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    Wyświetlanie 1-3 z 3
    Tytuł:
    Self-Concept and English Oral Proficiency of Senior High School Students
    Autorzy:
    Dadulla, Jovenel B.
    Potane, Joel D.
    Powiązania:
    https://bibliotekanauki.pl/articles/2140616.pdf
    Data publikacji:
    2022-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    self-concept
    oral proficiency
    English Language Education
    speech development
    Opis:
    The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.
    Źródło:
    The New Educational Review; 2022, 69; 170-179
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Oral English performance in Danish primary school children: An interactional usage-based approach
    Autorzy:
    Eskildsen, Søren W.
    Cadierno, Teresa
    Powiązania:
    https://bibliotekanauki.pl/articles/780677.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Danish young learners
    oral English proficiency
    interactional usage-based linguistics
    Opis:
    Following the call in Sandlund, Sundqvist, and Nyroos (2016) for incorporating discursive approaches into the field of oral second language (L2) testing, this paper proposes an interactional usage-based approach to the analysis of oral L2 performance. Based on Eskildsen (2018a), we combine analytic tools from usage-based linguistics and conversation analysis. We draw on usage-based linguistics to analyze performance in terms of test-takers’ inventories of linguistic constructions and on conversation analysis to understand their interactional competence in terms of the relation between the linguistic constructions and the actions they are used to accomplish. Performance assessment is thus constructional and interactional. Participants in this pilot study were two Danish primary school children who performed two consecutive oral tasks: a semi-guided interview and a picture-elicited narrative task. Data were analyzed by means of cross-child comparisons and cross-task comparisons within each child. Our data confirm the observation from previous research that simple question-answer(-assessment) sequences dominate oral test formats, but also that the format is sometimes abandoned, which allows for the accomplishment of new social actions. Moreover, the picture-description task affords a different speech exchange system with the interviewer participating more as an active listener when the children do not voluntarily carry out the requested task.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 523-546
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The use of pragmatic markers across proficiency levels in second language speech
    Autorzy:
    Neary-Sundquist, Colleen
    Powiązania:
    https://bibliotekanauki.pl/articles/780649.pdf
    Data publikacji:
    2014-12
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    pragmatic marker
    proficiency level
    pragmatic competence
    second language development
    oral speech production
    Opis:
    This study investigates the use of pragmatic markers (PMs) by learners of English at varying proficiency levels. The study analyzes data from a university-level oral proficiency exam that categorized Chinese and Korean English-as-a-second-language (ESL) speakers into four proficiency levels and compares data with those of native speakers taking the same test. Findings indicate that PM use generally rises with proficiency level. The rates of PM use showed a dramatic increase between the highest and second-highest proficiency group. The highest proficiency ESL group used PMs at the same rate as native speakers. The study also found that the variety of different PMs used goes up steadily with proficiency level. These results are discussed in terms of their implications for understanding how second language learners’ use of PMs develops.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 4; 637-663
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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