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Wyświetlanie 1-15 z 58
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:
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
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:
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:
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:
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
Artykuł
Tytuł:
Aspekty edukacyjne wirtualnych światów. Aplikacja Second Life
Educational Aspects of Virtual Worlds. The Application of Second Life
Autorzy:
TOPOL, PAWEŁ
KOWALEWSKI, WOJCIECH
MOKWA-TARNOWSKA, IWONA
LESZCZYŃSKI, PIOTR
KOŁOWSKA-GAWIEJNOWICZ, MIROSŁAWA
SIATKOWSKI, IDZI
REN-KURC, ANNA
Powiązania:
https://bibliotekanauki.pl/articles/455032.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Rzeszowski
Tematy:
światy wirtualne
środowiska wirtualne 3D
Second Life
awatar
edukacja
kształcenie zdalne
nauka języka
wirtualna turystyka
statystyka Second Life
virtual worlds
3D virtual environments
avatar
education
distant education
language learning
virtual tourism
Second Life statistics
Opis:
Artykuł koncentruje się na trójwymiarowych środowiskach wirtualnych i ich funkcjonalności edukacyjnej na przykładzie świata Second Life. Wbrew opiniom pojawiającym się od czasu do czasu w literaturze przedmiotu światy wirtualne 3D nie odchodzą w przeszłość, przynajmniej nie w sektorze edukacyjnym. Autorzy artykułu próbują to wykazać, przedstawiając różne aspekty Second Life w zastosowaniach dydaktycznych, naukowych, a także kulturowo-poznawczych. Tytułem wprowadzenia została przedstawiona konstrukcja logiczna światów wirtualnych. Następnie zostały przybliżone wybrane aspekty infrastruktury i nawigacji w świecie wirtualnym. Odrębna część poświęcona jest wątkowi polskiemu, a mianowicie polskim wyspom, co zostało poparte krótką analizą statystyczną z perspektywy użytkownika. W kolejnej części zostały omówione afordancje świata wirtualnego 3D na przykładzie nauki języków obcych. Jest tam mowa o edukacji językowej na przykładach zarówno nieformalnych i okazjonalnych, jak i zinstytucjonalizowanych i sformalizowanych. Autorzy zwracają też uwagę na wirtualne realizacje obiektów i miejsc o charakterze kulturalnym lub turystycznym. Artykuł wieńczy krótka analiza opinii na temat światów wirtualnych typu Second Life oparta na literaturze przedmiotu.
The article focuses on three-dimensional virtual environments and their educational functionality, on the example of Second Life. As opposed to some opinions raised in the literature recently, 3D virtual worlds are not passe yet, at least in the educational sector. The authors of the article attempt to support the thesis above and present different aspects of Second Life in educational, scientific, cultural and cognitional applications. To begin with, a logical construction of virtual worlds is given. Then, some infrastructural and navigational characteristics is presented. The next part of the article is devoted to Polish spots in Second Life, which is supported with some statistics and user analysis. Then, some affordances of 3D virtual worlds are discussed with reference to foreign language learning. Some examples are given of informal and occasional language learning as well as formalized an institutionalized language education. The following part is devoted to virtual tourism and popular spots to visit in Second Life. Finally, general opinions on the values and limitations of 3D worlds are compiled, based on the literature.
Źródło:
Edukacja-Technika-Informatyka; 2017, 8, 2; 262-277
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
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
Artykuł
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
Artykuł
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
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:
ESL Teachers’ Approaches towards the Acceptance of Educational Technology Integration in Non-Formal Education: A Case from Kenya
Autorzy:
Kildė, Laura
Powiązania:
https://bibliotekanauki.pl/articles/18690201.pdf
Data publikacji:
2023-06-20
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
online learning technologies
Technology Acceptance Model (TAM)
English as a Second Language
non-formal education
educational technologies
Opis:
Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed. Practical application. The herein presented research findings are of a significant importance for the enhancement of teachers’ competences to apply educational technologies while teaching ESL in Kenya. It also has implications for the practice that is relevant for ESL teachers in non-formal education as well as curriculum organisers.
Źródło:
Journal of Education Culture and Society; 2023, 14, 1; 634-649
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
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
Artykuł
Wyświetlanie 1-15 z 58

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