Temat: foreign language - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
Autorzy:: Dewaele, Jean-Marc
Dewaele, Livia
Tematy:: foreign language enjoyment
foreign language classroom anxiety
teachers; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780856.pdf Link otwiera się w nowym oknie
Opis:: Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model
Autorzy:: Kruk, Mariusz
Pawlak, Mirosław
Taherian, Tahereh
Yüce, Erkan
Shirvan, Majid Elahi
Barabadi, Elyas
Tematy:: CDST
foreign language boredom
foreign language enjoyment
foreign language playfulness
latent change score mediation model; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/55992422.pdf Link otwiera się w nowym oknie
Opis:: In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In particular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Participants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially contributing to enhancement of pedagogical practices and learning outcomes.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese.
Autorzy:: Jin, Yinxing
de Bot, Kees
Keijzer, Merel
Tematy:: foreign language anxiety
foreign language proficiency
stability
Chinese university student; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780821.pdf Link otwiera się w nowym oknie
Opis:: Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts. It also explores the stability of anxiety in English and Japanese over time and the stability of anxiety across English and Japanese. Chinese university students (N=146), who were simultaneously learning Japanese and English, participated in this study. Data were collected twice over a 2-month interval, using the Foreign Language Classroom Anxiety Scale, the English Proficiency Scale, and the Japanese Proficiency Scale. Results showed that anxiety changes had a significantly negative, but weak, correlation with the development of overall proficiency and the proficiency in sub- skills such as reading or speaking, for both English and Japanese, suggesting the interference of anxiety with proficiency levels. Anxiety in Japanese tended to decrease significantly over time, but no significant change was found for English. Furthermore, no significant difference between anxiety in Japanese and English was found at either testing time.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese
Autorzy:: Jin, Yinxing
de Bot, Kees
Keijzer, Merel
Tematy:: teacher support
student affiliation
foreign language anxiety
foreign language proficiency; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780919.pdf Link otwiera się w nowym oknie
Opis:: The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 5.

Tytuł:: Theory and practice of Polish language teaching : new methodological concepts
Autorzy:: Gębal, Przemysław
Janowska, Iwona
Opis:: The aim of the volume is to focus on research interests that are rarely presented in the literature on the subject and that arise from the currently perceived needs of the developing didactics of Polish as a foreign language. The research results presented in the contributions provide a new look at the process of acquiring and/or teaching/learning Polish from the following aspects: the peculiarities of Ukrainian speakers learning Polish; problems of acquiring Polish by students from Japan, China, France and Lebanon, methods of developing language skills and activities, and specific phenomena in teaching Polish as a business language. Qualitative, quantitative, and mixed analyses, as well as experimental corpora, allow the results described to be considered important for the developing discipline.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

Książka

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Skocz do pozycji: 6.

Tytuł:: Sprachunterricht im frühen Alter – Aber wie?
Language Lessons at an Early Age – But how?
Autorzy:: Kałasznik, Marcelina
Tematy:: foreign language teaching
early foreign language teaching
didactics in primary education; Pokaż więcej
Wydawca:: Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Powiązania:: https://bibliotekanauki.pl/articles/458753.pdf Link otwiera się w nowym oknie
Opis:: The role of foreign language teaching at an early age is proving very important today for a variety of reasons. There are various approaches to this topic in the literature, many of which point out that in the development of the human brain, certain phases can be identified that should be taken into account in for¬eign language learning. These phases are referred to in the literature using the time window metaphor. The various aspects of language learning by young learners will be addressed in the volume published in 2019, the results of which will be presented in the paper.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 7.

Tytuł:: Personality factors as predictors of foreign language aptitude
Autorzy:: Biedroń, Adriana
Tematy:: the Five Factors
personality
foreign language aptitude
gifted foreign language learners; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780995.pdf Link otwiera się w nowym oknie
Opis:: The study addresses a problem which is inadequately investigated in second language acquisition research, that is, personality predictors of foreign language aptitude. Specifically, it focuses on the Five Factor model which includes Openness to Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism (Costa & McCrae, 1992) as traits differentiating gifted and nongifted foreign language learners and predicting results of foreign language aptitude tests. Although contemporary researchers generally agree that affect is an important variable in second language acquisition, most empirical studies demonstrate that personality factors are weakly correlated with cognitive abilities and that their contribution to the ultimate attainment is minor (cf. Robinson & Ellis, 2008). On the other hand, these factors constitute an integral part of cognitive ability development (cf. Dörnyei, 2009); therefore, neglecting them in research on foreign language aptitude would be unjustified. The following study is an attempt to analyze the Five Factors in two groups of learners: gifted and nongifted. In order to answer the question as to which and to what extent personality factors have a predictive effect on foreign language aptitude, the results were subjected to a multiple regression analysis. The findings of the study are presented and discussed in a wider context of research on cognitive abilities.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 8.

Tytuł:: Individuelle Förderung von Schülerinnen und Schülern mit Legasthenie im Fremdsprachenunterricht
Autorzy:: Rybarczyk, Renata
Tematy:: foreign language learning
dyslexic students
special support in foreign language classes.; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/915108.pdf Link otwiera się w nowym oknie
Opis:: Dyslexic students have significant problems with learning a foreign language. Foreign language (FL) learning is built upon the native language (L1). The skills such as phonological/ orthographic, syntactic and semantic competences in the native language form the foundation for foreign language learning (and FL aptitude). The strength of the native language codes considerably determines the extent to which a learner can become proficient in a foreign language. Weak L1 skills inhibit FL proficiency development. That is why it is essential to provide dyslexic students with special support in foreign language classes.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 9.

Tytuł:: Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań
Teaching a Foreign Language to Partially Sighted and Blind Learners: Overview of Research Findings
Autorzy:: Jedynak, Małgorzata
Tematy:: research on foreign language typhlomethodology
native language acquisition
foreign language learning; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/1371470.pdf Link otwiera się w nowym oknie
Opis:: The paper concerns foreign language typhlomethodology and presents an overview of available research findings in the field, arranged in chronological order. The studies discussed in the paper have insight into either first language acquisition or foreign language learning by visually impaired learners. The former shed light on the potential problems the visually impaired might have while learning foreign languages. The problems might emerge both in the phonological or semantic domain. The latter, in turn, discuss such issues as the use of foreign language vocabulary learning strategies and the role of affective factors which facilitate the language learning process. Nowadays the European Union promotes ‘Languages to All’ principle, i.e. teaching languages to all groups of learners, regardless of their disabilities and impairments, preferably in inclusive education setting. Therefore, foreign language teachers should be acquainted with the research findings and their implications presented herein.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 10.

Tytuł:: Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom
Autorzy:: Dewaele, Jean-Marc
MacIntyre, Peter
Boudreau, Carmen
Dewaele, Livia
Tematy:: Foreign Language Enjoyment
Foreign Language Classroom Anxiety
individual differences
gender; Pokaż więcej
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Powiązania:: https://bibliotekanauki.pl/articles/783197.pdf Link otwiera się w nowym oknie
Opis:: The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986). An open question on FLE also provided us with narrative data. Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences. The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance. However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom. We argue that this heightened emotionality benefits the acquisition and use of the FL.
Dostawca treści:: Biblioteka Nauki

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