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Wyświetlanie 1-3 z 3
Tytuł:
Exploring the cultural intelligence levels of bilinguals and multilinguals
Autorzy:
Aksak, Kübra
Çubukçu, Feryal
Powiązania:
https://bibliotekanauki.pl/articles/14999934.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Cultural intelligence
primary school students
bilinguals
multilinguals
Opis:
There have been numerous studies conducted on the importance of multiple intelligence levels of learners and the significance of language learning. By contrast, this study dwells on exploring cultural intelligence, its components and the relationship between cultural intelligence and language learning. To achieve this aim, bilingual and multilingual primary school students were selected and administered a cultural intelligence questionnaire to detect whether or not there is a relationship between these two aspects. The results yield the fact that multilinguals have higher scores in cultural intelligence, showcasing that those who are open to other cultures and can easily adapt to new patterns of thinking are likely to learn languages with ease.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 15-28
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English
Autorzy:
Krulatz, Anna
Dixon, Tülay
Powiązania:
https://bibliotekanauki.pl/articles/1047058.pdf
Data publikacji:
2020-12-18
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
interlanguage pragmatics
refusals
English
Korean
Norwegian
multilinguals
Opis:
The present paper describes a contrastive study of interlanguage refusal strategies employed by Korean and Norwegian learners of English as an additional language. The data were collected from multilingual first-year students at an American university in South Korea and in an English-medium program at a Norwegian university by means of an online open discourse completion task and analyzed using the coding categories based on Beebe, Takahashi, and Uliss-Welts (1990), and Salazar Campillo, Safont-Jordà, and Codina Espurz (2009). The data were analyzed to compare the average frequencies of refusal strategies used by the two groups, and the types of direct, indirect, and adjunct strategies that they employed. Independent samples t-tests revealed significant differences in the use of direct and indirect strategies with small effect sizes. The differences in the use of adjunct strategies were not statistically significant, and the effect sizes were negligible. Descriptive statistics of the differences in the types of direct, indirect, and adjunct strategies also revealed interesting patterns. The findings suggest that multilinguals’ pragmatic performance is a complex phenomenon that cannot be explained by the differences in cultural and pragmatic norms of their first language alone.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 4; 751-777
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bi-/multilingualism and the perceptions of the gender of objects
Autorzy:
Chłopek, Zofia
Powiązania:
https://bibliotekanauki.pl/articles/917014.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
linguistic relativity
conceptual transfer
nominal gender
L2 and L3 learners
bilinguals and multilinguals
Opis:
The newest research confirms the ‘weak’ version of the linguistic relativity hypothesis, according to which the language we speak influences to some extent the way we think. At the same time, it has been shown that the conceptual representations of reality which have been shaped by the mother tongue from birth play a significant role while using an L2 (L3 etc.), especially when it is weaker than the L1. The present article describes one such conceptual domain – the (non-linguistic) categorization of objects according to their perceived gender, which is influenced by the grammatical gender of their names.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 45-56
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-3 z 3

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