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Tytuł:
The L2 motivational self system: A meta-analysis
Autorzy:
Al-Hoorie, Ali H.
Powiązania:
https://bibliotekanauki.pl/articles/780731.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
ideal L2 self
ought-to L2 self
L2 learning experience
L2 motivational self system
self-guides
Opis:
This article reports the first meta-analysis of the L2 motivational self system (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 motivational self system (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, -.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 4; 721-754
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Study of Chinese University English Majors’ L2 Motivational Self
Eine Studie zur Ego-Motivation beim Erwerb einer Zweitsprache bei chinesischen Studierenden der englischen Philologie
Autorzy:
Liu, Meihua
Powiązania:
https://bibliotekanauki.pl/articles/1182383.pdf
Data publikacji:
2021-01-18
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
L2 motivational self
L2 motivation
ideal L2 self
ought-to L2 self
L2 learning experience
motivierende l2-persönlichkeit
motivation zum erlernen einer zweitsprache
‚ideales ich‘
sprachlernziele
spracherfahrung
Opis:
As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: 1) the participants were generally highly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, 2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.
Als eine bedeutende affektive Variable hat die Motivation immer die Aufmerksamkeit der Forscher des Lernprozesses einer Zweit-/Fremdsprache (SL/FL) auf sich gezogen und spielt dabei eine Schlüsselrolle, was in den bisherigen Untersuchungen nachgewiesen wurde. Angesichts der Komplexität und Dynamik verdient die Motivation dennoch Aufmerksamkeit. Angeregt durch das vor kurzem von Dörnyei (2005, 2009) vorgeschlagene „Modell der motivierenden Persönlichkeit der Zweitsprache“ untersucht diese Studie das „motivierende Ego“ von chinesischen Studierenden der englischen Philologie, indem die gemischten Forschungsansätze angewendet werden. 101 Studierende der renommierten Peking-Universität nahmen an der Umfrage teil, und 15 davon beteiligten sich auch am Interview. Die Analyse der gesammelten Informationen ergab Folgendes: 1) die Probanden waren im Allgemeinen zum Lernen hoch motiviert, hatten ihre deutlich herauskristallisierte Vision von sich selbst als künftig kompetente Verwender des Englischen, schätzten ihre bisherigen Erfahrungen mit dem Sprachenlernen positiv ein und bewerteten ziemlich zuverlässig die Mängel ihres eigenen „zweitsprachlichen Ichs“; 2) Studierende der letzten Jahre erklärten einen deutlich höheren Sprachstandard als ihre gewünschte „zweitsprachliche Identität“ und stellten eine positivere Wahrnehmung ihrer eigenen sprachlichen Erfahrung dar. Diese Schlussfolgerungen ermöglichen es, die Diskussion über pädagogische Implikationen zu entwickeln und die Richtungen für weitere Studien zu umreißen.
Źródło:
Theory and Practice of Second Language Acquisition; 2020, 6, 2; 67-85
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Probability measure functors preserving infinite-dimensional spaces
Autorzy:
Nguyen, Nhu
Sakai, Katsuro
Powiązania:
https://bibliotekanauki.pl/articles/966867.pdf
Data publikacji:
1996
Wydawca:
Polska Akademia Nauk. Instytut Matematyczny PAN
Tematy:
pseudo-interior
probability measure functor
$l_{2}$
$l_{2} × l_{2}^{f}$
radial-interior
hyperspace
σ
G-symmetric power
$l_{2}^{f}$
support
$(l_{2}^{f})^{ω}$
the Hilbert cube
Źródło:
Colloquium Mathematicum; 1996, 70, 2; 291-304
0010-1354
Pojawia się w:
Colloquium Mathematicum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The relationship between the L2 Motivational Self System and attainment
Autorzy:
Sandeman, David
Powiązania:
https://bibliotekanauki.pl/articles/2183714.pdf
Data publikacji:
2022-12-31
Wydawca:
Poznańskie Towarzystwo Przyjaciół Nauk
Tematy:
motivation
L2 Motivational Self System
attainment
L2 proficiency
Opis:
Motivation is widely accepted to be a crucial aspect of language learning, and a variety of models of motivation have been proposed over the years. The L2 Motivational Self System is a particularly interesting model that reconceptualizes motivation as a function of possible future self-guides, and has far-reaching pedagogical implications. Critics have pointed out that there is little evidence connecting L2 Motivational Self System to attainment, as it is inconsistently correlated with L2 proficiency and is only a weak predictor of results. However, as this paper details, these criticisms ignore the correlation between the L2 Motivational Self System and other behaviors and attitudes associated with attainment, such as willingness to communicate, self-efficacy, persistent learning, and low L2 anxiety.
Źródło:
Lingua Posnanensis; 2022, 64, 2; 35-47
0079-4740
2083-6090
Pojawia się w:
Lingua Posnanensis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary
Autorzy:
Csizér, Kata
Kálmán, Csaba
Powiązania:
https://bibliotekanauki.pl/articles/780883.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 motivation
L2 learning experience
contact experiences
attributions
Opis:
Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 225-246
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Optimal factors in Vladimir Markovs inequality in L2 norm
Autorzy:
Baran, M.
Kowalska, A.
Ozorka, P.
Powiązania:
https://bibliotekanauki.pl/articles/93076.pdf
Data publikacji:
2018
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Tarnowie
Tematy:
Markov inequality
L2 norm
nierówność Markowa
norma L2
Opis:
In this paper we discuss a problem of computation of constants in Vladimir Markov's type inequality in L2 norm on the interval [-1, 1].
Źródło:
Science, Technology and Innovation; 2018, 2, 1; 64-73
2544-9125
Pojawia się w:
Science, Technology and Innovation
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency
Autorzy:
Takahashi, Chika
Im, Seongah
Powiązania:
https://bibliotekanauki.pl/articles/1047061.pdf
Data publikacji:
2020-12-18
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 motivation
self-determination theory
L2 motivational self system
L2 proficiency
structural equation modeling
Opis:
This study empirically compares two often-utilized motivation theories in L2 studies: self-determination theory and the L2 motivational self system. It also examines the relationships among their motivational constructs, learners’ intended L2 learning effort, and L2 proficiency. While a number of studies have utilized these models in order to examine second language learners’ motivation, there has not been a thorough comparison of the two. Furthermore, while many studies have demonstrated the structural relationships between the motivational constructs of the two theories and the learner’s self-reported amount of effort, fewer studies have examined their L2 achievement. The results of this study indicated that the constituents in the two theories are correlated as predicted. Furthermore, while internalized types of motivation in self-determination theory predicted intended learning effort, which then led to L2 proficiency, the strength of the ideal L2 self was much weaker than the L2 learning experience, unlike what is argued in the theory.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 4; 673-696
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense
Autorzy:
Loewen, Shawn
Inceoglu, Solène
Powiązania:
https://bibliotekanauki.pl/articles/780565.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
input enhancement
eye tracking
attention
L2 reading
L2 Spanish
Opis:
Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners’ perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants’ knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 1; 89-110
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context
Autorzy:
Serafini, Ellen J.
Powiązania:
https://bibliotekanauki.pl/articles/780848.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
complex dynamic systems
L2 motivation
L2 self
learning context
Opis:
Drawing on theoretical insights from a complex dynamic systems framework, this work explores the ways that learner selves, as they relate to learning and using languages, manifest across different contexts and timescales and emerge in interaction with various factors. First, a broad overview of dynamically-oriented L2 motivation research is provided before critically considering the need for research that aligns with conceptual advances made under the dynamic turn in SLA. In particular, this critical overview highlights a crucial need for more research employing dynamic methods capable of revealing how learner perceptions of self emerge in relation to their interlocutors and in interaction with external factors, including language ideologies that may uniquely characterize sociocultural contexts where target languages other than English are learned. The chapter concludes by discussing ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 133-157
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences
Autorzy:
Xu, Jian
Qiu, Xuyan
Powiązania:
https://bibliotekanauki.pl/articles/2143622.pdf
Data publikacji:
2022-09-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 speaking
L2 listening
psychological needs
demographic information
oracy
Opis:
This study aimed to develop and validate two parallel scales to measure the psychological L2 speaking and listening needs of 863 English-as-a-foreign language (EFL) learners. The associations between three psychological needs (i.e., autonomy, competence, and relatedness) of L2 speaking and of L2 listening were examined to develop insights into oracy (i.e., integration of speaking and listening) in L2 communication. Subsequently, the impact of demographic variables was explored. The data, collected via a 5-point Likert-scale questionnaire, were analyzed through descriptive and correlation analysis, factor analysis, and ANOVA. Exploratory factor analysis was conducted to determine the factor structures, followed by confirmatory factor analysis for validation. Results demonstrated that the validity and reliability of the two developed scales were satisfactory. L2 speaking autonomy was significantly related to L2 listening autonomy, as were competence and relatedness. The three psychological needs of both L2 speaking and listening revealed varying patterns in terms of gender, major, university geographical context, schooling stage (first year to fourth year), and study-abroad experiences. The research findings reinforce the need for integration of L2 speaking and L2 listening when satisfying university students’ psychological needs, contribute to the research field with the measurement scales of psychological needs in L2 speaking and listening settings, and yield implications for teaching the two language skills integratedly.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 3; 483-507
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
On Radio Connection Number of Graphs
Autorzy:
Marinescu-Ghemeci, Ruxandra
Powiązania:
https://bibliotekanauki.pl/articles/31343294.pdf
Data publikacji:
2019-08-01
Wydawca:
Uniwersytet Zielonogórski. Wydział Matematyki, Informatyki i Ekonometrii
Tematy:
radio connection number
radio coloring
L (2, 1)-connection number
L (2, 1)-connectivity
L (2, 1)-labeling
Opis:
Given a graph G and a vertex coloring c, G is called l-radio connected if between any two distinct vertices u and v there is a path such that coloring c restricted to that path is an l-radio coloring. The smallest number of colors needed to make G l-radio connected is called the l-radio connection number of G. In this paper we introduce these notions and initiate the study of connectivity through radio colored paths, providing results on the 2-radio connection number, also called L(2, 1)-connection number: lower and upper bounds, existence problems, exact values for known classes of graphs and graph operations.
Źródło:
Discussiones Mathematicae Graph Theory; 2019, 39, 3; 705-730
2083-5892
Pojawia się w:
Discussiones Mathematicae Graph Theory
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing communicative competence in L2 tertiary level students: remarks on culturally responsive teaching
Autorzy:
Zybert, Jerzy
Lehman, Iga
Powiązania:
https://bibliotekanauki.pl/articles/1047962.pdf
Data publikacji:
2019-02-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 teaching
L2 learning
academic communication
cultural values
identity
Opis:
Semiotic links exist among communication, culture, teaching, and learning and this has important implications for implementing culturally responsive teaching. The present paper provides some arguments in favour of creating culturally sensitive classrooms where students have an opportunity to acquire a broader cultural awareness which helps them to develop their intercultural communicative competence.
Źródło:
Scripta Neophilologica Posnaniensia; 2018, 18; 267-275
1509-4146
Pojawia się w:
Scripta Neophilologica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pair L(2, 1)-Labelings of Infinite Graphs
Autorzy:
Yeh, Roger K.
Powiązania:
https://bibliotekanauki.pl/articles/31343562.pdf
Data publikacji:
2019-02-01
Wydawca:
Uniwersytet Zielonogórski. Wydział Matematyki, Informatyki i Ekonometrii
Tematy:
L(2
1)-labeling
Opis:
An L(2, 1)-labeling of a graph G = (V,E) is an assignment of nonnegative integers to V such that two adjacent vertices must receive numbers (labels) at least two apart and further, if two vertices are in distance 2 then they receive distinct labels. This article studies a generalization of the L(2, 1)-labeling. We assign sets with at least one element to vertices of G under some conditions.
Źródło:
Discussiones Mathematicae Graph Theory; 2019, 39, 1; 257-269
2083-5892
Pojawia się w:
Discussiones Mathematicae Graph Theory
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
L’acquisition du lexique verbal dans les récits de fiction: quelques remarques sur le choix de formulation en français et polonais L(s)2
Autorzy:
Paprocka-Piotrowska, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/605646.pdf
Data publikacji:
2007
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
lexique verbal
L2
Źródło:
Lublin Studies in Modern Languages and Literature; 2007, 31; 154-174
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Informal talks about writing as a constructive way to develop young L2 learner print awareness
Autorzy:
Zawodniak, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/917981.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Print awareness
Dialogical approach
L2 written code
L2 written tasks
Opis:
The article examines the possibilities of fostering young L2 learner print awareness via teaching for conversing about and reflecting on writing. In order to achieve this goal the present author conducted the qualitative research on a group of 2nd-graders engaged in the performance of a series of open-ended L2 written tasks accompanied by L1 cues. The analysis of collected data shows that drawing children’s conscious attention to writing might encourage the constructive transferability of linguistic skills from L1 to L2, thus being conducive to the development of logical thinking necessary for the enhancement of their print awareness.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 95-106
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
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