Temat: foreign language proficiency

Skocz do pozycji: 1.

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: 2.

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

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Skocz do pozycji: 3.

Tytuł:: Wpływ egzaminów certyfikatowych z języka polskiego jako obcego na status polszczyzny w świecie oraz na zmiany w glottodydaktyce polonistycznej
The state certificate examinations in Polish as a foreign language: their influence on the status of the Polish language in the world and on the changes in Polish glottodidactics
Autorzy:: Zarzycka, Zarzycka
Tematy:: egzaminy certyfikatowe z języka polskiego jako obcego
egzaminy biegłości
egzaminy doniosłe
innowacja pedagogiczna
status polszczyzny w świecie
glottodydaktyka polonistyczna
state certificate examinations in Polish as a foreign language proficiency examinations
examinations of great significance
pedagogical innovation
the status of the Polish language in the world
glottodidactics of the Polish language; Pokaż więcej
Wydawca:: Łódzkie Towarzystwo Naukowe
Powiązania:: https://bibliotekanauki.pl/articles/594221.pdf Link otwiera się w nowym oknie
Opis:: Przeprowadzane w Polsce i za granicą od 2004 roku państwowe egzaminy certyfikatowe z języka polskiego jako obcego, które sprawdzają biegłość kandydatów na wybranym poziomie zaawansowania językowego (do tej pory na trzech poziomach zaawansowania: progowym – B1, średnim – B2 i zaawansowanym – C2; zgodnie z Europejskim Systemem Opisu Kształcenia Językowego), są najbardziej udanym polonistycznym projektem edukacyjnym ostatnich lat. Celem artykułu jest przedstawienie skali tego przedsięwzięcia, jak też refleksja nad siłą promocyjną egzaminów certyfikatowych oraz zmianami, jakie spowodowały w glottodydaktyce polonistycznej i postrzeganiu polszczyzny w świecie. Egzaminy te są uznawane za przełomowe wydarzenie w glottodydaktyce polonistycznej i traktowane, zgodnie z przytaczanymi w tekście poglądami W. Miodunki, jako egzaminy doniosłe oraz innowacja pedagogiczna. Również Adam Pawłowski, promujący koncepcję polszczyzny jako najważniejszego języka słowiańskiego w U nii Europejskiej, którego Europejczycy powinni się uczyć na równi z wybranym językiem germańskim i romańskim, uznaje certyfikację za ważny i skuteczny środek promocji polszczyzny w świecie.
The state certificate examinations in Polish as a foreign language, which have been conducted in Poland and abroad since 2004, are considered the most successful educational project in Polish glottodidactics of the last decades. The exams evaluate the candidates’ proficiency on one of the 3 available levels (B1 – Threshold, B2 – Vantage and C2 – Mastery; according to the standards described in Common European Framework of Reference for Languages). The aim of this article is to present the scale of this project, as well as to reflect on the promotional power of the examinations. It also discusses the changes they brought about in glottodidactics of Polish language and in the perception of Polish language in the world. The certificate examinations are seen as a crucial event in teaching Polish as a foreign language and they are regarded, according to cited opinions of Władysław Miodunka, as ‘exams of great significance’ and pedagogical innovation. The author also presents Adam Pawłowski’s concept of Polish as the most important Slavic language in the European Union, which, in his opinion, the citizens of EU should learn together with at least one Germanic and one Romance language. In Pawłowski’s opinion, the certification of the Polish language is very effective in promoting this language in the world.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Phraseological units as an essential component in teaching Ukrainian as a foreign language
Autorzy:: Baranivska, Oksana
Opis:: This paper is focused on the role of phraseological units in teaching Ukrainian as a foreign language. The main objective of this study is to display the peculiarities of teaching Ukrainian phrasemes to foreign students. The study highlights the wide possibilities of phraseology, which has a very important role in mastering a foreign language. The paper presents teaching materials and a number of exercises at various language levels which will help students learn the phraseological units and contribute to their active use in communication with Ukrainian language speakers.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 5.

Tytuł:: Slovak Studies in Kraków : achievements, education, outlooks
Krakovská slovakistika : úspechy, vyučovanie, perspektívy
Autorzy:: Mieczkowska, Halina
Wydawca:: Univerzita Komenského
Opis:: This article comprises a full description, although, out of necessity, presented as an outline, of the Department of Slovak Philology at the Institute of Slavonic Philology of the Jagiellonian University in Kraków. Special attention is given to the curriculum of Slovak as a foreign language course for Polish students. The author includes all the parameters that should be taken into account when developing a sound language teaching curriculum at an academic level, in line with European standards. One of the key parameters is the type of language and its genetic relationship with the native language of the students. The effectiveness and command of the language taught also depends on the competency of the teaching staff and the utilisation of library resources and the environment.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 6.

Tytuł:: Typical educational and training tests in teaching Belarusian as a foreign language
Тыпавыя вучэбна - трэніровачныя тэсты ў навучанні беларускай мове як замежнай
Autorzy:: Якуба, Святлана
Wydawca:: Katedra Białorutenistyki Uniwersytetu Warszawskiego
Cytata wydawnicza:: Якуба (Yakuba), Святлана (Svyatlana). (2022). Тыпавыя вучэбна-трэніровачныя тэсты ў навучанні беларускай мове як замежнай. Język Białoruski jako Obcy, 6, 39–47. https://doi.org/10.31338/uw.bmz.2023.6.4
Opis:: У артыкуле закранаецца праблема стварэння ў Рэспубліцы Беларусь дзяржаўнай сістэмы тэсціравання грамадзян замежных краін па беларускай мове, што забяспечваецца распрацоўкай адпаведнай нарматыўна - прававой і неабходнай навукова-метадычнай базы. Асноўная ўвага ў артыкуле звяртаецца на стварэнне і выкарыстанне ў адукацыйным працэсе тыпавых вучэбна-трэніровачных тэстаў па беларускай мове як замежнай для ўзроўняў А1 – С2, на асаблівасці іх структуры (на кожным узроўні тыпавы тэст прадстаўлены пяццю субтэстамі: “Лексіка. Граматыка”, “Чытанне”, “Пісьмо”, “Аўдыяванне”, “Гаварэнне”), тыпалогію тэставых заданняў, прызначаных як метад кантролю для кожнага ўзроўню авалодання беларускай мовай як замежнай і накіраваных на праверку ступені сфарміраванасці камунікатыўнай кампетэнцыі ў розных відах маўленчай дзейнасці (чытанні, пісьме, аўдыяванні, гаварэнні).
The article deals with the problem of creating a state system of testing citizens of foreign countries in the Belarusian language in the Republic of Belarus, which is ensured by the development of the appropriate informative-legal and necessary scientifi c-methodical base. The main focus of the article is on the creation and use in the educational process of standard educational and training tests on the Belarusian language as a foreign language for levels A1 - C2, on the peculiarities of their structure (at each level, the standard test is represented by five subtests: "Vocabulary. Grammar", "Reading ", "Writing", "Listening", "Speaking"), a typology of test tasks, intended as a control method for each level of mastering the Belarusian language as a foreign language and aimed at checking the degree of formation of communicative competence in various types of speech activities (reading, writing, listening, speaking).
Dostawca treści:: Repozytorium Centrum Otwartej Nauki

Artykuł

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Skocz do pozycji: 7.

Tytuł:: Тыпавыя вучэбна-трэніровачныя тэсты ў навучанні беларускай мове як замежнай
Typical educational and training tests in teaching Belarusian as a foreign language
Autorzy:: Якуба (Yakuba), Святлана (Svyatlana)
Tematy:: тыпавы вучэбна-трэніровачны тэст
нацыянальная сістэма тэсціравання
узроўні валодання беларускай мовай як замежнай
камунікатыўная кампетэнцыя
standard educational and training test
national testing system
level of Belarusian language proficiency as a foreign language
communicative competence; Pokaż więcej
Wydawca:: Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej. Katedra Białorutenistyki
Powiązania:: https://bibliotekanauki.pl/articles/59555602.pdf Link otwiera się w nowym oknie
Opis:: У артыкуле закранаецца праблема стварэння ў Рэспубліцы Беларусь дзяржаўнай сістэмы тэсціравання грамадзян замежных краін па беларускай мове, што забяспечваецца распрацоўкай адпаведнай нарматыўна-прававой і неабходнай навукова-метадычнай базы. Асноўная ўвага ў артыкуле звяртаецца на стварэнне і выкарыстанне ў адукацыйным працэсе тыпавых вучэбна-трэніровачных тэстаў па беларускай мове як замежнай для ўзроўняў А1 – С2, на асаблівасці іх структуры (на кожным узроўні тыпавы тэст прадстаўлены пяццю субтэстамі: “Лексіка. Граматыка”, “Чытанне”, “Пісьмо”, “Аўдыяванне”, “Гаварэнне”), тыпалогію тэставых заданняў, прызначаных як метад кантролю для кожнага ўзроўню авалодання беларускай мовай як замежнай і накіраваных на праверку ступені сфарміраванасці камунікатыўнай кампетэнцыі ў розных відах маўленчай дзейнасці (чытанні, пісьме, аўдыяванні, гаварэнні).
The article deals with the problem of creating a state system of testing citizens of foreign countries in the Belarusian language in the Republic of Belarus, which is ensured by the development of the appropriate informative-legal and necessary scientific-methodical base. The main focus of the article is on the creation and use in the educational process of standard educational and training tests on the Belarusian language as a foreign language for levels A1 - C2, on the peculiarities of their structure (at each level, the standard test is represented by five subtests: "Vocabulary. Grammar", "Reading ", "Writing", "Listening", "Speaking"), a typology of test tasks, intended as a control method for each level of mastering the Belarusian language as a foreign language and aimed at checking the degree of formation of communicative competence in various types of speech activities (reading, writing, listening, speaking).
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners
Autorzy:: Dewaele, Jean-Marc
Ip, Tsui Shan
Tematy:: Foreign Language Axiety
Tolerance of Ambiguity
English Language Classroom Anxiety Scale
Self-rated proficiency
SLTAS; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780713.pdf Link otwiera się w nowym oknie
Opis:: Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the Second Language Tolerance of Ambiguity Scale (Ely, 1995). Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.
Dostawca treści:: Biblioteka Nauki

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na półce

Skocz do pozycji: 9.

Tytuł:: Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables.
Autorzy:: Dewaele, Jean-Marc
Al-Saraj, Taghreed M.
Tematy:: Foreign Language Classroom Anxiety
English as a foreign language
Arabic learners
self-perceived proficiency
frequencu of use
Emotional Stability
Social Initiative
age; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780805.pdf Link otwiera się w nowym oknie
Opis:: The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Фразеологізми в навчанні української мови як іноземної
Phrasemes in teaching Ukrainian as a foreign language
Frazeologìzmi v navčannì ukraїnskoї movi âk ìnozemnoї
Autorzy:: Baranivska, Oksana
Opis:: Artykuł został poświęcony roli frazeologizmów w nauczaniu języka ukraińskiego jako obcego na poziomach B1-C2. Główne założeniа artykułu to wyświetlenie osobliwości nauczania frazeologizmów języka obcego (w tym przypadku – języka ukraińskiego) wśród studentów-obcokrajowców. W badaniu zwrócono uwagę na szerokie możliwości frazeologii, której rola w opanowaniu języka obcego jest bardzo ważna. Zaproponowano metodyczne materiały do zajęć oraz szereg ćwiczeń na różnych poziomach językowych, które pomogą lepiej poznać frazeologizmy oraz będą sprzyjać aktywnemu ich wykorzystaniu w komunikacji z użytkownikami języka ukraińskiego.
The article is devoted to the role of phrasemes in teaching Ukrainian as a foreign language at B2-C2 levels. The main objective is to display the peculiarities of teaching Ukrainian phrasemes to foreign students. The study highlights the wide possibilities of phraseology, the role of which is very important in mastering a foreign language. The article presents teaching materials and a number of exercises at various language levels, which will help to better learn the phrasemes and contribute to their active use in communication with Ukrainian language speakers.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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