Skocz do pozycji: 1.

Tytuł:

The role of in-service training for language teachers in the domain of language competence

Autorzy:

Pawlak, Mirosław

Powiązania:

https://bibliotekanauki.pl/articles/919704.pdf

Data publikacji:

2011-01-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language teacher education
language competence
teacher training
in-service second language teachers

Opis:

Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 21-30
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 2.

Tytuł:

Age effects on the acquisition of nominal and verbal inflections in an instructed setting

Autorzy:

Pfenninger, Simone E.

Powiązania:

https://bibliotekanauki.pl/articles/780925.pdf

Data publikacji:

2011-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

English morphology
second language learning
second language teaching
age effects
instructional setting

Opis:

This study examines evidence for the hypothesis (e.g., Muñoz, 2006) that an early starting age is not necessarily more beneficial to the successful learning of L2 inflectional morphology in strictly formal instructional settings. The present author investigated the quantitative and qualitative differences in the production and reception of 5 selected inflectional morphemes in English written performance and competence tasks by 100 early classroom learners and 100 late classroom learners of the same age. While an earlier age of first exposure and a longer instructional period was not associated with higher accuracy scores, the findings suggest distinct patterns in the productive and receptive knowledge abilities of inflectional morphology; the late classroom learners’ superiority seems to be rooted in their greater reliance upon memory-based item-by-item associative learning, as they are significantly stronger on tasks that might cause semantic difficulties, whereas the early classroom learners are marginally better on pattern-based processes for certain morphemes. This finding possibly supports Ullman’s (2005) proposal that, as procedural memory declines with age, older starters have difficulty in discovering regularities in the input and thus over-rely on the declarative memory system in L2 learning.

Źródło:

Studies in Second Language Learning and Teaching; 2011, 1, 3; 401-420
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 3.

Tytuł:

Der frühe Fremdsprachenunterricht – je früher desto besser?
Early foreign language education – the sooner the better?

Autorzy:

Sopata, Aldona

Powiązania:

https://bibliotekanauki.pl/articles/917035.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

early foreign language education
child second language acquisition
age factor in second language acquisition

Opis:

The article aims to summarize investigations which shed some light on the mechanisms of early second language acquisition and to draw from them pedagogical implications. Developing an optimal outline for foreign language teaching in early childhood should involve factors which make possible the use of inductive mechanisms of language acquisition by children.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 95-105
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 4.

Tytuł:

Gli studenti dai capelli d’argento in prospettiva sociolinguistica. Il processo di insegnamento-apprendimento di una LS nella terza età

Autorzy:

Murrmann, Julia

Powiązania:

https://bibliotekanauki.pl/articles/571828.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydział Neofilologii

Tematy:

senior lerners
second-language acquisition

Opis:

Artykuł dotyczy kształcenia językowego seniorów jako kategorii wiekowej zyskującej na znaczeniu w dobie starzejących się społeczeństw. Wielowymiarowa edukacja ustawiczna, obejmująca także kursy języka obcego, jest ważnym aspektem zapewniania aktywnej starości umożliwiającej czynne uczestnictwo w życiu społecznym sensu largo. W artykule omówiono specyfikę akwizycji języka w wieku seniorskim, przedstawiono dane statystyczne dotyczące kompetencji językowych osób po 65. roku życia w oparciu o wyniki badań ogólnopolskich, zaprezentowano typologię form kształcenia językowego osób starszych oraz scharakteryzowano pracę z seniorami z perspektywy glottodydaktycznej na podstawie doświadczeń z uczestnikami kursu włoskiego na Uniwersytecie Trzeciego Wieku w Akademii Wychowania Fizycznego w Warszawie.
The paper examines language education of senior learners, whose enrolment in language courses – considering the phenomenon of population aging – is becoming more and more noticeable. A well-organized process of lifelong learning, including also language education, enables senior citizens to fully and actively participate in the rapidly changing social life. The aim of the paper is to describe language acquisition in this age group; to present statistical data about Polish learners over 65 and a typology of educational forms addressed to seniors; and, last but not least, to analyze the glottodidactic process based on participants of the Italian course at the University of the Third Age at the Józef Piłsudski University of Physical Education in Warsaw.

Źródło:

Acta Philologica; 2015, 46; 51-69
0065-1524

Pojawia się w:

Acta Philologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 5.

Tytuł:

LANGUAGE CLASSROOM DYNAMICS: AN ATTEMPT AT ANALYSING THE LANGUAGE-EMOTIONAL-COMMUNICATIVE PROCESSES IN A CLASSROOM ENVIRONMENT

Autorzy:

Wiśniewska, Katarzyna

Powiązania:

https://bibliotekanauki.pl/articles/444799.pdf

Data publikacji:

2017-06-01

Wydawca:

Uniwersytet Warmińsko-Mazurski w Olsztynie

Tematy:

language classroom dynamics
second language learning

Opis:

The main objective of the paper is a preliminary analysis of the dynamic interaction between the language-emotional-communicative processes which occur in language classrooms and both the natural conditions as well as student-/teacher-generated factors in classroom environments. In the article, a linguistic experiment conducted in three language classrooms with English as the students’ second language is described and an analysis of the research outcome is undertaken. The analysis of the research outcome serves a better understanding of the mechanisms which govern successful communication in English as the second language. Thus, the intention of analysing the experiment results might also be considered a voice in the discussion on homeostatic tendencies in a language classroom.

Źródło:

Acta Neophilologica; 2017, XIX/1; 69-82
1509-1619

Pojawia się w:

Acta Neophilologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 6.

Tytuł:

An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary

Autorzy:

Csizer, Kata
Kontra, Edit
Piniel, Katalin

Powiązania:

https://bibliotekanauki.pl/articles/780749.pdf

Data publikacji:

2015-06-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Deaf and hard-of hearing students
second language learning
second language learning motivation

Opis:

In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students’ language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools  an be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students’ language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.

Źródło:

Studies in Second Language Learning and Teaching; 2015, 5, 2; 229-249
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 7.

Tytuł:

The use of language learning strategies in a second and third language: The case of foreign language majors

Autorzy:

Pawlak, Mirosław
Kiermasz, Zuzanna

Powiązania:

https://bibliotekanauki.pl/articles/781031.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language
third language
language learning strategies
multilingualism

Opis:

Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 2; 427-443
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 8.

Tytuł:

On Non-Native Speaker E-mail Communication from a Genre Perspective

Autorzy:

Pikhart, Jan

Powiązania:

https://bibliotekanauki.pl/articles/783221.pdf

Data publikacji:

2016

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

genre
register
style
second-language writer

Opis:

The author has investigated a corpus of informal email messages produced by post intermediate Czech learners of English. The method of analysis draws upon Biber & Conrad (2009) employing primarily a qualitative analysis as part of the author´s dissertation. First of all, the paper touches upon such descriptive terms as style, register and genre. Secondly, the paper presents the results of an analysis of genre features including deviations. In the concluding part, the article outlines implications for practice.

Źródło:

Theory and Practice of Second Language Acquisition; 2016, 2, 1
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 9.

Tytuł:

Creating a ‘Positive Environment’ Through Drama in the EFL Classroom

Autorzy:

Gałązka, Alicja
Trinder, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/1969040.pdf

Data publikacji:

2018-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

positive environment
drama
Second Language Acquisition

Opis:

We all learn best when we are in a state of rational and emotional balance, or what is referred to as ‘flow’. We know that body and mind are linked physically, cognitively and emotionally and teachers need to recognise and support the integrated development of all the three areas within their teaching and to seek safe and positive ways of doing so. The emotional environment improves students’ self-awareness, motivation, empathy, recognition of choices and leads to strong and supportive communities. Drama provides a supportive forum for checking out that impact in a distanced way, with the teacher there to mediate the experience, often from within a role. Drama offers a stimulating and rich opportunity to discuss and understand our own emotions, attitudes and beliefs through observing, empathising with, feeling and exploring the emotions of characters both portrayed and interacted with in a role. Drama provides a safe emotional context and a sense of security for learners. In the various fields of research into the factors influencing success in Second Language Acquisition (SLA), trends accentuating the importance of recognising the indicators of success based upon personality and psychology have been ascribed great significance. In the paper, the results of a pilot study to an ongoing research project will be presented. The main aim of the project is to establish the influence of drama on the creation of a positive educational environment, taking into consideration such variable factors as: feeling of security, feeling of identity, sense of belonging, sense of purpose, feeling of competence, and through this an improvement in language competence. The research is a theoretical-empirical investigation of a diagnostic-explanatory-verifi catory nature. Results will be presented from the perspective of both quantitative and qualitative analysis.

Źródło:

The New Educational Review; 2018, 54; 193-205
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 10.

Tytuł:

Second language learning for vulnerable adult migrants: The case of the Italian public school

Autorzy:

Deiana, Igor
Spina, Stefania

Powiązania:

https://bibliotekanauki.pl/articles/911703.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

adult foreign language education
vulnerable adult migrants
second language adult learners
illiterate students
teaching Italian as a second language
second language teachers
language teacher training
language testing and assessment

Opis:

Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant partof them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thispaper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA,its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 67-81
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 11.

Tytuł:

Formuły rutynowe w słownikach i uzusie – na przykładzie niemiecko-polskim i polsko-niemieckim
Routinized formulas in dictionaries and language use: a contrastive German-Polish and Polish-German case study

Autorzy:

Nerlicki, Krzysztof

Powiązania:

https://bibliotekanauki.pl/articles/555368.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej

Tematy:

routinized formulas
phraseography
second language learning

Opis:

Learning routinized formulas is one of the relevant and effective components of foreign vocabulary acquisition. Therefore the lemmatization of such set phrases and the way they are explained in mono- and bilingual dictionaries for foreign language learners is of importance. The paper presents German and Polish routinized formulas listed in the dictionary Langenscheidt Słownik Premium Niemiecki, polsko-niemiecki, niemiecko-polski (2014). The analysis of selected items as examples shows, especially with respect to pragmatic phraseologisms, not only some issues concerning selection of appropriate equivalents but also signals the need for inclusion of additional lexicographic information (e.g. in the form of glosses) which could facilitate correct understanding and application of the examined routinized formulas by dictionary users.

Źródło:

Applied Linguistics Papers; 2018, 25/3; 43-59
2544-9354

Pojawia się w:

Applied Linguistics Papers

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 12.

Tytuł:

Suppression of literal meanings in L2 idiom processing: Does context help?

Autorzy:

Cieślicka, Anna

Powiązania:

https://bibliotekanauki.pl/articles/780739.pdf

Data publikacji:

2011-04

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language
idiom processing
context
suppression

Opis:

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

Źródło:

Studies in Second Language Learning and Teaching; 2011, 1, 1; 13-36
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 13.

Tytuł:

Balanced Teaching: Balance zwischen Geschlossenheit und Offenheit im Fremdsprachenunterricht

Autorzy:

Rozenberg, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/571876.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Warszawski. Wydział Neofilologii

Tematy:

Balanced Teaching
second-language acquisition
foreign language teaching

Opis:

Myślą przewodnią niniejszego artykułu jest odejście od monokultury metod nauczania języków obcych w kierunku różnorodności metodycznej. Koncepcją wyrażającą ten trend jest Balanced Teaching – podejście, które odrzuca konkurowanie i faworyzowanie metod nauczania języków obcych zorientowanych na kategorię hermetyczności i otwartości. Balanced Teaching zakłada ich współistnienie oraz proponuje zachowanie równowagi pomiędzy nimi w nauczaniu języka obcego.
The article is devoted to the diversification of foreign language teaching methods. The Balanced Teaching approach accurately represents this approach since it rejects competition between the foreign language teaching methods which focus either on hermeticism or on openness. Balanced Teaching assumes their coexistence and suggests their remaining in balance in foreign language teaching.

Źródło:

Acta Philologica; 2015, 46; 51-61
0065-1524

Pojawia się w:

Acta Philologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 14.

Tytuł:

A critical review of research on strategies in learning Chinese as both a second and foreign language

Autorzy:

Jiang, Xiaoli
Cohen, Andrew

Powiązania:

https://bibliotekanauki.pl/articles/780751.pdf

Data publikacji:

2012-03

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

strategy research
learning Chinese
second language
foreign language

Opis:

This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research designs, inconsistencies in reported findings, inappropriate use of research methods, and weaknesses in both Chinese- and English-language publications are discussed. The article concludes by calling for future research paying more attention to current language learning strategy theories and practices.

Źródło:

Studies in Second Language Learning and Teaching; 2012, 2, 1; 9-43
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 15.

Tytuł:

Enjoyment and anxiety in second language communication: An idiodynamic approach

Autorzy:

Boudreau, Carmen
MacIntyre, Peter D.
Dewaele, Jean-Marc

Powiązania:

https://bibliotekanauki.pl/articles/780983.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

emotions
anxiety
idiodynamic
second language communication
dynamics

Opis:

Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 1; 149-170
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 16.

Tytuł:

Affordances theory in multilingualism studies

Autorzy:

Aronin, Larissa
Singleton, David

Powiązania:

https://bibliotekanauki.pl/articles/780815.pdf

Data publikacji:

2012-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

affordances
multilingualism
second language learning
complexity
multiple language acquisition

Opis:

The concept of affordances originating in Gibson’s work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances.

Źródło:

Studies in Second Language Learning and Teaching; 2012, 2, 3; 311-331
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 17.

Tytuł:

Jaki jest piesek? Śliczny. O recepcji twórczości Wisławy Szymborskiej wśród japońskich studentów
What Is a Dog Like? Lovely? On Reception of Wisława Szymborska’s Writings Among Japanese Students

Autorzy:

Morcinek, Barbara

Powiązania:

https://bibliotekanauki.pl/articles/510979.pdf

Data publikacji:

2012

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

Wisława Szymborska
contemporary poetry
contextualization
teaching second language

Opis:

Poetry analysis is never easy. Especially when someone’s literary output is observed and read from a perspective of few thousands kilometers and completely different cultural and philo-sophical background. Such situation takes place when one attempts to read Wisława Szymborska’s poetry in Japan. Language and literature specialists are able to trace numerous connections between her texts and their own reading experience; but for students who have just learned Polish and attempt to become familiar with our culture it is an outstanding chal-lenge. They have to conquer the barrier of language, culture and poetical presentation. But when they do that, their adventure with Polish poetry is just about to begin.

Źródło:

Postscriptum Polonistyczne; 2012, 2(10); 275-283
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 18.

Tytuł:

When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology

Autorzy:

Leacox, Lindsey
Meza, Margarita V.
Gregersen, Tammy S.

Powiązania:

https://bibliotekanauki.pl/articles/783252.pdf

Data publikacji:

2016

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

selective mutism
anxiety
positive psychology
second language acquisition

Opis:

Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism.  Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks.  Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter.  Implications of outcomes, collaboration, and conclusions are discussed.

Źródło:

Theory and Practice of Second Language Acquisition; 2016, 2, 2
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 19.

Tytuł:

Fluency in second language writing: A developmental perspective

Autorzy:

Kowal, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/634503.pdf

Data publikacji:

2014

Wydawca:

Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego

Tematy:

writing fluency, second language development, Dynamic Systems Theory

Opis:

The paper presents a longitudinal study of writing fluency in second language students. The aim was to follow the development of the students’ fluency during a three-year period in which they studied Swedish as a second language. Fifteen Polish university students participated in the study. The analysis shows that fluency develops non-linearly with some peaks in the average developmental curve. Furthermore, we observed both between- and within-individual variability in fluency in text production. The development of fluency is unpredictable and no one subject mirrors in their development the average curve. Individual differences were observed at every step of second language development. The analysis shows that writers who are slow at typing are not automatically less fluent and that subjects who develop more slowly can achieve a high level of fluency in writing. In general, writers who were slower and less fluent at the beginning made the greatest progress in fluency during the three-year period, compared with those who were more skilled with regard to both language and typing, who achieved a certain level of fluency faster than their fellow students.

Źródło:

Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2014, 131, 3
2083-4624

Pojawia się w:

Studia Linguistica Universitatis Iagellonicae Cracoviensis

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 20.

Tytuł:

Effects of Word Class and Training Method on Vocabulary Learning in a Second Language

Autorzy:

Ludington, Jason D.

Powiązania:

https://bibliotekanauki.pl/articles/620892.pdf

Data publikacji:

2015-12-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

vocabulary learning
second language
noun bias
nouns
verbs

Opis:

It is not fully known whether nouns or verbs are easier to learn in a second language. A noun learning advantage has been observed for children in many languages (e.g., Gentner, 1982), but few have examined whether mature second language learners show a similar pattern. In the current study 84 university students were trained with nonce words for 96 familiar, concrete concepts (half nouns, half verbs), half labeled ostensibly, and half in contexts that allowed label meanings to be inferred. Vocabulary knowledge was assessed through recognition tests after a delay of either five minutes or one week. No evidence of a word class advantage was found-participants did not demonstrate a noun advantage. Ostensive training was superior to inferential training at five minutes but not after one week.

Źródło:

Research in Language; 2015, 13, 4; 426-449
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 21.

Tytuł:

Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context

Autorzy:

LaBontee, Richard

Powiązania:

https://bibliotekanauki.pl/articles/780445.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language acquisition
vocabulary learning strategies
Swedish language
questionnaire instrumentation

Opis:

This article reports on the final round of piloting for a questionnaire instrument created and designed with the intention of collecting self-report data on adult, beginner Swedish L2 learners’ use of vocabulary learning strategies. The Swedish Vocabulary Learning Strategy Survey (SVLSS) version 1.2 is distributed to 182 participants studying Swedish at institutes of higher learning in Sweden. The collected data set is subject to exploratory factor analysis to explore initial interpretations of the underlying constructs of the instrument, and analyzed for content validity and internal consistency. Readability and accessibility of the instrument is also addressed. Initial findings and interpretations are used to guide the development of a preliminary VLS taxonomy for the SVLSS, as well as suggest and perform revisions that will result in the SVLSS 2.0.

Źródło:

Studies in Second Language Learning and Teaching; 2019, 9, 2; 313-348
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 22.

Tytuł:

Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroo

Autorzy:

Fu, Tingfeng
Nassaji, Hossein

Powiązania:

https://bibliotekanauki.pl/articles/780830.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

corrective feedback
uptake
feedback perception
second language classroom

Opis:

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 1; 159-181
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 23.

Tytuł:

Die Entwicklung interner grammatischer Regeln im gesteuerten Fremdsprachenunterricht
Developing internal rules in instructed second language acquisition

Autorzy:

Czarnecka, Małgorzata

Powiązania:

https://bibliotekanauki.pl/articles/916948.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

rules of grammar
grammar acquisition
second language acquisition

Opis:

Internal rules of grammar exist in the language irrespective of how they are described by the linguists. This paper is an attempt to answer the question in what way internal rules develop both in the mother tongue and in instructed second language acquisition. The author refers to the hierarchy of processing procedures, chunk related and cognitively based research and demonstrates how this development may be supported in instructed second language acquisition.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 81-89
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 24.

Tytuł:

Locus of Control and Receptive Skills in Second Language Acquisition

Autorzy:

Gałązka, Alicja
Trinder, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/2004881.pdf

Data publikacji:

2016-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

locus of control
receptive skills
Second Language Acquisition

Opis:

The aim of the study was to investigate the relationship between locus of control and achievement in second language learning, when using reading and listening as the measure of success of the learners. The study was conducted on a pilot group of 102 university students, enrolled in a master’s degree course at a university in Poland. The students were asked to complete the Drwal 29-question test of locus of control and a number of reading and listening tests to complete over an extended period of time in order to gain a reliable overview of their levels of achievement. The results, somewhat against the run of expectation, indicated that there was no apparent correlation-either positive or negative-between the orientation of locus of control of the participants and achievement. This goes against the conventional assumption that there should be some form of negative correlation, as previous research indicates that sucessful learners in an academic environment are more likely than not to have an inwardly orientated locus of control.

Źródło:

The New Educational Review; 2016, 46; 130-141
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 25.

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

/5

Artykuł

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Skocz do pozycji: 26.

Tytuł:

Turkish EFL Learners’ Acquisition of Psych Verbs and Unaccusative Verbs: A Replication Study on Underpassivization and Overpassivization

Autorzy:

Tanyer, Seray
Deniz, Samet

Powiązania:

https://bibliotekanauki.pl/articles/2053532.pdf

Data publikacji:

2022-01-28

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

second language acquisition
psych verbs
unaccusative verbs
underpassivization
overpassivization

Opis:

The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed mor The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed more accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization. e accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition. Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization.

Źródło:

Theory and Practice of Second Language Acquisition; 2022, 8, 1; 129-155
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 27.

Tytuł:

Polish Migrant Community in Ireland: the Use of Irish English Slit-t

Autorzy:

Grabarczyk, Izabela

Powiązania:

https://bibliotekanauki.pl/articles/1026702.pdf

Data publikacji:

2019-06-30

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

migration
Polish migrants
second language use
acculturation
Irish English

Opis:

In any migratory context individuals are faced with several challenges as a result of having to live in a different geographical location, function in a different cultural setting and use a different language. The migrants’ use of language plays a crucial role in mediation of their identity, especially in the domain of pronunciation (Kobialka 2016). When non-native users of language adapt their speech to resemble that of the host community, it may suggest their strong identification with the target community (Hammer and Dewaele 2015). This papers focuses on the pronunciation patterns among Polish adult migrants living in the west of Ireland. The aim of the study is to investigate the link between positive attitudes of the migrant community towards Ireland, Irish culture and community, their acculturation strategies and language identity, and the tendency to use one of the most characteristic features of Irish English – slit-t. The theoretical framework includes acculturation theory (Berry 2005), social identity theory (Tajfel and Turner 1987) and language identity (Block 2007). The qualitative and quantitative analysis of data indicates a certain correlation between the use of Irish English slit-t and the participants’ strategies of acculturation, identity and attitudes to the host community.

Źródło:

Research in Language; 2019, 17, 2; 127-146
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 28.

Tytuł:

Binnendifferenzierung und Individualisierung im Fremdsprachenunterricht – eine Chance für legasthene Lerner
Inner Differentiation and Individualization During Foreign Language Classes – the Opportunity for Dyslexic Students

Autorzy:

Jaworska, Mariola

Powiązania:

https://bibliotekanauki.pl/articles/444148.pdf

Data publikacji:

2012

Wydawca:

Uniwersytet Warmińsko-Mazurski w Olsztynie

Tematy:

the second language learning
dyslexic students
inner differentiation
individualization

Opis:

The article presents the problem of the stimulation of the second language learning by students with particular difficulties in reading and writing (developmental dyslexia). Since dyslexic students show multiple disorders in learning not only foreign languages but also their mother tongue, it is essential to provide them with special support during their foreign language classes. The problems discussed in the article concerns the characteristic of the disorders, their influence on the second language learning and the emerging difficulties. The key element of the discussion is the analysis of the opportunities to support dyslectic students during foreign language classes by implementing the principles of inner differentiation and individualization, which take into account the student’s particular needs and individual features.

Źródło:

Acta Neophilologica; 2012, XIV/2; 35-45
1509-1619

Pojawia się w:

Acta Neophilologica

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 29.

Tytuł:

Personal experiencing of spoken English by Poles

Autorzy:

Daszkiewicz, Michał

Powiązania:

https://bibliotekanauki.pl/articles/1387962.pdf

Data publikacji:

2017-02-21

Wydawca:

Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego

Tematy:

English
second language
affect
personal educational event
directed utterance

Opis:

The paper addresses applicability of terms and rationale normally associated with early language education to the learning (and articulation) of English by adult Poles. It discusses how grown-ups – supposedly aware of how important speech is for their language success – prove victim to affective obstacles, require the personally – and emotionally-experienced sense of achievement, which implies that the character of their language learning does not depart too far from that of young children. The paper opens with a section concerning the (Polish) national edge of the learning of English and focusing on the learners’ decision not to speak having a personal and crucial character. Then, the issue of affective obstacles is examined theoretically in a discussion on the suitability of specific early education terms for adult language education, and empirically – through a qualitative study of what effect is obtained among Polish grown-ups by using a language teaching method resting on L2 early education terms. It is observed that following a simple teaching procedure in which learners were presented with a set of topic-oriented questions and exemplary answers and then requested to remark (in Polish) on (a four-faceted construct reflecting) how they feel about their productive language learning, an immediate positive outcome is obtained on the affective stratum.

Źródło:

Problemy Wczesnej Edukacji; 2017, 36, 1; 33-41
1734-1582
2451-2230

Pojawia się w:

Problemy Wczesnej Edukacji

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 30.

Tytuł:

Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

Autorzy:

Ke, Sihui (Echo)
Zhang, Dongbo

Powiązania:

https://bibliotekanauki.pl/articles/1902579.pdf

Data publikacji:

2021-09-13

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

causal effect
morphology
second language reading
literacy
scoping review

Opis:

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.

Źródło:

Studies in Second Language Learning and Teaching; 2021, 11, 3; 331-350
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 31.

Tytuł:

The Use of Lexical Cohesion Elements in the Writing of ESL Learners

Autorzy:

Kadiri, Goodluck C.
Igbokwe, Uche Lebechi
Okebalama, Udodirim Ngozi
Egbe, Cajetan Ikechukwu

Powiązania:

https://bibliotekanauki.pl/articles/620709.pdf

Data publikacji:

2016-09-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

cohesion
lexical elements
English as a Second Language
writing

Opis:

This study investigated the use of lexical elements of cohesion in the essay writing of students of English as a Second Language. Two hundred essays of final year students of the University of Nigeria, Nsukka were collated and analyzed by the researchers in order to identify the lexical elements used to achieve cohesion in writing. The result showed that students used three lexical elements as postulated by Gutwinski in varying degrees in their writings. These include: repetition, synonyms, and lexical sets (collocations). Students tended to use more of repetitions and made minimal use of synonyms and lexical sets to achieve cohesion in writing. This has led to poorly written essays by students. It also implies that lexical cohesion elements should be taught in schools to enable students use them appropriately in writing.

Źródło:

Research in Language; 2016, 14, 3; 221-234
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 32.

Tytuł:

The acquisition of the Latvian language as the Second language at preschool age in theory and practice

Autorzy:

Tomme-Jukēvica, Ingēra

Powiązania:

https://bibliotekanauki.pl/articles/628472.pdf

Data publikacji:

2014

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

child second language acquisition, linguistic theories, curricula, teaching resources

Opis:

In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic handouts) as well as the Latvian language as the second language study content.The conclusion is drawn that the theory of communicative competence and the systemic functional grammar theory prevail as well as the basic principles of the behavioral theory can be discerned. In the teaching resources and learning process it is advisable to more often incorporate the same language material repetition in different situations and new combinations. Consideration must be given to more positive and negative transfer (interference) emphasis. To prevent children’s errors it is advisable to provide and incorporate special exercises in the teaching resources as well as methodological recommendations for the Latvian language teachers.

Źródło:

Journal of Education Culture and Society; 2014, 5, 1; 334-344
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 33.

Tytuł:

AFFECTIVE AND MOTIVATIONAL FACTORS IN ENGLISH AS A SECOND LANGUAGE IN SPAIN

Autorzy:

GARCÍA-SAMPEDRO, MARTA
AGUDO PRADO, SUSANA

Powiązania:

https://bibliotekanauki.pl/articles/628114.pdf

Data publikacji:

2020

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

affective factors, motivation, English as a second language teaching

Opis:

Aim. Due to the disappointing results in English oral competence achieved by Spanish students in international and national evaluations, the main aim of this research is to know teachers perceptions on the importance of affective factors and motivation in teaching and learning English in primary and secondary education. It is also essential to know whether these factors help students to improve their oral skills. Method. A qualitative paradigm was utilised in this research in which three focus groups with ten teachers each and a moderator, were organised in two different Teacher Training Faculties (Spain and the United Kingdom). The categories of analysis were previously established according to the research aims. Results and conclusion. The results obtained through the analysis of categories indicated that the participant teachers consider affective factors and motivation as fundamental aspects in the process of teaching and learning a second language. In addition they agreed with prestigious experts on the matter, such as Dörnyei, Ushioda or Chomsky, that these aspects are crucial to improve students' linguistic oral competence. The teachers demonstrate their opinions based on their professional experiences and educational philosophy constituting altogether a valuable bunch of information for other experts and researchers.

Źródło:

Journal of Education Culture and Society; 2020, 11, 1; 163-173
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 34.

Tytuł:

Automaticity of lexical access and executive control in Croatian-German bilinguals and second language learners

Autorzy:

Vujnović Malivuk, Kristina
Palmović, Marijan
Zergollern-Miletić, Lovorka

Powiązania:

https://bibliotekanauki.pl/articles/780735.pdf

Data publikacji:

2018

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

automaticity
lexical access
executive control
bilingualism
second language learning

Opis:

The aim of this study was to explore automaticity of lexical access and executive functions of language learners and bilinguals while considering their language automaticity. Three groups of youths aged 14 to 18 were tested: Croatian-German early bilinguals, Croatian high school students who participated in a German immersion programme at school and Croatian high school students of German as a foreign language. The participants were tested on a modified version of the Stroop test (i.e., a Stroop-like test). It presented pictures of an animal or an object with names of an animal or an object written over the picture. The names were written in Croatian or German and were either congruent or incongruent. Lexical access was slower for the bilinguals in both Croatian and German, which suggests that they used more of their cognitive resources because both of their languages were highly active, and more executive control was required to complete the task.

Źródło:

Studies in Second Language Learning and Teaching; 2018, 8, 4; 755-774
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Tytuł:

The handling of missing binary data in language research

Autorzy:

Pichette, Francois
Beland, Sebastien
Jolani, Shahab
Leśniewska, Justyna

Powiązania:

https://bibliotekanauki.pl/articles/780779.pdf

Data publikacji:

2015-03-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

missing data
Cronbach's alpha
participant exclusion
second language testing

Opis:

Researchers are frequently confronted with unanswered questions or items on their questionnaires and tests, due to factors such as item difficulty, lack of testing time, or participant distraction. This paper first presents results from a poll confirming previous claims (Rietveld & van Hout, 2006; Schafer & Gra- ham, 2002) that data replacement and deletion methods are common in research. Language researchers declared that when faced with missing answers of the yes/no type (that translate into zero or one in data tables), the three most common solutions they adopt are to exclude the participant’s data from the analyses, to leave the square empty, or to fill in with zero, as for an incorrect answer. This study then examines the impact on Cronbach’s α of five types of data insertion, using simulated and actual data with various numbers of participants and missing percentages. Our analyses indicate that the three most common methods we identified among language researchers are the ones with the greatest impact  n Cronbach's α coefficients; in other words, they are the least desirable solutions to the missing data problem. On the basis of our results, we make recommendations for language researchers concerning the best way to deal with missing data. Given that none of the most common simple methods works properly, we suggest that the missing data be replaced either by the item’s mean or by the participants’ overall mean to provide a better, more accurate image of the instrument’s internal consistency.

Źródło:

Studies in Second Language Learning and Teaching; 2015, 5, 1; 153-169
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 36.

Tytuł:

Hindernis oder Brücke? Der Beitrag der Angewandten Linguistik zur Erforschung des Lehrens und Lernens von Fremdsprachen.
Obstacle or bridge? The contribution of Applied Linguistics to the study of the teaching and learning of foreign languages

Autorzy:

Königs, Frank G.

Powiązania:

https://bibliotekanauki.pl/articles/914501.pdf

Data publikacji:

2016-06-20

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Applied Linguistics
interdisciplinary
Language Teaching Research
mediation
multilingualism
second language acquisition.

Opis:

There is no doubt that Applied Linguistics has firmly established itself as an independent scientific field. However, there are thematic overlaps in some areas concerning other disciplines. Language Teaching Research is a prime example of how linguistic features can be applied in an instructional context. In a first step, the author investigates both the similarities and differences of Applied Linguistics and Language Teaching Research, before dealing with related topics such as second language acquisition, multilingual didactics, mediation, competences, and sensitivity regarding (foreign) language use. Finally, a response is formulated to the question of whether the field of Applied Linguistics functions as a bridge or an obstacle.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 29-45
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 37.

Tytuł:

Muttersprachliche Kompetenzen von SchülerInnen mit Migrationshintergrund – eine vernachlässigte Ressource an deutschen Schulen
Competences in mother-tongue of young immigrants at school – a neglected resource in German schools

Autorzy:

Bär, Christine

Powiązania:

https://bibliotekanauki.pl/articles/917087.pdf

Data publikacji:

2018-11-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

German as a second language
young immigrants at German schools
competences in mother tongue as a resource for second language acquisition

Opis:

The article deals with the influence which have the competences in mother tongue on the second language acquisition. Furthermore it is about the possibilities to apply these competences to German as a second language by young immigrants at school. Along with the theoretical expositions the author shows some implications for scholar instruction by using the mother tongue as a resource to acquire a second language.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 225-233
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 38.

Tytuł:

Sposoby badania błędów w glottodydaktyce. Przegląd wybranych koncepcji
The techniques of error analysis in second language acquisition. A review of methods

Autorzy:

Szafraniec, Kamil

Powiązania:

https://bibliotekanauki.pl/articles/967073.pdf

Data publikacji:

2015

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

errors in second language acquisition
methodology of second language acquisition
behaviorism
cognitivism
dialogical school
lapsologia
metodologia glottodydaktyczna
behawioryzm
kognitywizm
szkoła dialogiczna

Opis:

Celem niniejszego artykułu jest analiza sposobów badania błędów popełnianych przez uczących się języków obcych. Przegląd koncepcji umieszczonych w artykule jest oparty na pracach glottodydaktyków amerykańskich i przedstawia zarazem główne szkoły glottodydaktyki amerykańskiej – behawioryzm, kognitywizm oraz tzw. szkołę dialogiczną. Autor analizuje zarówno koncepcje pojęcia błędu w każdej ze szkół, jak i sposoby ich badania.
The aim of the paper is to investigate the methods of error analysis in second language acquisition. The review of approaches to error analysis is based on the works of American researchers and at the same time is a short presentation of main schools of second language acquisition in the United States. The author discusses behaviorism, cognitivism, and the dialogical school. He takes into consideration not only the concept of error, but also the methods of error analysis.

Źródło:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2015, 22
0860-6587
2449-6839

Pojawia się w:

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 39.

Tytuł:

Gamification or the Ludic Expectations of Literacy

Autorzy:

Márquez-Gómez, Andrea
Alcantud-Diaz, Maria

Powiązania:

https://bibliotekanauki.pl/articles/450748.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

Learning
literacy
play
gamification
English as a Second Language

Opis:

This article attempts to show how play, namely gamification, can fit the determined goal of achieving outstanding literacy instruction for Primary Education children. We first provide a brief overview of the recent history on the research of literacy and play. We also make reference to strong standards and gamification in Primary Education childhood classes. To do so, and after reviewing current research into the issue of gamification and literacy in education, we describe a practical experience in a state Primary Education school in Valencia (Spain) connecting gamification and literacy skills. By doing this we will try to fill a gap found after our search of the literature, which revealed that to date there are few studies that have investigated practical experiences of teachers using games. The main objective of the didactic proposal depicted here was to enhance the children’s literacy skills through gamification in the field of Teaching English as a Second Language (TESL). Thus, the implementation of this experience has studied the way of integrating game dynamics in non-recreational environments to enhance their learning. The design of the teaching sequence shown here was contextualized by using the picture book The Gruffalo, and the students as the main protagonist to finally achieve a close relationship between learning, literacy and entertainment.

Źródło:

Filoteknos; 2019, 9; 323-338
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 40.

Tytuł:

Zależność między leksykonem mentalnym a procesem tłumaczenia
Correlation between mental lexicon and translation process

Autorzy:

Legutko-Marszałek, Iwona

Powiązania:

https://bibliotekanauki.pl/articles/555515.pdf

Data publikacji:

2019-06-24

Wydawca:

Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej

Tematy:

mental lexicon
bilingualism
second language
translation process
lexical access

Opis:

I have discussed cognitive aspects of translation and I have attempted to pay a particular attention to cognitive conditions guaranteeing the correct process of translation. Translating from one language into the other is, in my opinion, possible thanks to the reference to the notional ground and information processing regardless of a language. The division of one mental lexicon common for the two languages into two separate mental lexicons influences the quality of translation. The condition of a successful translation is a correct identification of the notional structure and this, in turn, is possible only after the division of the mental lexicons so that the lexical units have a direct access to beyond language notion and can activate them.

Źródło:

Applied Linguistics Papers; 2019, 26/2; 47-62
2544-9354

Pojawia się w:

Applied Linguistics Papers

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 41.

Tytuł:

Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

Autorzy:

Lange, Kriss
Matthews, Joshua

Powiązania:

https://bibliotekanauki.pl/articles/1047059.pdf

Data publikacji:

2020-12-18

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language listening
aural vocabulary
lexical segmentation
listening comprehension

Opis:

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners’ capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC & Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.

Źródło:

Studies in Second Language Learning and Teaching; 2020, 10, 4; 723-749
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 42.

Tytuł:

Konzeptionelle Erweiterungen im reflexiven Handeln im Modus des forschenden Lernens. Einblicke in die transformativen Lernprozesse am Beispiel des Seminars Unterrichtsforschung für DaF
Conceptual Developments in Reflexive Action through Research-Based Learning: Insights into Transformative Learning Processes in the Seminar ‘Classroom Research for Teachers of German as a Foreign Language’

Autorzy:

Lazovic, Milica

Powiązania:

https://bibliotekanauki.pl/articles/2231350.pdf

Data publikacji:

2022-12-19

Wydawca:

Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu

Tematy:

second language teacher education
research-based learning
practical research

Opis:

This article analyses transformative processes, initiated through research-based learning, in the context of the seminar ‘Classroom Research for Prospective Teachers of German as a Second Language’. Starting from a theoretical insight into the relevance and dynamics of research-based learning, several aspects are considered from an ethnomethodological perspective: on the one hand, self-awareness and transformative self-reflexivity in the research-based learning process and, on the other, transformative processes, identified in student presentations and project work.

Źródło:

Academic Journal of Modern Philology; 2022, Special Issue, 16; 157-170
2299-7164
2353-3218

Pojawia się w:

Academic Journal of Modern Philology

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 43.

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

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Skocz do pozycji: 44.

Tytuł:

A QUANTITATIVE STUDY OF THE PERCEIVED IMPACT OF SOCIAL MEDIA NETWORKS ON BAHRAINI USERS’ ENGLISH LANGUAGE LEARNING

Autorzy:

Al Jahromi, Diana

Powiązania:

https://bibliotekanauki.pl/articles/955954.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

social media
perceptions
language education
English as a second language
Bahrain

Opis:

The various facets and networks of social media have had significantly phenomenal influence on the individual life and on the societal, economic, and political status of their users. The linguistic discourse of interlocutors on social media has also been influenced. The current study aims at measuring how the English language learning process of non-native Bahrainis has been affected by the use of social media. To explore such effects, a quantitative methodological measure was used in the form of an online questionnaire administered to a random sample of L2 Bahrainis. Responses from 330 respondents from different age groups and gender types were analysed using measures of central tendency and other statistical measures such as t-tests and ANOVA using SPSS. Findings have revealed that the utilization of social media has been perceived to have positively impacted interlocutors’ lexical variation, writing style, reading skills, and communication skills. These findings were subjective to variables related to gender, age, and the multimodality of particular social media facets. Accordingly, some significant implications and recommendations are drawn, the most important of which is the provision of mechanisms to ensure the effective utilisation and employment of social media in the pedagogical practices in L2 contexts.

Źródło:

Teaching English with Technology; 2020, 20, 4; 23-40
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 45.

Tytuł:

Adverbial markers of modality in norwegian l1 and l2 conversations

Autorzy:

Horbowicz, Paulina

Powiązania:

https://bibliotekanauki.pl/articles/1156902.pdf

Data publikacji:

2017-06-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language conversation
modality
modal adverbs
modal particles
Norwegian
spoken language

Opis:

The aim of this paper is to investigate how second language speakers of Norwegian (henceforth Norwegian L2 speakers) differ in their use of modality expressions from native speakers (L1 speakers). As modality is a very broad subject, the main focus of the study is limited to one-word modal adverbs, such as kanskje ‘maybe’, and modal particles such as jo. The study compares the frequency of using different types of modal adverbials by L1 and L2 speakers, and their syntactic position. The implications of the study are two-fold. First of all, it is to contribute to the studies of the field of modality in Norwegian. The second implication is didactic, as describing the use of modal adverbials in Norwegian conversation can help devise right teaching materials to allow second language users achieve a more native-like competence in this respect.

Źródło:

Folia Scandinavica Posnaniensia; 2017, 23; 4-24
1230-4786
2299-6885

Pojawia się w:

Folia Scandinavica Posnaniensia

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 46.

Tytuł:

The effects of CLIL on mathematical content learning: A longitudinal study

Autorzy:

Surmont, Jill
Struys, Esli
Van Den Noort, Maurits
Van De Craen, Piet

Powiązania:

https://bibliotekanauki.pl/articles/781063.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

content and language integrated learning
second language
teaching
math performance
longitudinal study

Opis:

Previous research has shown that content and language integrated learning (CLIL), an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French) and 72 followed traditional education that was given in the native language (Dutch). All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 2; 319-337
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 47.

Tytuł:

The Review of the English Textbook: Battleplan. English for the Polish Military. Student’s Book, Level 3. Author: Jeremy Walters

Autorzy:

Knapik, Aleksandra R.

Powiązania:

https://bibliotekanauki.pl/articles/27322317.pdf

Data publikacji:

2023-12-15

Wydawca:

Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu

Tematy:

military discourse
Stanag 6001
formal writing
second language acquisition
ESL

Opis:

This article provides a comprehensive review of the English textbook entitled Battleplan: English for the Polish Military. Student’s Book, Level 3. The evaluation encompasses various aspects, including content, pedagogical approach, language proficiency targets, and overall effectiveness in catering to the linguistic needs of Polish military personnel. Through a meticulous analysis, the article aims to offer insights into the strengths and potential shortcomings of the textbook, shedding light on its suitability for learners at Stanag Level 3. The review seeks to contribute to the ongoing discourse on language education within military contexts, providing educators and curriculum developers with valuable perspectives for refining language learning materials tailored to the specific requirements of the Polish military in the context of Stanag 6001examination.

Źródło:

Academic Journal of Modern Philology; 2023, 19; 377-378
2299-7164
2353-3218

Pojawia się w:

Academic Journal of Modern Philology

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 48.

Tytuł:

The Relationship between Attention and Extraneous Load

Autorzy:

Hughes, Christopher J. L.
Costley, Jamie
Lange, Christopher

Powiązania:

https://bibliotekanauki.pl/articles/1371411.pdf

Data publikacji:

2021-07-09

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

cognitive load
second language learning
media
online learning
video lectures

Opis:

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.   

Źródło:

Theory and Practice of Second Language Acquisition; 2021, 7, 2; 61-82
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 49.

Tytuł:

Methodological considerations in studying awareness during learning. Part 2: Second Language Acquisition

Autorzy:

Nakamura, Daisuke

Powiązania:

https://bibliotekanauki.pl/articles/430183.pdf

Data publikacji:

2013

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

awareness
retrospective verbal report
think-aloud protocol
second language acquisition

Opis:

This paper considers methodological issues of awareness during adult second language acquisition (SLA). Specifically, the paper deals with (a) the issue of instructional orientations, (b) the issue of biases in knowledge measurement, and (c) the issue of reactivity in the online think-aloud protocol. Detailed reviews of prominent SLA research that has investigated the possibility of implicit SLA reveal (1) that the instruction on implicit learning does not guarantee that learners engage in the implicit learning mode, (2) that the majority of SLA research has employed only tests of “explicit learning” such as untimed grammaticality judgment, and (3) that there is some evidence that the online think-aloud protocol causes negative reactivity particularly when it is metalinguistic in nature.

Źródło:

Polish Psychological Bulletin; 2013, 44, 3; 337-353
0079-2993

Pojawia się w:

Polish Psychological Bulletin

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 50.

Tytuł:

EFFECT OF LEARNER PROFICIENCY LEVELS ON METHODOLOGICAL EFFECTIVENESS: CASE OF STAD AND WEBQUEST (STADIBTM)

Autorzy:

Awada, Ghada
Burston, Jack

Powiązania:

https://bibliotekanauki.pl/articles/955369.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Proficiency
second language acquisition
Student Team Achievement Division (STAD)
WebQuest

Opis:

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and WebQuest, STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-post-test comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students.

Źródło:

Teaching English with Technology; 2020, 20, 3; 63-84
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 51.

Tytuł:

Forming New Vowel Categories in Second Language Speech: The Case of Polish Learners Production of English /I/ and /e/

Autorzy:

Rojczyk, Arkadiusz

Powiązania:

https://bibliotekanauki.pl/articles/620582.pdf

Data publikacji:

2010-09-30

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

second language speech
vowel
L2 learning
pronunciation
acoustic analysis

Opis:

The paper concentrates on formation of L2 English vowel categories in the speech of Polish learners. More specifically, it compares distribution of two English categories - /I/ and /e/ relative to neighbouring Polish vowels. 43 participants recorded Polish and English vowels in a /bVt/ context. First two formants were measured at a vowel midpoint and plotted on a vowel plane. The results reveal that while a separate /I/ category is formed fairly effectively in Polish learners pronunciation of English, a category of /e/ is almost completely subsumed by a Polish vowel /ϵ/

Źródło:

Research in Language; 2010, 8; 1-13
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 52.

Tytuł:

The relationship between L2 students’ writing experiences and their perceived poetry writing ability

Autorzy:

Liao, Fang-Yu

Powiązania:

https://bibliotekanauki.pl/articles/780471.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

meaningful literacy
poetry writing
grammar
teaching writing
second language writing

Opis:

This paper looks at how L2 students’ writing experiences relate to the way they think they can write poems and to further investigate if any types of writing experiences contribute to their perceived poetry writing ability. The paper starts by bringing up the value of introducing poetry writing to L2 students. Then, the literature review section highlights the characteristics of L2 poetry and the values of writing poetry in L2 writing classrooms. For the methodology, semi-structured interviews were used to elicit the participants’ understanding of their writing experiences. Additionally, a rating scale was used for the participants to identify their perceived capability of writing poetry. All 18 participants who were from regions that included countries from Eastern Asia, Middle East, or Africa, were L2 students from an M.A. TESOL program located in the USA. Through a hierarchical cluster analysis, the findings categorized these students as having five different types of writing experiences. Through a Pearson correlation test, the researcher also examined if any of the specific writing experiences were found to correspond either positively or negatively with the perceived poetry writing ability. The data suggest that if students recall more grammar and structured writing experiences, they are more inclined to perceive that they have a lower perceived poetry writing ability. Finally, the study seeks to contribute to educators’ understanding about the potential of poetry writing instruction in L2 writing classrooms. It can trigger the exploration for L2 students to find their own personal purposes of writing as multilingual writers.

Źródło:

Studies in Second Language Learning and Teaching; 2017, 7, 4; 619-647
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 53.

Tytuł:

Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

Autorzy:

Dracopoulous, Effie
Pichette, Francois

Powiązania:

https://bibliotekanauki.pl/articles/780923.pdf

Data publikacji:

2011-04

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

writing anxiety
computer anxiety
second language learning
ESL
distance learning

Opis:

The study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course.

Źródło:

Studies in Second Language Learning and Teaching; 2011, 1, 1; 101-117
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 54.

Tytuł:

La competencia intercultural y el error pragmático

Autorzy:

Tatoj, Cecylia

Powiązania:

https://bibliotekanauki.pl/articles/1395898.pdf

Data publikacji:

2021-07-13

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language learning
error analysis
intercultural competence
pragmatics
pragmatic errors

Opis:

This paper discusses two topics which are very popular nowadays among the academics dealing with foreign language teaching, namely: intercultural competence and pragmatic error. The author notes the fact that those two notions appear separately, because the starting points for discussing them are usually different fields of science. The aim of the paper is to demonstrate that on one hand the two notions need to be treated uniformly, and on the other, that the pragmatic error should be included in error classifications which are references for both the authors of handbooks as well as people educating future teachers. For that purpose, the author defines intercultural competence, presents various approaches to error and its classification in teaching, and then explains what pragmatic error is and describes its linguistic characteristics.

Źródło:

Studia Romanica Posnaniensia; 2021, 48, 2; 45-54
0137-2475
2084-4158

Pojawia się w:

Studia Romanica Posnaniensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 55.

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

/5

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Skocz do pozycji: 56.

Tytuł:

Multilingualism: Its open and hidden agendas

Autorzy:

Komorowska, Hanna

Powiązania:

https://bibliotekanauki.pl/articles/780765.pdf

Data publikacji:

2013-12

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

European language policy
plurilingualism
multilingualism
second language teaching
multilingual teacher
language learning
assessment

Opis:

The author analyses tendencies presented in recently launched EU reports claiming that newly published data reveal a need to rethink approaches to individual and social multilingualism. In the first part of the article approaches to individual as well as to societal multilingualism are discussed from a historical perspective. In the second part meanings ascribed to the promotion of multilingualism are analysed from the language perspective together with the use made of them in the field of social and political activity. Promoting multilingualism is then looked at from the perspectives of the learner and the teacher. Implications are finally sought for teaching, learning and assessment in language education.

Źródło:

Studies in Second Language Learning and Teaching; 2013, 3, 4; 463-482
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 57.

Tytuł:

Phonological Awareness of L1 Systemic Segmental Contrasts among Advanced ESL Speakers with Varied L1 Backgrounds

Autorzy:

Buczek-Zawiła, Anita

Powiązania:

https://bibliotekanauki.pl/articles/2049141.pdf

Data publikacji:

2021-10-06

Wydawca:

Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego

Tematy:

phonological awareness
pronunciation
Formal Instruction
First Language
Second Language
Cross-Linguistic Influence

Opis:

The paper explores the phonological awareness of L1 among advanced adult speakers of EFL in the context of L2 pronunciation training. The subjects are students of English with Polish, Spanish, Turkish and Russian L1 background. All subjects have participated in intensive English pronunciation instruction as part of their degree training, in the English Department at the Pedagogical University in Kraków. Two aspects are tar- geted for examination: perception of sound contrasts and awareness of contextual variants in L1, mostly those pertaining to the consonantal and vocalic inventories, all related to their L2 (English) production goals. The material is based on longitudinal examination of course test results over the span of 3 years. The analysis reveals low sound discrimination skills in the subjects’ L1, largely based on letter-to-sound correspondences and inability to see beyond print. Through explicit training in their L2 they become more sensitive to the inventory and the details of their L1 sound system, the awareness they can use to the advantage when targeting L2 sound production.

Źródło:

Anglica. An International Journal of English Studies; 2021, 30(2); 107-125
0860-5734

Pojawia się w:

Anglica. An International Journal of English Studies

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 58.

Tytuł:

Teaching Languages Remotely: Issues, Hurdles and Successes
Zdalna nauka języków: problemy, przeszkody i sukcesy

Autorzy:

Pichette, Francois
Gagné, Nancy

Powiązania:

https://bibliotekanauki.pl/articles/2138953.pdf

Data publikacji:

2022-10-27

Wydawca:

Krakowskie Towarzystwo TERTIUM

Tematy:

second language teaching
online language teaching
nauka języka obcego
zdalna nauka języka

Opis:

The COVID-19 pandemic forced countless colleges and universities worldwide to switch to online teaching, and many language instructors delivered their course content the usual way but remotely. This synchronous solution was motivated by the urgency of the situation but also by the common belief that languages cannot be learned efficiently without the simultaneous presence of the teacher and other learners. However, new technologies at our disposal increasingly dispel this myth by rendering asynchronous language teaching very efficient despite a few challenges. This paper presents data from Université TÉLUQ, the world's oldest French-speaking distance university, offering remote language courses for more than 40 years in a minority setting, namely a French-speaking province in English-speaking North America. We present challenges posed by teaching asynchronously in remote settings and various solutions to circumvent or overcome these challenges.
Pandemia COVID-19 zmusiła niezliczone uczelnie i uniwersytety na całym świecie do przejścia na nauczanie zdalne, a wielu nauczycieli językowa prowadziło swoje kursy w zwykły sposób, choć zdalnie. To synchroniczne rozwiązanie było motywowane pilnością sytuacji, ale także powszechnym przekonaniem, że języków nie można efektywnie uczyć się bez jednoczesnej obecności nauczyciela i innych uczniów. Jednak nowe technologie, którymi dysponujemy, w coraz większym stopniu obalają ten mit, sprawiając, że asynchroniczne nauczanie języków jest bardzo wydajne pomimo szeregu wyzwań. Niniejszy artykuł przedstawia dane z Université TÉLUQ, najstarszego na świecie francuskojęzycznego uniwersytetu, gdzie nauczanie prowadzone jest na odległość, od ponad 40 lat oferującego zdalne kursy językowe w środowisku mniejszości, a mianowicie we francuskojęzycznej prowincji, która znajduje się w anglojęzycznej Ameryce Północnej. Przedstawiamy wyzwania stawiane przez nauczanie asynchroniczne w systemie zdalnym oraz różne rozwiązania mające na celu obejście lub przezwyciężenie tych wyzwań.

Źródło:

Półrocznik Językoznawczy Tertium; 2022, 1; 81-97
2543-7844

Pojawia się w:

Półrocznik Językoznawczy Tertium

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 59.

Tytuł:

Teaching L2 Galician through the traditional songbooks: The case of the direct object [+human] with the preposition a
Nauczanie języka galicyjskiego jako drugiego za pomocą śpiewników ludowych na przykładzie dopełnienia bliższego [+ osoba] w złożeniu z przyimkiem a

Autorzy:

Sánchez Rei, Xosé Manuel

Powiązania:

https://bibliotekanauki.pl/articles/40053755.pdf

Data publikacji:

2023

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

learning Galician as a second language
traditional songbooks
Galician culture
Galician language

Opis:

Explaining the grammatical structures that characterize the Galician language system to university students of L2 Galician involves certain difficulties, both in terms of contact with Spanish and due to its nature as an L2 language. It must be noted that such learners’ L1 is mostly Spanish, French, English or Italian. We propose in this paper an activity in which students engage in a process of practical reflection on real examples of the language. The activity will focus in par-ticular on the absence of the preposition a with the direct object (DO), i.e., Nós saudamos o teu amigo (“We greet your friend”), using for this purpose a corpus of traditional Galician popular songs, and following the recommendations of the Content and Language Integrated Learning (CLIL) model. Within this theoretical and practical approach students will also acquire knowledge of Galician culture and history, through information found in the anonymous poetry of the songbook itself.
Wyjaśnienie struktur gramatycznych charakteryzujących system języka galicyjskiego osobom uczących się tego języka jako drugiego (J2) wiąże się z pewnymi trudnościami, zarówno w zakresie kontaktu z językiem hiszpańskim, jak i ze względu na jego charakter jako J2. Musimy wziąć pod uwagę, że większość uczniów galicyjskiego to osoby, dla których język pierwszy to z reguły hiszpański, francuski, angielski lub włoski. W tej publikacji proponujemy ćwiczenie, w którym uczniowie angażują się w proces praktycznej refleksji nad prawdziwymi przykładami użycia języka. Ćwiczenie koncentruje się w szczególności na braku przyimka a z dopełnieniem bliższym, na przykład Nós saudamos o teu amigo (“Pozdrawiamy Twojego przyjaciela”), wykorzystując w tym celu korpus tradycyjnych popularnych pieśni galicyjskich i kierując się zaleceniami modelu zintegrowanego nauczania treściowo-językowego (CLIL). W ramach tego teoretycznego i praktycznego podejścia studenci poznają także kulturę i historię Galicji dzięki informacjom zawartym w anonimowej poezji zebranej w śpiewniku.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 85-99
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 60.

Tytuł:

THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS

Autorzy:

Gosiewska-Turek, Bogusława

Powiązania:

https://bibliotekanauki.pl/articles/954183.pdf

Data publikacji:

2017

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

second language acquisition
affective factors
attribution theory
school achievement
adolescents

Opis:

Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated.  The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.  

Źródło:

Journal of Education Culture and Society; 2017, 8, 1; 109-124
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 61.

Tytuł:

Compiti narrativi di apprendenti polacchi di italiano L2
Narrative Tasks of polish Learners of Italian L2

Autorzy:

Mosca, Monica

Powiązania:

https://bibliotekanauki.pl/articles/446602.pdf

Data publikacji:

2013-12-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

Second language acquisition
motion event
narrative
verb and satellite languages

Opis:

This preliminary study investigates the emergence of constructions of motion in Polish learners of Italian L2, based on a narrative task. The semantic-typological tendencies relative to expressions of motion are discussed, as well as implications for L2 acquisition. It appears that learners with different levels of competence tend to conform to the target language.

Źródło:

Italica Wratislaviensia; 2013, 4; 59-84
2084-4514

Pojawia się w:

Italica Wratislaviensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 62.

Tytuł:

Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge

Autorzy:

Hartshorn, K. James
Surer, Aylin

Powiązania:

https://bibliotekanauki.pl/articles/22446735.pdf

Data publikacji:

2023

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

second language vocabulary acquisition
aspects of word knowledge
implicational scaling

Opis:

With the intent of adding to the literature leading toward a more complete theory of second language vocabulary acquisition, this study elicited accuracy data from 110 ESL learners ranging from novice high to advanced low on 64 words randomly selected in the 2K–3K range of Corpus of Contemporary American English (COCA) (32 verbs, 24 nouns, 8 adjectives) covering eight aspects of word knowledge. These included spelling based on hearing the spoken form, selecting collocations based on the written form, pronunciation based on the written form, selecting inflections based on the written context, selecting the definition based on hearing the spoken form, selecting the written definition based on the written form, selecting appropriate derivations based on the written form, and selecting the written form based on the written definition. ANOVA results show accuracy levels varied across word knowledge aspects and that implicational scaling was possible with some but not all aspects of word knowledge examined simultaneously. In aggregation with other current and future studies, this has important implication for developing L2 vocabulary acquisition theory.

Źródło:

Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-31
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 63.

Tytuł:

Motivation for Second Language Learning in the Czech Armed Forces

Autorzy:

Holcner, Vladan
Dvořák, Jiří
Vápeník, Jiří

Powiązania:

https://bibliotekanauki.pl/articles/27311264.pdf

Data publikacji:

2023-12-15

Wydawca:

Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu

Tematy:

motivation
second language
learning
motivational factor
survey
Czech Armed Forces

Opis:

The subject matter of the paper is motivation for second language learning under specific conditions of military service in the Czech Armed Forces. Motivation is the fundamental source of any human action, influencing goals and objectives, attitudes and efforts but also results achieved by each individual. As such, motivation belongs to the most important factors of learners´ success. The paper is based on an explanatory research perspective, aiming at identifying the relative importance of different factors of motivation in second language learning. The presented paper methodology consists of a questionnaire survey, followed by an analysis and interpretation of gathered data. The research material, covered by the survey, is the motivation of the Czech Armed Forces personnel attending foreign language courses to learn second foreign language at the University of Defence Language Centre in 2022. This survey has been designed to enable language educators to identify and further analyse relative significance of individual motivational factors and their perception by second language learners as either internal, or external. As the survey outcomes show, the Czech military personnel motivation to learn second foreign language is not primarily generated by their current job needs and requirements. At the same time, the Czech military personnel attending foreign language courses perceive their learning motivation as predominantly internal.

Źródło:

Academic Journal of Modern Philology; 2023, 19; 117-128
2299-7164
2353-3218

Pojawia się w:

Academic Journal of Modern Philology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 64.

Tytuł:

Approaches to the increasing linguistic diversity in Greek and Polish classrooms: Different contexts with similar problems

Autorzy:

Papasoulioti, Aspasia
Fountana, Maria
Szczepaniak-Kozak, Anna
Adamczak-Krysztofowicz, Sylwia

Powiązania:

https://bibliotekanauki.pl/articles/14981646.pdf

Data publikacji:

2023

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

multilingual learners in Poland
multilingual learners in Greece
Greek as a second language
Polish as a second language
language of schooling
supplementary materials for multilingual learners

Opis:

The paper discusses key educational issues related to the processes of decision-making and continuous teacher development at the level of the national (educational) authorities in Greece and Poland, regarding the urgency of the needs arising from the intensifying migration in the EU over the last two decades, and in view of the research conducted within the MaMLiSE project. The paper begins by reporting the official decisions and policies which laid the grounds for tackling the considerable linguistic variety that now characterises the school populations in each country, caused by the phenomenon of migration, and with refugee flows included. In addition, country-specific methods and resources used to produce educational materials for pupils from a migration background are presented. Finally, the available educational materials and their suitability to the specificity of each country’s current educational conditions are discussed. The concluding remarks are that a strong need is currently emerging for 1) nominating key-points in the pre- and in-service training of teachers with regard to multilingual classroom management, intercultural awareness and language sensitive subject teaching, 2) extrapolating common features necessary for the production of educational material (e.g. adaptability to new conditions, ease and flexibility of use in class, allowing translanguaging practices), and 3) negotiating shared educational principles (e.g. assessment framework, constructive use of language heritages at schools).

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 161-189
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 65.

Tytuł:

Challenge for Ukrainian researchers: English as a second language

Autorzy:

Babushko, Svitlana

Powiązania:

https://bibliotekanauki.pl/articles/2004961.pdf

Data publikacji:

2016-06-30

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

Ukrainian researchers
English as a Second Language (ESL)
learning principles
peculiarities

Opis:

Ukrainian researchers face the challenge of the acquisition of foreign language skills at least at B2 level. The available formal opportunities do not satisfy their needs to the full. The initiative of the Institute of Pedagogical and Adult education of the National Academy of educational Sciences of Ukraine to organize peer-to-peer eSL and eAP courses is described and analyzed in the article in order to identify the factors which can stimulate the learning process of the specific category of adult learners. As a result, 4 groups of them were distinguished: andragogical, didactic, course and peer-to-peer principles. The conclusion was made that these principles can create an adequate theoretical and methodological basis for realizing the initiative in practice.

Źródło:

The New Educational Review; 2016, 44; 230-240
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 66.

Tytuł:

Implementing web 2.0 tools for collaborative work of learners studying English

Autorzy:

Malinina, Irina A.

Powiązania:

https://bibliotekanauki.pl/articles/2005062.pdf

Data publikacji:

2016-03-31

Wydawca:

Wydawnictwo Adam Marszałek

Tematy:

collaborative learning
Web 2.0
studying English as a second language

Opis:

Web 2.0 provides resources and tools that make the learning process social and collaborative as they connect students with each other and help to move from the instructor-centred methods of teaching to more contextual learning and problem-solving techniques (J.West and M.West, 2009). The aim of the paper is to introduce findings on the project of implementing Web 2.0 resources for collaborative work in the National Research University Higher School of Economics. The main objectives of the project were to 1) single out Internet resources aimed at collaboration to suit the purposes of educational programme; 2) determine how much collaborative learning background students have and their attitudes to online and face-to-face collaboration; 3) analyse the students’ involvement in collaborative learning activities; 4) research the influence of web-related technologies on willingness to collaborate. The main methods used in the research were questionnaire, interview and observation as well as analyses of students’ work. The results revealed a positive attitude to Web 2.0 among the majority of the students. The offered Internet resources (Tricider.com, MeetingWords.com, TodaysMeet.com) improved communication and collaboration outside of the classroom, which is vital as increasingly less time is being allocated for studying a foreign language. Besides, Web 2.0 resources make it easier for teachers to evaluate each student’s contribution to task achievement and ensure fair assessment of each student’s work.

Źródło:

The New Educational Review; 2016, 43; 104-114
1732-6729

Pojawia się w:

The New Educational Review

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 67.

Tytuł:

Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness

Autorzy:

Wang, Lanxi
MacIntyre, Peter

Powiązania:

https://bibliotekanauki.pl/articles/2051528.pdf

Data publikacji:

2021-12-26

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

second language listening comprehension
listening anxiety
listening enjoyment
listening metacognitive awareness

Opis:

Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.

Źródło:

Studies in Second Language Learning and Teaching; 2021, 11, 4; 491-515
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 68.

Tytuł:

The use of articles in L2 English: A phraseological perspective

Autorzy:

Leśniewska, Justyna

Powiązania:

https://bibliotekanauki.pl/articles/781017.pdf

Data publikacji:

2016

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

articles in ESL
determiners
formulaicity
phraseological aspects of second language acquisition

Opis:

While it is a well-known fact that speakers of article-less mother tongues, such as Polish, experience problems with articles in English, this study seeks to investigate the problem from a different perspective. Namely, it poses the question of whether the correct use of the article system of the L2 is indeed a purely grammatical task (as it is universally perceived), or whether the correct use of articles is to some extent aided by the mechanisms that underlie the formulaic character of language. The study was conducted with 90 Polish upper-intermediate and advanced users of L2 English, who completed a test on article use, which made it possible to compare patterns of article use between contexts of different collocational strength (defined in terms of the frequency of occurrence in a corpus). The statistically higher success rates for article use in high-frequency collocations (with the grammatical “rule” being the same) indicate that phraseological aspects of language use may indeed play a role in what is usually perceived as the correct application of grammatical rules.

Źródło:

Studies in Second Language Learning and Teaching; 2016, 6, 2; 203-224
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 69.

Tytuł:

Modality-Independent Effects of Phonological Neighborhood Structure on Initial L2 Sign Language Learning

Autorzy:

Williams, Joshua
Newman, Sharlene D.

Powiązania:

https://bibliotekanauki.pl/articles/620843.pdf

Data publikacji:

2015-06-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

American Sign Language
neighborhood density
lexical acquisition
second language
M2L2

Opis:

The goal of the present study was to characterize how neighborhood structure in sign language influences lexical sign acquisition in order to extend our understanding of how the lexicon influences lexical acquisition in both sign and spoken languages. A referent-matching lexical sign learning paradigm was administered to a group of 29 hearing sign language learners in order to create a sign lexicon. The lexicon was constructed based on exposures to signs that resided in either sparse or dense handshape and location neighborhoods. The results of the current study indicated that during the creation of the lexicon signs that resided in sparse neighborhoods were learned better than signs that resided in dense neighborhoods. This pattern of results is similar to what is seen in child first language acquisition of spoken language. Therefore, despite differences in child first language and adult second language acquisition, these results contribute to a growing body of literature that implicates the phonological features that structure of the lexicon is influential in initial stages of lexical acquisition for both spoken and sign languages. This is the first study that uses an innovated lexicon-construction methodology to explore interactions between phonology and the lexicon in L2 acquisition of sign language.

Źródło:

Research in Language; 2015, 13, 2; 199-213
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 70.

Tytuł:

Model glottodydaktyczny odwróconej klasy (flipped classroom) w warunkach szkoły językowej
Implementation of a flipped classroom SLA model in the conditions of a language school

Autorzy:

Chudak, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/2130154.pdf

Data publikacji:

2022-09-30

Wydawca:

Szkoła Główna Handlowa w Warszawie

Tematy:

flipped classroom
odwrócona klasa
glottodydaktyka
konstruktywizm
CALL
second language acquisition
language education
constructivism

Opis:

Artykuł stanowi próbę zaprezentowania tematu odwróconej klasy (flipped classroom, w skrócie FC) w ujęciu glottodydaktycznym, z zawężeniem kontekstu sytuacji edukacyjnej do szkoły językowej. We wstępie do publikacji pokrótce wyjaśniono tło społeczno-ekonomiczne, którego zmienny i dynamiczny charakter inicjuje i katalizuje zmiany w systemie edukacji, zarówno formalnej, jak i pozaformalnej, do której przynależą szkoły językowe. Pierwsza część artykułu prezentuje zjawisko FC, jego definicję, cechy, a także obszary, które bezpośrednio wpłynęły na jego ewolucję: konstruktywizm oraz nauczanie języka wspomagane komputerowo (z ang. computer assisted language learning, w skrócie CALL). Druga część zawiera opis wdrożenia konkretnego modelu glottodydaktycznego opracowanego przez zespół dydaktyczno-informatyczny w szkole językowej, w której model odwróconej klasy stał się podstawowym sposobem uczenia się i nauczania języka hiszpańskiego. Zaprezentowano tu struktury materiałów glottodydaktycznych udostępnianych przed spotkaniem z lektorem na platformie e-learningowej, analizę mocnych i słabych stron modelu FC w kontekście glottodydaktycznym oraz opis organizacji lekcji stacjonarnej w porównaniu do tradycyjnego modelu stosowanego powszechnie w szkołach językowych. W podsumowaniu zaakcentowano pozytywne skutki wprowadzenia modelu FC do szkoły językowej, zarówno z dydaktycznego, jak i z ekonomicznego punktu widzenia.
This article attempts to present a flipped classroom (FC) model from a glottodidactic point of view in the context of a language school educational situation. The introduction to the article briefly explains the socio-economic context, the variable and dynamic nature that initiates and catalyses changes in both a formal and non-formal education system, and language schools belonging to the latter type. The first part of the article presents the FC phenomenon, its definition, features, as well as areas that directly influenced its evolution: constructivism and computer assisted language learning (CALL). Furthermore, it discusses the crucial consequence of the implementation of the FC model, i.e. changing the tasks of both the student and the teacher. The second part describes the implementation of a glottodidactic model developed by the educational and IT team in a particular language school, where it ultimatalely became the primary way of learning and teaching Spanish. It contains the following elements: presentation of the structure of glottodidactic materials available on an e-learning platform before meeting with a teacher, and the organisation of stationary lessons in relation to the traditional model commonly used in language schools. A proposal of the methodology of research on the described phenomenon is also presented. As a conclusion, it points out the positive effects of introducing the FC model into a language school, both from a didactic and economic perspective.

Źródło:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 95, 3; 22-31
1731-6758
1731-7428

Pojawia się w:

e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 71.

Tytuł:

BADANIE STRATEGII UCZENIA SIĘ W JĘZYKU DRUGIM I TRZECIM
Researching language learning strategies in the second and third language

Autorzy:

Kiermasz, Zuzanna

Powiązania:

https://bibliotekanauki.pl/articles/1036536.pdf

Data publikacji:

2018-09-24

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne

Tematy:

language learning strategies
second language
third language
strategie uczenia się języka
język drugi
język trzeci

Opis:

Although language learning strategies are a well-researched topic, there are still some aspects which need further investigation and one of these is the application of strategic devices in the second and third language. The following article seeks to compare how learners of two foreign languages use strategies and shows both differences and similarities between the application of strategic devices by presenting the results of a research project in which a questionnaire and an interview were used as the research tools. Strategies were found to be used more often when learning the L2 than during the process of learning the L3. Dissimilarities were observed in the specific types of strategies used, especially in the case of metacognitive strategies, while similarities were noted in the use of affective strategies.

Źródło:

Neofilolog; 2016, 46/1; 79-93
1429-2173

Pojawia się w:

Neofilolog

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 72.

Tytuł:

Finding the key to successful L2 learning in groups and individuals

Autorzy:

Lowie, wander
van Dijk, Marijn
Chan, Huiping
Verspoor, Marjolijn

Powiązania:

https://bibliotekanauki.pl/articles/780533.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

individual differences
second language development
complex dynamic systems
variability process study

Opis:

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

Źródło:

Studies in Second Language Learning and Teaching; 2017, 7, 1; 127-148
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 73.

Tytuł:

Whats age got to do with it? Accounting for individual factors in second language accent

Autorzy:

Moyer, Alene

Powiązania:

https://bibliotekanauki.pl/articles/780941.pdf

Data publikacji:

2014-10

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

critical period hypothesis
individual differences
second language acquisition
phonology acquisition
motivation

Opis:

Empirical research conducted over the past few decades suggests that the age at which an individual is first exposed to a second language affects long-term outcomes, in particular for phonology. The question that has occupied scholars of various bents is what, exactly, underlies the robust age effects observed. Does age imply immutable changes in one’s ability to ever sound native-like? Are these changes neurological, cognitive, or socio-psychological in nature? What role do L2 use and contact play? Do age-related influences apply to all individuals, or can language learners actually chart their own course when it comes to accent? This paper will outline basic assumptions of the critical period for phonology while suggesting a different approach to the age question that highlights the individual’s role in both process and outcome. Constructs such as L2 experience, motivation, self-concept, learning approach, and willingness to communicate are discussed in depth in order to show the fundamental connection between cognition and affect so critical for late phonological learning. A re-orientation of the age research is suggested as a result, to prioritize contextual understandings of language use and learner agency.

Źródło:

Studies in Second Language Learning and Teaching; 2014, 4, 3; 443-464
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 74.

Tytuł:

On the fractal nature of complex syntax and the timescale problem

Autorzy:

Evans, D. Reid

Powiązania:

https://bibliotekanauki.pl/articles/1047063.pdf

Data publikacji:

2020-12-05

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

complex dynamic systems theory
fractals
syntactic complexity
second language development
variability

Opis:

Fundamental to complex dynamic systems theory is the assumption that the recursive behavior of complex systems results in the generation of physical forms and dynamic processes that are self-similar and scale-invariant. Such fractal-like structures and the organismic benefit that they engender has been widely noted in physiology, biology, and medicine, yet discussions of the fractal-like nature of language have remained at the level of metaphor in applied linguistics. Motivated by the lack of empirical evidence supporting this assumption, the present study examines the extent to which the use and development of complex syntax in a learner of English as a second language demonstrate the characteristics of self-similarity and scale invariance at nested timescales. Findings suggest that the use and development of syntactic complexity are governed by fractal scaling as the dynamic relationship among the subconstructs of syntax maintain their complexity and variability across multiple temporal scales. Overall, fractal analysis appears to be a fruitful analytic tool when attempting to discern the dynamic relationships among the multiple component parts of complex systems as they interact over time.

Źródło:

Studies in Second Language Learning and Teaching; 2020, 10, 4; 697-721
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 75.

Tytuł:

Scaffolding in second language teaching. The teaching unit “The poem ‘Der Herbst steht auf der Leiter’ by Peter Hacks“

Autorzy:

Schulz-Andrzejewska, Joanna

Powiązania:

https://bibliotekanauki.pl/articles/1047618.pdf

Data publikacji:

2020-11-15

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

German as a second language
lesson plan
poetry analysis
Regelschule (Regelschool)

Opis:

This article presents a lesson plan for German taught as a second language in Middle School. The plan shows the creative integration of a poem by Peter Hacks into the lesson. The artful and partly three-dimensional work improves the understanding of the text and benefits the student’s feeling for the language. The students are guided to the underlying objective through different tasks. In the end, they memorize the poem and present it in front of the class.

Źródło:

Scripta Neophilologica Posnaniensia; 2020, 20; 211-226
1509-4146

Pojawia się w:

Scripta Neophilologica Posnaniensia

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 76.

Tytuł:

A Tree in Her Backyard... Literary-aesthetic Classroom Settings during Second Language Acquisition with Picturebooks

Autorzy:

Schulz, Farriba

Powiązania:

https://bibliotekanauki.pl/articles/2031249.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe

Tematy:

second language acquisition
picturebook
reader response
literary-aesthetic learning
visual literacy

Opis:

Picturebooks are an essential tool in early literacy programs to foster first language acquisition. Hence, supporting second language acquisition through pictures seems obvious. Using symbolic and iconic features to produce meaning not only links to visual literacy, but also to the stimulation of students’ imagination. Interactions with pictures can become a key factor to reveal students’ mental processes and the role of the learners’ first language experiences. This paper focuses on the possibilities for second language acquisition that exist and how they foster visual literacy in primary school classrooms. The insights here outlined are based on a classroom project with primary school students with refugee backgrounds. The project design was based on the picturebook Seasons by Blexbolex, which offers various associations linked to spring, summer, fall and winter. In the book each season is represented by a series of images, captioned with one single word. Since the illustrator sums up the circle of life in the name of childhood, the classroom project aimed at collecting individual anecdotes from the students. During the lessons diverse learning activities were created, not only to get the students to aesthetically engage with the picturebook, but also to focus on their usefulness as a scaffolding context for language learning.

Źródło:

Filoteknos; 2020, 10; 383-397
2657-4810

Pojawia się w:

Filoteknos

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 77.

Tytuł:

Learning Japanese Onomatopoeia through a Narrative-Evaluation E-Learning System

Autorzy:

Li, Xiaoyan

Powiązania:

https://bibliotekanauki.pl/articles/1371433.pdf

Data publikacji:

2021-07-09

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

onomatopoeia
tacit nuance
narrative interpretation
e-learning system
second language teaching

Opis:

In Japanese, onomatopoeia are an important element in expressing feelings and experiences. They are difficult for students of Japanese to acquire, especially the nuances. Herein, we propose an e-learning system to improve the efficiency of teaching the nuances – both explicit and tacit – to non-native speakers of Japanese in three steps. We synthesized a new learning strategy available to students leaning Japanese onomatopoeia using narrative strategies to mimic the learning methods used by native speakers. This was achieved by firstly teaching the formal rules representing the explicit nuances. Secondly, the students created new onomatopoeic words by utilizing those formal rules. Finally, feedback was provided by evaluating the onomatopoeias created through the support system of narrative strategies to provide implicit teaching. To verify the effectiveness of the proposed method and the learning system, we conducted an experiment involving two groups of subjects. While Group A got feedback about the appropriateness of their onomatopoeic constructions from the native speakers’ narrative interpretations, Group B just reviewed the database material like in a traditional classroom. Results indicate our e-learning system has a significant effect on the acquisition of a working understanding of onomatopoeia.

Źródło:

Theory and Practice of Second Language Acquisition; 2021, 7, 2; 155-175
2450-5455
2451-2125

Pojawia się w:

Theory and Practice of Second Language Acquisition

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 78.

Tytuł:

Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English

Autorzy:

Akbaş, Erdem
Ölçü-Dinçer, Zeynep

Powiązania:

https://bibliotekanauki.pl/articles/2051527.pdf

Data publikacji:

2021-12-26

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

grammatical morpheme
second language acquisition
natural order
learner corpus
English as a foreign language

Opis:

The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.

Źródło:

Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 79.

Tytuł:

THEORETICAL FRAMEWORKS USED IN CALL STUDIES: A SYSTEMATIC REVIEW

Autorzy:

Akayoğlu, Sedat

Powiązania:

https://bibliotekanauki.pl/articles/569458.pdf

Data publikacji:

2019

Wydawca:

Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group

Tematy:

Computer Assisted Language Learning
theoretical framework
Social Constructivism
Sociocultural Theory
Interactionist Second Language Acquisition

Opis:

In the last three decades, there has been a great interest in the field of Computer Assisted Language Learning (CALL). As a newly flourished area, CALL borrowed or adapted theories from other disciplines, such as second language acquisition, linguistics, psychology and education; however, it is still questioned how these theories are modified, utilized and integrated into CALL research. In this study, the articles published in Computer Assisted Language Learning, System, British Journal of Educational Technology, and Language Learning and Technology between 1997 and 2018 were analyzed and the suggested theoretical frameworks for the research studies were examined. First, the articles without any explicit theoretical frameworks were eliminated. Second, the articles with specific theories were categorized and discussed in categories. At the end of the study, it was found that the prominent theoretical frameworks used in the last two decades were Social Constructivism, Sociocultural Theory, and Interactionist SLA in CALL studies. As for further studies, it can be claimed that these prominent theories will continue to be adopted by the researchers no matter what kind of new tools and platforms emerge for educational purposes. These findings might help researchers to better understand the past and the present situation of CALL research and to design further studies.

Źródło:

Teaching English with Technology; 2019, 19, 4; 104-118
1642-1027

Pojawia się w:

Teaching English with Technology

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 80.

Tytuł:

Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context

Autorzy:

Lockley, Thomas

Powiązania:

https://bibliotekanauki.pl/articles/780904.pdf

Data publikacji:

2015-03-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

content and language integrated learning
second language willingness to communicate
international posture
Japanese EFL

Opis:

This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.

Źródło:

Studies in Second Language Learning and Teaching; 2015, 5, 1; 87-108
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 81.

Tytuł:

Improving english speaking abilities of ESL learners through communicative task-based instruction

Autorzy:

Bone, Janice C
San Jose, Ariel Epan
Robles Concepcion, Maria Gregoria

Powiązania:

https://bibliotekanauki.pl/articles/1375506.pdf

Data publikacji:

2019

Wydawca:

Międzynarodowy Instytut Innowacji Nauka – Edukacja – Rozwój w Warszawie

Tematy:

qualitative-phenomenology
English speaking skills
second language learners
communicative task-based
instruction

Opis:

Speaking is one of the most exploited skills. However, despite the many endeavors conducted by English teachers, speaking proficiency remains poor among tertiary students. This qualitative-phenomenological study aimed to determine the experiences of the students on the use of communicative task-based instruction in improving their speaking abilities. Using the focus group discussion, the researcher found that generally, the participants believed that the communicative task-based instruction provided them opportunities to enhance their communicative abilities; let them overcome the fear of speaking; gave them a lot of fun; and allowed them to apply the tasks even outside their classrooms. The participants suggested that exposure to real conversation tasks might be done; design individual tasks would be interesting, and that technology might be used in doing the tasks. Thorough discussions and conclusion were provided.

Źródło:

International Journal of New Economics and Social Sciences; 2019, 9(1); 311-323
2450-2146
2451-1064

Pojawia się w:

International Journal of New Economics and Social Sciences

Dostawca treści:

Biblioteka Nauki

/5

Artykuł

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Skocz do pozycji: 82.

Tytuł:

Algunas consideraciones sobre el aspecto en el sistema verbal del español y del polaco
Some Remarks on Aspect in Spanish and Polish Verb Systems
Rola aspektu w systemie werbalnym języka hiszpańskiego i polskiego

Autorzy:

Niestorowicz, Tomasz

Powiązania:

https://bibliotekanauki.pl/articles/1887043.pdf

Data publikacji:

2014

Wydawca:

Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL

Tematy:

aspekt
system werbalny
akwizycja języków obcych
aspect
verb system
second language acquisition

Opis:

El objetivo del presente artículo consiste en presentar y analizar el concepto del aspecto en el sistema verbal del español y del polaco. Además, el autor pretende valorar de manera general el papel que desempeña el aspecto en el uso de las formas de los pretéritos imperfecto eindefinido en español.
The main aim of this article is to describe and analyse the concept of aspect in Spanish and Polish verb systems. The author also presents some remarks on the role of aspect in the use of the imperfect and the preterit in Spanish.
Celem niniejszego artykułu jest opis i analiza pojęcia aspektu w systemie werbalnym języka hiszpańskiego i polskiego. Ponadto autor dokonuje ogólnej oceny wpływu roli aspektu na użycie form werbalnych w opozycji temporalnej imperfecto/indefinido.

Źródło:

Roczniki Humanistyczne; 2014, 62, 5; 113-122
0035-7707

Pojawia się w:

Roczniki Humanistyczne

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 83.

Tytuł:

Dzieci repatriantów z Kazachstanu w polskiej przestrzeni edukacyjnej – trudny powrót do korzeni
Children-repatriates from Kazakhstan in the Polish educational space – a difficult return to one’s roots

Autorzy:

Kamińska, Krystyna

Powiązania:

https://bibliotekanauki.pl/articles/580338.pdf

Data publikacji:

2019

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

DZIECKO
REPATRIACJA
EDUKACJA
KULTURA
JĘZYK DRUGI
CHILD
REPATRIATION
EDUCATION
CULTURE
SECOND LANGUAGE

Opis:

Artykuł dotyczy sytuacji dzieci repatriantów z Kazachstanu w polskiej przestrzeni edukacyjnej. Zawężony w ramach obszaru badawczego do szkoły obowiązkowej, proces odnajdywania się w polskiej szkole i poczucie tożsamości zależne są od wielu czynników. Pierwszoplanową rolę odgrywają wśród nich uwarunkowania rodzinne dzieci, jak i osobiste nastawienie każdego z nich do decyzji o repatriacji, która podjęta była przez rodziców. Sytuacja szkolna dzieci repatriantów odróżnia je od dzieci urodzonych i wychowanych w Polsce, które to biegle posługują się językiem polskim. Prezentowane wyniki wskazują, że kapitał kulturowy (w ujęciu Bourdieu) i tzw. kapitał szkolny (w kontekście kultury szkolnej), którym dysponowały dzieci-repatrianci – okazał się zupełnie nieprzydatny w polskich warunkach. Wyjaśnienia poszukiwano w odniesieniu do różnic między środowiskami szkolnymi poszczególnych instytucji edukacyjnych, w Polsce czy w Kazachstanie. Różnice wynikają też z odmiennego odniesienia kulturowego oraz przede wszystkim z funkcjonowania samej szkoły jako instytucji oświatowej. Dzieci repatriantów doświadczały nie tylko nagłego zderzenia dwóch różnych światów społeczno-kulturowych, lecz także swoistego szoku kulturowego, dodatkowo sprzężonego z jednostkowymi cechami charakteru.
The article discusses the situation of children-repatriates from Kazakhstan in the Polish educational space. Focusing on the research area of compulsory schooling, the process of identity-construction and children’s place in Polish school depend on many factors. Of primary importance are the family context and a personal attitude of each child towards the decision about repatriation – which was usually made by their parents. Unlike majority children who are fluent in the Polish language, repatriated children find themselves in a different educational situation. The research results demonstrate that both cultural capital (Bourdieu) and the so-called school capital, that are at the disposal of the repatriated children, have proven useless in Poland. Explanations have been drawn in connection to the differences between schooling environments of different educational institutions, in Poland and in Kazakhstan, These differences stem from a varied cultural reference and, most importantly, from how a school functions as an educational institution. Children-repatriates experienced not only a sudden clash of two different socio-cultural worlds but also a culture shock. These were, in turn, interconnected with their personal traits.

Źródło:

Studia Migracyjne - Przegląd Polonijny; 2019, 45, 1 (171); 193-214
2081-4488
2544-4972

Pojawia się w:

Studia Migracyjne - Przegląd Polonijny

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 84.

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

/5

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Skocz do pozycji: 85.

Tytuł:

Second-Language Learners from Collectivistic Societies own Self-Efficacy Effects on Performance and Self Perception of Career Success.

Autorzy:

Parra, Carlos
Geriguis-Mina, Nanci

Powiązania:

https://bibliotekanauki.pl/articles/1968642.pdf

Data publikacji:

2021-07-01

Wydawca:

Academicus. International Scientific Journal publishing house

Tematy:

second-language learners
collectivistic societies
self-efficacy
self-perception
language acquisition
career success
performance

Opis:

In reference to cultural patterns in collectivistic societies, teaching and learning are greatly influenced by the teachers’ collectivistic or individualistic cultural orientation (Kaur & Noman, 2015). However, in dealing with both audiences and their teaching platforms, a chasm appears between methodologies and their applications since collectivistic societies are reluctant to accept methodologies perceived as mere Western innovations. In other words, a seemingly pedagogical incongruence arises where direct individualistic Western influence is perceived as unsuitable to a collectivistic mindset. One must keep in mind that family members in collectivist societies, who view themselves as part of a group rather than independent individuals, seem to feel more interdependent and mutually responsible for each other. In addition to Vygotski’s assertion that children’s cognitive development is enriched through social interaction with more skilled individuals (1978), Bandura (1982) emphasizes that the degree to which learners believe in their own self-efficacy influences their functioning cognitively, motivationally, emotionally, and their decision making process. Also, self-efficacy is perceived to accelerate the process of adapting to a new environment while learners adopt new cultural practices and consent to norms and expectations. In our exploration, second-language learners (SLLs) from collectivistic societies advance academically—English as a second language included—within the frame of sociocultural theory, since they seem to be motivated by their culturally- induced sense of obligation to honor their parents and other group members. These SLLs are positively influenced by their prior experiences with the group’s perceptions and expectations of their capability to learn an additional language (Bandura & Schunk, 1981; Schunk, 1991). Our research seems to indicate that this outcome is significantly affected by the self-efficacy and self-reliance produced by prior successes in challenging tasks that may have been mandated by the SLL’s elders. In addition, SLLs also seem to succeed in accomplishing more challenging goals as they observe their families’ values and traditions even when they are in a society that enforces individualistic values.

Źródło:

Academicus International Scientific Journal; 2021, 12, 24; 130-158
2079-3715
2309-1088

Pojawia się w:

Academicus International Scientific Journal

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 86.

Tytuł:

Sociolinguistic Conditioning of Phonetic Category Realisation in Non-Native Speech

Autorzy:

Waniek-Klimczak, Ewa

Powiązania:

https://bibliotekanauki.pl/articles/620663.pdf

Data publikacji:

2009-01-01

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

second language phonetics
language use
age
acculturation
language attitude
Voice
the VOT
vowel duration
closure duration

Opis:

The realisation of phonetic categories reflects a complex relationship between individual phonetic parameters and both linguistic and extra-linguistic conditioning of language usage. The present paper investigates the effect of selected socio-linguistic variables, such as the age, the amount of language use and cultural/social distance in English used by Polish immigrants to the U.S. Individual parameters used in the realisation of the category ‘voice’ have been found to vary in their sensitivity to extra-linguistic factors: while the production of target-like values of all parameters is related to the age, it is the closure duration that is most stable in the correspondence to the age and level of language proficiency. The VOT and vowel duration, on the other hand, prove to be more sensitive to the amount of language use and attitudinal factors.

Źródło:

Research in Language; 2009, 7; 149-166
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 87.

Tytuł:

Sociolinguistic determinants of heritage language maintenance and second language acquisition in bilingual immigrant speakers

Autorzy:

Banasiak, Ilona
Olpińska-Szkiełko, Magdalena

Powiązania:

https://bibliotekanauki.pl/articles/911684.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

bilingualism
heritage language
language maintenance
second language acquisition
family language policy
multilingual practices
formal language learning
identity

Opis:

The objective of the study was to scrutinise the determinants of heritage language maintenance and second language acquisition in immigrant speakers and assess their significance and weight.Over one hundred cases of bilingual speakers with Polish as L1 (heritage language; Polish speakers abroad) and as L2 (national language; immigrant learners of Polish in Poland) were investigated in order to better understand the linguistic changes and multilingual practices involved in the process of relocating to another country. The cases underwent quantitative and qualitative analysis. The results revealed that in most cases bilinguals are at a high risk of losing their L1, and L2 becomes their dominant language. With the dominance of L2, identification with the culture of the country of residence also increases in bilinguals. Formal instruction in L1 proves to be the most important factor in heritage language maintenance, and the preservation of a sense of identification with the heritage culture. An important role in L1 and also L2 development is played by parental support and their actions.

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 49-65
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 88.

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

/5

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Skocz do pozycji: 89.

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

/5

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Skocz do pozycji: 90.

Tytuł:

Investigating L2 spoken English through the role play learner corpus

Autorzy:

Nava, Andrea
Pedrazzini, Luciana

Powiązania:

https://bibliotekanauki.pl/articles/780522.pdf

Data publikacji:

2011-04

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

learner corpus research
second language spoken discourse
spoken grammar
tails
discourse markers

Opis:

We describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spoken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the “Role Play” corpus, which consisted of 69 role-play interactions in English carried out by first-year students at B1+-B2 levels according to the Common European Framework of Reference. The analysis focused on the students’ use of two features of spoken English grammar, tails and the discourse markers ‘yes’ and ‘yeah’. Instances of these features from the data were compared with examples of British native speaker, learner and Italian native speaker usage. Preliminary findings pointed to the role of the students’ first language, L2 proficiency and specific task features in the range and frequency of these phenomena as well as in the functions they deployed in the spoken discourse of the informants.

Źródło:

Studies in Second Language Learning and Teaching; 2011, 1, 1; 37-56
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 91.

Tytuł:

Are Females Better Than Males In Communication In Second Language?

Autorzy:

RUDZINSKA, IEVA

Powiązania:

https://bibliotekanauki.pl/articles/628116.pdf

Data publikacji:

2013

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

second language, English for speci c purposes (ESP), gender differences in language learning, higher education

Opis:

Although research in education, including worldwide Programme for International Stu-dent Assessment (PISA) by the Organisation for Economic Co-operation and Development (OECD) and Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, shows that female language learners outdo their male counterparts in the development of verbal skills, a number of re-searchers have strongly challenged that claim. The aim of this paper is to find out whether professional foreign language competence in a higher education institution (HEI) in Latvia is different between females and males. In order to determine this, we have analyzed final grades and presentation scores (lecturer, peer and self-assessment) of students in an ESP (English for Specific Purposes, in our case: Sport English) course, as well as their levels of second language acquisition, obtained in centralized secondary school leaving exams, which serves as the basis for further development of professional foreign language competence in a sport related HEI. Whereas grades, scores and levels are considered in the present paper as depen-dent variables, gender constitutes an independent variable. A series of Mann-Whitney U tests has revealed no significant difference in male and female achievement in centralized school leaving exam in second language (English); in final grades, obtained by students in an ESP course; and in lecturer assessment of student presentations in the ESP course. However, the analysis of peer assessment of student presentations in the ESP course reveals that females tend to overestimate themselves and their peers. The latter observation, as this paper argues, may result from the fact that sport related HEI students are characterized by increased self-esteem (Rudzinska, 2007).

Źródło:

Journal of Education Culture and Society; 2013, 4, 2; 148-154
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 92.

Tytuł:

“The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language

Autorzy:

Bogdanowicz, Katarzyna M.
Bogdanowicz, Marta

Powiązania:

https://bibliotekanauki.pl/articles/430672.pdf

Data publikacji:

2016-09-01

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

risk of dyslexia
development’s support
prevention
therapy
early second language acquisition
English

Opis:

Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. It is also known that prevention and early treatment is more effective than therapeutic intervention used in older students. Experts in foreign language acquisition recommend that children have contact with longer oral texts and live language (e.g., poems and songs). A recently-published report on the methods of English language teaching in Polish primary schools shows that the lessons conducted there do not realise the majority of the aforementioned recommendations. As a consequence, they do not serve any pupils including those with dyslexia and at its risk. A method which meets most of the demands mentioned above is “The Good Start Method for English”. It is a new program of teaching the English language designed for five to seven-year-olds, which at the same time ensures support for the psychomotor development of children, leading to acceleration in learning progress.

Źródło:

Polish Psychological Bulletin; 2016, 47, 3; 265-269
0079-2993

Pojawia się w:

Polish Psychological Bulletin

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 93.

Tytuł:

The acquisition of English article system by Polish learners in different proficiency groups

Autorzy:

Świątek, Artur

Powiązania:

https://bibliotekanauki.pl/articles/577214.pdf

Data publikacji:

2011

Wydawca:

Polska Akademia Nauk. Czytelnia Czasopism PAN

Tematy:

second language acquisition
L1
L2
English article system
definite
indefinite articles

Opis:

The aim of the article is the analysis of the results of the empirical research concerning the process of acquisition of English article system by Polish learners, carried out at three different levels of L2 acquisition. English articles, as a semantic category non-existent in Polish, constitute a notorious source of difficulties in their acquisition by Poles. Polish learners of English at the beginning of their education, being at the elementary level, do not actually acquire articles because of the lack of associations with Polish counterparts. The semantics of English articles differs while compared to Polish, where instead of the articles: a/an, the demonstrative pronouns occur, e.g. ten (this), tamten (that) or there exists a different word order, different intonation, verbal aspects and many other syntactic-semantic processes. While teaching English, we may easily observe that the process of acquisition of English article system by Polish learners differs depending on the level of advancement in learning English. In my article I would like to familiarize the addressees with the question of acquisition of articles by young teenagers, late teenagers and young adults. I hope the results of my research will evoke an interesting source for scientific discourse.

Źródło:

Linguistica Silesiana; 2011, 32; 247-258
0208-4228

Pojawia się w:

Linguistica Silesiana

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 94.

Tytuł:

The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application

Autorzy:

Altakhaineh, Abdel Rahman
Zibin, Aseel

Powiązania:

https://bibliotekanauki.pl/articles/620978.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

Linguistics
affixes
second language acquisition
incidental learning
Arabic-speaking EFL learners
morphological awareness

Opis:

This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.

Źródło:

Research in Language; 2017, 15, 4; 405-423
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 95.

Tytuł:

Working memory and second language development: A complex, dynamic future?

Autorzy:

Jackson, Daniel O.

Powiązania:

https://bibliotekanauki.pl/articles/780862.pdf

Data publikacji:

2020

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

individual differences
working memory
complex dynamic systems theory
second language development
theoretical complementarity

Opis:

Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention.

Źródło:

Studies in Second Language Learning and Teaching; 2020, 10, 1; 89-109
2083-5205
2084-1965

Pojawia się w:

Studies in Second Language Learning and Teaching

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 96.

Tytuł:

The project of the self-assessment descriptors for Czech as a second language

Autorzy:

Šormová, Kateřina

Powiązania:

https://bibliotekanauki.pl/articles/628491.pdf

Data publikacji:

2018

Wydawca:

Fundacja Pro Scientia Publica

Tematy:

Key words: Czech as a second language, self-assessment, descriptor, pilot study, CEFR

Opis:

The project of the self-assessment descriptors for Czech as a second language Aim. The aim of the research is to evaluate the set of the self-assessment descriptors for Czech as a second language. Methods. The subject of the study were 753 descriptors evaluated by 50 teachers and 640 students. They are analysed with the application od quetionaires and controlled interviews. Pilot project tested the methodology to estabilish the difficulty level of descriptors and the ability level of learners. Results. The analysis shows that some of the descriptors need to be reduced and some of them reformulated. Conclusion. The analysis shows that many teachers are not sufficiently informed on Czech as a second language, they evaluate the descriptors from the perspective of a foreign language. Another finding is the inexperience of many teachers with the language levels following the CEFR; they label words or grammatical elements as an inappropriate level, but their estimate is very often incorrect. The teachers mark sayings, proverbs and idioms as the most problematic. The students are often able to express the given meaning, but they are shy to speak in a foreign language.

Źródło:

Journal of Education Culture and Society; 2018, 9, 1; 173-180
2081-1640

Pojawia się w:

Journal of Education Culture and Society

Dostawca treści:

Biblioteka Nauki

/5

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Skocz do pozycji: 97.

Tytuł:

Der phänomenographische Ansatz in der glottodidaktischen Forschung
The phenomenographic approach in research on second language learning

Autorzy:

Nerlicki, Krzysztof

Powiązania:

https://bibliotekanauki.pl/articles/911819.pdf

Data publikacji:

2020-06-01

Wydawca:

Uniwersytet im. Adama Mickiewicza w Poznaniu

Tematy:

Fremdsprachenforschung; Lernermeinungen; Phänomenographie; soziokultureller Ansatz
second language research; learner beliefs; phenomenography; sociocultural theory

Opis:

The phenomenographic approach in educational research dates back to the early1980s. Marton and his co-workers focused on the significant role which is played by the individual beliefs of learners in the processes of teaching and learning. The study of learning experiences, reflections on these experiences and verbalization of these reflections have defined a new perspective in the perception of educational reality. The paper presents the basic assumptions of the phenomenographic approach and its application in the study of foreign language learners’ beliefs. Since beliefs result from many factors, among others of a socio-cultural nature, particular attention is paid to the dynamics of how beliefs are shaped in the light of the Activity Theory proposed by Vygotsky and his successors Leontiev and Engerström. The paper finishes with a discussion on the prospects of the study of beliefs in the Polish educational context, with particular consideration of foreign language philology students

Źródło:

Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 1; 73-89
0072-4769

Pojawia się w:

Glottodidactica. An International Journal of Applied Linguistics

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 98.

Tytuł:

O budowaniu zaplecza teoretycznego glottodydaktyki polonistycznej. Uwagi na marginesie Podstaw dydaktyki języka polskiego jako drugiego. Podejście integracyjno-inkluzyjne Przemysława Gębala
The need to build a theoretical base for glottodidactics in Polish studies. Remarks on Podstawy dydaktyki języka polskiego jako drugiego. Podejście integracyjno-inkluzyjne by Przemysław Gębal

Autorzy:

Hajduk-Gawron, Wioletta

Powiązania:

https://bibliotekanauki.pl/articles/511391.pdf

Data publikacji:

2019

Wydawca:

Wydawnictwo Uniwersytetu Śląskiego

Tematy:

glottodidactics in Polish studies inclusion
Polish as a foreign/second language
applied linguistics

Opis:

The article attempts to sum up the progress of research on glottodidactics in Polish studies, with particular regard to the inclusive approach in the context of students who have experienced migration. The basic source used was the book by P.E. Gębal Podstawy dydaktyki języka polskiego jako drugiego. Podejście integracyjno- inkluzyjne. [Fundamentals of teaching Polish as a second language. An integration- and inclusion- based approach]

Źródło:

Postscriptum Polonistyczne; 2019, 1(23); 291-298
1898-1593
2353-9844

Pojawia się w:

Postscriptum Polonistyczne

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 99.

Tytuł:

Rozpowszechnianie, zachowywanie i nauczanie języka polskiego w świecie w latach 1918–2018, część III: Badania zbiorowości polonijnych, ich języka i kultury, bilingwizmu polsko-obcego oraz nauczania polszczyzny w świecie w latach 1970–2018

Autorzy:

Miodunka, Władysław T.

Powiązania:

https://bibliotekanauki.pl/articles/2084282.pdf

Data publikacji:

2020-03

Wydawca:

Towarzystwo Kultury Języka

Tematy:

Polish language across the world
bilingualism
Polish as a foreign/heritage/second language
teaching Polish
glottodidactics
language policy

Opis:

Part three of the paper concerning the Polish language around the world in the period 1918–2018 is dedicated to discussing academic studies analysing the process of preserving and passing on the Polish language in the countries where Polish communities have settled, dissertations on Polish-foreign bilingualism in Sweden, Brazil, Austria, Argentina, Australia, France, Germany, UK, Poland, Belarus, and Ukraine, and fi nally, studies describing teaching Polish as a foreign language, as a heritage language, and as a second language. Part one of the paper concerning the Polish language around the world in the period 1918–2018 ended with the statement that the ambitious action plans of the pre-war Polish authorities lacked the base in the form of the knowledge of the transformations of the Polish communities all over the world and aid for teaching Polish as a foreign language. Part three presents the important sociolinguistic output referring to the Polish language across the world, Polish-foreign bilingualism, and multilingualism, and fi nally, to teaching Polish as a foreign, second, and heritage language, which contributes to the fl ourishing Polish glottodidactics. There are currently no ambitious actions on the part of the state authorities addressing the evolving Polish glottodidactics, which relies on ad-hoc undertakings of university glottodidactics centres.

Źródło:

Poradnik Językowy; 2020, 772, 3; 7-33
0551-5343

Pojawia się w:

Poradnik Językowy

Dostawca treści:

Biblioteka Nauki

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Skocz do pozycji: 100.

Tytuł:

Foreign Language Learners Acquire L2 Phonetic Detail: Goose and Foot Fronting in Non-Native English

Autorzy:

Šimáčková, Šárka
Podlipský, Václav Jonáš

Powiązania:

https://bibliotekanauki.pl/articles/620980.pdf

Data publikacji:

2017

Wydawca:

Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego

Tematy:

back-vowel fronting
fine phonetic detail
FOOT vowel
foreign language learning
GOOSE vowel
second language phonology

Opis:

Whether late learners discern fine phonetic detail in second-language (L2) input, form new phonetic categories, and realize them accurately remains a relevant question in L2 phonology, especially for foreign-language (FL) learning characterized by limited exposure to interactional native input. Our study focuses on advanced Czech learners’ production of the L2 English vowels GOOSE and FOOT. While English /u/ and /ʊ/ have been undergoing fronting, their Czech equivalents, /uː/ and /u/, are fully back. We show that although the spectral differentiation of /u/-/ʊ/ is smaller in the learners’ than in native speech, the vowels being contrasted primarily in length, even FL learners can shift their L2 sound categories towards native-like targets, or in this case, produce English /u/-/ʊ/ as fronted.

Źródło:

Research in Language; 2017, 15, 4; 385-403
1731-7533

Pojawia się w:

Research in Language

Dostawca treści:

Biblioteka Nauki

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