Search results

1

Input or intimacy

100%

Navracsics J.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

485-506

EN

According to the critical period hypothesis, the earlier the acquisition of a second language starts, the better. Owing to the plasticity of the brain, up until a certain age a second language can be acquired successfully according to this view. Early second language learners are commonly said to have an advantage over later ones especially in phonetic/phonological acquisition. Native-like pronunciation is said to be most likely to be achieved by young learners. However, there is evidence of accentfree speech in second languages learnt after puberty as well. Occasionally, on the other hand, a nonnative accent may appear even in early second (or third) language acquisition. Cross-linguistic influences are natural in multilingual development, and we would expect the dominant language to have an impact on the weaker one(s). The dominant language is usually the one that provides the largest amount of input for the child. But is it always the amount that counts? Perhaps sometimes other factors, such as emotions, ome into play? In this paper, data obtained from an EnglishPersian-Hungarian trilingual pair of siblings (under age 4 and 3 respectively) is analyzed, with a special focus on cross-linguistic influences at the phonetic/phonological levels. It will be shown that beyond the amount of input there are more important factors that trigger interference in multilingual development.

2

Input or intimacy

100%

Navracsics J.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

485-506

EN

According to the critical period hypothesis, the earlier the acquisition of a second language starts, the better. Owing to the plasticity of the brain, up until a certain age a second language can be acquired successfully according to this view. Early second language learners are commonly said to have an advantage over later ones especially in phonetic/phonological acquisition. Native-like pronunciation is said to be most likely to be achieved by young learners. However, there is evidence of accentfree speech in second languages learnt after puberty as well. Occasionally, on the other hand, a nonnative accent may appear even in early second (or third) language acquisition. Cross-linguistic influences are natural in multilingual development, and we would expect the dominant language to have an impact on the weaker one(s). The dominant language is usually the one that provides the largest amount of input for the child. But is it always the amount that counts? Perhaps sometimes other factors, such as emotions, ome into play? In this paper, data obtained from an EnglishPersian-Hungarian trilingual pair of siblings (under age 4 and 3 respectively) is analyzed, with a special focus on cross-linguistic influences at the phonetic/phonological levels. It will be shown that beyond the amount of input there are more important factors that trigger interference in multilingual development.

3

Mail – analiza wypowiedzi pisemnej uczniów szkoły ponadgimnazjalnej

89%

Kucharska A.

|

2018

|

vol. 66

|

issue 10: Glottodydaktyka

57-72

PL

Złożoność i wieloaspektowość zadania, jakim jest napisanie tekstu, przysparza uczącym się wielu problemów. Postawiono sobie zatem pytanie, czy uczący się, którzy do pewnego stopnia opanowali niezbędną kompetencję leksykalno-gramatyczną, są w stanie napisać mail (wypowiedź zgodną z regułami dyskursu) wyłącznie na podstawie inputu w postaci wzorcowej formy takiego dokumentu. Następnie poszerzono pytanie badawcze o wpływ ćwiczeń, mających na celu usprawnienie poszczególnych umiejętności niezbędnych do napisania maila, na jakość wypowiedzi pisemnych uczących się. Na podstawie analizy porównawczej wypowiedzi uczniów, napisanych przed ćwiczeniami i po ćwiczeniach przygotowujących, zostaną wyciągnięte wnioski, które pozwolą odpowiedzieć na postawione pytania badawcze.

EN

Writing a text is a complex task that can pose many problems for students. At the beginning of the article we ask a research question if a student that has already acquired a certain level of lexical and grammatical competence is able to write a mail (an utterance that respects the discourse rules) on the basis of input of an exemplary document. Next we want to verify an impact of exercises that aim to improve the abilities necessary to write a mail. The comparative and qualitative analysis should help to draw conclusions that allow to answer the research questions.

4

I know [pɪlɪpɪno] but i say [fɪlɪpɪno]: An investigation into Filipino foregin domestic helpers’ influence on Hong Kong Chinese’s L2 English phonology acquisition

88%

Leung A. H.-C.

Poznań Studies in Contemporary Linguistics

|

2011

|

vol. 47

81

EN

As a response to a preliminary study (Leung 2010) of five HK learners of English which found that those who had grown up hearing Filipino-accented English showed no trace of this accent in their production, this study probes further to look for more subtle signs of exposure to Filipino English. Data were collected from 10 speakers aged 2½ to 25 who were divided into three groups. Both Groups A and B were initially exposed to Filipino-accented English input at home, and Group A continued to receive such input. Group C had not received any Filipino-accented English input at home. Findings from two perception tasks targeting English words with /p/, /t/, /k/, /f/, and /v/ onsets spoken in a Filipino accent showed that speakers with exposure to Filipino-accented English could better perceive these words than those who had none. A decline from Group A to C was found in their ability to recognise target phonemes, indicating that quantity and/or recency of input play a role. These results raise the issue of incipient/passive-bi¬lin¬gual¬ism (Diebold 1964; Romaine 1995) and call for more detailed study of attitude, accommodation and identity with respect to the acquisition of a given second language variety.

5

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

88%

Hoang H., Boers F.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 3

513-535

EN

Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners’ re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners’ renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.

6

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

88%

Hoang H., Boers F.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 3

513-535

EN

Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners’ re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners’ renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.

7

Input w dyskursie klasowym na przykładzie języka niemieckiego jako obcego w szkołach ponadgimnazjalnych

75%

Białek M.

Linguodidactica

|

2015

|

vol. 19

PL

Przedmiotem rozważań niniejszego artykułu jest input w dyskursie klasowym na przykładzie języka niemieckiego jako obcego w szkołach ponadgimnazjalnych. W części teoretycznej dokonano krótkiego przeglądu literatury na temat roli i znaczenia prymarnych danych językowych w procesie uczenia się języka obcego w warunkach formalnych. Porównano również procesy akwizycji języka pierwszego z procesami uczenia się języka obcego. Ponadto przedstawiono opozycyjne stanowiska badaczy na temat stosowania języka ojczystego i języka obcego w procesie glottodydaktycznym. W części empirycznej przedstawiono wyniki badań, których celem było przeanalizowanie jakości inputu charakterystycznego dla dyskursu klasowego na lekcji języka obcego w szkołach licealnych. Przeprowadzone badanie pokazało, że polscy germaniści nie są ekspertami w kreowaniu środowiska immersyjnego na lekcji języka obcego. Okazało się, że bardzo często wiele sekwencji lekcyjnych odbywa się w języku ojczystym. Ponadto nauczyciele rzadko stosują techniki pracy i materiały, które w sposób szczególny zapewniają tzw. dobry input. Co szczególnie dziwi, germaniści nie często zachęcają młodzież do kontaktu z językiem niemieckim w warunkach pozalekcyjnych. Nauczyciele wydają się nie dostrzegać potencjału dostępnych materiałów i mediów w tym zakresie. Bardzo rzadko umożliwiają uczniom słuchanie niemieckiej muzyki i oglądanie niemieckojęzycznych filmów. Ponadto wyniki badania nie pozwalają zauważyć, jakoby nauczyciele w jakiś szczególny sposób dbali o odpowiednią jakość i ilość inputu na lekcji języka niemieckiego. Ich świadomość w tym zakresie wydaje się być niewielka. Artykuł kończy postulat o potrzebie prowadzenia bardziej szczegółowych badań w opisywanym zakresie.

EN

This article focuses on language input presented in any class discourse during classes of German language taught as a foreign language in upper-secondary schools. In the theoretical part of the article a short review of literature discussing the role and meaning of primary linguistic data in the process of learning a foreign language in formal conditions was conducted. Next processes which occur during first language acquisition were compared to the processes involved in foreign language acquisition. Moreover, contrary attitudes of the researchers towards applying mother tongue and foreign language in foreign language teaching were presented. In the empirical part the results of the research were presented. The aim of the research was to analyze the quality of typical class discourse input provided during a foreign language lesson in comprehensive upper-secondary schools. The research showed that Polish teachers of German language are not experts on creating immersive environment during foreign language classes. It occurred that frequently many lesson sequences are carried out in the mother tongue of students and a teacher. Teachers rarely apply teaching techniques and use materials which provide enough good language input. It is also astonishing that German language teachers do not encourage young learners to come into contact with real German language in out-of-the classroom situations. They seem not to take into account how great the advantages of using available materials and media might be. Furthermore, they do not enable their students to listen to German music or watch German films, either. The results of the research reveal that teachers of German are not greatly concerned with appropriate quality and amount of language input during lessons. Their awareness of all these issues is not deep enough. The main conclusion of the article is to imply the necessity of conducting more detailed research in the described area.

8

Exploring of the Role of Teacher’s Input in Fossilization: An Examination of Some Spoken Errors by Albanian Speakers of English

75%

Zimmerman L. W., Vavla L.

Anglica Wratislaviensia

|

2016

|

issue 54

165-179

EN

Fossilization in second language acquisition is generally defined as a discrepancy between the foreign language learner’s usage of a structure or form and what is considered “correct” in the target language. Second language theory and research generally support the notion that classroom instruction can reduce and, even prevent, fossilization. However, a small body of research suggests that not all classroom instruction may effectively prevent fossilization and some may even promote it. The authors examine research about the relationship between fossilization and classroom practice, then look at the effects classroom practice may have on fossilization, focusing on the role of input. Next they consider the question: How likely are fossilized forms to be ignored or even promoted in a classroom with a teacher who is a non-native speaker of the target language? Anecdotal evidence collected from observations of classroom teachers and students of English in Albania highlights some errors which are fossilized. The study demonstrates that the Albanian context plays a role in several significant ways. Until the early 1990s most Albanian teachers of English had little or no direct contact with native English speakers nor with authentic listening and reading materials. This trend is changing, but there is still a tendency among Albanian teachers to repeat the incorrect forms which were taught to them by their teachers of English. The authors explore a few common errors and suggest some changes to classroom practice to help teachers and their students overcome fossilization using appropriate input, by first recognizing fossilized forms, then revising their output to correct forms.

9

The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations

75%

Benati A.

Studies in Second Language Learning and Teaching

|

2017

|

vol. 7

|

issue 3

377-396

EN

In this paper, a review of the role of input, output and instruction in second language acquisition is provided. Several pedagogical interventions in grammar instruction (e.g., processing instruction, input enhancement, structured output and collaborative output tasks) are presented and their effectiveness reviewed. A final and overall evaluation is provided at the end of the paper.

10

Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge

75%

Angelovska T.

Studies in Second Language Learning and Teaching

|

2017

|

vol. 7

|

issue 3

397-417

EN

The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond instructed L2 grammar acquisition. Moreover, it fills a significant gap expanding the limited existing pedagogical options that instructors have at their disposal when it comes to teaching in classrooms where one foreign language is simultaneously chronologically first to some and second to others. Starting with (combinations of) existing theoretical accounts and associated pedagogical aspects (such as explicit information, negative evidence, metalinguistic explanations, grammar consciousness raising, and input enhancement), a recently developed method (Hahn & Angelovska, 2017) is discussed. The method acknowledges equally the three phases of input, practice and output and is applicable in instructed L2 grammar acquisition and beyond.

11

A regional analysis of the use of tractors on model farms producing energy crops

63%

Benedykt P.

Journal of Agribusiness and Rural Development

|

2015

|

issue 2(36)

273-282

EN

The potential area of energy crops in Poland is estimated at 1.0–4.5 million ha. The decrease in the prices of energy reduces the high pressure to cut the costs of biomass production. The aim of this study is an analysis of the use of tractors on model farms producing energy crops, which have different areas, intensity of production and quality of soils from different regions of Poland. The use of tractors increased along with the farm area, the soil quality and production intensity. The use of tractors on the smallest farms is low, so they should buy old tractors. A large share of crops for biogas leads to the situation where it takes 20–30 years of work for tractors to achieve full wear of 12,000 hours on farms with 130 ha of farmland, whereas it takes only 8–14 years on farms with 600 and 1500 ha of farmland. Regional differences in the use of tractors increased along with the farm area from 4.7–5.7% on the smallest farms to 10.1–14.8% on the largest farms.

PL

Produkcja biomasy może być prowadzona na terenie całego kraju na powierzchni od 1,0 do 4,5 mln ha, ale uwarunkowania przyrodnicze i ekonomiczne w różnych regionach znacząco się różnią. Wpływa to na poziom osiąganych plonów, a także na wykorzystanie maszyn, głównie do zbioru i transportu płodów rolnych. Celem pracy jest ocena wykorzystania ciągników w modelowych gospodarstwach rolnych różnej wielkości, o zróżnicowanej intensywności produkcji i jakości gleb, na któ- rych uprawia się rośliny energetyczne. Zostały one opracowane dla pięciu makroregionów w Polsce. Poprawie wykorzystania ciągników sprzyjały zwiększanie powierzchni gospodarstw, lepsza jakość gleb oraz wyższy poziom intensywności produkcji. Poziom wykorzystania ciągników w gospodarstwach o powierzchni 15 i 35 ha jest zbyt niski, dlatego też powinny one korzystać z maszyn używanych. Przy 130 ha UR rolnych poziom nadal jest dość niski, ale pozwala po 30 latach w pełni wykorzystać ciągnik. Właściwe wykorzystanie daje dopiero areał 600 i 1500 ha UR. Wraz ze zwiększaniem się powierzchni modelowych gospodarstw występowały także coraz większe względne różnice w regionalnym poziomie wykorzystania ciągników.

12

Wartość produkcji a nakłady i koszty energii w rolnictwie

51%

Pawlak J.

Zagadnienia Ekonomiki Rolnej

|

2016

|

issue 1(346)

80-96

EN

During the years 2004-2014 cost of energy consumed in Polish agriculture (in current prices) increased by 50,9%, and energy inputs decreased by 6,9%. At the same time value (in current prices) of global agricultural production increased by 51,9%, final production – by 65,6% and market agricultural production – by 67,7%, and in constant prices – relatively by 14,7, 19,4 and 23,5%. In 2013 gross value added in current prices was by 83,1%, and in constant prices by 18,9% higher then in 2004. Correlation between the value of agricultural production and costs of energy in agriculture (in current prices) was positive and strongest in the case when gross value added was taken into account. The model (linear function) was describing well or satisfactory this correlation, depending of category of agricultural production. Instead, the correlation between value of agricultural production in constant prices and energy inputs in TJ was negative. The adequate model was unsatisfactory, no matter which category of agricultural production was taken into account.

PL

W latach 2004-2014 koszt energii zużytej w rolnictwie polskim (w cenach bieżących) zwiększył się o 50,9%, a nakłady energii w TJ – zmniejszyły się o 6,9%. W tym samym czasie wartość (w cenach bieżących) produkcji globalnej rolnictwa wzrosła o 51,9%, produkcji końcowej – o 65,6%, produkcji towarowej – o 67,7%, a w cenach stałych – odpowiednio o 14,7, 19,4 i 23,5%. Wartość dodana brutto w cenach bieżących była o 61,7% większa niż w 2004 r., a w cenach stałych o 7,8% większa niż w 2004 r. Współzależność miedzy wartością produkcji a kosztami energii w rolnictwie (w cenach bieżących) jest dodatnia i najsilniej zaznaczona, gdy miernikiem produkcji rolniczej jest wartość dodana brutto. Dopasowanie modelu (funkcji liniowej) opisującego tę zależność, jest dobre lub zadowalające, zależnie od przyjętej kategorii produkcji rolniczej. Natomiast współzależność między wartością produkcji w cenach stałych a nakładami energii w TJ jest ujemna. Dopasowanie modelu jest w tym przypadku niezadowalające, niezależnie od przyjętej kategorii produkcji rolniczej.

13

Rola efektu zwrotnego w dydaktycznym dyskursie interakcyjnym

51%

Seretny A., Uniwersytet Jagielloński W. P., asereteny@poczta.onet.pl

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

|

2014

|

vol. 21

EN

Interactive discourse, a natural source of meaningful language input, plays an important role in the process of developing learners’ communicative competence. Negative and/ or corrective feedback which they get from their interlocutors allows them not only to notice gaps in their linguistic/ cultural knowledge but also to take steps to modify their production so as to make it more adequate. The research shows that a focus on negative/ corrective feedback results in significant learning as the successful modification stimulates the development of learners’ interlanguage which thus becomes a more satisfactory means of communication. The purpose of this article is to present and analyze factors stimulating the process of changing the data from meaningful input, modified on the basis of negative/ corrective feedback into learners’ linguistic knowledge manifesting itself in their more fortunate and more adequate language output.

PL

Dyskurs interakcyjny, będący naturalnym źródłem zrozumiałego materiału wyjściowego, jest czynnikiem odgrywającym istotną rolę w procesie kształtowania kompetencji komunikacyjnej. Uzyskiwane w trakcie interakcji informacje zwrotne umożliwiają bowiem uczącym się podjęcie działań naprawczych, dzięki którym dochodzi do modyfikowania produkcji językowej i dostosowania jej do konsytuacji. Działania takie stymulują rozwój ich interjęzyka, dzięki czemu staje się on coraz sprawniejszym narzędziem komunikacji. Celem niniejszego artykułu jest próba analizy czynników wspomagających proces zamiany danych językowych, otrzymywanych przez uczących się w trakcie instruktażowych działań nauczyciela (meaningful input), a modyfikowanych na podstawie negatywnych informacji zwrotnych (negative feedback) na przyswojoną wiedzę językową, przejawiającą się w poprawniejszych i/ lub bardziej fortunnych działaniach komunikacyjnych (meaningful modified output).

Refine search results

Input or intimacy

Input or intimacy

Mail – analiza wypowiedzi pisemnej uczniów szkoły ponadgimnazjalnej

I know [pɪlɪpɪno] but i say [fɪlɪpɪno]: An investigation into Filipino foregin domestic helpers’ influence on Hong Kong Chinese’s L2 English phonology acquisition

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions?

Input w dyskursie klasowym na przykładzie języka niemieckiego jako obcego w szkołach ponadgimnazjalnych

Exploring of the Role of Teacher’s Input in Fossilization: An Examination of Some Spoken Errors by Albanian Speakers of English

The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations

Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge

A regional analysis of the use of tractors on model farms producing energy crops

Wartość produkcji a nakłady i koszty energii w rolnictwie

Rola efektu zwrotnego w dydaktycznym dyskursie interakcyjnym