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    Tytuł:
    Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension
    Autorzy:
    Brooks, Gavin
    Clenton, Jon
    Fraser, Simon
    Powiązania:
    https://bibliotekanauki.pl/articles/1902577.pdf
    Data publikacji:
    2021-09-13
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    English as an additional language (EAL)
    vocabulary knowledge
    general language ability
    reading comprehension
    Opis:
    This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 3; 351-376
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language
    Autorzy:
    Kan, Rachel T. Y.
    Murphy, Victoria A.
    Powiązania:
    https://bibliotekanauki.pl/articles/780665.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    reading comprehension
    vocabulary
    English as an additional language
    idioms
    bilingual language development
    Opis:
    Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 579-605
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Conflicts over the Language of Additional Service in the Samogitian (Telšiai) Diocese: The Cases of Zarasai and Čekiškės Parishes
    Autorzy:
    Katilius, Algimantas
    Powiązania:
    https://bibliotekanauki.pl/articles/38709862.pdf
    Data publikacji:
    2024-06-30
    Wydawca:
    Wydawnictwo Diecezjalne Adalbertinum
    Tematy:
    additional service
    conflicts over the language of the service
    Samogitian (Telšiai) Diocese
    Zarasai parish
    Čekiškė parish
    Opis:
    Conflict situations unfolded mostly in the so-called mixed parishes inhabited by parishioners of Lithuanian and Polish. The article discusses different situations in two parishes of the Samogitian (Telšiai) Diocese. In one of them, Zarasai parish, it was the Lithuanian parishioners who demanded their rights, while in the other, Čekiškė parish, it was the Polish believers. In Zarasai parish, the Polish believers conflicted mainly about the time scheduled for the sermons in Lithuanian or Polish. At the bishop’s instruction, the time for the Lithuanian sermon was set before the Holy Mass, because the Lithuanian-speaking parishioners lived mainly in the villages outside the town and usually it took them long to travel to the church. Meanwhile, the Polish sermon was preached after the mass, because the Polish-speaking parishioners were townspeople, and the church was closer to them. The main tool in the struggle of the Polish parishioners was the singing of hymns when the Lithuanian sermon was preached, thus attempting to disrupt it. The Poles were dissatisfied with the parish priest Rev. Juozapas Liasauskis for following the bishop’s instruction to the letter and wanted him to be removed from Zarasai parish. Yet the conflict in Zarasai parish did not escalate to acrimony or bloodshed in the church. Until 1909, the language of the additional services and sermons in the parish of Čekiškė was Lithuanian. However, the Polish-speaking parishioners, mostly the nobles, thought that a sermon in Polish should be preached in their parish church. The most important criterion for introducing Polish sermons was statistical, that is, the number of parishioners who wanted sermons in Polish. A survey of parishioners was carried out, during which they were asked in which language the sermons should be delivered. In this survey, 986 people signed up as Polish and over 3000 as Lithuanian. In view of this, Bishop Gasparas Cirtautas introduced sermons and hymns in Polish on every fourth Sunday and on feasts in the parish of Čekiškė.
    Źródło:
    Studia Ełckie; 2024, 26, 2; 225-248
    1896-6896
    2353-1274
    Pojawia się w:
    Studia Ełckie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Demand for Additional Foreign Language Activities in Poland
    Autorzy:
    Kłobuszewska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2167583.pdf
    Data publikacji:
    2022-11-30
    Wydawca:
    Uniwersytet Warszawski. Wydział Nauk Ekonomicznych
    Tematy:
    additional activities
    family SES
    foreign language activities
    gender
    multinomial logit
    Opis:
    This paper addresses the issue of participation in additional activities in foreign languages among Polish students aged 7–15. Foreign language skills are important in recruitment to secondary school and university. In the labour market, there is also a considerable wage premium for foreign language skills. Participation in such activities is therefore a form of investment in human capital. In this work we distinguish two kinds of additional foreign language activities: paid and free, and we show their different characteristics, which is our contribution to the literature. We check whether the key factors on the demand and supply side of additional activities such as family socio-economic status (SES) and size of the place of residence affect the participation in paid and free activities in a similar way. We also examine gender differences in additional foreign language activities participation. For the purpose of our analysis, we use data from the second round of the Determinants of Educational Decisions study (UDE) and apply the multinomial logit regression model. Our results indicate that family SES and size of the place of residence are important factors for probability of participation in paid foreign language activities. For participation in free activities, family SES does not matter. The-refore, these classes can contribute to equalising educational opportunities. We also find that girls are more likely to participate in both paid and free activities in foreign languages.
    Źródło:
    Central European Economic Journal; 2022, 9, 56; 254-268
    2543-6821
    Pojawia się w:
    Central European Economic Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BRYTYJSCY POLACY – POLSCY BRYTYJCZYCY: OSIĄGNIĘCIA MŁODEGO POKOLENIA EMIGRACYJNEGO W ZAKRESIE JĘZYKA OJCZYSTEGO NA PODSTAWIE ANALIZY EGZAMINU GENERAL CERTIFICATE OF SECONDARY EDUCATION (POLISH)
    The British Polish – the Polish British: achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certificate of Secondary Education (Polish)
    Autorzy:
    Łączek, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/442947.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    bilingual education
    exolingual environment
    General Certificate of Secondary Education (Polish)
    (Polish) ethnic minority
    English as a foreign/ second/ additional language
    glottodidactics
    edukacja dwujęzyczna
    środowisko egzolingwalne
    General Certificate of Secondary Education (j.polski)
    (polska) mniejszość etniczna
    angielski jako język obcy/drugi/dodatkowy
    glottodydaktyka
    Opis:
    The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certifi¬cate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Educa-tion (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.
    Źródło:
    Neofilolog; 2017, 49/2; 257-272
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Catalan Law and Business Students in Italy
    Autorzy:
    Martin-Rubió, Xavier
    Diert-Boté, Irati
    Powiązania:
    https://bibliotekanauki.pl/articles/2053530.pdf
    Data publikacji:
    2022-01-28
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    fluency
    accuracy
    stay abroad
    additional language learning
    englishisation
    ELF
    Opis:
    The growing number of EMI courses offered across Europe is increasing the opportunities for student exchanges. This study follows the progress of three students from Universitat de Lleida after their Erasmus experience at three different European universities, two in Milano and one in Macerata. The students took a monological English oral test before and after their stay abroad, and fluency and accuracy measures have been calculated from it. The students were also interviewed and participated in FG discussions. The measures from the two students who went to Milano show an improvement in their English level, whereas the student who went to Macerata performs even worse on his return. However, the experience from the two students in Milano was substantially different from the one who went to Macerata. Using the ethnographic information and the qualitative data available, we bring forward arguments that can help to account for these different outcomes.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2022, 8, 1; 35-52
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Antroponimia mieszczańska na obszarach kontaktowych polsko-ukraińskich w XVI–XVII wieku
    Autorzy:
    Mytnik, Irena
    Powiązania:
    https://bibliotekanauki.pl/articles/1789853.pdf
    Data publikacji:
    2018-04-19
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    burghers
    additional post-positive identifi ers
    language interference
    anthroponymic systems
    Opis:
    This paper is devoted to a discussion of the anthroponymy of burghers in the former Chelmia territory. It presents naming patterns used among Polish and Ukrainian people. The most important issues discussed in this paper are as follows: − a presentation and characteristics of naming styles using ele ments after the fi rst name which refer to men, with an indication of the frequency of the suffi xes; − the similarities and dissimilarities between Ukrainian and Polish anthroponymy in olden day, the scope of mutual interference between the Polish and Ukrainian lan guages and diff erent anthroponymic systems. Materials for this paper are composed of archival and prints sources.
    Źródło:
    Studia Ucrainica Varsoviensia; 2018, 6; 225-236
    2299-7237
    Pojawia się w:
    Studia Ucrainica Varsoviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Uczeń z doświadczeniem migracji na lekcji języka angielskiego: wyzwania i rozwiązania
    A learner with migration experience in an English class: challenges and opportunities
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/16464800.pdf
    Data publikacji:
    2022-08-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    the English class
    first language
    additional language
    migrant learner
    return migrant
    język pierwszy
    język angielski
    język kolejny
    migranci
    reemigranci
    Opis:
    The increasing number of migrant learners in Polish schools poses a new challenge not only for teachers of the language of school education, i.e. Polish, but also for teachers of other subjects, including English. Depending on the migrant learner’s country of origin, English may be his/her foreign, third (or additional) or even first language. This situation increases the heterogeneity of the language group and raises new challenges, which according to Ruiz’s (1984) conceptualization could be approached by the teacher either as a threat to the monolingual policy in the classroom, or as a resource that has the potential to enrich foreign language lessons by developing plurilingual and intercultural competences. On the basis of available research (Rokita-Jaśkow, 2019, 2021), the article presents the challenges teachers face along with suggestions for teaching solutions.
    Źródło:
    Neofilolog; 2022, 58/2; 193-208
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dylematy związane z włączaniem uczniów dyslektycznych do systemu edukacji
    Dilemmas related to the inclusion of dyslexic students into the education system
    Autorzy:
    Szumska, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/2127892.pdf
    Data publikacji:
    2022-02-03
    Wydawca:
    Akademia Humanistyczno-Ekonomiczna w Łodzi
    Tematy:
    dysleksja
    włączanie
    uczniowie ze specjalnymi potrzebami edukacyjnymi
    język angielski jako język obcy
    język angielski jako drugi język
    język angielski jako język dodatkowy
    dyslexia
    inclusion
    special educational needs students
    English as a foreign language
    English as a second language
    English as an additional language
    Opis:
    Celem niniejszego artykuły była prezentacja możliwości włączania uczniów dyslektycznych do procesu kształcenia w szkołach głównego nurtu. Tekst stanowi przegląd zestawu zasad pozwalających na lepsze funkcjonowanie dyslektyków w systemie szkolnictwa. Chciałam również pokazać całościowy obraz współpracy pomiędzy specjalistami szkolnymi, nauczycielami a rodzicami uczniów dyslektycznych.
    The aim of the article was to present opportunities to include dyslexic students into the process of education in mainstream schools. The text constitutes an overview of a set of rules to allow for the better functioning of dyslexic students in the educational system. I also wanted to present a holistic view of cooperation between specialists, school teachers and the parents of pupils with dyslexia.
    Źródło:
    Językoznawstwo; 2021, 15; 279-288
    2391-5137
    Pojawia się w:
    Językoznawstwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    TEACHING AND LEARNING FRENCH AS A THIRD OR ADDITIONAL LANGUAGE IN AN INTERNATIONAL CONTEXT: SELECTED ASPECTS OF LANGUAGE AWARENESS AND ASSESSMENT
    Autorzy:
    Włosowicz, Teresa Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1036479.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language awareness
    assessment
    feedback
    French as a third or additional language
    świadomość językowa
    ocenianie
    informacja zwrotna
    język francuski jako język trzeci lub kolejny
    Opis:
    The article investigates the teaching of French as a third or additional language (De Angelis, 2007) at the beginning level to international students from different language backgrounds and their learning of that language, as perceived by the students themselves, as well as revealed by tests. Special attention is paid to the areas of difficulty perceived by the students, their perception of the similarities and differences between French and their native languages as well as between French and other languages they already know, especially English, and of the teaching strategies, which included cross-linguistic awareness-raising. Assessment of their progress in French is also considered. The study involves a combination of two methods: long-term classroom observation and assessment of 29 students, and a questionnaire filled out by 20 of those students. As the results show, the participants’ awareness of similarities and differences is fairly high, but their attitudes towards awareness-raising, feedback, etc. vary considerably. The tests are both formative and summative (but also providing feedback). However, the feedback was mutual: apart from giving feedback to the students, the author could also modify her teaching according to their problems and wishes concerning the French classes. 
    Źródło:
    Neofilolog; 2020, 55/2; 239-263
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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