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Tytuł:
"Mówienie o sobie" w Piotra Zaremby wspomnieniach prezydenta Szczecina
"Talking about oneself" in Piotr Zarembas memories of the Szczecin city mayor
Autorzy:
Kozaryn, D.
Powiązania:
https://bibliotekanauki.pl/articles/369813.pdf
Data publikacji:
2014
Wydawca:
Zachodniopomorski Uniwersytet Technologiczny w Szczecinie. Wydawnictwo Uczelniane ZUT w Szczecinie
Tematy:
językoznawstwo
język osobniczy
fleksja
składnia
linguistics
individual language
inflection
syntax
Opis:
Artykuł dotyczy wybranych sposobów „mówienia o sobie”, rozumianego jako sposoby wyrażania przez mówiącego stanów przez siebie doznawanych, głoszonych przez siebie sądów, przekonań, swej woli, w Piotra Zaremby części piątej Wspomnień prezydenta Szczecina: 1949 – rok stabilizacji. Przeprowadzone rozważania, w kontekście języka osobniczego, pozwoliły na stwierdzenie, że język pierwszego prezydenta Szczecina jest aktualizacją polskiego języka ogólnego typową dla ludzi wykształconych przed wojną, dla których język był wartością, którzy zdawali sobie sprawę z jego roli i siły jako elementu kreującego rzeczywistość. Nie ma jednak podstaw do uznania, że Piotr Zaremba był jednostkę wybitną w tym względzie.
The article discusses selected methods of "talking about oneself", understood as the methods of expressing by the speaker of the experienced states, beliefs and his intentions in the fifth part of Piotr Zaremba's Memories of the Szczecin City Mayor: 1949 – the Stabilization Year. The discussion, in the context of individual language, made it possible to conclude that the language of the first Szczecin mayor is the actualization of the general Polish language typical for educated people before the war, for whom their language was a value, who realised the role and the power of language as an element creating the reality. Nevertheless, there are no grounds for considering Piotr Zaremba as an outstanding individual in this respect.
Źródło:
Przestrzeń i Forma; 2014, 22/3; 179-188
1895-3247
2391-7725
Pojawia się w:
Przestrzeń i Forma
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An Appeal for More Research on Individual Language Guidance
Autorzy:
Kij, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/915850.pdf
Data publikacji:
2013-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language tutoring
individual language guidance
glottodidactic process
learner autonomy
teacher educational roles
Opis:
Although it constitutes a quite popular and effective system of foreign language teaching/learning, language tutoring seems to be disregarded in academic work as well as in teaching materials. Yet, a specific structure of tutoring offers an attractive field for the research that cannot be conducted in the context of group learning. Results of the research could not only enhance the current state of glottodidactic knowledge, but also extend the ethodological base, in which it is now futile to search for instruction on the individual work with the learner. The present article is thus an attempt to begin an academic discussion concerning language tutoring.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 155-164
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O języku Catechismusa Mikołaja Reja (funkcjonowanie przysłówków)
On the language of Catechismus by Mikołaj Rej (functioning of adverbs)
Autorzy:
Kozaryn, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1395867.pdf
Data publikacji:
2018-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
diachronic linguistics
religious language
individual language
semantics
językoznawstwo diachroniczne
język religijny
język osobniczy
semantyka
Opis:
Celem niniejszej pracy jest analiza funkcjonowania przysłówków w części Catechismusa Mikołaja Reja. Badaniu poddano 67 leksemów, które użyte zostały w sumie 205 razy (co stanowi zaledwie 2,37% wszystkich tekstowych słów pochodzących z badania Catechismusa) z częstotliwością od 1 do 18, które pokazują, że ten sam przysłówek – w zależności od kontekstu – może spełniać różne funkcje i przyjmować różne odcienie znaczenia. Podkreślić trzeba także to, że religijnego charakteru tego tekstu nie można było rozpoznać, opierając się wyłącznie na przysłówkach wspomnianych w artykule. Z drugiej strony, to czy przysłówki charakteryzujące się najwyższą częstotliwością w analizowanym fragmencie Katechizmu, tj. iście (użyte 18 razy), ustawicznie (16 razy), snadnie (15 razy) i zawżdy (11 razy), pojawiłyby się też i miałyby największą liczbę zastosowań w innych tekstach o charakterze religijnym, wymaga podjęcia dodatkowych badań.
The aim of this paper is to analyse the functioning of adverbs in a part of Catechismus by Mikołaj Rej. It is a result of examining 67 lexemes used in total 205 times (which represents merely 2.37% of all the textual words of the examined excerpt from Catechismus). The frequency ranged between 1 and 18 which is evidence that, depending on the context, the same adverb may perform different functions and assume various meanings. Equally noteworthy is the fact that the religious character of the text could not have been recognised only on the basis of the adverbs mentioned in the paper. On the other hand, it is impossible to decide whether the most frequently used adverbs in the excerpt of Catechismus under analysis, i.e. iście [indeed] (used 18 times), ustawicznie [continuously] (16 times), snadnie [easily] (15 times) and zawżdy [always] (11 times), would have had the biggest number of occurrences in other texts of religious character without additional studies.
Źródło:
Poznańskie Spotkania Językoznawcze; 2018, 35-36; 45-54
2082-9825
2450-0259
Pojawia się w:
Poznańskie Spotkania Językoznawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Стилістичні студії мовознавців харківської філологічної школи 20–30 рр. ХХ ст.
Stylistic studies of the linguists of Kharkiv philological school in the 1920s and 1930s
Autorzy:
Черемська, Ольга
Powiązania:
https://bibliotekanauki.pl/articles/1008795.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Opolski
Tematy:
Kharkiv linguistic school
stylistics of the Ukrainian language
culturre of language
fonctional styles
individual language
literary language
normality
Opis:
The article focuses on the concept of historical memory on the basis of the Ukrainian linguistics ofthe 1920s and 1930s. The aspects of the scientific work of linguists of the Kharkiv Philological School (O. Vetukhov, M. Yogansen, O. Kurylo, M. Nakonechnyi, K. Nymchynov, V. Simovych, O. Synyavskyi, S. Smerechynskyi, M. Sulyma, B. Tkachenko, О. Finkel), who were in creative interaction with the Slavic and European scientific circles, are characterised; the influence of the ideas of the Prague linguistic circle, in particular its structural-semantic paradigm, on the directions of scientific research of Ukrainian linguists during the mentioned period is noted. Attention is focused on the main achievements of Ukrainian linguistics in the field of stylistics. The work of O. Kurylo Attention on the modern Ukrainian literary language (1920) is analysed in view of the terminology apparatus of stylistics, including theoretical and methodological principles of Ukrainian and Slavic linguistics in general. The stylistic advisers of M. Gladkyi, which highlight the cultural aspects of journalism and literature, and peculiarities of word-formation in the language of the press and fiction, are discussed. The work Ukrainian phrase. Short Sketches (1928) by M. Sulyma, devoted to issues of stylistic morphology and stylistic syntax is investigated as well as the terminology of stylistics used in the work of S. Smerechynskyi Essays on the Ukrainian syntax (in connection with phraseology and stylistics) (1932); M. Yogansen’s scientific discoveries Elementary laws of versification (1922) and How the narrative is constructed. Analysis of Prose Samples (1927) as well as O. Finkel’s: A Brief Introduction to Theoretical Stylistics (1927), L. Bulakhovsky’s The Basics of Linguistics (1931–1932) are scrutinised. The course of B. Tkachenko’s Essay of Ukrainian Stylistics (Kharkiv, 1929–1930?), created under the influence of French stylistics by S. Bally is noted, in which for the first time in Ukrainian linguistics, the necessity of studying stylistics as a separate educational discipline was proved, its purpose and task were articulated, and conceptual apparatus outlined; the essence and nature of the interrelations of the literary language with individual and folk-colloquial language are investigated.
Źródło:
Stylistyka; 2019, 28; 373-392
1230-2287
2545-1669
Pojawia się w:
Stylistyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formy adresatywne w nagłówkach i formułach kończących listy Henryka Sienkiewicza do żon
Expressions to the Addressees in Headlines and Ending Formulas in Henryk Sienkiewicz’s Letters to His Wives
Autorzy:
Mariak, Leonarda
Powiązania:
https://bibliotekanauki.pl/articles/1892154.pdf
Data publikacji:
2013
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
stylistyka historyczna
język osobniczy
epistolografia prywatna
ekspresja językowa
leksyka
historical stylistic
individual language
private epistolography
linguistic expression
lexis
Opis:
The article contains an analysis of linguistic and stylistic distinguishing marks of headlines and ending formulas in Henryk Sienkiewicz’s letters to his wives. Particularly, the main subject of this research are expressions to the addressees and other ways of addressing the receivers of this correspondence. The material excerpt covers over 600 letters written during almost 40 years. The dominant of the collected material is expressively characterised vocabulary and names. The most important expression indexes are e.g. diminutive vocabulary, neologisms comparative and superlative adjectives as well as metaphors, epithets and borrowed vocabulary. During the research some significant features of Henryk Sienkiewicz’s writing style and his preferences in the ways of addressing and describing his wives have been indicated.
Źródło:
Roczniki Humanistyczne; 2013, 61, 6; 155-164
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Miejsce badań nad idiolektem w obrębie językoznawstwa
The situation of studies on the idiolect within the field of linguistics
Autorzy:
Kozłowska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/911177.pdf
Data publikacji:
2015-02-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
idiolect
language of an individual
linguistics
concept of the language
Opis:
The article attempts to portray transformations of the research on the idiolect in Polish linguistic studies of the last two centuries. In this research some distinct tendencies can be observed: inscreasing number of works devoted to different idiolects, widening circle of described individuals, as well as new theoretical approaches to the problem, closely related to main paradigms of contemporary linguistics: above all the concept of the idiolect as an individual communication competence or as a structure containing the individual worldview. The evolution of understanding the idiolect is still involving new phenomena considered as idiolect components into the field of research. Some linguistic currents regard the idiolect as more primal than the common language, which is treated as the overlap of many idiolects. Because of all these the research on idiolects are clearly put forward from margins of linguistics towards its centre. It seems there are new currents and linguistic disciplines that influence discovering the value of the idiolect as an object of linguistics. Focusing on the idiolect results also from tendencies present in other disciplines as well as from the individualistic aspect of the contemporary culture.
Źródło:
Poznańskie Spotkania Językoznawcze; 2015, 30
2082-9825
2450-0259
Pojawia się w:
Poznańskie Spotkania Językoznawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Z Komborni do Gręboszowa. Stanisław Pigoń i Jakub Bojko
From Kombornia to Gręboszów. Stanisław Pigoń and Jakub Bojko
Autorzy:
Koziara, Stanisław
Powiązania:
https://bibliotekanauki.pl/articles/29433537.pdf
Data publikacji:
2021
Wydawca:
Karpacka Państwowa Uczelnia w Krośnie
Tematy:
Stanisław Pigoń
Jakub Bojko
sylwetka twórcza
warsztat pisarski
pamiętnikarstwo
parantele
język osobniczy (idiolekt)
artistic profile
research technique
diary writing
individual language (idiolect)
literary connections
Opis:
Artykuł jest próbą zgłoszenia kilku uwag i dopowiedzeń do istniejącego stanu wiedzy na temat sylwetki twórczej oraz tajników warsztatu pisarskiego i badawczego Stanisława Pigonia. Zasadniczy zamysł opracowania skupia się na zarysowym ukazaniu pewnych linii powinowactw piśmiennictwa autora Z Komborni w świat z o całe pokolenie starszym pisarzem i trybunem ludowym, Jakubem Bojką, rodem z małopolskiej wsi Gręboszów. Wychodząc od mniej lub bardziej eksplicytnie zawartych danych w pismach Stanisława Pigonia, polem obserwacji owych paralel twórczych autor artykułu uczynił niektóre genologiczne, ideowe oraz formalno-językowe płaszczyzny pisarstwa obydwu postaci. W opinii autora zgromadzone dane oraz wyprowadzone na ich podstawie wnioski mogą stanowić przyczynek tak do lepszego rozpoznania sylwetki i dokonań twórczych wielkiego syna ziemi krośnieńskiej, jak też stanowić zalążek do pilnego i całościowego opracowania idiolektu tak Stanisława Pigonia, jaki i też jego duchowego antenata – Jakuba Bojki.
The paper is an attempt at adding several remarks and comments to what is already known about the artistic profile, as well as writing and research techniques applied by Stanisław Pigoń. Its basic idea is to outline certain literary similarities between the author of Z Komborni w świat and Jakub Bojko, a generation older writer and a man of the people from Gręboszów, a village in the Małopolska region. Starting with more or less explicit data in Stanisław Pigoń’s works, the author of the paper observed some genological, ideological and formal-linguistic levels in terms of those literary parallels in the works of both writers. According to the author, the collected data, as well as conclusions reached on their basis, could prove contributive to a better recognition of Stanisław Pigoń’s artistic profile and achievements. Moreover, it may be a starting point to an urgent and comprehensive study into the idiolects of both Stanisław Pigoń and Jakub Bojko, his spiritual ancestor.
Źródło:
Studia Pigoniana; 2021, 4, 4; 9-23
2657-3261
Pojawia się w:
Studia Pigoniana
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:
Neurology of foreign language aptitude
Autorzy:
Biedroń, Adriana
Powiązania:
https://bibliotekanauki.pl/articles/780635.pdf
Data publikacji:
2015-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language aptitude
neurology
neurolinguistics
individual differences
Opis:
This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 1; 13-40
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Starting age and other influential factors: Insights from learner interviews
Autorzy:
Munoz, Carmen
Powiązania:
https://bibliotekanauki.pl/articles/780813.pdf
Data publikacji:
2014-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
starting age
individual differences
interviews
language learning histories
motivation
Opis:
The present study uses oral interviews with foreign language learners in search of influential factors in their language learning histories. The sample for the study was drawn from a larger sample of intermediate/advanced learners of English as a foreign language with a minimum of 10 years of exposure/instruction. The sample includes 6 early learners (range of starting age: 3.2-6.5) and 6 late learners (starting age: 11+). Half of them in each group were among those with the highest scores on two English language tests in the larger sample and half among those with the lowest scores on those same tests. A qualitative analysis of the interviews of these learners yields insights into their experience of foreign language learning and the role played in it by starting age and other significant factors, such as motivation and intensive contact with the language.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 3; 465-484
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality
Autorzy:
Biedroń, Adriana
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/780933.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual differences
intelligence
foreign language aptitude
working memory
personality
Opis:
While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 3; 395-422
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
Autorzy:
Dewaele, Jean-Marc
MacIntyre, Peter D.
Powiązania:
https://bibliotekanauki.pl/articles/781005.pdf
Data publikacji:
2014-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Foreign Language Ejoyment
Foreign Lnguage Classroom Anxiety
individual differences
Opis:
The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 2; 237-274
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment
Autorzy:
Resnik, Pia
Schallmoser, Christine
Powiązania:
https://bibliotekanauki.pl/articles/780723.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language enjoyment
individual differences
LX user
positive psychology in SLA
tandem language learning
Opis:
This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 3; 541-564
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Age Factor in the Foreign Language Class: What Do Learners Think?
Autorzy:
Pfenninger, Simone E.
Singleton, David
Powiązania:
https://bibliotekanauki.pl/articles/783158.pdf
Data publikacji:
2016
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
starting age
language experience essays
learner beliefs
motivation
individual differences
Opis:
The present paper analyzes beliefs about the age factor of learners of English as a foreign language (EFL) with different starting ages (early vs. late starters), in different grades (in Year 7 at the beginning and in Year 12 at the end of secondary school), and with different levels of EFL proficiency (high achievers vs. low achievers). The sample for the study was drawn from a larger sample of 200 secondary school students who were part of a longitudinal study, undertaken in Switzerland between 2008 and 2015. From this sample we selected 10 early starting high-achievers, 10 early starting low-achievers, 10 late starting high-achievers, and 10 late starting low-achievers. A qualitative analysis of language experience essays written at the beginning and at the end of secondary school revealed that learners with different starting ages, in different grades, and with different levels of proficiency displayed different beliefs about the age factor.  The overall lack of age effect on FL achievement found in our previous studies may be explicable in terms of a number of affective factors (e.g. disengagement of the early starters due to language practices of the classroom) and contextual factors (e.g. transition from English in primary to English in secondary).
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:
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
Autorzy:
Dewaele, Jean-Marc
Alfawzan, Mateb
Powiązania:
https://bibliotekanauki.pl/articles/780971.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language anxiety
foreign language enjoyment
individual differences
learner-internal variables
teacher-centered variables
Opis:
Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 21-45
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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