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Wyświetlanie 1-15 z 228
Tytuł:
Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study
Autorzy:
Abenoja, Zarina Marie Krystle M.
DeCoursey, Matthew
Powiązania:
https://bibliotekanauki.pl/articles/780645.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language teaching
drama activities for L2 learning
teaching French
Opis:
The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students’ abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 4; 711-736
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Quand une grammaire fait sens : appréhension de la valeur modale du conditionnel par les apprenants hébréophones de FLE en contexte universitaire
When Grammar Makes Sense: Apprehension of Conditional Modalities by Hebrew-Speakers Learning French as a Foreign Language in an Academic Context
Autorzy:
Adler, Silvia
Dotan, Isabelle
Powiązania:
https://bibliotekanauki.pl/articles/2016210.pdf
Data publikacji:
2020
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
conditional modality
French as a foreign language
L1 (source language) – L2 (target language) discrepancies
TAM (tense-aspect-mood)
Hebrew
Opis:
In line with our previous work on L1 (Hebrew, as the source language)/L2 (French, as the target language) TAM (time-aspect-mood) discrepancies in FFL classes in Israel – for instance, divergences related to the past tense system – the present paper pursues the study of the conditional mood, especially the study of the semantics related to its modalities. If Hebrew-speaking learners of FFL assimilate effectively theoretical aspects relevant to conditional modalities, they struggle to put this knowledge into practice. The reason is that, just like for indicative compound tenses expressing an extra level of completion or anteriority, Hebrew uses lexical denotation (adverbial expressions) instead of morphological devices. While reviewing the discrepancies between L1 and L2 relevant to the use of linguistic modality, this paper aims at rendering accessible – through a metaphorization of modality by means of linguistic approximation – French conditional modalities to Hebrew-speaking students, for whom the most natural option of meaning expression is the use of lexical components instead of verbal morphology.
Źródło:
Academic Journal of Modern Philology; 2020, 9; 11-22
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
Unconscious motivation. Part I: Implicit attitudes toward L2 speakers
Autorzy:
Al-Hoorie, Ali H.
Powiązania:
https://bibliotekanauki.pl/articles/780935.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
implicit attitudes
Implicit Association Test
motivation
ideal L2 self
explicit–implicit correspondence
Opis:
This paper reports the first investigation in the second language acquisition field assessing learners’ implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 3; 423-454
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The influence of rater empathy, age and experience on writing performance assessment
Autorzy:
Alp, Pilvi
Epner, Anu
Pajupuu, Hille
Powiązania:
https://bibliotekanauki.pl/articles/1040219.pdf
Data publikacji:
2017-12-30
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
rater effects
rater reliability
empathy
L2 writing
assessment
Opis:
Assessment reliability is vital in language testing. We have studied the influence of empathy, age and experience on the assessment of the writing component in Estonian Language proficiency examinations at levels A2–C1, and the effect of the rater properties on rater performance at different language levels. The study included 5,270 examination papers, each assessed by two raters. Raters were aged 34–73 and had a rating experience of 3–15 years. The empathy level (EQ) of all 26 A2–C1 raters had previously been measured by Baron-Cohen and Wheelwright’s self-report questionnaire. The results of the correlation analysis indicated that in case of regular training (and with three or more years of experience), the rater’s level of empathy, age and experience did not have a significant effect on the score.
Źródło:
Linguistics Beyond and Within; 2017, 3; 7-19
2450-5188
Pojawia się w:
Linguistics Beyond and Within
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A recurrence theorem for square-integrable martingales
Autorzy:
Alsmeyer, Gerold
Powiązania:
https://bibliotekanauki.pl/articles/1290203.pdf
Data publikacji:
1994
Wydawca:
Polska Akademia Nauk. Instytut Matematyczny PAN
Tematy:
martingale
stochastic $L_2$-boundedness
recurrence
first passage time
Blackwell's renewal theorem
coupling
Opis:
Let $(M_n)_{n≥0}$ be a zero-mean martingale with canonical filtration $(ℱ_n)_{n≥0}$ and stochastically $L_2$-bounded increments $Y_1,Y_2,..., $ which means that $P(|Y_n| > t | ℱ_{n-1}) ≤ 1 - H(t)$ a.s. for all n ≥ 1, t > 0 and some square-integrable distribution H on [0,∞). Let $V^2 = ∑_{n≥1} E(Y_{n}^{2}|ℱ_{n-1})$. It is the main result of this paper that each such martingale is a.s. convergent on {V < ∞} and recurrent on {V = ∞}, i.e. $P(M_{n} ∈ [-c,c] i.o. | V = ∞) = 1$ for some c > 0. This generalizes a recent result by Durrett, Kesten and Lawler [4] who consider the case of only finitely many square-integrable increment distributions. As an application of our recurrence theorem, we obtain an extension of Blackwell's renewal theorem to a fairly general class of processes with independent increments and linear positive drift function.
Źródło:
Studia Mathematica; 1994, 110, 3; 221-234
0039-3223
Pojawia się w:
Studia Mathematica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations
Autorzy:
Amand, Maelle
Touhami, Zakaria
Powiązania:
https://bibliotekanauki.pl/articles/620639.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Second-language acquisition
unreleased stops
imitation
audio-visual teaching
L2 pronunciation
e-learning
pronunciation teaching
Opis:
Studies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimačkova & Podlipsky, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [dat˺ kat˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kroger et al. 2010), and suggests ways to assess students and visually keep track of their progress.
Źródło:
Research in Language; 2016, 14, 4
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Opracowanie metod modyfikacji struktury bazy danych vmap l2
The elaboration of methods of vmap l2 database structure modification
Autorzy:
Bac-Bronowicz, J.
Kołodziej, A.
Kowalski, P. J.
Olszewski, R.
Powiązania:
https://bibliotekanauki.pl/articles/341307.pdf
Data publikacji:
2007
Wydawca:
Uniwersytet Przyrodniczy we Wrocławiu
Tematy:
infrastruktura danych przestrzennych (SDI)
systemy informacji geograficznej (GIS)
baza danych topograficznych
VMap L2
spatial data infrastructure (SDI)
Geographic Information Systems (GIS)
topographic database
Opis:
W państwowym zasobie geodezyjno-kartograficznym znajdują się następujące bazy danych przestrzennych: Baza Danych Ogólnogeograficznych, VMap L2, Vmap L3 oraz Baza Danych Topograficznych. Tylko jedna z tych baz - VMap L2 może obecnie odgrywać rolę bazy referencyjnej, ponieważ jest opracowana dla obszaru całego kraju, a ponadto zakres i szczegółowość treści odpowiada klasycznej mapie topograficznej. Jednak praktyczne wykorzystanie danych cyfrowych VMap jest ograniczone ze względu na skomplikowaną strukturę (224 klasy obiektów pogrupowanych w 8 kategorii) oraz brak mechanizmów automatycznej wizualizacji kartograficznej. W artykule przedstawiono propozycję uproszczenia struktury bazy danych VMap L2 dla celów analiz i wizualizacji kartograficznej. Opisano 3 podstawowe metody integracji danych. Przeprowadzone z wykorzystaniem systemów informacji geograficznej eksperymenty umożliwiły wybór jednej z metod: integracji wg kryterium podobieństwa z zachowaniem unikalnych typów geometrycznych. Chociaż baza VMap L2 w strukturze użytkowej nie pozbawiona jest pewnych wad, to spełnia postawione na wstępie założenia.
The state geodesic and cartographic resources include the following spatial databases: General Geographic Database, VMap L2, VMap L3 and Topographic Database. Only one of those databases - the VMap Level 2 base may at present serve as a reference database, since it covers the whole territory of Poland and its scope and level of detail is equivalent to the classical topographic map. Yet, the practical use of the VMap digital data is limited on account of the complex structure (224 feature classes grouped in eight categories) and the lack of automatic cartographic visualisation. This paper presents a proposal of VMap L2 database structure simplification for analyses and visualization purposes. There are three main methods of data integration described. The database modification experiments carried out with the use of GIS software allowed to choose one of them: according to the similarity of object characteristics with geometric type preservation. Although the usable structure of VMap L2 database is not free of drawbacks, it does meet the requirements laid down in the introduction.
Źródło:
Acta Scientiarum Polonorum. Geodesia et Descriptio Terrarum; 2007, 6, 2; 27-39
1644-0668
Pojawia się w:
Acta Scientiarum Polonorum. Geodesia et Descriptio Terrarum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Opracowanie metodyki wizualizacji bazy danych vmap l2 w różnych środowiskach narzędziowych systemów informacji geograficznej
The elaboration of visualisation methods of the vmap l2 database in various gis environments
Autorzy:
Bac-Bronowicz, J.
Berus, T.
Kowalski, P. J.
Olszewski, R.
Powiązania:
https://bibliotekanauki.pl/articles/341227.pdf
Data publikacji:
2007
Wydawca:
Uniwersytet Przyrodniczy we Wrocławiu
Tematy:
infrastruktura danych przestrzennych (SDI)
systemy informacji geograficznej (GIS)
wizualizacja kartograficzna
baza danych topograficznych
VMap L2
mapy topograficzne
spatial data infrastructure (SDI)
Geographic Information Systems (GIS)
cartographic visualization
topographic database
topographic maps
Opis:
Nadrzędnym celem opracowania uniwersalnych metod wizualizacji danych VMap było uzyskanie czytelnej, zrozumiałej kompozycji kartograficznej, którą użytkownik mógłby odtworzyć na dowolnym fragmencie bazy danych Vmap L2 w strukturze użytkowej niezależnie od oprogramowania, jakiego używa. Zakładając, że głównym odbiorcą produktu będą firmy geodezyjne i kartograficzne, wybrano trzy najpopularniejsze programy wiodących na rynku geoinformacji producentów: ArcGIS firmy ESRI, GeoMedia firmy Intergraph i MapInfo Professional. Przyjęto szereg założeń wstępnych, które miały stanowić o uniwersalności i funkcjonalności zaproponowanych rozwiązań. Ostateczna prezentacja kartograficzna powinna spełniać warunek czytelności, jednoznaczności i wymierności zarówno na ekranie, jak i na szybkich wydrukach z systemu. Opracowane sposoby wizualizacji pozwolą na upowszechnienie i szersze wykorzystanie danych VMap L2 w środowisku programów typu GIS.
The primary goal of the elaboration of universal visualisation methods of VMap data was to obtain a readable and understandable cartographic composition, which might be reproduced by the user on any fragment of the Vmap L2 database in the usable structure independently of the software used. Assuming that geodesic and cartographic companies will be the main recipients of the product, the authors chose the three most popular programmes of leading producers on the geoinformation market: ArcGIS by ESRI, GeoMedia by Intergraph and MapInfo Professional. Several preliminary assumptions were made, aiming at the universality and functionality of proposed solutions. The final cartographic presentation should fulfil the condition of readability, unequivocality and measurability both on the screen and in quick prints from the system. The drawn up methods of visualisation will enable the promotion and more extensive use of VMap L2 data in the GIS environment.
Źródło:
Acta Scientiarum Polonorum. Geodesia et Descriptio Terrarum; 2007, 6, 3; 27-40
1644-0668
Pojawia się w:
Acta Scientiarum Polonorum. Geodesia et Descriptio Terrarum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools
Autorzy:
Banegas, Darío Luis
Lowe, Robert J.
Powiązania:
https://bibliotekanauki.pl/articles/1902580.pdf
Data publikacji:
2021-09-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
motivation
engagement
creative writing
L2 learning experience
Opis:
There has been much research on the connections between second language (L2) writing and learner motivation. However, few studies have focused on contexts in which L2 learning is mandatory, rather than elective. This technical action research-based study evaluated a project in which teenage learners in Argentina were engaged in creative writing tasks, with the goal of including their final written pieces in a formal publication. Through focus group interviews and group discussions, it was found that the project had increased the motivation not only of the learners, but also of the teachers. Further, the study highlights the importance of making such writing tasks student-centered, and calls attention to the role played by the teachers in motivating and engaging students. The study suggests that effort should be made to develop more initiatives in formal education settings in order to motivate and engage learners involved in mandatory language study.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 3; 401-421
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:
The effect of emotional intelligence awareness-raising activities on L2 motivation
Autorzy:
Barzegar, Reza
Sadr, Sajjad Aref
Powiązania:
https://bibliotekanauki.pl/articles/780535.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotional intelligence
L2 motivation
universal motivational strategies
Opis:
This article reports a study investigating the effect of emotional intelligence (EI) awareness-raising on Iranian university students’ overall as well as variable-specific L2 motivation. The 136 participants (107 males, 29 females) were divided into a control group and an experimental group, both of which completed the same motivation questionnaire at the beginning and end of the study, with the latter receiving EI awareness-raising in seven sessions over a seven-week period. The results of paired and independent sample t tests showed that EI awareness-raising did not have any statistically significant positive effect on Iranian university students’ overall L2 motivation, but they had a statistically significant positive effect on the Instrumentality- prevention aspect of L2 motivation. The study highlights the importance of becoming familiar with and applying three motivational strategies which may be considered as universal motivational strategies.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 67-86
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Vocabulary development in a CLIL context: A comparison between French and English L2
Autorzy:
Baten, Kristof
Van Hiel, Silke
De Cuypere, Ludovic
Powiązania:
https://bibliotekanauki.pl/articles/780771.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
vocabulary
L2 English
L2 French
productive and receptive levels tests
Opis:
Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this concern, the present study investigated the (productive and receptive) vocabulary development in L2 English and L2 French of the same group of learners within a CLIL context. The aim was not to evaluate the benefits of CLIL over non-CLIL, but, instead, to examine whether vocabulary gains in CLIL learning are language-dependent. More specifically, this study included 75 Flemish eight-grade pupils who had CLIL lessons in both English and French. The results show that although the pupils have a larger English vocabulary, the level of improvement (from pretest to posttest) is not different across the languages. The findings indicate that within CLIL vocabulary knowledge also develops in languages other than English.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 307-336
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 228

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