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Tytuł:
Experimental Verification of the Reading Comprehension Intervention for the German Language as L3
Autorzy:
Stranovská, Eva
Ficzere, Anikó
Szabó, Erzsébet
Powiązania:
https://bibliotekanauki.pl/articles/18653939.pdf
Data publikacji:
2022-09-27
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
second foreign language
reading comprehension
intervention
Opis:
Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.
Źródło:
Journal of Education Culture and Society; 2022, 13, 2; 369-382
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La crónica deportiva como recurso de escritura en ELE/L2. Un enfoque procesual
The Match Report as a writing tool in the teaching of Spanish as a Foreign Language / Second Language. A processual approach
Autorzy:
Núñez-Román, Francisco
Emilio J. Gallardo-Saborido, Emilio J. Gallardo-Saborido
Powiązania:
https://bibliotekanauki.pl/articles/1048151.pdf
Data publikacji:
2020-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second foreign language
Spanish language
written expression
match report
processual approach
Opis:
This paper stands up for the defence of writing as a hugely valuable resource for teaching Spanish as a Foreign Language or a Second Language. Specifically, it pursues two general targets: a) to highlight the importance of considering writing into the classroom of Spanish as a Foreign Language as a process that has to be constantly coached and developed; b) to emphasise how this way of teaching provides pedagogical benefits that go further the development of the writing ability itself, since it has an impact on other students’ general cognitive features. Methodologically, this text begins with a literature review that theoretically underpins the proposed targets, and, subsequently, our didactic proposal is exemplifiedby the use of a specific type of text (the match report). Then, a practical teaching resource is obtained as final result, which is supported by the recent literature on this issue. Finally, this contribution aspires to be implemented in different educative contexts by teachers of Spanish as a Foreign Language.
Źródło:
Studia Romanica Posnaniensia; 2020, 47, 2; 123-139
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Positive psychology in cross-cultural narratives: Mexican students discover themselves while learning Chinese
Autorzy:
Oxford, Rebecca L.
Cuellar, Lourdes
Powiązania:
https://bibliotekanauki.pl/articles/780719.pdf
Data publikacji:
2014-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language learner narrative
PERMA model
Chinese as a second/foreign language
Opis:
Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 2; 173-203
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LEXICAL TRANSFER RESEARCH IN THIRD LANGUAGE ACQUISITION (TLA) – AN OVERVIEW
Autorzy:
Boratyńska-Sumara, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/634454.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
cross linguistic influence, lexical transfer, native language, first foreign language (L2), second foreign language (L3)
Opis:
The article will review the most relevant research conducted on lexical transfer as a psycholinguistic phenomenon in tertiary language production at the level of the individual. The main purpose is to present the diversity of the experiments and to compare them as regards to the different aspects of Cross Linguistic Influence (CLI) being examined, the approaches to data collection their authors represent, the kinds of trilingual subjects they are concerned with, the parameters of the participants and the outcomes of the studies.
Źródło:
Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2014, 131, 2
2083-4624
Pojawia się w:
Studia Linguistica Universitatis Iagellonicae Cracoviensis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Algerian Third-Year Elementary-school Pupils English Vocabulary Through Songs: An Effective Instructional Tool to Enliven English Classes
Autorzy:
Sarnou, Dallel
Sarnou, Hanane
Powiązania:
https://bibliotekanauki.pl/articles/44450160.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
English as a second foreign language
English vocabulary
songs
Algerian third-year elementary pupils
Opis:
Research objectives (aims), issues or problems: The study accentuates the significant role that integrating songs into the teaching of English vocabulary has for third-year elementary-school pupils in Algeria. It aims to make English vocabulary acquisition effortless and fun for young learners and seeks to facilitate teaching English as a second foreign language for newly recruited instructors. In fact, a major query of this research concerns the incomprehensible lack of songs, poems, and nursery rhymes in the English textbook for third-year pupils, who are 8 to 9 years old, i.e., at an age when musical activities help them become motivated and interested in class activities. Research methods: To test the efficacy of songs in teaching English vocabulary to young third-year learners, the researchers opted for a true experimental research method. An experimental group of 26 pupils was exposed to nursery rhymes about numbers, colors, and family members, while a control group of 25 pupils was taught the same vocabulary items for three weeks using lessons from the textbook only. A short description of the context of the presented issue: The experiment took place in one of elementary schools in the city of Mostaganem, where the researchers’ former student works as a teacher of English. The experiment lasted three weeks: from January 10 to January 31, 2023. Research findings: The findings of this research indicate that the use of songs considerably improved the average vocabulary scores for the 26 young pupils in the experimental group compared to the control group. Therefore, this research paper concludes that songs enhance natural and effortless vocabulary acquisition among third-year pupils who are learning English for the first time. Conclusions and/or recommendations: Moreover, this study encourages elementary-school English teachers to give more pedagogical consideration to the use of children’s songs in teaching English to their pupils so as to enliven the lessons and to raise the pupils’ motivation to learn this foreign language.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 277-296
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kontekst nauczania języków obcych w Polsce – glottodydaktyczne implikacje dla drugich języków obcych
The context in Foreign Language Teaching in Poland – didactic implications for second foreign languages
Autorzy:
Kucharczyk, Radosław
Powiązania:
https://bibliotekanauki.pl/articles/956417.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
multilingualism
multilingual competence
second foreign language
teaching
exams
wielojęzyczność
kompetencja różnojęzyczna
drugi język obcy
nauczanie
egzaminy
Opis:
Niniejszy artykuł stawia sobie za cel zdefiniowanie kontekstu nauczania drugich języków obcych w Polsce. Artykuł rozpoczyna opis głównych wytycznych dotyczących europejskiej polityki edukacyjnej, w których na plan pierwszy wysuwa się pojęcie wielojęzyczności. Następnie zostały przedstawione założenia polityki językowej, której głównym celem jest rozwijanie kompetencji różnojęzycznej u uczniów. W kolejnej części artykułu został opisany polski system nauczania języków obcych oraz system egzaminów zewnętrznych z języków obcych nowożytnych, z podkreśleniem miejsca, jakie w nich zajmują drugie języki obce. Artykuł kończy propozycja rozwiązań systemowych, które mogą usprawnić uczenie się i nauczanie drugich języków obcych.
This article aims at defining the context of teaching second foreign languages in Poland. The article begins with a description of the main guidelines for the European education policy, in which the concept of multilingualism is on the foreground. We then present the assumptions of the language policy, whose main objective is to develop student’s plurilingual competence. In the next part of the article, we describe the Polish system of teaching foreign languages and system of external examinations of modern foreign languages, with an emphasis put on the space taken by the second foreign languages. The article ends with a proposal of systemic solutions that can increase the effectiveness in learning and teaching second foreign languages.
Źródło:
Linguodidactica; 2016, 20; 195-212
1731-6332
Pojawia się w:
Linguodidactica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań
ln selected factors influencing the teaching and learning of Russian as a second foreign language – research conclusions
Autorzy:
Karolczuk, Marzanna
Powiązania:
https://bibliotekanauki.pl/articles/1037718.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
second foreign language learning
observation study
Russian lesson
badanie obserwacyjne
lekcja języka rosyjskiego
nauczanie drugiego języka obcego
Opis:
The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students’ native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students’ knowledge and skills, which they acquired during their previous learning experiences.
Źródło:
Neofilolog; 2010, 35; 185-194
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA KONTEKSTU SPOŁECZNEGO ORAZ CZYNNIKÓW INDYWIDUALNYCH W ROZWIJANIU KOMPETENCJI RÓŻNOJĘZYCZNEJ POLSKICH GIMNAZJALISTÓW
The role of the social context and individual factors in the development of multilingual competence in Polish junior high school students
Autorzy:
Kucharczyk, Radosław
Powiązania:
https://bibliotekanauki.pl/articles/442861.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
multilingual competence
context
individual factors
the second foreign language
kompetencja różnojęzyczna
kontekst
czynniki indywidualne
drugi język obcy
Opis:
The aim of this article is to reflect on the role of social context and individual factors that influence the development of multilingual competence. The first part of the article deals with the analysis of the definition of the multi-lingual competence and its role in language teaching. The next part is the presentation of the relation between the social and educational context, taking into consideration students’ individual features and multilingual competence. The last part of the article consists of the analysis of the results of the research study conducted among Polish Junior High School students. The aim of the study was to establish the impact of different factors influencing learning French as the second language.
Źródło:
Neofilolog; 2017, 49/1; 43-59
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Englisch als Interferenzquelle bei der Aneignung der Wortstellung des Deutschen
English as an interference source in the acquisition of the German word order
Autorzy:
Hinc, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/917060.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Error analysis The word order oGerman interference
Polish as L1
English as the first foreign language
German as the second foreign language
Opis:
The paper deals with the issue of the interaction of languages in a multilingual person. First, it is related to an error analysis of the word order in German which investigates the influence of English as the first foreign language with the bounded word order on German as the second foreign language with the relative bounded word order in the group of Polish high school students. Afterwards, the basic structures of German, English and Polish word order are compared to show the topological relationship between the languages.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 143-154
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROLA REFLEKSJI W PRZYGOTOWANIU UCZNIA DO KOMUNIKACJI MIĘDZYKULTUROWEJ NA LEKCJI JĘZYKA ROSYJSKIEGO
The role of reflection in preparing learners for intercultural communication during lessons of Russian
Autorzy:
Karolczuk, Marzanna
Powiązania:
https://bibliotekanauki.pl/articles/1036842.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Russian language
second foreign language in school
attitudes
intercultural communication
reflection
Język rosyjski
drugi język obcy w szkole
postawy
komunikacja międzykulturowa
refleksja
Opis:
This article attempts to identify measures for teaching and learning a foreign language with focus on the reflective and conscious approach. The objective is to develop appropriate attitudes on the part of learners towards Russia and Russians and thus to prepare them for intercultural communication during lessons of Russian as a second foreign language in school. During these lessons work on student attitudes requires the teacher to use multi-faceted techniques and forms of teaching. Among these, worth mentioning is the use of reflective visualization, comparison of cultures, and conscious emphasis of what is valuable and interesting in others. Techniques, which appeal to the emotions of students, and develop their empathy are used in the context of Russian as a second foreign language in school.
Źródło:
Neofilolog; 2014, 42/2; 215-226
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
When the print meets the screen: Towards a model of L1 and L2 online reading comprehension
Autorzy:
Piasecka, Liliana Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/606014.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
offline and online reading
models of reading
foreign/ second language reading comprehension
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
The spread of information and communication technologies (ICTs) has been changing literacy practices and activities. Consequently, the traditional view of literacy as the ability to read and write needs to be revised to encompass new forms of literacy called e-literacy, or “digital/silicon/electronic literacies” (Murray & McPherson, 2006, p. 132) as well as “hyperreading” (Usó-Juan & Ruiz-Madrid, 2009, p. 59). The members of the 21st century “global”, “fluid” and “networked” (Jewitt, 2008) societies engage in activities that the access to the WWW makes possible. The aim of the paper is to discuss print-based models of reading, identify similarities and differences between online and offline text comprehension, also with respect to the foreign/second language (L2) reading. Online texts entail the necessity to use different sets of skills and strategies which have to be incorporated into a model of electronic text comprehension. Suggestions as to what such a model might include, based on theoretical underpinnings and empirical findings, are presented.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nuvo lessico nella sociolinguistica e nella didattica dell’italiano per stranieri
Autorzy:
Santipolo, Matteo
Torresan, Paolo
Powiązania:
https://bibliotekanauki.pl/articles/638161.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
Sociolinguistics, Teaching Italian as a foreign or second language, Language Teaching Methodology
Opis:
This article introduces and illustrates a series of concepts and terms that the authors have developed in recent years in the area of teaching Italian as a foreign or a second language. More in particular, such new concepts refer to Italian sociolinguistics and its teaching and to methodological issues in general.
Źródło:
Romanica Cracoviensia; 2013, 13, 2
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Functions of code-switching in Polish and Hindi Facebook users’ posts
Autorzy:
Dąbrowska, Marta
Powiązania:
https://bibliotekanauki.pl/articles/634513.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
English as a second language, English as a foreign language, code-switching, Computer Mediated Communication
Opis:
In the modern era the use of English has become very widespread, the language being used more and more by non-native speakers in a variety of contexts. The objective of the paper is to explore the use of the English language as a second and as a foreign language by bilingual Polish-English and Hindi-English speakers in the medium of Computer Mediated Communication, represented in the following study by the social network context, in order to demonstrate differences in the use of the language by the two groups, stemming from the status of English in the two respective circles, the Outer and the Expanding. The particular aspects of analysis include the frequency of the use of English, the length of the English posts and, notably, the phenomenon of code-switching, its typology and the functions which the respective languages typically perform in the switched elements.
Źródło:
Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2013, 130, 1
2083-4624
Pojawia się w:
Studia Linguistica Universitatis Iagellonicae Cracoviensis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola języka angielskiego jako pierwszego języka obcego w nauczaniu języka niemieckiego jako drugiego języka obcego – założenia teoretyczne a rzeczywistość dydaktyczna
The role of English as the first foreign language in the process of teaching German as the second foreign language – between theory and praxis
Autorzy:
Hinc, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/956391.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
teaching of German as the second foreign language after English
didactics of multilingualism
dydaktyka wielojęzyczności
nauczanie języka niemieckiego jako drugiego języka obcego po języku angielskim
Opis:
Problematyka niniejszego artykułu dotyczy praktykowania dydaktyki wielojęzyczności w nauczaniu języka niemieckiego jako drugiego języka obcego po języku angielskim. W rozważaniach teoretycznych oprócz próby zdefiniowania pojęcia wielojęzyczności i przedstawienia psycholingwistycznych podstaw dydaktyki wielojęzyczności przedstawione zostały założenia koncepcji, która we wspomnianej konstelacji językowej określana jest jako koncepcja DaFnE. Część empiryczna artykułu odnosi się do badania ankietowego, którym objęci zostali nauczyciele języka niemieckiego z terenu aglomeracji Trójmiasta. Celem badania było sprawdzenie, czy i w jakim zakresie nauczyciele języka niemieckiego praktykują dydaktykę wielojęzyczności, wykorzystując swoją znajomość języka angielskiego i znajomość języka angielskiego swoich uczniów.
The following article relates to practising the didactics of multilingualism in teaching German as the second foreign language after English as the first foreign language. In the theoretic part an attempt was made to define a concept of multilingualism and to present the psycholinguistic background of the didactics of multilingualism. In addition, the tenets of the DaFnE concept that pertains to the above language constellation were presented. The practical part refers to an empirical study that was conducted among teachers of German in the area of Trójmiasto. The aim of the study was to investigate if and in which fields teachers of German practise the didactics of multilingualism using their knowledge of English, as well as their pupils’ command of this language.
Źródło:
Linguodidactica; 2016, 20; 105-118
1731-6332
Pojawia się w:
Linguodidactica
Dostawca treści:
Biblioteka Nauki
Artykuł
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