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    Wyświetlanie 1-6 z 6
    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:
    Adolescent learner perceptions of foreign language assessment: Critical incident analysis
    Autorzy:
    Czura, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/913295.pdf
    Data publikacji:
    2018-02-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language assessment
    learner perceptions
    adolescent learners
    critical incident technique (CIT)
    Opis:
    This article reports on a study that aimed to explore adolescent learner perceptions of language assessment experiences and their beliefs about what makes a useful, valuable and highquality assessment. The data was collected by means of the critical incident technique (CIT) in which 25 lower secondary learners (aged 14–16) were asked to recall both positive and negative instances of assessment they had experienced in the course of their language education. The results reveal that the participants held generally positive views of language assessment and paid attention to such aspects of assessment as reliability, appreciation and authenticity. On the other hand, the importance of grades was prioritised over the learning value of assessment, which is characteristic of performance-oriented assessment environment
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 2; 25-39
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learner Perspectives on Mobile Phone Integration for Vocabulary Development in Translation Classes
    Autorzy:
    Kayaoğlu, Mustafa Naci
    Sağlamel, Hasan
    Kobul, Mustafa Kerem
    Powiązania:
    https://bibliotekanauki.pl/articles/605926.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    mobile phone
    vocabulary development
    learner perceptions
    semi-structured interviews
    language learning
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    Rapid changes in technology are reflected into all walks of education as well as language learning and teaching situations. In line with these changes, studies into the integration of mobile phones into language learning contexts, particularly to facilitate vocabulary acquisition, have spawned. However, learners’ perceptions regarding the impact of the integration of mobile technologies are not fully explored. This study aims at discovering learners’ perceptions of mobile phone integration in translation classes. Twenty-seven learners studying at an English Language and Literature department in a north-western Turkish university were sent SMS text messages including the target words before, during and after the translation courses for 6 weeks. Nine students who were selected based on their frequency of response rate, 3 the most frequent respondents, 3 average respondents and the least 3 respondents respectively, were interviewed. A content analysis of the semi-structured interviews reveals information about the learners’ mobile telephone use and their perceptions of mobile phone use for language learning purposes. The findings reveal that learners in general hold a positive opinion of mobile phone integration although some hesitations have been voiced. A discussion of learners’ perspectives on the current and future use of mobile phones is provided.  
    Le numéro contient uniquement les résumés en anglais.
    Том не содержит аннотаций на английском языке.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2017, 41, 1
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring self-perceived communication competence in foreign language learning
    Autorzy:
    Lockley, Thomas
    Powiązania:
    https://bibliotekanauki.pl/articles/781067.pdf
    Data publikacji:
    2013-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    self-perceived communication competence, willingness to communicate
    learner self-perceptions
    foreign language anxiety
    Opis:
    Speaking self-perceived communication competence (SPCC) is a construct with many potential implications for foreign language learning, but one that has been little studied. SPCC itself is a major predictive factor in willingness to communicate, a construct which has been widely conceptualised and researched. This study (N = 103) used a repeated measures ANOVA to investigate SPCC and its correlation with actual L2 speaking proficiency over the course of a year; there was no significant correlation. Qualitative data was then treated with grounded theory to establish why SPCC was inaccurate and to provide pointers as to how SPCC accuracy might be improved. The findings are discussed with reference to the literature in an attempt to establish a deeper understanding of SPCC, particularly in the Japanese context, its formulation and its implications for foreign language learning.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 2; 187-212
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Adolescent learners’ perceptions of assessing speaking and writing skills – critical incident analysis
    Spostrzeżenia nastolatków na temat oceniania ustnych i pisemnych kompetencji językowych – analiza zdarzeń krytycznych
    Autorzy:
    Czura, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/443043.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language assessment
    oral assessment
    writing assessment
    learner perceptions
    adolescent learners
    critical incident technique (CIT)
    ocenianie
    ocenianie kompetencji ustnych ocenianie kompetencji pisemnych spostrzeżenia uczniów
    uczniowie nastoletni
    technika zdarzeń krytycznych
    Opis:
    Learners’ perceptions of teacher assessment practices shape a uniqueclassroom assessment environment that affects learners’ willingness to engage in a task and motivation to learn (McMillan & Workman, 1998). Still, there has been limited research on learners’ perceptions of classroom and high-stakes assessment. This article outlines a study exploring adolescent learners’ perceptions of the speaking and writing assessment they experience in the English classroom. The Critical Incident Technique (CIT) was used to examine both positive and negative instances of oral and written assessment. During oral interviews, the learners reported and elaborated on the assessment experiences they personally perceived as particularly important, memorable and influential. The transcriptions of the interviews were content analysed in order to identify the properties of oral and written assessment that appeared salient to adolescent learners. The study indicates that the participants held predominantly positive views of oral and written assessment, emphasising such aspects as authenticity of assessment, freedom of expression and fair grading. It is worrying, however, that learners are not always provided with clearly articulated assessment criteria and that oral assessment is visibly neglected in the classroom.
    Źródło:
    Neofilolog; 2019, 53/2; 281-297
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Students’ Perceptions on Learner-Centered Teaching Approach
    Autorzy:
    Treesuwan, Rissaphop
    Tanitteerapan, Tanes
    Powiązania:
    https://bibliotekanauki.pl/articles/2004932.pdf
    Data publikacji:
    2016-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    learner-centered teaching approach
    students’ perceptions
    learning outcomes
    independent thinkers
    quality education
    Opis:
    There is growing evidence that the traditional “instruction-centered approach” to learning is not producing the desired learning outcomes in students. Many institutions of higher education in Thailand make it their main thrust to enable their students to become critical, independent thinkers and have the sense of ownership in the learning process. Most schools have shifted the focus in the classroom from conventional teaching to facilitating effective learning. This study centered on the impact of adopting the “learner-centered approach.” Fifty students studying Industrial and Logistics Management at North Bangkok University took part in the assessment. The case study method was utilized and quantitative as well as qualitative data were generated with the use of a questionnaire and semi-structured interviews. Findings revealed that the implementation of “Learner-Centered Education” enhanced the learning outcomes and contributed to the attainment of quality education for the university.
    Źródło:
    The New Educational Review; 2016, 45; 151-159
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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