zergollern-Miletić, Lovorka

Powiązania:

https://bibliotekanauki.pl/articles/780735.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

automaticity
lexical access
executive control
bilingualism
second language learning

Opis:

The aim of this study was to explore automaticity of lexical access and executive functions of language learners and bilinguals while considering their language automaticity. Three groups of youths aged 14 to 18 were tested: Croatian-German early bilinguals, Croatian high school students who participated in a German immersion programme at school and Croatian high school students of German as a foreign language. The participants were tested on a modified version of the Stroop test (i.e., a Stroop-like test). It presented pictures of an animal or an object with names of an animal or an object written over the picture. The names were written in Croatian or German and were either congruent or incongruent. Lexical access was slower for the bilinguals in both Croatian and German, which suggests that they used more of their cognitive resources because both of their languages were highly active, and more executive control was required to complete the task.

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 4; 755-774
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Tytuł:

The handling of missing binary data in language research

Autorzy:

Pichette, Francois
Beland, Sebastien
Jolani, Shahab
Leśniewska, Justyna

Powiązania:

https://bibliotekanauki.pl/articles/780779.pdf

Data publikacji:

2015-03-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

missing data
Cronbach's alpha
participant exclusion
second language testing

Opis:

Researchers are frequently confronted with unanswered questions or items on their questionnaires and tests, due to factors such as item difficulty, lack of testing time, or participant distraction. This paper first presents results from a poll confirming previous claims (Rietveld & van Hout, 2006; Schafer & Gra- ham, 2002) that data replacement and deletion methods are common in research. Language researchers declared that when faced with missing answers of the yes/no type (that translate into zero or one in data tables), the three most common solutions they adopt are to exclude the participant’s data from the analyses, to leave the square empty, or to fill in with zero, as for an incorrect answer. This study then examines the impact on Cronbach’s α of five types of data insertion, using simulated and actual data with various numbers of participants and missing percentages. Our analyses indicate that the three most common methods we identified among language researchers are the ones with the greatest impact  n Cronbach's α coefficients; in other words, they are the least desirable solutions to the missing data problem. On the basis of our results, we make recommendations for language researchers concerning the best way to deal with missing data. Given that none of the most common simple methods works properly, we suggest that the missing data be replaced either by the item’s mean or by the participants’ overall mean to provide a better, more accurate image of the instrument’s internal consistency.

Źródło:

Studies in Second Language Learning and Teaching; 2015, 5, 1; 153-169
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 36.

Tytuł:

Hindernis oder Brücke? Der Beitrag der Angewandten Linguistik zur Erforschung des Lehrens und Lernens von Fremdsprachen.
Obstacle or bridge? The contribution of Applied Linguistics to the study of the teaching and learning of foreign languages

Autorzy:

Königs, Frank G.

Powiązania:

https://bibliotekanauki.pl/articles/914501.pdf

Data publikacji:

2016-06-20

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Applied Linguistics
interdisciplinary
Language Teaching Research
mediation
multilingualism
second language acquisition.

Opis:

There is no doubt that Applied Linguistics has firmly established itself as an independent scientific field. However, there are thematic overlaps in some areas concerning other disciplines. Language Teaching Research is a prime example of how linguistic features can be applied in an instructional context. In a first step, the author investigates both the similarities and differences of Applied Linguistics and Language Teaching Research, before dealing with related topics such as second language acquisition, multilingual didactics, mediation, competences, and sensitivity regarding (foreign) language use. Finally, a response is formulated to the question of whether the field of Applied Linguistics functions as a bridge or an obstacle.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 29-45
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 37.

Tytuł:

Muttersprachliche Kompetenzen von SchülerInnen mit Migrationshintergrund – eine vernachlässigte Ressource an deutschen Schulen
Competences in mother-tongue of young immigrants at school – a neglected resource in German schools

Autorzy:

Bär, Christine

Powiązania:

https://bibliotekanauki.pl/articles/917087.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

German as a second language
young immigrants at German schools
competences in mother tongue as a resource for second language acquisition

Opis:

The article deals with the influence which have the competences in mother tongue on the second language acquisition. Furthermore it is about the possibilities to apply these competences to German as a second language by young immigrants at school. Along with the theoretical expositions the author shows some implications for scholar instruction by using the mother tongue as a resource to acquire a second language.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 225-233
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 38.

Tytuł:

Sposoby badania błędów w glottodydaktyce. Przegląd wybranych koncepcji
The techniques of error analysis in second language acquisition. A review of methods

Autorzy:

Szafraniec, Kamil

Powiązania:

https://bibliotekanauki.pl/articles/967073.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

errors in second language acquisition
methodology of second language acquisition
behaviorism
cognitivism
dialogical school
lapsologia
metodologia glottodydaktyczna
behawioryzm
kognitywizm
szkoła dialogiczna

Opis:

Celem niniejszego artykułu jest analiza sposobów badania błędów popełnianych przez uczących się języków obcych. Przegląd koncepcji umieszczonych w artykule jest oparty na pracach glottodydaktyków amerykańskich i przedstawia zarazem główne szkoły glottodydaktyki amerykańskiej – behawioryzm, kognitywizm oraz tzw. szkołę dialogiczną. Autor analizuje zarówno koncepcje pojęcia błędu w każdej ze szkół, jak i sposoby ich badania.
The aim of the paper is to investigate the methods of error analysis in second language acquisition. The review of approaches to error analysis is based on the works of American researchers and at the same time is a short presentation of main schools of second language acquisition in the United States. The author discusses behaviorism, cognitivism, and the dialogical school. He takes into consideration not only the concept of error, but also the methods of error analysis.

Źródło:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2015, 22
0860-6587
2449-6839

Pojawia się w:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 39.

Tytuł:

Gamification or the Ludic Expectations of Literacy

Autorzy:

Márquez-Gómez, Andrea
Alcantud-Diaz, Maria

Powiązania:

https://bibliotekanauki.pl/articles/450748.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

Learning
literacy
play
gamification
English as a Second Language

Opis:

This article attempts to show how play, namely gamification, can fit the determined goal of achieving outstanding literacy instruction for Primary Education children. We first provide a brief overview of the recent history on the research of literacy and play. We also make reference to strong standards and gamification in Primary Education childhood classes. To do so, and after reviewing current research into the issue of gamification and literacy in education, we describe a practical experience in a state Primary Education school in Valencia (Spain) connecting gamification and literacy skills. By doing this we will try to fill a gap found after our search of the literature, which revealed that to date there are few studies that have investigated practical experiences of teachers using games. The main objective of the didactic proposal depicted here was to enhance the children’s literacy skills through gamification in the field of Teaching English as a Second Language (TESL). Thus, the implementation of this experience has studied the way of integrating game dynamics in non-recreational environments to enhance their learning. The design of the teaching sequence shown here was contextualized by using the picture book The Gruffalo, and the students as the main protagonist to finally achieve a close relationship between learning, literacy and entertainment.

Źródło:

Filoteknos; 2019, 9; 323-338
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 40.

Tytuł:

Zależność między leksykonem mentalnym a procesem tłumaczenia
Correlation between mental lexicon and translation process

Autorzy:

Legutko-Marszałek, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/555515.pdf

Data publikacji:

2019-06-24

Wydawca:

Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej

Tematy:

mental lexicon
bilingualism
second language
translation process
lexical access

Opis:

I have discussed cognitive aspects of translation and I have attempted to pay a particular attention to cognitive conditions guaranteeing the correct process of translation. Translating from one language into the other is, in my opinion, possible thanks to the reference to the notional ground and information processing regardless of a language. The division of one mental lexicon common for the two languages into two separate mental lexicons influences the quality of translation. The condition of a successful translation is a correct identification of the notional structure and this, in turn, is possible only after the division of the mental lexicons so that the lexical units have a direct access to beyond language notion and can activate them.

Źródło:

Applied Linguistics Papers; 2019, 26/2; 47-62
2544-9354

Pojawia się w:

Applied Linguistics Papers

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 41.

Tytuł:

Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

Autorzy:

Lange, Kriss
Matthews, Joshua

Powiązania:

https://bibliotekanauki.pl/articles/1047059.pdf

Data publikacji:

2020-12-18

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language listening
aural vocabulary
lexical segmentation
listening comprehension

Opis:

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners’ capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC & Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.

Źródło:

Studies in Second Language Learning and Teaching; 2020, 10, 4; 723-749
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 42.

Tytuł:

Konzeptionelle Erweiterungen im reflexiven Handeln im Modus des forschenden Lernens. Einblicke in die transformativen Lernprozesse am Beispiel des Seminars Unterrichtsforschung für DaF
Conceptual Developments in Reflexive Action through Research-Based Learning: Insights into Transformative Learning Processes in the Seminar ‘Classroom Research for Teachers of German as a Foreign Language’

Autorzy:

Lazovic, Milica

Powiązania:

https://bibliotekanauki.pl/articles/2231350.pdf

Data publikacji:

2022-12-19

Wydawca:

Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu

Tematy:

second language teacher education
research-based learning
practical research

Opis:

This article analyses transformative processes, initiated through research-based learning, in the context of the seminar ‘Classroom Research for Prospective Teachers of German as a Second Language’. Starting from a theoretical insight into the relevance and dynamics of research-based learning, several aspects are considered from an ethnomethodological perspective: on the one hand, self-awareness and transformative self-reflexivity in the research-based learning process and, on the other, transformative processes, identified in student presentations and project work.

Źródło:

Academic Journal of Modern Philology; 2022, Special Issue, 16; 157-170
2299-7164
2353-3218

Pojawia się w:

Academic Journal of Modern Philology

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 43.

Tytuł:

THE IMPACT OF ANXIETY ON SPEAKING IN ADOLESCENT AND ADULT GROUPS OF ENGLISH LEARNERS

Autorzy:

Gosiewska-Turek, Bogusława

Powiązania:

https://bibliotekanauki.pl/articles/628673.pdf

Data publikacji:

2018

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

foreign language, second language acquisition, affective factors, anxiety, speaking, adults, adolescents.

Opis:

Aim: The aim of this article is to investigate the interdependence between adolescent and adult students’ anxiety and their foreign language speaking achievements. It has been proved that there is no correlation between adolescent learners’ anxiety and their speaking attainments in a foreign language as well as that there is a weak correlation between adult students’ anxiety and their speaking achievements. Method: The author of the study employed quantitative research. Data was collected from anxiety questionnaires completed by the students and from achievement sheets filled in by the English teacher based on five-minute speeches performed by adolescent and adult students. Conclusion: According to the research results, there is no interdependence between adolescent students’ anxiety and their speaking attainments and the correlation between adult students’ anxiety and their speaking achievements is weak. Nevertheless, a number of other studies revealed the interdependence between students’ anxiety and their speaking attainments. Therefore, limitations of the study should be born in mind, and the results of the following study can be applied only to the subjects participating in the study. Hence, it is relevant to repeat the study with larger samples of subjects.

Źródło:

Journal of Education Culture and Society; 2018, 9, 2; 93-106
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 44.

Tytuł:

A QUANTITATIVE STUDY OF THE PERCEIVED IMPACT OF SOCIAL MEDIA NETWORKS ON BAHRAINI USERS’ ENGLISH LANGUAGE LEARNING

Autorzy:

Al Jahromi, Diana

Powiązania:

https://bibliotekanauki.pl/articles/955954.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

social media
perceptions
language education
English as a second language
Bahrain

Opis:

The various facets and networks of social media have had significantly phenomenal influence on the individual life and on the societal, economic, and political status of their users. The linguistic discourse of interlocutors on social media has also been influenced. The current study aims at measuring how the English language learning process of non-native Bahrainis has been affected by the use of social media. To explore such effects, a quantitative methodological measure was used in the form of an online questionnaire administered to a random sample of L2 Bahrainis. Responses from 330 respondents from different age groups and gender types were analysed using measures of central tendency and other statistical measures such as t-tests and ANOVA using SPSS. Findings have revealed that the utilization of social media has been perceived to have positively impacted interlocutors’ lexical variation, writing style, reading skills, and communication skills. These findings were subjective to variables related to gender, age, and the multimodality of particular social media facets. Accordingly, some significant implications and recommendations are drawn, the most important of which is the provision of mechanisms to ensure the effective utilisation and employment of social media in the pedagogical practices in L2 contexts.

Źródło:

Teaching English with Technology; 2020, 20, 4; 23-40
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 45.

Tytuł:

Adverbial markers of modality in norwegian l1 and l2 conversations

Autorzy:

Horbowicz, Paulina

Powiązania:

https://bibliotekanauki.pl/articles/1156902.pdf

Data publikacji:

2017-06-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language conversation
modality
modal adverbs
modal particles
Norwegian
spoken language

Opis:

The aim of this paper is to investigate how second language speakers of Norwegian (henceforth Norwegian L2 speakers) differ in their use of modality expressions from native speakers (L1 speakers). As modality is a very broad subject, the main focus of the study is limited to one-word modal adverbs, such as kanskje ‘maybe’, and modal particles such as jo. The study compares the frequency of using different types of modal adverbials by L1 and L2 speakers, and their syntactic position. The implications of the study are two-fold. First of all, it is to contribute to the studies of the field of modality in Norwegian. The second implication is didactic, as describing the use of modal adverbials in Norwegian conversation can help devise right teaching materials to allow second language users achieve a more native-like competence in this respect.

Źródło:

Folia Scandinavica Posnaniensia; 2017, 23; 4-24
1230-4786
2299-6885

Pojawia się w:

Folia Scandinavica Posnaniensia

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 46.

Tytuł:

The effects of CLIL on mathematical content learning: A longitudinal study

Autorzy:

Surmont, Jill
Struys, Esli
Van Den Noort, Maurits
Van De Craen, Piet

Powiązania:

https://bibliotekanauki.pl/articles/781063.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

content and language integrated learning
second language
teaching
math performance
longitudinal study

Opis:

Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 2; 319-337
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 47.

Tytuł:

The Review of the English Textbook: Battleplan. English for the Polish Military. Student’s Book, Level 3. Author: Jeremy Walters

Autorzy:

Knapik, Aleksandra R.

Powiązania:

https://bibliotekanauki.pl/articles/27322317.pdf

Data publikacji:

2023-12-15

Wydawca:

Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu

Tematy:

military discourse
Stanag 6001
formal writing
second language acquisition
ESL

Opis:

This article provides a comprehensive review of the English textbook entitled Battleplan: English for the Polish Military. Student’s Book, Level 3. The evaluation encompasses various aspects, including content, pedagogical approach, language proficiency targets, and overall effectiveness in catering to the linguistic needs of Polish military personnel. Through a meticulous analysis, the article aims to offer insights into the strengths and potential shortcomings of the textbook, shedding light on its suitability for learners at Stanag Level 3. The review seeks to contribute to the ongoing discourse on language education within military contexts, providing educators and curriculum developers with valuable perspectives for refining language learning materials tailored to the specific requirements of the Polish military in the context of Stanag 6001examination.

Źródło:

Academic Journal of Modern Philology; 2023, 19; 377-378
2299-7164
2353-3218

Pojawia się w:

Academic Journal of Modern Philology

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 48.

Tytuł:

The Relationship between Attention and Extraneous Load

Autorzy:

Hughes, Christopher J. L.
Costley, Jamie
Lange, Christopher

Powiązania:

https://bibliotekanauki.pl/articles/1371411.pdf

Data publikacji:

2021-07-09

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

cognitive load
second language learning
media
online learning
video lectures

Opis:

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.   

Źródło:

Theory and Practice of Second Language Acquisition; 2021, 7, 2; 61-82
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 49.

Tytuł:

Methodological considerations in studying awareness during learning. Part 2: Second Language Acquisition

Autorzy:

Nakamura, Daisuke

Powiązania:

https://bibliotekanauki.pl/articles/430183.pdf

Data publikacji:

2013

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

awareness
retrospective verbal report
think-aloud protocol
second language acquisition

Opis:

This paper considers methodological issues of awareness during adult second language acquisition (SLA). Specifically, the paper deals with (a) the issue of instructional orientations, (b) the issue of biases in knowledge measurement, and (c) the issue of reactivity in the online think-aloud protocol. Detailed reviews of prominent SLA research that has investigated the possibility of implicit SLA reveal (1) that the instruction on implicit learning does not guarantee that learners engage in the implicit learning mode, (2) that the majority of SLA research has employed only tests of “explicit learning” such as untimed grammaticality judgment, and (3) that there is some evidence that the online think-aloud protocol causes negative reactivity particularly when it is metalinguistic in nature.

Źródło:

Polish Psychological Bulletin; 2013, 44, 3; 337-353
0079-2993

Pojawia się w:

Polish Psychological Bulletin

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 50.

Tytuł:

EFFECT OF LEARNER PROFICIENCY LEVELS ON METHODOLOGICAL EFFECTIVENESS: CASE OF STAD AND WEBQUEST (STADIBTM)

Autorzy:

Awada, Ghada
Burston, Jack

Powiązania:

https://bibliotekanauki.pl/articles/955369.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Proficiency
second language acquisition
Student Team Achievement Division (STAD)
WebQuest

Opis:

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and WebQuest, STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-post-test comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students.

Źródło:

Teaching English with Technology; 2020, 20, 3; 63-84
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

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