Wyniki wyszukiwania - Biblioteka Nauki

1

Die Entwicklung interner grammatischer Regeln im gesteuerten Fremdsprachenunterricht

100%

Czarnecka M.

Glottodidactica

|

2009

|

tom 35

81-89

EN

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.

2

The Phenomenon of Interlanguage in the Process of Second Language Acquisition

92%

Niestorowicz T.

|

2014-2015

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tom 43-44 EN

31-39

EN

This article discusses the phenomenon of interlanguage in the process of second language acquisition. A number of researchers claim that the interlanguage can be characterized by fundamental features like fossilization, systematicity and simplification. This article also addresses the problem of significant psycholinguistic processes which influence the evolution of interlanguage.

3

Program kulturowy, kształcenie skorelowane i inne koncepcje nauczania języka i kultury polskiej

92%

Kowalewski J.

Kształcenie Językowe

|

2013

|

tom 11 (21)

57 - 72

EN

The article is a comment on E. Lipińska and A. Seretny’s book Między językiem ojczystym a obcym... [Between the Mother Tongue and a Foreign Language]. The author points to a lack of references in the book to the earlier concepts of teaching Polish culture to foreigners, including the cultural curriculum, which is analogous to the concept of correlated teaching presented in the book. After presenting an outline of the history of teaching Polish culture as part of the teaching of Polish as a foreign language, the author of the article compares the cultural curriculum, the concept of correlated teaching and the ideas for teaching culture included in the Włącz Polskę platform, pointing to its broader cultural curriculum.

4

Teoría y actualidad de los errores por interferencia desde un punto de vista pedagógico

92%

Fernández Jódar R.

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tom 11

69-81

EN

The present paper is a proposal of classification of transfer errors from a pedagogical point of view. It is also a proposal to work with transfer errors, since, thanks to the use of the monitor model, you can activate the autocorrection so that these errors can be easily avoided.

5

First and second language acquisition: Towards a reconcillation

92%

Nau N.

Lingua Posnaniensis

|

2015

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tom 56

|

nr 1

125-140

EN

For the past two decades, research on first language acquisition on the one side, and on second language acquisition and learning on the other have largely developed separately, probably as a reaction to the failure of earlier attempts to use the same methods or simply transfer insights gained in one of the fields to the other. T his article argues that a reconciliation may be fruitful, provided that different aspects which have often got blurred in the discussion are considered separately. These aspects include the assessment of multilingualism and monolingualism, the age factor and the definition of “first” and “second” language, the understanding of linguistic competence and of completeness of acquisition, different forms of acquisition and learning, and uniformity vs. individual differences in the process of language acquisition. By challenging some widely held views on characteristics of first language acquisition and its differences to second language learning, more fine-grained research questions are revealed, some of which have been addressed in recent studies on language acquisition and multilingualism

6

Factors influencing the pronunciation of adult speakers of a foreign language

92%

Szalkowska-Kim E.

Lingua Posnaniensis

|

2015

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tom 56

|

nr 1

141-158

EN

The present paper is an overview of selected investigations into acquisition of second language phonology (L2).1 It describes L2 phonology researchers’ attempts to determine the number, quantity, quality and roles of the factors which shape the pronunciation of L2 adult speakers, i.e. what is the influence of native language limitation, how the L2 phonology acquisition is governed by universal linguistic features, and whether adults use the same processes in acquiring the L2 that are used by children when they acquire their first language. This article will describe a number of longstanding phonetic and phonological projects whose aim was to discover patterns in the improvement of pronunciation in a second language (see research by Archibald, Broselow, Eckman, Flege, Hancin-Bhatt, Major and Weinberger, published in numerous compilations). It strives to explain the universal stages in the development of second language phonology. The main goal of the research is to assess the grammatical knowledge of the L2 learner, i.e. their competence in their interlanguage. The analyses show typological disproportions and universality of the strategies applied by the speakers in the target language. A few important hypotheses have been established (see below for their description), but it is important to note that most of the results verifying these hypotheses concern the acquisition of the English language, with a variable being the “input” languages of the speakers. Although this unilateral focus of the research projects reflects the expansion of the English language as the lingua franca of modern times, it might severely limit understanding of the important and interesting aspects of second language acquisition which structurally do not apply to that language, and are consequently overlooked.

7

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

92%

Leacox L. , Meza M. V. , Gregersen T. S.

Theory and Practice of Second Language Acquisition

|

2016

|

tom 2

|

nr 2

EN

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.

8

Grammatik im fremdsprachlichen Unterricht im Kontext der Gegenüberstellung explizit/implizit

92%

Czarnecka M.

Annales Neophilologiarum

|

2010

|

nr 4

159-172

EN

The explicit/implicit distinction has been present in SLA theories and concepts for many years. A description of the relation between internal and external form of language representation is fundamental for the teaching process because it is the only way to answer the question what role grammar should play in second language acquisition and instruction. This paper presents the most important theories that refer to the explicit/implicit distinction; the author puts great emphasis on the concepts which offer new perspectives for second language teaching in so far as they suggest an interaction between these both forms of language representation.

PL

Przeciwstawienie eksplicytny/implicytny pojawia się od lat w teoriach i koncepcjach dotyczących przyswajania języka obcego. Określenie charakteru relacji między wewnętrzną a zewnętrzną formą reprezentacji języka jest z punktu widzenia dydaktyki kwestią fundamentalną, bo tylko to może umożliwić odpowiedź na pytanie, jaką rolę powinna odgrywać gramatyka w nauczaniu i uczeniu się języków obcych. Artykuł pokazuje ważniejsze teorie, w ramach których funkcjonowało przeciwstawienie eksplicytny/implicytny. Szczególną uwagę autorka zwraca na te koncepcje, które – sugerując interakcję między tymi obydwiema formami reprezentacji języka – otwierają w dydaktyce nowe perspektywy.

9

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

92%

LaBontee R.

Studies in Second Language Learning and Teaching

|

2019

|

tom 9

|

nr 2

313-348

EN

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.

10

Grammar Errors in Acquiring Russian As a First and a Second Language

92%

Ceytlin S.

|

2009

|

tom 1

|

nr 1

4-10

EN

Introduction It is intriguing how young children acquiring their native language can often master things that are beyond the power of people learning the very same language as adults.Thus, for instance, it is usually quite difficult for learners of Russian as a second language to master the cases of nouns or aspects of the verb. Yet Russian babies acquire those categories with no special trouble. I select these categories, the noun cases and verbal aspects, as mastered by Russian babies and foreign speakers, for the purposes of this presentation. By analyzing the errors made by these groups of learners I intend to get to their cause and to see if the strategies of mastering Russian morphology are the same in acquiring Russian as the native language or as the second language.Aim of the study - to compare grammar errors in the speech of children acquiring Russian as the first language and in the speech of Azerbaijani speakers acquiring Russian as the second language.Materials and methods - the data I have collected consist of the samples from spontaneous speech or narratives from 10 Russian children aged 2 to 4 and two groups of Azerbaijani speakers, children aged 6 to 9, and adults.Results and conclusions In language learning, should it be the first or the second language, mastering of the morphological categories requires linking the form and the content, the so-called form-functional mapping. A native speaking child finds the process easier due to a number of factors: (1) the language input is specific and aimed at the child's level of understanding; (2) the situations described by the statements are simple and observable; (3) as the language system is forming parallel to the cognitive one, knowledge of the world around goes hand in hand with mastering of the language units and categories, and the situation is ideal for establishing a strong tie between the form and the function.

11

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

92%

Nakamura D.

|

2013

|

tom 44

|

nr 3

337-353

EN

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.

12

Natural Phonology as a Functional Theory

92%

Balas A.

Poznań Studies in Contemporary Linguistics

|

2009

|

tom 45

|

nr 1

43-54

EN

This paper presents Natural Phonology as a functional theory. Natural Phonology is shown to be functional in two senses: as focusing on explanation and thus increasing our understanding of how language works, and as having practical applications, especially to second language acquisition and speech therapy. The contribution argues that crucial as formalism is in computational linguistics and speech technology, Natural Phonology, with less rigid and less formalized claims, has important applications in the areas where language and not totally predictable human factors are involved. The paper discusses approaches to autonomy in language, explanation and hypothesis in Natural Phonology, and applications of Natural Phonology.

13

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

92%

Awada G. , Burston J.

Teaching English with Technology

|

2020

|

tom 20

|

nr 3

63-84

EN

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.

14

Second Language Working Memory Deficits and Plasticity in Hearing Bimodal Learners of Sign Language

92%

Williams J. , Darcy I. , Newman S.

|

2015

|

tom 19

|

nr 2

128-148

EN

Little is known about the acquisition of another language modality on second language (L2) working memory (WM) capacity. Differential indexing within the WM system based on language modality may explain differences in performance on WM tasks in sign and spoken language. We investigated the effect of language modality (sign versus spoken) on L2 WM capacity. Results indicated reduced L2 WM span relative to first language span for both L2 learners of Spanish and American Sign Language (ASL). Importantly, ASL learners had lower L2 WM spans than Spanish learners. Additionally, ASL learners increased their L2 WM spans as a function of proficiency, whereas Spanish learners did not. This pattern of results demonstrated that acquiring another language modality disadvantages ASL learners. We posited that this disadvantage arises out of an inability to correctly and efficiently allocate linguistic information to the visuospatial sketchpad due to L1-related indexing bias.

15

Fazy przetwarzania informacji językowych w nauce obcojęzycznego słownictwa

82%

Kubiczek A.

Neofilolog

|

2012

|

nr 39/1

81-93

EN

In the article I am presenting the course of the process of learning vocabulary activated while teaching a foreign language. The paper takes the models of information processing and input processing as a starting point to describe the phases of vocabulary learning and to implicate the teaching procedures based on the insights in the natural processes of language acquisition. It provides theoretical background referring to the concept of instructed learning understood as the possibility of steering learners’ perception and processing of lexical structures by the teacher, and also examples on how to use this knowledge in the classroom.

16

The expression of emotions by second language learners: Metaphor as a linguistic vehicle

81%

Paris J.

Poznań Studies in Contemporary Linguistics

|

2014

|

tom 50

|

nr 1

99-121

EN

This article explores the metaphors used by second language learners to express their emotions and emotional states. In a first experiment, two groups of French students wrote 300-word essays. The non-literal aspects of these texts and provide an account of the metaphors produced to vehicle emotions were studied. In a second experiment, French students with various proficiency levels in English picked and answered a series of questions about daily life in pairs, so as to recreate aspects of naturally-occurring conversations. The questions inquired about the emotions experienced by participants in previous, real situations, as well as their potential reactions and feelings in a set of hypo-thetical events. Some questions presented fictive scenarios (How would you feel if...) while others used images and videos designed to prompt different emotions (stress, happiness, tenderness, etc.). The learners' answers were analyzed using a similar method to MIPVU. Our analyses show that L2 learners resort to metaphors with an explanatory function exclusively when used to describe emotions; whereas they produced a wider range of metaphors (e.g. with ornamental or humorous functions) when dealing with other topics. The language of emotions and thus, the metaphors for emotions might be marked.

17

"Keep your friends close": Przyswajanie języka obcego poprzez interakcje rówieśnicze a edukacja zdalna w dobie pandemii

81%

Jarynowski A. , Czopek K. , Paradowski M. B.

|

2021

|

tom XXIII/2

115-132

EN

This paper focuses on second language acquisition in the context of social interactions naturally taking place among learners, especially in immersion/Study Abroad settings. We showcase the methodology of social network analysis, which has recently shed new light on the relationship between the individual position in the social network and language acquisition, helping to determine which contexts, intensity and direction of interactions are most conducive to L2 progress. At the time of the current COVID-19 pandemic, physical interactions can pose an epidemiological risk. Thus, we conclude with a discussion concerning the challenge of maximising students’ exposure to the target language in the context of emergency remote learning.

18

L1 Conceptual Transfer in the Acquisition of L2 Motion Events in Spanish and English: The Thinking-for-Speaking Hypothesis

81%

Sharpen R.

|

2016

|

tom 2

|

nr 1

EN

This research paper takes and builds upon Slobin’s (1987) thinking-for-speaking hypothesis as a basis for exploring the notion of conceptual transfer from the L1 in the acquisition and production of motion events in an L2. This is achieved by investigating the extent to which L2 transfer presents itself in the expression of motion in inverse translation tasks carried out by 27 native English speaking learners of Spanish and 32 native Spanish speaking learners of English. The nature of this transfer is then investigated to establish whether or not it appears to be conceptual. The tasks presented to participants contained items based on Talmy’s (1985) research on cross-linguistic lexicalisation patterns in the expression of motion events, which, as Slobin (1987, 1996) later proposes, appear to dictate the conceptualisation of motion events in a language. Results reveal that cognitive parameters in the participants’ native language affected their performance in the production of motion events in their second language, in accord with Slobin’s (1987) thinking-for-speaking hypothesis. Finally, the study concludes with a summary of these results.

19

W świecie bajek… leksykologicznych. O atrakcyjnym nauczaniu semantyki (na przykładzie polonistyki lwowskiej)

81%

Krawczuk A.

Kształcenie Językowe

|

2013

|

tom 11 (21)

41 - 56

EN

The author of the article presents a method — applied in Lviv — of making university lexicology classes more attractive. Using examples of specific student tasks, the author shows how a fable written by the learners about a suggested lexicological subject can both consolidate their knowledge of a semantic theory and develop their communicative competence in Polish learned by them as a foreign language.

20

Wpływ tytułu na zakres i trwałość przyswajanej wiedzy z tekstów edukacyjnych

81%

Iluk J.

Kształcenie Językowe

|

2013

|

tom 11 (21)

11 - 27

EN

There are many factors that influence the scope and assimilation of knowledge that textbooks contain. Among the most important ones there are strategic places, the content of which contributes to the contextualization of utterance and on which the attention of the audience is focused. The position of text opening, that is the title or initial sentence, can be mentioned among them. The influence of the form of headlines and the contents on the effectiveness of the acquisition of knowledge from the texts is a result of cognitive processes, activated during the process of reading. It appears from the results of the research, that the application of full-thematic titles improves the effects of working with text. Headlines of that type control the cognitive energy in a better way and initiate more adequate cognitive schemata that allow for a more complete integration of received information. The influence of the title brings expected results, when it is reinforced by a suitable method of working with the text.