Skocz do pozycji: 1.

Tytuł:

Book review: Kurt Braunmuller

Autorzy:

Aronin, Larissa

Powiązania:

https://bibliotekanauki.pl/articles/783131.pdf

Data publikacji:

2017

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

multilingualism
language learning
language acquisition
psycholinguistics

Źródło:

Theory and Practice of Second Language Acquisition; 2017, 3, 2
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Gli studenti dai capelli d’argento in prospettiva sociolinguistica. Il processo di insegnamento-apprendimento di una LS nella terza età

Autorzy:

Murrmann, Julia

Powiązania:

https://bibliotekanauki.pl/articles/571828.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydział Neofilologii

Tematy:

senior lerners
second-language acquisition

Opis:

Artykuł dotyczy kształcenia językowego seniorów jako kategorii wiekowej zyskującej na znaczeniu w dobie starzejących się społeczeństw. Wielowymiarowa edukacja ustawiczna, obejmująca także kursy języka obcego, jest ważnym aspektem zapewniania aktywnej starości umożliwiającej czynne uczestnictwo w życiu społecznym sensu largo. W artykule omówiono specyfikę akwizycji języka w wieku seniorskim, przedstawiono dane statystyczne dotyczące kompetencji językowych osób po 65. roku życia w oparciu o wyniki badań ogólnopolskich, zaprezentowano typologię form kształcenia językowego osób starszych oraz scharakteryzowano pracę z seniorami z perspektywy glottodydaktycznej na podstawie doświadczeń z uczestnikami kursu włoskiego na Uniwersytecie Trzeciego Wieku w Akademii Wychowania Fizycznego w Warszawie.
The paper examines language education of senior learners, whose enrolment in language courses – considering the phenomenon of population aging – is becoming more and more noticeable. A well-organized process of lifelong learning, including also language education, enables senior citizens to fully and actively participate in the rapidly changing social life. The aim of the paper is to describe language acquisition in this age group; to present statistical data about Polish learners over 65 and a typology of educational forms addressed to seniors; and, last but not least, to analyze the glottodidactic process based on participants of the Italian course at the University of the Third Age at the Józef Piłsudski University of Physical Education in Warsaw.

Źródło:

Acta Philologica; 2015, 46; 51-69
0065-1524

Pojawia się w:

Acta Philologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

On inadequacies in transferring concepts from one to another (linguistic sub)discipline

Autorzy:

Dressler, Wolfgang U.

Powiązania:

https://bibliotekanauki.pl/articles/2135367.pdf

Data publikacji:

2016-08-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

interdisciplinarity
language acquisition
morphology
transdisciplinarity

Opis:

The paper discusses several methodological problems in the necessary (mostly metaphorical) transfer of concepts from one discipline (or subdiscipline) into another one, especially when interdisciplinary research demands mutual understanding in terms of translation and correspondence of concepts. After differentiating between multidisciplinarity, interdisciplinarity and transdisciplinarity, the first is rejected and it is pleaded that the second and third should be combined. Several adequate and inadequate transfers of concepts into linguistics are dealt with, especially in the areas of morphology and language acquisition. Successful transfer is characterised by the formal transfer of new terms and their easy adaptation to already existing linguistic conceptions, especially between subdisciplines. Most often, further important differentiations of a concept cannot be transferred from the original discipline but must be added as enrichments within linguistics itself. This may lead to a split-up of concepts in different subdisciplines of linguistics. The concepts discussed are regression, self-organization, complexity, transparency vs. opacity, figure and ground, top-down processing, default, input, grammaticalisation.

Źródło:

Yearbook of the Poznań Linguistic Meeting; 2016, 2, 1; 29-48
2449-7525

Pojawia się w:

Yearbook of the Poznań Linguistic Meeting

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Der frühe Fremdsprachenunterricht – je früher desto besser?
Early foreign language education – the sooner the better?

Autorzy:

Sopata, Aldona

Powiązania:

https://bibliotekanauki.pl/articles/917035.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

early foreign language education
child second language acquisition
age factor in second language acquisition

Opis:

The article aims to summarize investigations which shed some light on the mechanisms of early second language acquisition and to draw from them pedagogical implications. Developing an optimal outline for foreign language teaching in early childhood should involve factors which make possible the use of inductive mechanisms of language acquisition by children.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 95-105
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

On inadequacies in transferring concepts from one to another (linguistic sub)discipline

Autorzy:

Dressler, Wolfgang U.

Powiązania:

https://bibliotekanauki.pl/articles/1152380.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

interdisciplinarity
language acquisition
morphology
transdisciplinarity

Opis:

The paper discusses several methodological problems in the necessary (mostly metaphorical) transfer of concepts from one discipline (or subdiscipline) into another one, especially when interdisciplinary research demands mutual understanding in terms of translation and correspondence of concepts. After differentiating between multidisciplinarity, interdisciplinarity and transdisciplinarity, the first is rejected and it is pleaded that the second and third should be combined. Several adequate and inadequate transfers of concepts into linguistics are dealt with, especially in the areas of morphology and language acquisition. Successful transfer is characterised by the formal transfer of new terms and their easy adaptation to already existing linguistic conceptions, especially between subdisciplines. Most often, further important differentiations of a concept cannot be transferred from the original discipline but must be added as enrichments within linguistics itself. This may lead to a split-up of concepts in different subdisciplines of linguistics. The concepts discussed are regression, self-organization, complexity, transparency vs. opacity, figure and ground, top-down processing, default, input, grammaticalisation.

Źródło:

Yearbook of the Poznań Linguistic Meeting; 2016, 2, 1
2449-7525

Pojawia się w:

Yearbook of the Poznań Linguistic Meeting

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language

Autorzy:

Włosowicz, Teresa Maria

Powiązania:

https://bibliotekanauki.pl/articles/783199.pdf

Data publikacji:

2016

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

SLA
multilingualism
language learning
language acquisition
psycholinguistics

Opis:

The purpose of the study has been an analysis of Polish students’ cued translation of Polish (L1) and English or French (L2) sentences into Portuguese (third or additional language in De Angelis’s (2007) terminology). In particular, the study investigates cross-linguistic interaction (Herdina and Jessner’s (2002) term) in multilingual processing involved in L3 production. In fact, translation constitutes a special case of production because, on the one hand, the content is already contained in the L1 or L2 source sentences, but at the same time, this is not necessarily a facilitation, as the cues may require the use of words or structures the participants might not use in free production.The article is based on two studies carried out with thirty and forty-two students of Portuguese philology respectively. As the results show, cross-linguistic interaction in various directions was observed, not only from L2 (English or French), L3 (in those participants for whom Portuguese was an L4 and their L3 was Spanish or Italian), L4, etc. or, intralingually, from Portuguese, but also from L1, despite the distance between Polish and Portuguese and the special status of the native language. However, the amount of interference and/or negative transfer often depended on the sentence rather than on the language combination. The diversity of the observed interactions also supports Herdina and Jessner’s (2002) claim of the dynamic and unpredictable nature of cross-linguistic interaction.

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

/5

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Skocz do pozycji: 7.

Tytuł:

Qu’est-ce-que la reformulation ? Nécessité d’une redéfinition

Autorzy:

Martinot, Claire

Powiązania:

https://bibliotekanauki.pl/articles/1953806.pdf

Data publikacji:

2005

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

reformulacja
akwizycja języka
reformulation
language acquisition

Źródło:

Roczniki Humanistyczne; 2005, 53, 5; 5-13
0035-7707

Pojawia się w:

Roczniki Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

Creating a ‘Positive Environment’ Through Drama in the EFL Classroom

Autorzy:

Gałązka, Alicja
Trinder, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/1969040.pdf

Data publikacji:

2018-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

positive environment
drama
Second Language Acquisition

Opis:

We all learn best when we are in a state of rational and emotional balance, or what is referred to as ‘flow’. We know that body and mind are linked physically, cognitively and emotionally and teachers need to recognise and support the integrated development of all the three areas within their teaching and to seek safe and positive ways of doing so. The emotional environment improves students’ self-awareness, motivation, empathy, recognition of choices and leads to strong and supportive communities. Drama provides a supportive forum for checking out that impact in a distanced way, with the teacher there to mediate the experience, often from within a role. Drama offers a stimulating and rich opportunity to discuss and understand our own emotions, attitudes and beliefs through observing, empathising with, feeling and exploring the emotions of characters both portrayed and interacted with in a role. Drama provides a safe emotional context and a sense of security for learners. In the various fields of research into the factors influencing success in Second Language Acquisition (SLA), trends accentuating the importance of recognising the indicators of success based upon personality and psychology have been ascribed great significance. In the paper, the results of a pilot study to an ongoing research project will be presented. The main aim of the project is to establish the influence of drama on the creation of a positive educational environment, taking into consideration such variable factors as: feeling of security, feeling of identity, sense of belonging, sense of purpose, feeling of competence, and through this an improvement in language competence. The research is a theoretical-empirical investigation of a diagnostic-explanatory-verifi catory nature. Results will be presented from the perspective of both quantitative and qualitative analysis.

Źródło:

The New Educational Review; 2018, 54; 193-205
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

Das Sprachgefühl als kontroverse Beurteilungsinstanz für sprachliche ausdrücke: sollen wir auf unser Sprachgefühl hören?
The feeling for language as a controversial evaluation factor for linguistic expressions: shall we listen to our feeling for language?

Autorzy:

Maras, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/2054293.pdf

Data publikacji:

2020

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

feeling for language
controversies
language acquisition
evaluation

Opis:

This paper is aimed at presentation and analysis of different approaches to the phenomenon of "feeling for language". The purpose is to demonstrate that this term, although controversial, is of great importance in language acquisition and in the evaluation of language expressions. The topic is discussed in the article with the help of definitions from Kainz, Knobloch, Lewandowski, Juhász, Olt/Disselkamp, and Trad. In the definitions, various facets of language feeling are taken up, such as its relation to intuition, reference to mother tongue and foreign language and individual or collective implications.

Źródło:

Linguistica Silesiana; 2020, 41; 167-175
0208-4228

Pojawia się w:

Linguistica Silesiana

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Are they part of the equation? – foreign language teachers versus language attrition A diagnostic study

Autorzy:

Szupica-Pyrzanowska, Małgorzata
Malesa, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/783225.pdf

Data publikacji:

2017

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

foreign language acquisition
language attrition FL teacher

Opis:

Non-pathological language attrition has been thoroughly investigated in the context of first as well as second language (for review, see Bardovi-Harlig & Stringer, 2010; Schmid & Mehotcheva, 2012). However, still not enough is known about language attrition in a different population. Foreign language teachers, who often fight an uphill battle trying to prevent their learners’ lack of progress, may also face a different challenge. Namely, their own linguistic skills may regress as well. Therefore, the inquiry should be extended so as to include this population. As a result, in the present study we aim to investigate the extent to which FL teachers are aware of the phenomenon of language attrition. The diagnostic study was motivated by anecdotal evidence and frequent interactions with foreign language teachers. Our observations rested on the assumption that FL teachers may experience stagnation in the language they teach or may even be on the verge of language regression. 21 primary school non-native foreign language teachers (mean age 29) representing both rural and urban areas participated in the study. All participants had a B.A. in elementary education and were pursuing their M.A. in language teaching. In our pilot study, they were asked to complete an anonymous questionnaire including both closed-ended and open-ended questions. The preliminary analysis reveals factors contributing to language loss among foreign language teachers and suggests future research directions.

Źródło:

Theory and Practice of Second Language Acquisition; 2017, 3, 2
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Die Entwicklung interner grammatischer Regeln im gesteuerten Fremdsprachenunterricht
Developing internal rules in instructed second language acquisition

Autorzy:

Czarnecka, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/916948.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

rules of grammar
grammar acquisition
second language acquisition

Opis:

Internal rules of grammar exist in the language irrespective of how they are described by the linguists. This paper is an attempt to answer the question in what way internal rules develop both in the mother tongue and in instructed second language acquisition. The author refers to the hierarchy of processing procedures, chunk related and cognitively based research and demonstrates how this development may be supported in instructed second language acquisition.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 81-89
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

Balanced Teaching: Balance zwischen Geschlossenheit und Offenheit im Fremdsprachenunterricht

Autorzy:

Rozenberg, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/571876.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydział Neofilologii

Tematy:

Balanced Teaching
second-language acquisition
foreign language teaching

Opis:

Myślą przewodnią niniejszego artykułu jest odejście od monokultury metod nauczania języków obcych w kierunku różnorodności metodycznej. Koncepcją wyrażającą ten trend jest Balanced Teaching – podejście, które odrzuca konkurowanie i faworyzowanie metod nauczania języków obcych zorientowanych na kategorię hermetyczności i otwartości. Balanced Teaching zakłada ich współistnienie oraz proponuje zachowanie równowagi pomiędzy nimi w nauczaniu języka obcego.
The article is devoted to the diversification of foreign language teaching methods. The Balanced Teaching approach accurately represents this approach since it rejects competition between the foreign language teaching methods which focus either on hermeticism or on openness. Balanced Teaching assumes their coexistence and suggests their remaining in balance in foreign language teaching.

Źródło:

Acta Philologica; 2015, 46; 51-61
0065-1524

Pojawia się w:

Acta Philologica

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 13.

Tytuł:

Przyswajanie języka pierwszego - imitacja czy wrodzony dar? Analiza na podstawie wybranych teorii akwizycji języka ojczystego oraz podstawowych systemów językowych

Autorzy:

Włodarska, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/645422.pdf

Data publikacji:

2013

Wydawca:

Polska Akademia Nauk. Instytut Slawistyki PAN

Tematy:

first language
language acquisition
language systems
imitation
innate gift

Opis:

First language acquisition – imitation or innate gift? Analysis based on selected theories of first language acquisition and basic language systemsThis article deals with a surprising phenomenon typical only for human beings – first language acquisition. Its aim is to answer the question as stated in the title. The author, an English teacher working in a nursery school, looks for the answer using references to theories connected with this topic, and in addition, takes into consideration the speech of children she is in charge of. In order to demonstrate the sophisticated nature of human language, the author refers to several definitions of this term. She presents the term ‘mother tongue’ and analyses the ways of acquiring its phonetic, phonological, morphological and syntactic systems by children. She also gives numerous examples of the most common mistakes found in their speech, taken from Polish and English languages. Furthermore, three major theories regarding first language acquisition, presenting the approach of Piaget, Chomsky and Skinner to this phenomenon, are described in the article. The author reaches the conclusion that first language acquisition is a mixture of imitation and innate gift. The role of the physical mechanism enabling a human being to produce speech and that of contact with the language of a child’s parents merits emphasizing also. The result of these factors is the possibility of language acquisition.

Źródło:

Adeptus; 2013, 1
2300-0783

Pojawia się w:

Adeptus

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

An Analysis of the Higher Eductional Systems of Teaching Chinese as a Foreign Language in Poland and China

Autorzy:

Bańka, Katarzyna Elżbieta

Powiązania:

https://bibliotekanauki.pl/articles/783167.pdf

Data publikacji:

2017

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

Chinese
language acquisition
teaching system
teaching methods

Opis:

Nowadays, we witness changing trends in terms of the interest in language learning. In Poland, more and more higher education establishments, not only public, but also private, introduce various types of majors concerning oriental languages, such as Chinese translation programmes.The aim of this paper is to compare the Chinese learning process in China and in Poland. In the first part, a comparative outline of both types of learning processes will be introduced, on the base of author’s few years of experience gained while teaching and studying in both of those countries. Furthermore, the author will investigate the results of teaching Chinese in Poland, a place of very few Chinese native speakers, as compared to teaching Chinese in the mainland of China. In the end, the proposals on what to do to improve the Chinese learning system in non-Chinese speaking countries will be introduced.  

Źródło:

Theory and Practice of Second Language Acquisition; 2017, 3, 1
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Rozumienie metafor z nazwą zwierzęcia w nośniku – perspektywa rozwojowa

Autorzy:

Dryll, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/637305.pdf

Data publikacji:

2009

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

language acquisition, semantic field of metaphor, metaphor

Opis:

Understanding metaphors with vehicles from the animal domain – a developmental perspective The aim of the presented empirical study was to explore the development of metaphor understanding in children. The results of the study were to reveal the way the mind organises information belonging to different fields of knowledge. The study followed a quasi-experimental design. The subjects were 77 children from three age groups: 5;6–6;0, 8;0–8;6, 9;6–10;0. The dependent variable was the level of comprehension of metaphors with vehicles from the animal domain, but connoting human attributes. The variable was measured through individual Piagetian interviews. The study proper was preceded by a pilot study on 24 adults. The data collected were analysed with the help of raters. The study confirmed the hypothesis that the ability to activate metaphorical thinking increases with age, however the increase is not linear. Older children assigned more human dispositional traits, thoughts and preferences to the objects of metaphors. Younger ones often focused on the physical features of animals. With age, the tendency to give positive evaluations to the objects of metaphors increases, while the number of digressions decreases. The development of the understanding of conventional metaphors may take a different course than the development of the understanding of creative ones. The most distinct changes in the ability of understanding metaphors concerning humans appear at the age of eight.

Źródło:

Psychologia Rozwojowa; 2009, 14, 2
1895-6297
2084-3879

Pojawia się w:

Psychologia Rozwojowa

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Aspectos positivos de las influencias intralingüísticas en el proceso de adquisición de L2
Positive aspects of interlinguistic influences in the process of L2 acquisition

Autorzy:

Mikołajczak, Sylwia

Powiązania:

https://bibliotekanauki.pl/articles/1050977.pdf

Data publikacji:

2014-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

language transfer
interlinguistic influences
language acquisition
language interferences
interlanguage

Opis:

The processes that take place in the mind of a multilingual person during the second language acquisition are mostly shrouded in mystery. We can only observe traces of these processes manifesting themselves in the interpenetration of two or more linguistic systems. The current study aims to recognize how the knowledge of L1, in this case Spanish, influences on the acquisition and usage of the target language – Portuguese (L2), and how to take advantage of the interferences to make the L2 learners succeed. The possibility of linguistic influences grows with each acquired language. There are also important contributing factors such as a degree of similarity between the languages, a level of proficiency in each of them, and the manner and time of a language acquisition. During the Portuguese course at the Spanish Philology, we can observe such phenomena as: code switching or total displacement, hybrids, false friends, multi-word units calquing, and morphogrammatical transfer. Although one of the factors that affects the L2 acquisition is the level of proficiency, the students hardly take advantage of their mother tongue, selecting the language typologically closer to Portuguese, Spanish. The students use the previously acquired knowledge to create analogies that should be considered as an intermediate step in the acquisition of L2, not as something negative, but rather a means for providing a starting point for the analysis of error which, consequently, leads to improvement.

Źródło:

Studia Romanica Posnaniensia; 2014, 41, 1; 119-127
0137-2475
2084-4158

Pojawia się w:

Studia Romanica Posnaniensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

The acquisition of Hungarian recursive PPs

Autorzy:

Langó-Tóth, Ágnes

Powiązania:

https://bibliotekanauki.pl/articles/2134918.pdf

Data publikacji:

2018-12-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

language acquisition
recursion
PP
functional heads
conjunction

Opis:

In this study an experiment is presented on how Hungarian children interpret two word orders of recursive PPs (subject-PP-verb and PP-subject-verb order). According to the research of Roeper (2011) and Hollebrandse and Roeper (2014), children tend to give conjunctive interpretation to multiple embedded sentences at the beginning of language acquisition. This interpretation later turns into an adult-like, recursive interpretation. Our aim is to discover (i) whether Hungarian children start with conjunction as well, and whether (ii) the apparently more salient functional head lévő appearing in Hungarian recursive PPs can help them to acquire the correct, recursive interpretation early. We also want to find out whether (iii) the word orders in recursive PPs have an influence on the acquisition of children. In this paper two experiments are presented conducted with 6 and 8-year-olds and adults, in which the participants were asked to choose between two pictures. One of the pictures depicted recursive and the other one depicted conjunctive interpretation of the given sentence. In the first experiment subject-PP-verb order was tested, but in the second one sentences were tested with PP-subject-verb order. We will claim that lévő, which is (arguably) a more salient Hungarian functional element than -i, does not help children to acquire the embedded reading of recursive sentences, because both of them are overt functional heads. However, the two types of word orders affect the acquisition of recursive PPs. PP-subject-verb order is easier to compute because the order of the elements in the sentences and the order of the elements in the pictures matches.

Źródło:

Yearbook of the Poznań Linguistic Meeting; 2018, 4, 1; 105-123
2449-7525

Pojawia się w:

Yearbook of the Poznań Linguistic Meeting

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 18.

Tytuł:

Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland

Autorzy:

Matusz, Łukasz
Rakowska, Anna Maria

Powiązania:

https://bibliotekanauki.pl/articles/783232.pdf

Data publikacji:

2019

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

ELT
language acquisition
third-age students
learning difficulties

Opis:

The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.

Źródło:

Theory and Practice of Second Language Acquisition; 2019, 5, 1; 113-130
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology

Autorzy:

Leacox, Lindsey
Meza, Margarita V.
Gregersen, Tammy S.

Powiązania:

https://bibliotekanauki.pl/articles/783252.pdf

Data publikacji:

2016

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

selective mutism
anxiety
positive psychology
second language acquisition

Opis:

Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism.  Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks.  Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter.  Implications of outcomes, collaboration, and conclusions are discussed.

Źródło:

Theory and Practice of Second Language Acquisition; 2016, 2, 2
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Word-based largest chunks for Agreement Groups processing: Cross-linguistic observations

Autorzy:

Drienkó, László

Powiązania:

https://bibliotekanauki.pl/articles/1040292.pdf

Data publikacji:

2020-12-30

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II

Tematy:

cognitive computer modelling
segmentation
syntactic processing
language acquisition

Opis:

The present study reports results from a series of computer experiments seeking to combine word-based Largest Chunk (LCh) segmentation and Agreement Groups (AG) sequence processing. The AG model is based on groups of similar utterances that enable combinatorial mapping of novel utterances. LCh segmentation is concerned with cognitive text segmentation, i.e. with detecting word boundaries in a sequence of linguistic symbols. Our observations are based on the text of Le petit prince (The little prince) by Antoine de Saint-Exupéry in three languages: French, English, and Hungarian. The data suggest that word-based LCh segmentation is not very efficient with respect to utterance boundaries, however, it can provide useful word combinations for AG processing. Typological differences between the languages are also reflected in the results.

Źródło:

Linguistics Beyond and Within; 2020, 6; 60-73
2450-5188

Pojawia się w:

Linguistics Beyond and Within

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

BEST PRACTICES IN USING VIDEO TECHNOLOGY TO PROMOTE SECOND LANGUAGE ACQUISITION

Autorzy:

McNulty, Anastassia
Lazarevic, Bojan

Powiązania:

https://bibliotekanauki.pl/articles/941204.pdf

Data publikacji:

2012

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

ESL
language acquisition
video technology
pronunciation
presentation skills

Opis:

Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium provides unique learning qualities, it has not been entirely embraced by high school English as a Second Language (ESL) teachers. Furthermore, recent advancements of digital video (low cost equipment and editing software) and Web-based video sharing services provide remarkable possibilities for supporting a variety of learning activities in ESL classrooms. Yet, classroom practice in using video technology has not gone too far beyond simple viewing and listening to video content for eliciting discussion among ESL students. This paper particularly highlights the role of video in the process of improving student pronunciation and presentation skills. The authors described a week-long classroom video-based project conducted at a Midwestern High School. The best examples of classroom practices and student activities were discussed. The most prominent observations of this project were that the video-based ESL activities contributed to the overall learning motivation and the enhancement of pronunciation skills. Finally, the authors discuss some potential issues and instructional implications of utilizing video technology in K-12 settings.

Źródło:

Teaching English with Technology; 2012, 12, 3; 49-61
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

Rola środowiska pozaszkolnego w procesie akwizycji języka… polskiego przez dziecko cudzoziemskie – studium przypadku

Autorzy:

Mikulska, Anna

Powiązania:

https://bibliotekanauki.pl/articles/782802.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie

Tematy:

language acquisition
bilingualism
foreign children in Polish school

Opis:

The aim of the article is to present how the immediate surroundings can help children acquire language. It presents the case study of a 12-year-old Chinese girl who, as a consequence of parents’ decision, has lived with a Polish family and has a chance to be totally immersed in Polish. The article shows the dynamic acquisition process, including also a cultural adaptation aspect. It shows that not only school teaching can have a good influence on children’s language development.

Źródło:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2016, 7, 223; 126-137
2082-0909

Pojawia się w:

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Affordances theory in multilingualism studies

Autorzy:

Aronin, Larissa
Singleton, David

Powiązania:

https://bibliotekanauki.pl/articles/780815.pdf

Data publikacji:

2012-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

affordances
multilingualism
second language learning
complexity
multiple language acquisition

Opis:

The concept of affordances originating in Gibson’s work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances.

Źródło:

Studies in Second Language Learning and Teaching; 2012, 2, 3; 311-331
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Nauczanie dzieci języków obcych w kontekście akwizycji pierwszego języka
Teaching foreign languages to children and native language acquisition

Autorzy:

Garncarek, Piotr

Powiązania:

https://bibliotekanauki.pl/articles/985752.pdf

Data publikacji:

2018

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

language acquisition
everyday language
natural approach
bilingualism
multilingualism
glottodidactics

Opis:

The article discusses the issues concerning native language acquisition and its influence on learning foreign languages. The article author presents theories defining the strategies of native language acquisition as well as their biological, social and communicative bases. He also discusses the difference between first and second language acquisition. Being aware of such a difference enables a teacher to design an efficient study programme.

Źródło:

Postscriptum Polonistyczne; 2018, 2 (22) Glottodydaktyka wśród dzieci i młodzieży wobec wyzwań wielo-, transkulturowości i ruchów migracyjnych; 13-24
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

Tytuł:

Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context

Autorzy:

LaBontee, Richard

Powiązania:

https://bibliotekanauki.pl/articles/780445.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language acquisition
vocabulary learning strategies
Swedish language
questionnaire instrumentation

Opis:

This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.

Źródło:

Studies in Second Language Learning and Teaching; 2019, 9, 2; 313-348
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 26.

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

/5

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Skocz do pozycji: 27.

Tytuł:

Locus of Control and Receptive Skills in Second Language Acquisition

Autorzy:

Gałązka, Alicja
Trinder, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/2004881.pdf

Data publikacji:

2016-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

locus of control
receptive skills
Second Language Acquisition

Opis:

The aim of the study was to investigate the relationship between locus of control and achievement in second language learning, when using reading and listening as the measure of success of the learners. The study was conducted on a pilot group of 102 university students, enrolled in a master’s degree course at a university in Poland. The students were asked to complete the Drwal 29-question test of locus of control and a number of reading and listening tests to complete over an extended period of time in order to gain a reliable overview of their levels of achievement. The results, somewhat against the run of expectation, indicated that there was no apparent correlation-either positive or negative-between the orientation of locus of control of the participants and achievement. This goes against the conventional assumption that there should be some form of negative correlation, as previous research indicates that sucessful learners in an academic environment are more likely than not to have an inwardly orientated locus of control.

Źródło:

The New Educational Review; 2016, 46; 130-141
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Neurośrodowiskowe przyczyny opóźnionego rozwoju mowy w wieku niemowlęcym
The Neuro-Environmental Causes of Speech and Language Delays in Infancy

Autorzy:

Cieszyńska-Rożek, Jagoda

Powiązania:

https://bibliotekanauki.pl/articles/2135457.pdf

Data publikacji:

2022-09-30

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

child development
neuro-environment
social brain
language acquisition

Opis:

The article presents the results of the experimental studies conducted so far on the devel- opment of infants’ primary communicative abilities, carried out in vivo. The findings of neurobiologists on the formation of the structures of the social brain not only influ- ence the process of early diagnosis of developmental disorders, but also allow for the construction of principles of early intervention. The article discusses the results of our own study of thirteen infants born in Poland and abroad, conducted by means of par- ticipant observation (online). The aim was to reveal the disturbances in shaping social responses in a lockdown situation and to define a pattern for preventive interventions.

Źródło:

Poznańskie Studia Polonistyczne. Seria Językoznawcza; 2022, 29, 1; 117-196
1233-8672
2450-4939

Pojawia się w:

Poznańskie Studia Polonistyczne. Seria Językoznawcza

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Turkish EFL Learners’ Acquisition of Psych Verbs and Unaccusative Verbs: A Replication Study on Underpassivization and Overpassivization

Autorzy:

Tanyer, Seray
Deniz, Samet

Powiązania:

https://bibliotekanauki.pl/articles/2053532.pdf

Data publikacji:

2022-01-28

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

second language acquisition
psych verbs
unaccusative verbs
underpassivization
overpassivization

Opis:

The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed mor The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed more accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization. e accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization.

Źródło:

Theory and Practice of Second Language Acquisition; 2022, 8, 1; 129-155
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Identifying the acoustic features in tonal phonemes in Chinese

Autorzy:

Zajdler, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/914943.pdf

Data publikacji:

2015-12-14

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Chinese
tonal languages
tones
tonal phonemes
Chinese language acquisition.

Opis:

The current paper refers to the particular phonetic and phonological substance of the Chinese language. The key topics include the acoustic features of tonal languages, speech sound and audio-perception, as well as some issues of acquisition of Chinese language skills and reception conditions. The difficulties in tonal phonemes identification in hearing-impaired native Chinese and in non-tonal language users learning Chinese as a foreign language inspire the scientists to research the register of tones, acoustic features of tonal languages, the fundamental frequency (F0), tone contour and duration, and the speech signal – natural and subjected to filtration.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 23-30
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

The acquisition of the Latvian language as the Second language at preschool age in theory and practice

Autorzy:

Tomme-Jukēvica, Ingēra

Powiązania:

https://bibliotekanauki.pl/articles/628472.pdf

Data publikacji:

2014

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

child second language acquisition, linguistic theories, curricula, teaching resources

Opis:

In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic handouts) as well as the Latvian language as the second language study content.The conclusion is drawn that the theory of communicative competence and the systemic functional grammar theory prevail as well as the basic principles of the behavioral theory can be discerned. In the teaching resources and learning process it is advisable to more often incorporate the same language material repetition in different situations and new combinations. Consideration must be given to more positive and negative transfer (interference) emphasis. To prevent children’s errors it is advisable to provide and incorporate special exercises in the teaching resources as well as methodological recommendations for the Latvian language teachers.

Źródło:

Journal of Education Culture and Society; 2014, 5, 1; 334-344
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

Game on! Young learners’ incidental language learning of English prior to instruction

Autorzy:

De Wilde, Vanessa
Eyckmans, June

Powiązania:

https://bibliotekanauki.pl/articles/780463.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

incidental language acquisition
young learners
media exposure
computer games

Opis:

In this paper the incidental language acquisition of 11-year-old Flemish children (n = 30) who have not received any formal English instruction is investigated. The study looks into children’s English proficiency and the learner characteristics that can be associated with it. In order to measure the children’s English proficiency, a receptive vocabulary test and a proficiency test (which measured listening skills, speaking skills, reading skills and writing skills) were used. Information about learner characteristics was gathered through two questionnaires (for children and parents). The results show that a significant proportion of the 11-year-olds can already perform tasks at the A2 level (The Common European Framework of Reference for Languages) without having had any formal instruction. The study confirms that children learn English from the input they receive through different media (especially gaming and computer use). Furthermore, the data reveal a strikingly positive attitude towards English and demonstrate that in some situations Flemish children prefer using English over their L1 with their peers.

Źródło:

Studies in Second Language Learning and Teaching; 2017, 7, 4; 673-694
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

Whats age got to do with it? Accounting for individual factors in second language accent

Autorzy:

Moyer, Alene

Powiązania:

https://bibliotekanauki.pl/articles/780941.pdf

Data publikacji:

2014-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

critical period hypothesis
individual differences
second language acquisition
phonology acquisition
motivation

Opis:

Empirical research conducted over the past few decades suggests that the age at which an individual is first exposed to a second language affects long-term outcomes, in particular for phonology. The question that has occupied scholars of various bents is what, exactly, underlies the robust age effects observed. Does age imply immutable changes in one’s ability to ever sound native-like? Are these changes neurological, cognitive, or socio-psychological in nature? What role do L2 use and contact play? Do age-related influences apply to all individuals, or can language learners actually chart their own course when it comes to accent? This paper will outline basic assumptions of the critical period for phonology while suggesting a different approach to the age question that highlights the individual’s role in both process and outcome. Constructs such as L2 experience, motivation, self-concept, learning approach, and willingness to communicate are discussed in depth in order to show the fundamental connection between cognition and affect so critical for late phonological learning. A re-orientation of the age research is suggested as a result, to prioritize contextual understandings of language use and learner agency.

Źródło:

Studies in Second Language Learning and Teaching; 2014, 4, 3; 443-464
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Hindernis oder Brücke? Der Beitrag der Angewandten Linguistik zur Erforschung des Lehrens und Lernens von Fremdsprachen.
Obstacle or bridge? The contribution of Applied Linguistics to the study of the teaching and learning of foreign languages

Autorzy:

Königs, Frank G.

Powiązania:

https://bibliotekanauki.pl/articles/914501.pdf

Data publikacji:

2016-06-20

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Applied Linguistics
interdisciplinary
Language Teaching Research
mediation
multilingualism
second language acquisition.

Opis:

There is no doubt that Applied Linguistics has firmly established itself as an independent scientific field. However, there are thematic overlaps in some areas concerning other disciplines. Language Teaching Research is a prime example of how linguistic features can be applied in an instructional context. In a first step, the author investigates both the similarities and differences of Applied Linguistics and Language Teaching Research, before dealing with related topics such as second language acquisition, multilingual didactics, mediation, competences, and sensitivity regarding (foreign) language use. Finally, a response is formulated to the question of whether the field of Applied Linguistics functions as a bridge or an obstacle.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 29-45
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 35.

Tytuł:

Sposoby badania błędów w glottodydaktyce. Przegląd wybranych koncepcji
The techniques of error analysis in second language acquisition. A review of methods

Autorzy:

Szafraniec, Kamil

Powiązania:

https://bibliotekanauki.pl/articles/967073.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

errors in second language acquisition
methodology of second language acquisition
behaviorism
cognitivism
dialogical school
lapsologia
metodologia glottodydaktyczna
behawioryzm
kognitywizm
szkoła dialogiczna

Opis:

Celem niniejszego artykułu jest analiza sposobów badania błędów popełnianych przez uczących się języków obcych. Przegląd koncepcji umieszczonych w artykule jest oparty na pracach glottodydaktyków amerykańskich i przedstawia zarazem główne szkoły glottodydaktyki amerykańskiej – behawioryzm, kognitywizm oraz tzw. szkołę dialogiczną. Autor analizuje zarówno koncepcje pojęcia błędu w każdej ze szkół, jak i sposoby ich badania.
The aim of the paper is to investigate the methods of error analysis in second language acquisition. The review of approaches to error analysis is based on the works of American researchers and at the same time is a short presentation of main schools of second language acquisition in the United States. The author discusses behaviorism, cognitivism, and the dialogical school. He takes into consideration not only the concept of error, but also the methods of error analysis.

Źródło:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2015, 22
0860-6587
2449-6839

Pojawia się w:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 36.

Tytuł:

The Role of Inter- and Intralingual Factors and Compendiums in Acquisition of Swedish as a Foreign Language: The Case of Finns Learning Definiteness and the Use of Articles

Autorzy:

Nyqvist, Eeva-Liisa

Powiązania:

https://bibliotekanauki.pl/articles/620713.pdf

Data publikacji:

2016-09-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

Swedish
definiteness
use of articles
third language acquisition
Finnish

Opis:

This study explores the acquisition of definiteness and article use in written Swedish by Finnish-speaking teenagers (n=67) during the three years in secondary school. The studied grammatical phenomena are problematic for all L2 learners of Swedish and are especially difficult for learners, such as Finns, whose L1 lacks expressive definiteness morphologically. The informants produce complex NPs already in their first narratives. The form of NPs poses significantly more problems than the choice of a correct form of definiteness. Hence, it is possible that previous knowledge in English helps informants in the choice of definiteness. The common nominator for problematic expressions is simplification, in both formal aspects and in the relation between form and meaning. Previous research in Sweden has made similar findings. The most central types of NPs build an acquisition explainable by a complexity hierarchy between the different types of NPs. The informants master best NPs without definiteness markers. Definite singulars containing an ending are significantly easier than indefinite singulars, the indefinite article of which is notoriously difficult for Finns learning Swedish as an L2. This acquisition order, however, profoundly differs from the traditional order of instruction of their compendiums.

Źródło:

Research in Language; 2016, 14, 3; 297-327
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 37.

Tytuł:

What’s New About the New Immigration? A Historian’s Perspective over Two Centuries

Autorzy:

Kamphoefner, Walter D.

Powiązania:

https://bibliotekanauki.pl/articles/580381.pdf

Data publikacji:

2019

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

IMMIGRATION
ACCULTURATION
LANGUAGE ACQUISITION
CHAIN MIGRATION
HISPANICS
ASIAN-AMERICANS

Opis:

For a historian of immigration observing current debates, less disturbing than what people don’t know about immigration history, are the things they “know” that simply aren’t true. Recent immigrants are often held up to an impossible standard of the melting pot that was a much slower and more messy process than it appears in the romanticized hindsight of public memory. This paper offers an overview of the process of negotiation and mutual accommodation that has always figured prominently in the integration of immigrants into our society over the past two centuries. Except for the origins of immigrants and the color of their skin, little has changed over the last two centuries. English is alive and well, even on the Mexican border and the West Coast. In Amy Tan’s autobiographical novel, The Joy Luck Club, an immigrant mother laments that her daughter’s Chinese vocabulary hardly extends beyond “pee-pee” and “choo-choo train,” asking plaintively, “How can she be her own person? When did I give her up?” Immigrant parents have been asking that question for a long time. Some things never change.

Źródło:

Studia Migracyjne - Przegląd Polonijny; 2019, 45, 3 (173); 7-27
2081-4488
2544-4972

Pojawia się w:

Studia Migracyjne - Przegląd Polonijny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 38.

Tytuł:

THE IMPACT OF ANXIETY ON SPEAKING IN ADOLESCENT AND ADULT GROUPS OF ENGLISH LEARNERS

Autorzy:

Gosiewska-Turek, Bogusława

Powiązania:

https://bibliotekanauki.pl/articles/628673.pdf

Data publikacji:

2018

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

foreign language, second language acquisition, affective factors, anxiety, speaking, adults, adolescents.

Opis:

Aim: The aim of this article is to investigate the interdependence between adolescent and adult students’ anxiety and their foreign language speaking achievements. It has been proved that there is no correlation between adolescent learners’ anxiety and their speaking attainments in a foreign language as well as that there is a weak correlation between adult students’ anxiety and their speaking achievements. Method: The author of the study employed quantitative research. Data was collected from anxiety questionnaires completed by the students and from achievement sheets filled in by the English teacher based on five-minute speeches performed by adolescent and adult students. Conclusion: According to the research results, there is no interdependence between adolescent students’ anxiety and their speaking attainments and the correlation between adult students’ anxiety and their speaking achievements is weak. Nevertheless, a number of other studies revealed the interdependence between students’ anxiety and their speaking attainments. Therefore, limitations of the study should be born in mind, and the results of the following study can be applied only to the subjects participating in the study. Hence, it is relevant to repeat the study with larger samples of subjects.

Źródło:

Journal of Education Culture and Society; 2018, 9, 2; 93-106
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 39.

Tytuł:

The Review of the English Textbook: Battleplan. English for the Polish Military. Student’s Book, Level 3. Author: Jeremy Walters

Autorzy:

Knapik, Aleksandra R.

Powiązania:

https://bibliotekanauki.pl/articles/27322317.pdf

Data publikacji:

2023-12-15

Wydawca:

Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu

Tematy:

military discourse
Stanag 6001
formal writing
second language acquisition
ESL

Opis:

This article provides a comprehensive review of the English textbook entitled Battleplan: English for the Polish Military. Student’s Book, Level 3. The evaluation encompasses various aspects, including content, pedagogical approach, language proficiency targets, and overall effectiveness in catering to the linguistic needs of Polish military personnel. Through a meticulous analysis, the article aims to offer insights into the strengths and potential shortcomings of the textbook, shedding light on its suitability for learners at Stanag Level 3. The review seeks to contribute to the ongoing discourse on language education within military contexts, providing educators and curriculum developers with valuable perspectives for refining language learning materials tailored to the specific requirements of the Polish military in the context of Stanag 6001examination.

Źródło:

Academic Journal of Modern Philology; 2023, 19; 377-378
2299-7164
2353-3218

Pojawia się w:

Academic Journal of Modern Philology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 40.

Tytuł:

Methodological considerations in studying awareness during learning. Part 2: Second Language Acquisition

Autorzy:

Nakamura, Daisuke

Powiązania:

https://bibliotekanauki.pl/articles/430183.pdf

Data publikacji:

2013

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

awareness
retrospective verbal report
think-aloud protocol
second language acquisition

Opis:

This paper considers methodological issues of awareness during adult second language acquisition (SLA). Specifically, the paper deals with (a) the issue of instructional orientations, (b) the issue of biases in knowledge measurement, and (c) the issue of reactivity in the online think-aloud protocol. Detailed reviews of prominent SLA research that has investigated the possibility of implicit SLA reveal (1) that the instruction on implicit learning does not guarantee that learners engage in the implicit learning mode, (2) that the majority of SLA research has employed only tests of “explicit learning” such as untimed grammaticality judgment, and (3) that there is some evidence that the online think-aloud protocol causes negative reactivity particularly when it is metalinguistic in nature.

Źródło:

Polish Psychological Bulletin; 2013, 44, 3; 337-353
0079-2993

Pojawia się w:

Polish Psychological Bulletin

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 41.

Tytuł:

EFFECT OF LEARNER PROFICIENCY LEVELS ON METHODOLOGICAL EFFECTIVENESS: CASE OF STAD AND WEBQUEST (STADIBTM)

Autorzy:

Awada, Ghada
Burston, Jack

Powiązania:

https://bibliotekanauki.pl/articles/955369.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Proficiency
second language acquisition
Student Team Achievement Division (STAD)
WebQuest

Opis:

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and WebQuest, STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-post-test comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students.

Źródło:

Teaching English with Technology; 2020, 20, 3; 63-84
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 42.

Tytuł:

THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS

Autorzy:

Gosiewska-Turek, Bogusława

Powiązania:

https://bibliotekanauki.pl/articles/954183.pdf

Data publikacji:

2017

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

second language acquisition
affective factors
attribution theory
school achievement
adolescents

Opis:

Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated.  The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.  

Źródło:

Journal of Education Culture and Society; 2017, 8, 1; 109-124
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 43.

Tytuł:

Compiti narrativi di apprendenti polacchi di italiano L2
Narrative Tasks of polish Learners of Italian L2

Autorzy:

Mosca, Monica

Powiązania:

https://bibliotekanauki.pl/articles/446602.pdf

Data publikacji:

2013-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

Second language acquisition
motion event
narrative
verb and satellite languages

Opis:

This preliminary study investigates the emergence of constructions of motion in Polish learners of Italian L2, based on a narrative task. The semantic-typological tendencies relative to expressions of motion are discussed, as well as implications for L2 acquisition. It appears that learners with different levels of competence tend to conform to the target language.

Źródło:

Italica Wratislaviensia; 2013, 4; 59-84
2084-4514

Pojawia się w:

Italica Wratislaviensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 44.

Tytuł:

Menschliche Sprachfähigkeit und ihre neurobiologischen Korrelate. Reflexionen aus glottodidaktischer Sicht
A glottodidactic perspective on human language faculty and its neurobiological correlates

Autorzy:

Sadownik, Barbara

Powiązania:

https://bibliotekanauki.pl/articles/555463.pdf

Data publikacji:

2019-03-25

Wydawca:

Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej

Tematy:

Glottodidactics
Foreign Language Acquisition Theory
Human Language Faculty Universal Grammar
Cognitive Neurosciences Neuroimaging

Opis:

The focus in the present contribution is on glottodidactics researchers’ attempts at working out a coherent model of foreign language acquisition in its both cognitive and neurobiological aspects. It is argued that the latest developments in cognitive linguistics as well as in psycholinguistics do offer an elaborate account of the nature and the structure of human language capacity, and, as such, they can constitute a source of inspiration for glottodidactics research. By contrast, despite significant achievements over the last decades, our knowledge of the language-mind interface is still elementary, speculative, and does not prove to be significantly relevant for glottodidactics.

Źródło:

Applied Linguistics Papers; 2019, 26/1; 155-168
2544-9354

Pojawia się w:

Applied Linguistics Papers

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

Coalescent Assimilation Across Wordboundaries in American English and in Polish English

Autorzy:

Kaźmierski, Kamil
Wojtkowiak, Ewelina
Baumann, Andreas

Powiązania:

https://bibliotekanauki.pl/articles/620705.pdf

Data publikacji:

2016-09-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

casual speech phonology
corpus phonology
foreign language acquisition
coalescent assimilation
glottalization

Opis:

Coalescent assimilation (CA), where alveolar obstruents /t, d, s, z/ in word-final position merge with word-initial /j/ to produce postalveolar /tʃ, dʒ, ʃ, ʒ/, is one of the most wellknown connected speech processes in English. Due to its commonness, CA has been discussed in numerous textbook descriptions of English pronunciation, and yet, upon comparing them it is difficult to get a clear picture of what factors make its application likely. This paper aims to investigate the application of CA in American English to see a) what factors increase the likelihood of its application for each of the four alveolar obstruents, and b) what is the allophonic realization of plosives /t, d/ if the CA does not apply. To do so, the Buckeye Corpus (Pitt et al. 2007) of spoken American English is analyzed quantitatively. As a second step, these results are compared with Polish English; statistics analogous to the ones listed above for American English are gathered for Polish English based on the PLEC corpus (Pęzik 2012). The last section focuses on what consequences for teaching based on a native speaker model the findings have. It is argued that a description of the phenomenon that reflects the behavior of speakers of American English more accurately than extant textbook accounts could be beneficial to the acquisition of these patterns.

Źródło:

Research in Language; 2016, 14, 3; 235-262
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 46.

Tytuł:

The use of articles in L2 English: A phraseological perspective

Autorzy:

Leśniewska, Justyna

Powiązania:

https://bibliotekanauki.pl/articles/781017.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

articles in ESL
determiners
formulaicity
phraseological aspects of second language acquisition

Opis:

While it is a well-known fact that speakers of article-less mother tongues, such as Polish, experience problems with articles in English, this study seeks to investigate the problem from a different perspective. Namely, it poses the question of whether the correct use of the article system of the L2 is indeed a purely grammatical task (as it is universally perceived), or whether the correct use of articles is to some extent aided by the mechanisms that underlie the formulaic character of language. The study was conducted with 90 Polish upper-intermediate and advanced users of L2 English, who completed a test on article use, which made it possible to compare patterns of article use between contexts of different collocational strength (defined in terms of the frequency of occurrence in a corpus). The statistically higher success rates for article use in high-frequency collocations (with the grammatical “rule” being the same) indicate that phraseological aspects of language use may indeed play a role in what is usually perceived as the correct application of grammatical rules.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 2; 203-224
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 47.

Tytuł:

Model glottodydaktyczny odwróconej klasy (flipped classroom) w warunkach szkoły językowej
Implementation of a flipped classroom SLA model in the conditions of a language school

Autorzy:

Chudak, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/2130154.pdf

Data publikacji:

2022-09-30

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

flipped classroom
odwrócona klasa
glottodydaktyka
konstruktywizm
CALL
second language acquisition
language education
constructivism

Opis:

Artykuł stanowi próbę zaprezentowania tematu odwróconej klasy (flipped classroom, w skrócie FC) w ujęciu glottodydaktycznym, z zawężeniem kontekstu sytuacji edukacyjnej do szkoły językowej. We wstępie do publikacji pokrótce wyjaśniono tło społeczno-ekonomiczne, którego zmienny i dynamiczny charakter inicjuje i katalizuje zmiany w systemie edukacji, zarówno formalnej, jak i pozaformalnej, do której przynależą szkoły językowe. Pierwsza część artykułu prezentuje zjawisko FC, jego definicję, cechy, a także obszary, które bezpośrednio wpłynęły na jego ewolucję: konstruktywizm oraz nauczanie języka wspomagane komputerowo (z ang. computer assisted language learning, w skrócie CALL). Druga część zawiera opis wdrożenia konkretnego modelu glottodydaktycznego opracowanego przez zespół dydaktyczno-informatyczny w szkole językowej, w której model odwróconej klasy stał się podstawowym sposobem uczenia się i nauczania języka hiszpańskiego. Zaprezentowano tu struktury materiałów glottodydaktycznych udostępnianych przed spotkaniem z lektorem na platformie e-learningowej, analizę mocnych i słabych stron modelu FC w kontekście glottodydaktycznym oraz opis organizacji lekcji stacjonarnej w porównaniu do tradycyjnego modelu stosowanego powszechnie w szkołach językowych. W podsumowaniu zaakcentowano pozytywne skutki wprowadzenia modelu FC do szkoły językowej, zarówno z dydaktycznego, jak i z ekonomicznego punktu widzenia.
This article attempts to present a flipped classroom (FC) model from a glottodidactic point of view in the context of a language school educational situation. The introduction to the article briefly explains the socio-economic context, the variable and dynamic nature that initiates and catalyses changes in both a formal and non-formal education system, and language schools belonging to the latter type. The first part of the article presents the FC phenomenon, its definition, features, as well as areas that directly influenced its evolution: constructivism and computer assisted language learning (CALL). Furthermore, it discusses the crucial consequence of the implementation of the FC model, i.e. changing the tasks of both the student and the teacher. The second part describes the implementation of a glottodidactic model developed by the educational and IT team in a particular language school, where it ultimatalely became the primary way of learning and teaching Spanish. It contains the following elements: presentation of the structure of glottodidactic materials available on an e-learning platform before meeting with a teacher, and the organisation of stationary lessons in relation to the traditional model commonly used in language schools. A proposal of the methodology of research on the described phenomenon is also presented. As a conclusion, it points out the positive effects of introducing the FC model into a language school, both from a didactic and economic perspective.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 95, 3; 22-31
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 48.

Tytuł:

Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines

Autorzy:

Pocinho, Margarida
Olczak, Agnieszka
Franicka, Marzanna

Powiązania:

https://bibliotekanauki.pl/articles/1387561.pdf

Data publikacji:

2018-05-25

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

bilingual language acquisition
young children
kindergarten
daily routines
emotional learning context

Opis:

This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, aged 5 months to 6 years, teachers and teaching assistants. Teachers have changed their language beliefs concerning English and the program has influenced their practice. The results showed that children develop communicative skills in both languages when surrounded by a bilingual friendly and emotional environment. They use both languages in their everyday life and have created a positive and emotional relationship with the English.

Źródło:

Problemy Wczesnej Edukacji; 2018, 40, 1; 30-39
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 49.

Tytuł:

A Tree in Her Backyard... Literary-aesthetic Classroom Settings during Second Language Acquisition with Picturebooks

Autorzy:

Schulz, Farriba

Powiązania:

https://bibliotekanauki.pl/articles/2031249.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

second language acquisition
picturebook
reader response
literary-aesthetic learning
visual literacy

Opis:

Picturebooks are an essential tool in early literacy programs to foster first language acquisition. Hence, supporting second language acquisition through pictures seems obvious. Using symbolic and iconic features to produce meaning not only links to visual literacy, but also to the stimulation of students’ imagination. Interactions with pictures can become a key factor to reveal students’ mental processes and the role of the learners’ first language experiences. This paper focuses on the possibilities for second language acquisition that exist and how they foster visual literacy in primary school classrooms. The insights here outlined are based on a classroom project with primary school students with refugee backgrounds. The project design was based on the picturebook Seasons by Blexbolex, which offers various associations linked to spring, summer, fall and winter. In the book each season is represented by a series of images, captioned with one single word. Since the illustrator sums up the circle of life in the name of childhood, the classroom project aimed at collecting individual anecdotes from the students. During the lessons diverse learning activities were created, not only to get the students to aesthetically engage with the picturebook, but also to focus on their usefulness as a scaffolding context for language learning.

Źródło:

Filoteknos; 2020, 10; 383-397
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 50.

Tytuł:

Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English

Autorzy:

Akbaş, Erdem
Ölçü-Dinçer, Zeynep

Powiązania:

https://bibliotekanauki.pl/articles/2051527.pdf

Data publikacji:

2021-12-26

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

grammatical morpheme
second language acquisition
natural order
learner corpus
English as a foreign language

Opis:

The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.

Źródło:

Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

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