Temat: implicit and explicit learning - Katalog OPAC zbiorów

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Tytuł:: ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO
The relationship between the knowledge of grammar and selected cognitive and affective individual difference variables: An outline of a research project
Autorzy:: Pawlak, Mirosław
Powiązania:: https://bibliotekanauki.pl/articles/442871.pdf
Data publikacji:: 2018
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:: individual differences
working memory
motivation
willingness
to communicate
grammar learning strategies
beliefs about grammar
instruction
explicit and implicit knowledge
różnice indywidulane
pamięć robocza
motywacja
gotowość komunikacyjna
strategie uczenia się gramatyki
przekonania
dotyczące nauczania gramatyki
wiedza eksplicytna i implicytna
Opis:: Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
Źródło:: Neofilolog; 2018, 50/2; 197-214
1429-2173
Pojawia się w:: Neofilolog
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser
Swedish generic pronouns in Finnish-speaking students in Swedish immersion
Autorzy:: Nyqvist, Eeva-Liisa
Lindström Tiedemann, Therese
Powiązania:: https://bibliotekanauki.pl/articles/27314246.pdf
Data publikacji:: 2023
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Svenska som L2
generiska pronomen
implicit och explicit inlärning
svårighet
språkbad
L2 Swedish
generic pronouns
implicit and explicit learning
difficulty
immersion
Opis:: This is a study of the use of generic pronouns in Swedish as a second language (L2) by L1 Finnish immersion students. We compare two groups, 12-year-olds, and 15-year-olds, to see if there is a difference and to identify which the most challenging cases are in both groups. Norm deviations are compared to see if they mainly consist of overuse of generic pronouns or more formal aspects, such as the pronoun which is chosen, and the understanding of the relation between the generic subject, object, possessive and reflexive pronouns. Both groups use generic pronouns in the subject position in a manner which mostly follows the standard, and mainly have problems with possessive pronouns in connection to generic pronouns. It is possible that object generic pronouns would also be problematic, but there are none in our data. Generic pronouns are sometimes left out as subjects, which is ungrammatical in Swedish. There is also occasional overuse of man where it is not idiomatic, and some mixed forms with man and s-passive. Results show possible transfer from the first language (L1) of the learners, but less in the older group. Furthermore, there also appears to be transfer from L3 English, which our informants are learning at school. This seems more present in the older group.
Źródło:: Folia Scandinavica Posnaniensia; 2023, 33; 14-28
1230-4786
2299-6885
Pojawia się w:: Folia Scandinavica Posnaniensia
Dostawca treści:: Biblioteka Nauki

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