Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Second Language" wg kryterium: Temat

  Lista filtrów

Dostawca treści

Wyrównaj
Wyświetlanie 1-15 z 202
Tytuł:
Granularité temporelle et mouvement référentiel dans les textes narratifs des apprenants polonophones du français L2 (niveau débutant à intermédiaire, milieu captif)
Zjawiska granulacji informacji czasowej oraz ruchu referencyjnego w tekstach narracyjnych polskich uczniów języka francuskiego jako obcego (początkujących i średniozaawansowanych)
Autorzy:
Paprocka-Piotrowska, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/1953823.pdf
Data publikacji:
2005
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
narracja
granulacja
ruch referencyjny
akwizycja języka obcego
narrative
granularity
referential movement
second language acquisition
Opis:
[Artykuł jest rozwinięta i poszerzoną refleksją nad problemami wewnętrznej organizacji tekstu narracyjnego. Na kanwie zjawiska tzw. granulacji (granularité) oraz tzw. ruchu referencyjnego (mouvement référentiel, referential movement) tekst stara się odpowiedzieć na pytanie, jak trzy – możliwe do wyróżnienia w analizie – warstwy tekstu: podział na wątek główny i tło, zmiany na poziomie domen referencyjnych oraz stopień granulacji, współistnieją w tekstach tworzonych przez uczących się języka obcego (tu: polskich licealistów uczących się języka francuskiego) oraz jakie między nimi zaobserwować można zależności. Tekst oparty jest na podłużnych badaniach empirycznych.
Źródło:
Roczniki Humanistyczne; 2005, 53, 5; 169-187
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sociolinguistic Conditioning of Phonetic Category Realisation in Non-Native Speech
Autorzy:
Waniek-Klimczak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/620663.pdf
Data publikacji:
2009-01-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
second language phonetics
language use
age
acculturation
language attitude
Voice
the VOT
vowel duration
closure duration
Opis:
The realisation of phonetic categories reflects a complex relationship between individual phonetic parameters and both linguistic and extra-linguistic conditioning of language usage. The present paper investigates the effect of selected socio-linguistic variables, such as the age, the amount of language use and cultural/social distance in English used by Polish immigrants to the U.S. Individual parameters used in the realisation of the category ‘voice’ have been found to vary in their sensitivity to extra-linguistic factors: while the production of target-like values of all parameters is related to the age, it is the closure duration that is most stable in the correspondence to the age and level of language proficiency. The VOT and vowel duration, on the other hand, prove to be more sensitive to the amount of language use and attitudinal factors.
Źródło:
Research in Language; 2009, 7; 149-166
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
En polakk i norsk fortid. Om feil de polskspråklige norskinnlærerne gjør i bruk av perfektum og preteritum
Autorzy:
Janik, Marta Olga
Powiązania:
https://bibliotekanauki.pl/articles/1177392.pdf
Data publikacji:
2010-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
tverrspråklig innflytelse
konseptuell transfer
perfektum
preteritum
de polskspråklige norskinnlærerne
feil i tempusbruk
crosslinguistic influence
conceptual transfer
polish learners of norwegian as a second language
Opis:
The following paper proves that crosslinguistic influence is the cause of mistakes made by Polish learners of Norwegian as a second language (L2) in their use of Norwegian tenses: perfektum and preteritum. The mistakes seem to be characteristic only for Polish L2 users of Norwegian and not necessarily  for other (at least English and German) L2 users of the language. The paper also mentions some factors which affect the occurrence of transfer. As a conclusion, some arguments are proposed for classifying the transfer as conceptual.
Źródło:
Folia Scandinavica Posnaniensia; 2010, 11; 87-100
1230-4786
2299-6885
Pojawia się w:
Folia Scandinavica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Forming New Vowel Categories in Second Language Speech: The Case of Polish Learners Production of English /I/ and /e/
Autorzy:
Rojczyk, Arkadiusz
Powiązania:
https://bibliotekanauki.pl/articles/620582.pdf
Data publikacji:
2010-09-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
second language speech
vowel
L2 learning
pronunciation
acoustic analysis
Opis:
The paper concentrates on formation of L2 English vowel categories in the speech of Polish learners. More specifically, it compares distribution of two English categories - /I/ and /e/ relative to neighbouring Polish vowels. 43 participants recorded Polish and English vowels in a /bVt/ context. First two formants were measured at a vowel midpoint and plotted on a vowel plane. The results reveal that while a separate /I/ category is formed fairly effectively in Polish learners pronunciation of English, a category of /e/ is almost completely subsumed by a Polish vowel /ϵ/
Źródło:
Research in Language; 2010, 8; 1-13
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań
ln selected factors influencing the teaching and learning of Russian as a second foreign language – research conclusions
Autorzy:
Karolczuk, Marzanna
Powiązania:
https://bibliotekanauki.pl/articles/1037718.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
second foreign language learning
observation study
Russian lesson
badanie obserwacyjne
lekcja języka rosyjskiego
nauczanie drugiego języka obcego
Opis:
The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students’ native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students’ knowledge and skills, which they acquired during their previous learning experiences.
Źródło:
Neofilolog; 2010, 35; 185-194
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
Investigating L2 spoken English through the role play learner corpus
Autorzy:
Nava, Andrea
Pedrazzini, Luciana
Powiązania:
https://bibliotekanauki.pl/articles/780522.pdf
Data publikacji:
2011-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learner corpus research
second language spoken discourse
spoken grammar
tails
discourse markers
Opis:
We describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spoken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the “Role Play” corpus, which consisted of 69 role-play interactions in English carried out by first-year students at B1+-B2 levels according to the Common European Framework of Reference. The analysis focused on the students’ use of two features of spoken English grammar, tails and the discourse markers ‘yes’ and ‘yeah’. Instances of these features from the data were compared with examples of British native speaker, learner and Italian native speaker usage. Preliminary findings pointed to the role of the students’ first language, L2 proficiency and specific task features in the range and frequency of these phenomena as well as in the functions they deployed in the spoken discourse of the informants.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 1; 37-56
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment
Autorzy:
Dracopoulous, Effie
Pichette, Francois
Powiązania:
https://bibliotekanauki.pl/articles/780923.pdf
Data publikacji:
2011-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
writing anxiety
computer anxiety
second language learning
ESL
distance learning
Opis:
The study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 1; 101-117
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
The acquisition of English article system by Polish learners in different proficiency groups
Autorzy:
Świątek, Artur
Powiązania:
https://bibliotekanauki.pl/articles/577214.pdf
Data publikacji:
2011
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
second language acquisition
L1
L2
English article system
definite
indefinite articles
Opis:
The aim of the article is the analysis of the results of the empirical research concerning the process of acquisition of English article system by Polish learners, carried out at three different levels of L2 acquisition. English articles, as a semantic category non-existent in Polish, constitute a notorious source of difficulties in their acquisition by Poles. Polish learners of English at the beginning of their education, being at the elementary level, do not actually acquire articles because of the lack of associations with Polish counterparts. The semantics of English articles differs while compared to Polish, where instead of the articles: a/an, the demonstrative pronouns occur, e.g. ten (this), tamten (that) or there exists a different word order, different intonation, verbal aspects and many other syntactic-semantic processes. While teaching English, we may easily observe that the process of acquisition of English article system by Polish learners differs depending on the level of advancement in learning English. In my article I would like to familiarize the addressees with the question of acquisition of articles by young teenagers, late teenagers and young adults. I hope the results of my research will evoke an interesting source for scientific discourse.
Źródło:
Linguistica Silesiana; 2011, 32; 247-258
0208-4228
Pojawia się w:
Linguistica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The 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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
Fazy przetwarzania informacji językowych w nauce obcojęzycznego słownictwa
The phases of vocabulary learning
Autorzy:
Kubiczek, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1037568.pdf
Data publikacji:
2012-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
second language acquisition
taching vocabulary
language data processing
przyswajanie języka drugiego
nauczanie słownictwa
przetwarzanie danych językowych
Opis:
In the article I am presenting the course of the process of learning vocabulary activated while teaching a foreign language. The paper takes the models of information processing and input processing as a starting point to describe the phases of vocabulary learning and to implicate the teaching procedures based on the insights in the natural processes of language acquisition. It provides theoretical background referring to the concept of instructed learning understood as the possibility of steering learners’ perception and processing of lexical structures by the teacher, and also examples on how to use this knowledge in the classroom.
Źródło:
Neofilolog; 2012, 39/1; 81-93
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 202

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies