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Bestimmung des Sprachstands in einer Herkunftssprache: Ein Vergleich verschiedener Testverfahren am Beispiel des Polnischen als Herkunftssprache in Deutschland. Determining proficiency in a heritage language: A comparison of different testing methods based on Polish as a heritage language in Germany

100%
Brehmer B.
Glottodidactica
|
2016
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vol. 43
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issue 1
47-60
DE
The paper discusses several methods of evaluating heritage speakers’ abilities in their heritage language. Speech rate in spontaneous text production, lexical knowledge and grammatical proficiency in the heritage language have been found to correlate strongly with one another. Therefore, they are recommended in the literature as quick and reliable diagnostics for establishing the general degree of heritage language maintenance among heritage speakers. Based on data from 20 heritage speakers of Polish in Germany, the current paper shows that lexical and grammatical proficiency are indeed strongly correlated, but speech rate did not turn out to be an indicator for heritage language proficiency in the examined population.
2
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Chinese University Students’ Beliefs about English Language Learning and Self-efficacy

100%
Liu M.
Theory and Practice of Second Language Acquisition
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2023
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vol. 9
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issue 1
1-25
EN
Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.
3

ІННОВАЦІЙНІ ТЕХНОЛОГІЇ НАВЧАННЯ СТУДЕНТІВ У ВНЗ

84%
Гаврилюк О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 9(53)
201-208
EN
The article is focused on the study of the innovative personal oriented technologies as effective student training method. The effectiveness of training manifests personal oriented education. The traditional methods are considered not to suffice while modern technologies provide the alternative model of connection between teaching and learning. This approach may facilitate modern teaching techniques provoking students’ keenness. As the research proves the students are more involved into the subject-matter, more motivated and achieve proficiency, mastering knowledge of the subject, cooperation and partnership skills. Effective learning is the mainstream of the current educational reforms. Personal oriented education positions a student as the main object of the process that starts from the comprehension of the educational contexts. The teacher estimates the student’s progress in accordance with the aim of education. This approach is supposed to be individual, flexible, competent, various in technics and not restricted by time or place. Therefore, this technology makes up the strategy of education, which places the student’s academic progress in the focus of the process and decision-making policy at all levels. The process succeeds due to the determined aim and direct involvement of the students into the activity inducing the comprehension of the contents through the achievement of proficiency and acquisition of necessary practical skills. To train self-motivated students who are able to continue their further education is of primary importance too. Working out of the result is regarded to be the objective of the creative lesson. Conducting varied activities results into some educational outcome. Consequently creative lessons may be specified into several types regarding their purposefulness cognitive, creative, administrative, etc. Problem-solving, developing, learner-centered, productive, multi-staged and heuristic educational models are dwelled upon in the article. A model of personal oriented technologies depends upon the way the teacher is viewed: as a facilitator or as a traditional source of knowledge. The new technologies of education are claimed to meet the student’s personality. It also makes students responsible.
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