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Tytuł:
Einige Reflexionen zur Kategorie der Sprechflüssigkeit – ihre Erfassung im Gemeinsamen europäischen Referenzrahmen für Sprachen und die Perspektive der Fremdsprachenlernenden
Some Reflections on the Category of Fluency – its Description in the Common European Framework of Reference for Languages and the Perspective of Foreign Language Learners
Autorzy:
Grzeszczakowska-Pawlikowska, Beata
Powiązania:
https://bibliotekanauki.pl/articles/37174018.pdf
Data publikacji:
2024-01-24
Wydawca:
Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
Sprechflüssigkeit
Häsitationsphänomene
Fremdsprachenlehren und -lernen
Lernerperspektive
der Gemeinsame europäische Referenzrahmen für Sprache
Speech fluency
hesitation phenomena
foreign language teaching and learning
learner`s perspective
the Common European Framework of Reference for Language
Opis:
Currently there are numerous studies on the category of fluency, both on speed parameters and on the respective hesitation/delay phenomena that come into play in less fluent or non-fluent speech. This article deals with the complexity of fluency in the context of foreign language teaching and learning. First the definition of fluency is addressed. In a further step, the concept of fluency in the Common European Framework of Reference for Languages will be discussed. Following this, the results of a pilot survey will be presented, one of the aims of which was to record foreign language learners’ perspectives on this category.
Zur Kategorie der Sprechflüssigkeit liegen mittlerweile zahlreiche Untersuchungen vor, sowohl zu Geschwindigkeitsparametern als auch zu den jeweiligen Häsitations-/Verzögerungsphänomenen, die im weniger flüssigen bzw. unflüssigen Sprechen zum Tragen kommen. Der vorliegende Beitrag hat die Sprechflüssigkeit in ihrer Komplexität im Kontext des Fremdsprachenlehrens und -lernens zum Gegenstand. Der Ausgangspunkt für die nachfolgenden Ausführungen ist die Bestimmung des Flüssigkeitsbegriffs. Im weiteren Schritt wird die Auffassung von Flüssigkeit im Gemeinsamen europäischen Referenzrahmen für Sprachen besprochen. Daran anschließend sollen Ergebnisse einer Pilotbefragung vorgestellt werden, welche u. a. die Erfassung der Perspektive der Fremdsprachenlernenden auf diese Kategorie zum Ziel hatte.
Źródło:
Linguistische Treffen in Wrocław; 2023, 24; 375-388
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia
Autorzy:
Demetrashvili, Ani
Khachidze, Teona
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/29520506.pdf
Data publikacji:
2024-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
learner autonomy
teacher autonomy
educational culture
English as a foreign language
Opis:
With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.
Źródło:
The New Educational Review; 2024, 75; 51-66
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jak brzmi lato? Piosenki na lektoracie języka polskiego jako obcego dla chińskich studentów
What does summer sound like? Songs in course of Polish as a foreign language for Chinese students
Autorzy:
Wegner, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/47046592.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
muzyka popularna na lektoracie
kultura popularna
tłumaczenie tekstów kultury popularnej
autonomia uczących się
projekt edukacyjny
popular music on a language course
popular culture
translation of popular culture texts
learner autonomy
educational project
Opis:
Jak brzmi lato? to podsumowanie projektu wzmacniającego kompetencje międzykulturowe dzięki samodzielnej pracy z tekstami kultury popularnej. Przebieg projektu można określić następująco: faza wstępna – próba analizy i interpretacji tekstów literackich i fragmentów polskich piosenek, faza właściwa (autonomiczna) – od poszukiwania polskich utworów o wskazanych kryteriach i dobierania na podstawie własnych skojarzeń podobnych tekstów chińskiej kultury popularnej, po realizację zadań translatorskich – przekład chińskich tekstów na język polski. Ważną częścią projektu była współpraca z rówieśnikami, tzw. student buddies na etapie selekcji utworów. Dzięki realizacji niniejszego projektu studenci mogli rozwijać kompetencje w zakresie pisania, interpretowania tekstów kultury popularnej oraz porównywania kultur. Prześledzenie działań krok po kroku ma służyć krytycznej autorefleksji co do efektywności tego typu działania i wyciągnięciu wniosków na przyszłość, umożliwiających wprowadzenie usprawnień.
What does summer sound like? is a summary of the project strengthening intercultural competence through independent work with texts of popular culture. The course of the project can be described as follows: the initial phase – an attempt to analyze and interpret literary texts and fragments of Polish songs, the proper (autonomous) phase – from searching for Polish songs with the indicated criteria and selecting, based on their own associations, similar texts of Chinese popular culture, to the implementation of translation tasks – translating Chinese texts into Polish. An important part of the project was cooperation with peers, the so-called student buddies at the stage of song selection. Through the implementation of this project, students were expected to develop competence in writing, interpreting texts of popular culture and in comparing cultures. Tracing the activities comprising the project step by step is intended to be a critical self-reflection on the effectiveness of this type of operation and to draw conclusions for the future, enabling improvements to be made.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2024, 31; 135-145
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Combinatoire collocationnelle et linguistique de corpus dans l’apprentissage lexical du FLE
Collocational Combinatorics and Corpus Linguistics in Lexical Learning in French as a Foreign Language
Autorzy:
Kazlauskienė, Vitalija
Powiązania:
https://bibliotekanauki.pl/articles/28408106.pdf
Data publikacji:
2023-12-16
Wydawca:
Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
Tematy:
collocation
lexical competence
L2 French
language corpora
learner’ corpora
interlanguage
Opis:
The importance of stereotypical uses of language, especially in the area of collocational combinatorics, is decisive in language teaching and learning. This type of lexical relationship is difficult for non-native learners to acquire because of its complexity, not only in terms of lexical use, but also in terms of particular linguistic awareness. Learners’ collective corpora can be revealing in describing their transitional competence. The diagnostic of interlanguage specific difficulties makes it possible to evaluate the progression of a target language, to describe it, to identify its hegemonic variety and to create the most effective activities. In this article, we will discuss the issue of interlanguage in the learner corpora and language corpora for use in lexical learning in French as a foreign language lessons. We address questions that a learner of L2 French has, which are sometimes difficult to find answers to in scholarly grammars or L2 French workbooks.
Źródło:
Academic Journal of Modern Philology; 2023, 20; 95-106
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Glottokodematische Prozesse unter kybernetischem Aspekt (Ausgewählte Fragen)
Cybernetic Aspects of Glottodidactic Processes (Selected Issues)
Cybernetyczne aspekty procesów glottodydaktycznych (wybrane zagadnienia)
Autorzy:
Szczodrowski, Marian
Powiązania:
https://bibliotekanauki.pl/articles/40053888.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
begriffliche Auffassung der Information
das glottodidaktische Gefüge und seine Subprozesse
Lehrender als Primärsender und Sekundärempfänger
Übertragung der fremdsprachlichen Informationen im Rückkoppelungsgefüge
Lernender als Primärempfänger und Sekundärsender
the concept of information
the glottodicactic system and its subprocesses
the instructor as primary sender and secondary receiver
sending foreign-language information within a feedback system
the learner as primary receiver and secondary sender
Opis:
Istotny wkład w poszerzenie i pogłębienie dziedziny glottodydaktyki wnoszą m.in. wy- niki badań kodematycznych i cybernetycznych. W obrębie systemu glottodydaktycznego można wyróżnić następujące procesy: 1) kodowanie informacji przez głównego nadawcę (instruktora); 2) wysyłanie informacji oraz jej językowe i pozajęzykowe monitorowanie do głównych odbiorców (uczniów); 3) odbiór i dekodowanie informacji przez głównych odbiorców oraz konstruowanie matryc nowych struktur leksykalnych i gramatycznych; 4) kodowanie informacji przez nadawcę wtórnego (uczącego się); 5) wysyłanie informacji do odbiorcy wtórnego (instruktora) w ramach systemu sprzężenia zwrotnego; 6) odbiór informacji przez odbiorcę wtórnego, jej sprawdzanie i korekta, regulacja i porządkowanie składniowe oraz odnowienie procesu glottodydaktycznego.  
A significant contribution to broadening and deepening the field of glottodidactics is made, inter alia, by the results of codematic and cybernetic research. Within the glottodidactic system, the following processes can be identified: 1) the encoding of information by the primary sender (the instructor), 2) the sending of information and its linguistic and extralinguistic monitoring to the primary receivers (learners), 3) the reception and decoding of information by the primary receivers, and the construction of matrices of new lexical and grammatical structures, 4) the encoding of information by the secondary sender (the learner), 5) the sending of information to the secondary receiver (the instructor) within a feedback system, 6) the reception of information by the second- ary receiver, its checking and correction, the regulation and syntactic ordering and renewal of the glottodidactic process.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 101-116
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners
Autorzy:
Nosidlak, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/22446728.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
difficult/problematic student
foreign language learner
formal labelling
informal labelling
labelling theory
teacher training
Opis:
In accordance with the assumptions of the sociologically grounded labelling theory, an individual’s self-perception and, consequently, their actions, might be influenced by words used to describe them. Also, in the context of education, including the field of foreign language learning, such a process of defining learners in a simplified way, has been proven to have profound consequences of psychological nature. The main purpose of the article is to outline the results of a study in which 37 teachers of English shared the stories of their most “difficult” students. The qualitative analysis of the gathered descriptions allowed the identification of some common features characteristic of, so-called, hopeless cases, among which motivation-related problems are the most often enumerated ones. Additionally, many teachers wrote about their struggles while teaching students with special educational needs. The views expressed by the participants of the study might help understand the way in which opinions about students are formulated as well as point to the need for significant changes to be made in the area of foreign language teacher education and training.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-24
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Hungarian higher education EFL students’ perceptions of learner autonomy
Autonomia ucznia z perspektywy studentów uczących się języka angielskiego jako obcego w kontekście węgierskiej szkoły wyższej
Autorzy:
Win, Cho Cho
Kálmán, Csaba
Powiązania:
https://bibliotekanauki.pl/articles/40053255.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
autonomous language learning
learner autonomy
EFL
autonomous behaviours
Hungary
Opis:
Technology has provided language learners with opportunities to learn English autonomously. Despite previous studies in the Hungarian context (e.g., Édes 2008; Szőcs 2017), more research on learner autonomy is required in order to find out what might explain university EFL learners’ lack of autonomy and help them become more autonomous. The purpose of this quantitative study was to address the problem by investigating learners’ perceptions of their own and their teachers’ responsibilities in language learning, their perceived abilities and motivation to learn English, their autonomous behaviours outside and inside the classroom, and the relationships between the above variables. The questionnaire was completed by 74 EFL students from a Hungarian university. The data were analysed by SPSS 26.0. The results indicate that in the investigated context, in the EFL learners’ perceptions, teachers were more responsible for their in-class learning than themselves. Nevertheless, the students demonstrated some autonomy both inside and outside class, to an equal extent.
Rozwój technologii znacząco zwiększył możliwości uczących się w zakresie autonomicznej nauki języka angielskiego. Chociaż jak dotąd przeprowadzono wiele badań nad autonomią ucznia osadzonych w kontekście węgierskim (e.g., Édes 2008; Szőcs 2017), nadal istnieje potrzeba prowadzenia dalszych badań, które wyjaśnią przyczyny braku autonomii wśród studentów uczących się języka angielskiego jako obcego i pomogą wskazać, w jaki sposób można uczynić ich proces uczenia się bardziej autonomicznym. Celem przedstawionego w artykule badania ilościowego było zanalizowanie sygnalizowanego powyżej problemu poprzez zbadanie sposobów postrzegania zadań i odpowiedzialności nauczyciela i uczących się w procesie nauki języka, ich umiejętności, motywacji, zachowań autonomicznych w klasie językowej i poza nią, a także zależności pomiędzy tymi zmiennymi. Kwestionariusz zastosowany w projekcie wypełniło 74 respondentów – studentów węgierskiego uniwersytetu. Zebrane dane zostały zanalizowane za pomocą SPSS 26.0. Uzyskane wyniki wskazują, iż w badanym kontekście nauczyciele są postrzegani przez studentów jako osoby bardziej odpowiedzialne za proces uczenia się niż sami uczący się. Niemniej jednak studenci prezentują określone zachowania autonomiczne, obecne w jednakowym stopniu zarówno w środowisku szkolnym, jak i poza nim.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 29-47
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy
Autorzy:
Nováková, Zuzana
Powiązania:
https://bibliotekanauki.pl/articles/22446718.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
grammar
error analysis
repeated speaking tasks
learner autonomy
metacognitive strategies
learner-centered approach
Opis:
Learner-centered approaches to learning and teaching alongside education for sustainable development (ESD) emphasize the education of engaged and active global citizens (UNESCO, 2017). The development of students’ reflective skills and metacognitive strategies is the center of this study that aims at investigating the learner language of a group of adult learners at an upper-intermediate level. It sets out to investigate to what extent learners are able to notice and correct their errors after reflecting on their spoken production. Moreover, it seeks to examine the students’ perception of their self-reflection and their attitude towards using speaking tasks for grammar learning. Comparative error analysis showed that the participants were able to amend 34.6% of total errors. These were made mainly in noun phrases (30% of total errors in Task 1 and 31% in Task 3) and verb phrases (40% of total errors in both tasks). Although no general conclusions could be drawn, the results seem to suggest that after critical, evidence-based reflection, the participants were able to notice and correct some errors, namely, in determination and the use of the past simple. The results of the survey analysis showed that all participants reported on an improved awareness of the gaps in their interlanguage, and all of them considered speaking tasks beneficial to grammar development. The study indicates that carefully planned, repeated speaking tasks might be helpful for learners’ language processing, consolidation of their grammatical knowledge and the improvement of their reflection skills and metacognitive strategies.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-23
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online English Monolingual Learner’s Dictionaries
Internetowe słowniki jednojęzyczne do nauki angielskiego
Autorzy:
Tomaszewska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/29431226.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
słownik jędnojęzyczny
słownik internetowy
internetowy słownik jednojęzyczny
nauka języka angielskiego
MLD
online MLD
online Monolingual Learner’s Dictionary
learning English
Opis:
Due to the development of technology, well-established publishers began to provide their English Monolingual Learner's Dictionaries (MLDs) online and free of charge. Dictionaries of this type have their own history, as well as common and distinctive features. The article presents a brief outline of the subsequent stages of the development of English Monolingual Dictionaries, with special reference to MLDs available online. Also, the article includes a synthetic description of the primary and secondary components of a dictionary entry and demonstrates if these components are present or absent in three online Monolingual Learner's Dictionaries: the Cambridge Dictionary, the Longman Dictionary of Contemporary English, and the Oxford Learner’s Dictionary. The article aims to characterise, compare and contrast some of the features of a typical entry in online English MLDs. Consequently, the scientific approach adopted in the analysis is a mixture of the comparative and the empirical method. Unlike previous topic-related research, the present study shows both common and distinctive features of the mentioned dictionaries and hints at their practical advantages (from the point of view of the end user).
Źródło:
Conversatoria Linguistica; 2023, 15; 113-128
1897-1415
Pojawia się w:
Conversatoria Linguistica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stacking Artificial Intelligence Models for Predicting Water Quality Parameters in Rivers
Autorzy:
Almadani, Mohammad
Kheimi, Marwan
Powiązania:
https://bibliotekanauki.pl/articles/2202356.pdf
Data publikacji:
2023
Wydawca:
Polskie Towarzystwo Inżynierii Ekologicznej
Tematy:
dissolved oxygen
water quality
ensemble-stacking model
meta-learner
Opis:
Scrutinizing the changes in the quality of river water is one of the main factors of monitoring the quality of natural flows, which plays a crucial role in the sustainable management of these ecosystems. The concentration of dissolved oxygen (DO) in river water is one of the most important indicators of quality management in such water bodies. From an environmental point of view, exceeding the permissible and natural decay capacity of pollutants in natural streams leads to a decrease in DO and, consequently, causes serious risks for the survival of aquatic life in related ecosystems. Hence, in the present study, 10 daily variables with the amount of dissolved oxygen on the same day were collected and evaluated from Allen County. Moreover, half of these variables were chosen as effective inputs to the model based on statistical analysis, so as to calculate the dissolved oxygen concentration parameter. Modeling with artificial intelligence approaches was implemented in the form of four individual methods: ANFIS-PSO, OS-ELM, Bagging-RF and Boosting CART, and two ensemble-stacking methods: SMA and Meta-learner MLP. The outcomes of estimating the DO with RMSE, MAE, GRI, r, and MBE criteria and marginal-scatter and subject profile diagrams were discussed. Moreover, the efficiency of the models in estimating the outlier of the observational data was scrutinized by subject profile diagram. Finally, it was found that the Meta-learner MLP model with RMSE of 0.965 mg/L had improvement in performance by 8.8%, 8.9%, 22.3%, 24.9% and 27.6%, respectively, compared to SMA, Boosting CART, Bagging-RF, ANFIS-PSO and OS-ELM methods. This remarkable improvement led to recommendations for using stacking techniques in water quality modeling and simulation.
Źródło:
Journal of Ecological Engineering; 2023, 24, 2; 152--164
2299-8993
Pojawia się w:
Journal of Ecological Engineering
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Storybird – ein Tool für Aktivierung der Fremdsprachenlernenden
Autorzy:
Rusek, Beata
Powiązania:
https://bibliotekanauki.pl/articles/15582173.pdf
Data publikacji:
2023-02-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
storybird
digital tools
foreign learners activating
writing
learner passivity
Opis:
Boredom, monotony and inactivity are some causes of passive learner behaviours during foreign language classes. A teacher who is aware of the importance of the learning process has to be consciously responsible for activating learners. New technologies offer numerous opportunities. The tool presented in this article: Storybird, allows learners to create and publish their own illustrated stories. Differences between traditional writing tasks versus using Storybird are discussed here. Analysis of a survey allows us to see the potentil of this tool from the learner perspective.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 2; 161-174
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Impact of Orthographic Transparency and Typology on L2 Learner Perceptions
Autorzy:
Garton, Rachel
Powiązania:
https://bibliotekanauki.pl/articles/22446739.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
phonology
orthography
L2 literacy
literacy acquisition
learner perceptions
grapholinguistics
Opis:
While there is substantial research on literacy in the L1, factors impacting literacy in the L2 remain understudied. Preliminary research indicates that orthographic accuracy and typology influence literacy acquisition, indicating these aspects of linguistic representation need further exploration within the context of second-language acquisition (SLA). Additionally, SLA research on individual learner differences highlights emotional factors such as attitude and motivation, which are widely considered critical indicators of L2 success. Motivation is closely linked to perceptions towards the L2, which indicates learner perceptions of L2 literacy could impact success in learning to read and write. As such, this paper presents a cross-lingual, mixed-methods study that compares the orthographic transparency and typologies of 26 languages against learners’ (n = 217) perceptions of L2 literacy acquisition, such as perceived difficulty of the orthography and a self-assessment of literacy skills. Results indicated that orthographic transparency has a greater impact on learners’ perceptions compared to typology alone.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-25
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Conscience et autoconscience dans l’enseignement / apprentissage d’une langue-culture : pourquoi ? quoi ? comment ?
Awareness and self-awareness in the teaching / learning of language-culture: why? what? how?
Autorzy:
Smuk, Maciej
Powiązania:
https://bibliotekanauki.pl/articles/15015645.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
awareness
self-awareness
introspection
savoir-être
language teacher / learner
enseignant.e / apprenant.e de langue
Opis:
The article introduces different approaches to (self-)awareness, as presented in this issue of Glottodidactica. Its first part discusses the advantages of developing (self-)awareness – in relation to the foreign language teacher and the foreign language learner. The general concept of savoir-être competence (existential competence) is also mentioned. In the second part possible research perspectives in this area and examples of research are given. The third part lists techniques and tools which can be used to stimulate teacher and student self-awareness.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 7-14
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Cross-linguistic awareness in an English L4 education setting: Discovering language-specific phenomena in unrelated languages
Autorzy:
Irsara, Martina
Powiązania:
https://bibliotekanauki.pl/articles/15024602.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
contrastive linguistics
typology
learner language
multilingual teaching
cross-linguistic awareness
Ladin
Opis:
This article shows how deixis and motion events prove to be ideal topics in the stimulation of reflection and enhancement of cross-linguistic awareness among South-Tyrolean speakers of Ladin, who learn English as a fourth language after Italian and German. The initial part of the article illustrates how a translation task that was focused on locative adverbials led students at upper-secondary school to recognise the extreme complexity of their own Ladin L1 adverbial system as compared to the more straightforward binary deictic system of English. The subsequent section shows how secondary-school and university students realised their difficulties in lexicalising motion events in English, arguably due to the different typological tendencies of other languages they learn or have learnt. The video clips that the study participants were asked to describe were subsequently integrated into multilingual and multimodal awareness-raising classes at primary school and in teacher education, where awareness-raising activities are fundamental.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 107-123
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners
Autorzy:
Ghelichli, Yahya
Seyyedrezaei, Seyyed Hassan
Seyyedrezaei, Zari Sadat
Powiązania:
https://bibliotekanauki.pl/articles/22446657.pdf
Data publikacji:
2022-07-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
qualitative study
student engagement
language learning motivation
learner perspective
Opis:
One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-19
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 166

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