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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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
Tytuł:
Nuvo lessico nella sociolinguistica e nella didattica dell’italiano per stranieri
Autorzy:
Santipolo, Matteo
Torresan, Paolo
Powiązania:
https://bibliotekanauki.pl/articles/638161.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
Sociolinguistics, Teaching Italian as a foreign or second language, Language Teaching Methodology
Opis:
This article introduces and illustrates a series of concepts and terms that the authors have developed in recent years in the area of teaching Italian as a foreign or a second language. More in particular, such new concepts refer to Italian sociolinguistics and its teaching and to methodological issues in general.
Źródło:
Romanica Cracoviensia; 2013, 13, 2
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-25 z 198

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