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Tytuł:
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
Autorzy:
Dewaele, Jean-Marc
Dewaele, Livia
Powiązania:
https://bibliotekanauki.pl/articles/780856.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language enjoyment
foreign language classroom anxiety
teachers
Opis:
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 45-65
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań
Teaching a Foreign Language to Partially Sighted and Blind Learners: Overview of Research Findings
Autorzy:
Jedynak, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/1371470.pdf
Data publikacji:
2019-01-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
research on foreign language typhlomethodology
native language acquisition
foreign language learning
Opis:
The paper concerns foreign language typhlomethodology and presents an overview of available research findings in the field, arranged in chronological order. The studies discussed in the paper have insight into either first language acquisition or foreign language learning by visually impaired learners. The former shed light on the potential problems the visually impaired might have while learning foreign languages. The problems might emerge both in the phonological or semantic domain. The latter, in turn, discuss such issues as the use of foreign language vocabulary learning strategies and the role of affective factors which facilitate the language learning process. Nowadays the European Union promotes ‘Languages to All’ principle, i.e. teaching languages to all groups of learners, regardless of their disabilities and impairments, preferably in inclusive education setting. Therefore, foreign language teachers should be acquainted with the research findings and their implications presented herein.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 21; 207-225
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom
Autorzy:
Dewaele, Jean-Marc
MacIntyre, Peter
Boudreau, Carmen
Dewaele, Livia
Powiązania:
https://bibliotekanauki.pl/articles/783197.pdf
Data publikacji:
2016
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Foreign Language Enjoyment
Foreign Language Classroom Anxiety
individual differences
gender
Opis:
The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986).  An open question on FLE also provided us with narrative data.  Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences.  The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance.  However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom.  We argue that this heightened emotionality benefits the acquisition and use of the FL.
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
Artykuł
Tytuł:
The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese.
Autorzy:
Jin, Yinxing
de Bot, Kees
Keijzer, Merel
Powiązania:
https://bibliotekanauki.pl/articles/780821.pdf
Data publikacji:
2015-03-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language anxiety
foreign language proficiency
stability
Chinese university student
Opis:
Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across English and Japanese. Chinese university students (N=146), who were simultaneously learning Japanese and English, participated in this study. Data were collected twice over a 2-month interval, using the Foreign Language Classroom Anxiety Scale, the English Proficiency Scale, and the Japanese Proficiency Scale. Results showed that anxiety changes had a significantly negative, but weak, correlation with the development of overall proficiency and the proficiency in sub- skills such as reading or speaking, for both English and Japanese, suggesting the interference of anxiety with proficiency levels. Anxiety in Japanese tended to decrease significantly over time, but no significant change was found for English. Furthermore, no significant difference between anxiety in Japanese and English was found at either testing time.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 1; 41-63
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese
Autorzy:
Jin, Yinxing
de Bot, Kees
Keijzer, Merel
Powiązania:
https://bibliotekanauki.pl/articles/780919.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher support
student affiliation
foreign language anxiety
foreign language proficiency
Opis:
The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 105-125
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language learners’ emotion regulation and enjoyment in an online collaborative writing program
Autorzy:
Zhang, Zhipeng
Gao, Xuesong (Andy)
Liu, Ting
Lee, Chwee Beng
Powiązania:
https://bibliotekanauki.pl/articles/2143628.pdf
Data publikacji:
2022-09-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotion regulation
foreign language enjoyment
online collaborative learning
foreign language learners
Opis:
Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 3; 459-481
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Grammar and Formulaicity in Foreign Language Teaching
Autorzy:
Gozdawa-Gołębiowsk, Romuald
Powiązania:
https://bibliotekanauki.pl/articles/916842.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammar
foreign language teaching
Opis:
There are three general problem areas in the production of native-like language by the foreign learner: lexically based co-occurrence restrictions, inflectional paradigms and function words with little semantic impact. Remedial action can either be rule-based or dictionary-based. This corresponds to two traditionally recognized modes of sentence processing: analytic (with conscious reference to the grammatical system) or holistic (formulaic, where whole chunks are attended to). I argue for the existence of a third, middle-of-the-road strategy, which I tentatively label the "contentive" mode of sentence processing, with the focus on content-bearing individual lexical items.. Contentive processing is a key factor in the modular concept of formulaicity, proposed in this paper. A formula can be thought of as a bundle of opaque features, a recurrent unit, a social token or a morphosyntactic exemplar. This puts a different perspective on language teaching.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2008, 34, 1; 75-86
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sprachunterricht im frühen Alter – Aber wie?
Language Lessons at an Early Age – But how?
Autorzy:
Kałasznik, Marcelina
Powiązania:
https://bibliotekanauki.pl/articles/458753.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
foreign language teaching
early foreign language teaching
didactics in primary education
Opis:
The role of foreign language teaching at an early age is proving very important today for a variety of reasons. There are various approaches to this topic in the literature, many of which point out that in the development of the human brain, certain phases can be identified that should be taken into account in for¬eign language learning. These phases are referred to in the literature using the time window metaphor. The various aspects of language learning by young learners will be addressed in the volume published in 2019, the results of which will be presented in the paper.
Źródło:
Linguistische Treffen in Wrocław; 2019, 16; 367-373
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Personality factors as predictors of foreign language aptitude
Autorzy:
Biedroń, Adriana
Powiązania:
https://bibliotekanauki.pl/articles/780995.pdf
Data publikacji:
2011-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
the Five Factors
personality
foreign language aptitude
gifted foreign language learners
Opis:
The study addresses a problem which is inadequately investigated in second language acquisition research, that is, personality predictors of foreign language aptitude. Specifically, it focuses on the Five Factor model which includes Openness to Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism (Costa & McCrae, 1992) as traits differentiating gifted and nongifted foreign language learners and predicting results of foreign language aptitude tests. Although contemporary researchers generally agree that affect is an important variable in second language acquisition, most empirical studies demonstrate that personality factors are weakly correlated with cognitive abilities and that their contribution to the ultimate attainment is minor (cf. Robinson & Ellis, 2008). On the other hand, these factors constitute an integral part of cognitive ability development (cf. Dörnyei, 2009); therefore, neglecting them in research on foreign language aptitude would be unjustified. The following study is an attempt to analyze the Five Factors in two groups of learners: gifted and nongifted. In order to answer the question as to which and to what extent personality factors have a predictive effect on foreign language aptitude, the results were subjected to a multiple regression analysis. The findings of the study are presented and discussed in a wider context of research on cognitive abilities.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 4; 467-489
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Individuelle Förderung von Schülerinnen und Schülern mit Legasthenie im Fremdsprachenunterricht
Autorzy:
Rybarczyk, Renata
Powiązania:
https://bibliotekanauki.pl/articles/915108.pdf
Data publikacji:
2015-12-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language learning
dyslexic students
special support in foreign language classes.
Opis:
Dyslexic students have significant problems with learning a foreign language. Foreign language (FL) learning is built upon the native language (L1). The skills such as phonological/ orthographic, syntactic and semantic competences in the native language form the foundation for foreign language learning (and FL aptitude). The strength of the native language codes considerably determines the extent to which a learner can become proficient in a foreign language. Weak L1 skills inhibit FL proficiency development. That is why it is essential to provide dyslexic students with special support in foreign language classes.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 199-211
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The "flipped-hybrid" classroom: A didactic technique for teaching foreign languages
Autorzy:
Bachelor, Jeremy W.
Powiązania:
https://bibliotekanauki.pl/articles/425809.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
Flipped learning
hybrid learning
foreign language learning
Spanish as a foreign language
Opis:
The objective of this investigation is to determine if the “flipped” model can be combined with hybrid learning as to create the “flipped-hybrid” classroom. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is inverted so that students receive initial content instruction at home. In addition to this, students in this study’s “flipped hybrid” classroom participated in synchronous online conversations with native speakers and engaged in pre-class activities, thus making a significant component of the course online. The participants in this study included college level Spanish students and lasted the duration of the spring 2017 semester. Results from this pilot study suggest that the “flippedhybrid” technique is a viable alternative to the traditional classroom, provides students with additional opportunities to use the language in authentic situations, and encourages more spontaneous language use. A detailed description of the “flipped-hybrid” classroom and how it differs from a hybrid or a flipped classroom is included, as well as pedagogical implications.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 2 (74); 73-77
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An outline of Knowledge Management
Wissensmanagement – ein allgemeiner Aufriss
Autorzy:
Rozenberg, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/914205.pdf
Data publikacji:
2017-08-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Knowledge Management
Foreign Language Education
teaching German as a foreign language
school
Opis:
Knowledge management is the concept concerning the question how to use knowledgein the most efficient way within an organization and creating and managing new knowledgewhich allows for improving efficiency of a modern organization. The author of the article hasmade an attempt to clearly present the concept of knowledge management. She has described and defined its main presumptions and has made use of economic science in order to explain howmanagement is understood in economy. Finally the author has posed the question of the meaningof knowledge management in the process of a foreign language teaching and learning.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 131-148
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Advanced learners’ foreign language-related emotions across the four skills
Autorzy:
Piniel, Katalin
Albert, Ágnes
Powiązania:
https://bibliotekanauki.pl/articles/780981.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
language learning
foreign language classroom
Opis:
Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016). Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian) describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014) was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class).
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 127-147
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multimodalne techniki nauczania języka i kultury z wykorzystaniem gier edukacyjnych w projekcie dla młodzieży Polskiej i Polonii Kanadyjskiej
Multimodal techniques for teaching language and culture with the use of educational games in a project for Polish students and Canadian Polish community
Autorzy:
Olędzka, Monika
Powiązania:
https://bibliotekanauki.pl/articles/33553535.pdf
Data publikacji:
2022
Wydawca:
Polski Uniwersytet na Obczyźnie w Londynie
Tematy:
language
interaction
foreign cooperation
foreign language teaching
games.
Opis:
Multimodality appearing in design: „About ourselves and the peculiarities of Siedlce and Edmonton. What connects and what distinguishes our countries?” shows the diverse paths which education follows. The multidimensionality invites students to be active, to develop their language skills, to use new technologies helpful in building dialogue between Poles and Polish Canadians. Through cooperation in the project people discovered their small homelands. By interacting in the project, they became ambassadors of Polishness. The article uses the method of document analysis, observation and case study.
Źródło:
Zeszyty Naukowe PUNO; 2022, 1; 61-69
2052-319X
Pojawia się w:
Zeszyty Naukowe PUNO
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tematyka piłkarska w kształtowaniu kompetencji interkulturowej studentów kierunków filologicznych na przykładzie filologii włoskiej
Autorzy:
Godzich, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2131252.pdf
Data publikacji:
2022-05-15
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
football
intercultural competence
Italian as foreign language didactics
foreign philology
football in foreign language teaching
Opis:
The aim of the present article is to offer some reflections on the possibilities of developing intercultural competence in the context of glottodidactics by employing some elements constituting the language of football and sport. It is demonstrated that such elements as football-related lexems, anthroponyms of Italian football players, Italian football and fascism, cultural scripts, and many others can be used to shape students’ awareness as regards Italian culture, society, lifestyle, and customs. Consequently, one facilitates the enculturation process and the achievement of intercultural competence.
Źródło:
Acta Neophilologica; 2022, 1, XXIV; 53-68
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 1012

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