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1
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L’acquisition du lexique verbal dans les récits de fiction: quelques remarques sur le choix de formulation en français et polonais L(s)2

100%
Paprocka-Piotrowska U.
Lublin Studies in Modern Languages and Literature
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2007
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issue 31
154-174
2
Content available remote

Fast mapping im natürlichen und gesteuerten L2-Erwerb

80%
Franek J.
Colloquia Germanica Stetinensia
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2013
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issue 22
253-263
EN
This article attempts to answer the question, whether the mechanism of fast mapping, which is characteristic for the process of first language acquisition (L1) and which is found in a process of second language acquisition (L2) in conditions similar to natural, also occurs in the process of acquiring a second language in institutionalized conditions. The article includes a brief description of the phenomenon, the description of the project carried out in a bilingual kindergarten in Altenholz and presentation of the results of the experiment conducted in a monolingual kindergarten in Szczecin among 4 and 5-year-old children learning a second language in limited input conditions. The discussion also concerns the determinants of fast mapping.
PL
Celem artykułu jest próba odpowiedzi na pytanie, czy mechanizm fast mapping, który jest charakterystyczny dla procesu przyswajania języka pierwszego (L1) i który jest stwierdzany w procesie przyswajania języka drugiego (L2) w warunkach zbliżonych do naturalnych, występuje także w procesie przyswajania L2 w warunkach zinstytucjonalizowanych. Artykuł zawiera krótką charakterystykę samego zjawiska, opis projektu przeprowadzonego w dwujęzycznym przedszkolu w Altenholz i prezentację wyników eksperymentu przeprowadzonego w jednojęzycznym przedszkolu w Szczecinie wśród 4- i 5-letnich dzieci uczących się języka drugiego w warunkach ograniczonego inputu. Dyskusja dotyczy także czynników warunkujących fast mapping.
3
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Implications of Multi-sensory Approach for Child L2 Vocabulary Acquisitio

80%
Zawodniak J.
Glottodidactica
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2001
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vol. 29
149-159
EN
Teaching a foreign language to young learners requires of the teacher a special ability to involve them in a variety of activities explicitly accommodating their need for whole-person enjoyment and implicitly fostering their L2 knowledge. This complex pedagogic task is likely to be achieved with reliance on the multi-sensory approach which is recommended by the European Co-operation Programs as an alternative L2 teaching trend encompassing universal, proactive qualities and educational diversity. Consequently, the following paper highlights the multisensoiy approach as the driving force of the lexically oriented syllabus designed by the author for young children learning English as a foreign language. The said syllabus design is presented through the empirical filter of knowledge claims and value judgements about its efficiency.
4
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Společný evropský referenční rámec pro jazyky a český znakový jazyk

71%
Hudáková A., Nováková R.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2016
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vol. 7
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issue 2
115-125
EN
Sign linguistics have a relatively short history of approximately 20 years in the Czech Republic. Therefore, although we have some experience in Czech Sign Language (CzSL) teaching and learning, we have no research outputs or theoretical background in this area. At present, we do not possess any know-how in CzSL assessment. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) could prove to be a very useful tool for us in our situation. The Czech Republic has taken part in the international project named PRO-Sign (Sign Languages and the Common European Framework of Reference for Languages. Descriptors and Approaches to Assessment) and has the opportunity to continue in this cooperation by participating in the follow-up project Pro-Sign 2. We intend to use the experience with and outcomes of these two projects in order to begin creating a CEFR for CzSL. It should be applicable mainly for CzSL as an L2 (for hearing students, parents, interpreters etc.), nevertheless it is conceivable that it could be applied to CzSL as an L1 (for Deaf children).
5

Techniki i ćwiczenia harmonizujące pracę półkul mózgowych w nauczaniu języka polskiego jako obcego

70%
Prędota J.
Kwartalnik Polonicum
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2017
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issue 24
10-15
EN
Techniques and excercises influencing both, right and left hemispheres of the brain in teaching Polish as a foreign language briefly shows how people are learning foreign language and how to make this process more effective using methods and techniques of stimulating right hemisphere of the brain.
6
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Perception of Directionality in Translation Among Students

70%
Pietryga M.
Acta Neophilologica
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2022
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vol. 1
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issue XXIV
87-110
EN
The present study, in the form of a questionnaire, aims to analyse students’ subjective perception of directionality in translation. Additionally, it places a particular emphasis on the aspects which are perceived as difficult in each direction. Although for most students, L2 translation is more cognitively demanding, and they prefer to translate into L1, such preferences may change as the result of the amount of translation training. Students with a longer span in translation training frequently encounter more problems in L1 translation and may not have any preferred direction of translation. Nevertheless, the importance of practicing translating into L2 has been emphasized in many aspects, like expanding L2 competence or translation market demand; additionally, it is also a preferred language of translation for some students. Vocabulary and terminology have been described as the most problematic in both directions of translation. Other aspects which pose many problems and require some training are both L1 and L2 grammar as well as punctuation.     　   　  　 
7
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Fossilization versus Stabilization in L2 Acquisition: Evidence from Inflectional Morphology among Yorùbá L2 English

61%
Oshodi B.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2022
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vol. 13
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issue 1
42-64
EN
Fossilization describes the end state of an L2 learner’s grammar, usually a deviant form of the target language. Since L2 learners tend to develop different interlanguage grammars during acquisition, fossilization appears complex and problematic. Thus, the term stabilization, which represents the L2 learner’s interlanguage at a particular point, was suggested. This study investigates the two concepts to determine the point of their occurrence in L2 learners’ interlanguage. Two sets of data (oral production and composition) collected at an interval of seven years from two groups of Yorùbá native speakers whose L2 is English (Beginner and Advanced) with a focus on inflectional morphology revealed that while some errors disappeared from the interlanguage of learners in both groups, they still committed similar types of earlier errors despite the seven-year interval but at a lesser rate. This confirmed the existence of different levels of error, i.e., stabilization. The results revealed that after the interval, inflectional errors across both groups were not static (fossilized) but changed (stabilized) due to different factors. This confirms that, while the stabilization of L2 features can be identified and established, it is usually difficult to identify fossilized features.
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Artykulacja polskich głosek u chińskich studentów uczących się języka polskiego

61%
Młynarczyk M.
Studia Linguistica
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2013
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issue 32
133 - 145
EN
The article presents Polish vowels and consonants that Chinese students can have difficulties with. The research was based on three Chinese students’ examination speeches. The research focuses on some problematic aspects of Polish sounds articulation. A practical analysis indicates that Chinese students have several problems with pronunciation of some Polish sounds.
9
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ESP STUDENTS’ VIEWS ON ONLINE LANGUAGE RESOURCES FOR L2 TEXT PRODUCTION PURPOSES

61%
Kozlova I., Presas M.
Teaching English with Technology
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2013
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vol. 13
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issue 3
35-52
EN
The use of online language resources for L2 text production purposes is a recent phenomenon and has not yet been studied in depth. Increasing availability of new online resources seems to be changing the very nature of L2 text production. The traditional dictionary, hitherto a default resource to help with language doubts, is being left behind while online resources are taking the lead. What are these resources? Do students need any specific training on how to use them? At what moment of L2 text production do students wish to resort to resources? Rather than analysing the usefulness of a specific kind of resource, this paper focuses on the students’ perceived needs. In particular, we would like to see to what extent our students are open to using language resources, if they are willing to master their use and, finally, if they use resources properly, which is with cognitive implication behind.
10
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Błędy interferencyjne spowodowane wpływem innego języka obcego w wypowiedziach pisemnych Słoweńców uczących się języka polskiego

61%
Bednarska K., Katedra Filologii Słowiańskiej W. F., katarzyna.bednarska@uni.lodz.pl
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2015
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vol. 22
PL
Celem artykułu jest analiza błędów interferencyjnych spowodowanych wpływem języka drugiego (L2) i pojawiających się w wypowiedziach pisemnych Słoweńców uczących się języka polskiego jako obcego. W pierwszej części autorka przedstawia problematykę wpływu L2 na L3 i stan badań nad tym zagadnieniem. Druga część stanowi analizę błędów pojawiających się na poziomie leksykalnym, morfologicznym i składniowym. Podstawę analizy stanowi korpus 61 wypracowań napisanych przez studentów polonistyki Uniwersytetu w Lublanie.
EN
The aim of the paper is to analyze the interference errors caused by the influence of a second language (L2) and made by Slovenes in written texts when learning Polish as a foreign language. The first part describes the theory of the influence of L2 on L3. The second part is the analysis of errors which occur on the lexical, morphological, and syntactic level of the language. The analysis was conducted on the basis of 61 essays written by the students of Polish Studies at the University of Ljubljana.
11
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Vowel-Related Glottalization in Czech Read Speech: Russian vs. Native Speakers

51%
Veroňková J., Tolkunova Y.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2016
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vol. 7
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issue 1
93-108
EN
Glottalization as a significant irregularity of glottal pulsing fulfils a number of linguistic functions and can occur in various contexts. It can also contribute to a foreign accent. This paper examines the rate of vowel-related glottalization in the speech of Russian speakers who are beginning learners of Czech, comparing their reading of Czech with that of native speakers. In Czech, there is a relatively high frequency of glottalization and, according to research from the last decade, glottalization in Russian is more common than is usually assumed, especially at the boundaries of intonational phrases. The purpose of this study is to determine the similarities and differences in the distribution of glottalization among native and non-native speakers of Czech, and to examine the factors that may influence it. The subjects read a short text containing 14 potential positions where glottalization can occur in the standard pronunciation of native speakers. The resulting 322 tokens were then analysed and rated for glottalization. The analysis was primarily based on perception and covered two main categories of glottalization: the glottal stop and creaky voice. The rate of glottalization in individual speakers ranged from 71.4 to 100.0% (native group) and from 25.0 to 72.7% (non-native group). The differences between native and non-native speakers are significant at the level p < 0.05, while the differences between males and females (both within and across the groups) are not significant. Three different positions (the intonational phrase boundary, the position after a non-syllabic preposition, and the word-internal boundary) are discussed in detail.
12

Learning from Experience: The Project Team is the Key

51%
Terzieva M., Morabito V.
Business Systems Research Journal
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2016
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vol. 7
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issue 1
1-15
EN
Background: Learning from experience and knowledge management described in existing literature evidence that there are different practices that enable these processes, and that a distinction between implicit and explicit knowledge is essential for our analysis. Objectives: The paper investigates through which project management practices organizations manage the two types of knowledge and at what level knowledge sharing and reuse is more commonly adopted. Method/Approach: The research starts with existing research overview and analysis of preliminary results from initial interviews, and then it continues with a survey on selected knowledge management practices in order to identify which of them are mostly used by organizations. Results/Findings: Results show the essential role of the project team; this finding is then further elaborated using knowledge from research presented in existing literature. Conclusion: Project management enhances efficient knowledge management as on one hand, it includes the adoption of standardised and repetitive practises what enables specialization and knowledge consolidation. On the other hand, project management refers to unique initiatives that provide new knowledge and opportunities for learning. The project team in particular results to be a key factor for activating knowledge reuse.
13
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Exploring the Construction of Identities in Written Humorous Narratives by L2 Learners of Greek

51%
Gasteratou S.
Półrocznik Językoznawczy Tertium
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2020
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vol. 5
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issue 1
132-149
PL
Celem niniejszego artykułu jest zbadanie w jaki sposób osoby dorosłe uczące się języka greckiego jako obcego (L2) definiują swoją tożsamość poprzez teksty narracyjne o charakterze humorystycznym. Używając modelu pozycjonowania narracyjnego Bamberga (1997) oraz opozycji skryptów i obiektu dowcipu będących częścią ogólnej teorii humoru słownego (General Theory of Verbal Humor) (Attardo 1994, 2001) do przeanalizowania zbioru 135 tekstów o charakterze humorystycznym, wyróżniono dwie główne kategorie: (a) narracje o tożsamości legitymizującej oraz (b) narracje o tożsamości wyrażającej opór. W niniejszym artykule omawiamy po jednej narracji z każdej kategorii, w której została wyrażona postawa narratora wobec wybranych socjolingwistycznych elementów kontekstu języka greckiego. Humor okazuje się głównym narzędziem przy konstruowaniu tożsamości i wyrazicielem postaw, a narratorzy albo akceptują dominujące wartości obecne w kontekście języka L2, albo odcinają się od nich.
EN
The aim of this paper is to explore how adult learners of Greek as a second language construct their identities through humorous written narratives. Analyzing 135 written humorous narratives with Bamberg’s (1997) narrative positioning model and the knowledge resources of script opposition and target from the General Theory of Verbal Humor (Attardo 1994, 2001), we detect two main categories: (a) narratives of legitimizing identities and (b) narratives of resistance identities. Here we discuss one narrative of each category in which narrators position themselves towards aspects of the Greek sociolinguistic context. Humor emerges as a basic tool for identity construction and stance expression, as narrators either align themselves with dominant values of the L2 context or disassociate themselves from it.
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