Корзина пуста.
Войти

Psycholinguistic study of personal approach of EFL students to learning English topical vocabulary

M. Daszkiewicz
80,00 ₽

https://doi.org/10.20339/PhS.6-17.038

 

Daszkiewicz Michał,

PhD

University of Gdańsk, Poland

e-mail: pedmd@univ.gda.pl

 

The paper presents research carried out with 606 students from 18 countries in Europe, Asia and Africa concerning their approach to learning vocabulary related to clothes and sport. The basic premise relates to the concept of a masterpiece, i.e. a personalised arrangement of language components across and within topics. The results show respondents to value practices supporting their improvement in familiarity with words and expressions, correct uses of language and fluency, but strongly disregard language-learning behaviours aimed at their orientation in the structural aspects of topics (such as divisions into topical subcategories, combinations with other topics, etc.).

Keywords: personal approach to language, composing your own English, masterpiece, English vocabulary, second language learning.

 

В статье представлены результаты исследования, в котором участвовали 606 студентов из 18 стран Европы, Азии и Африки, и связанного с их подходом к изучению лексикона по теме «Одежда и спорт». Основной посыл относится к концепции мастерства, т.е. личностной организации словарного запаса как по теме, так и вокруг нее. Результаты показывают, что респонденты ценят практику, поддерживающую легкое владение словами и выражениями, корректное использование языка и его беглости. Однако в большей степени они недооценивают значение самого процесса изучения языка, направленного на их ориентацию в структурных аспектах изучаемой темы (к примеру, разделение на тематические субкатегории, комбинирование с другими темами и др.).

Ключевые слова: личностный подход к языку, структурировать собственный английский язык, мастерство, словарь английского языка, изучение второго языка.

 

References

1. Annoussamy, D. (2006). Psychological Aspects of Language Acquisition. Journal of the Indian Academy of Applied Psychology, Vol. 32, No. 2, 84–92.

2. Arnold, J. & Brown, H.D. (1999) A map of the terrain. In: J. Arnold (Ed.), Affect in Language Learning (pp. 1–24). Cambridge: Cambridge University Press

3. Arnold, J. (2011). Attention to Affect in Language Learning. Anglistik. International Journal of English Studies, 22/1, 11–22.

4. Barcelos, A.M.F. (2015). Unveiling the relationship between language learning belief, emotions and identity. In: Studies in Second Language Learning and Teaching 5(2). Kalisz: Adam Mickiewicz University, 301–325.

5. Bates, E., Devescovi, A., Wulfeck, B. (2001). Psycholinguistics: A Cross-Language Perspective. Annual Review of Psychology, 52, 369–396.

6. Brutt-Griffler, J. (2012). World English. A study of its development. Clevedon: Multilingual Matters.

7. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

8. Dewaele, J-M. (2015). On Emotions in Foreign Language Learning and Use. JALT 2015 Conference Article Online. In: The Language Teacher 39.3, JALT Publications, 13–15.

9. Dörnyei, Z., Csizér, K. (2012). How to design and analyze surveys in SLA research? A. Mackey, S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74–94). Malden, MA: Wiley-Blackwell.

10. Duranti, A. (1997). Linguistic Anthropology. Cambridge: Cambridge University Press.

11. Evans, R., Jones, D. (2009). Perspectives on oracy – towards a theory of practice. R. Evans, D. Jones (Eds.), Metacognitive Approaches to Developing Oracy. Developing Speaking and Listening with Young Children (pp. vii–xvii). Rochester: Routledge, Taylor&Francis.

12. Garrett, P.B. (2004). Language Contact and Contact Languages. A. Duranti (Ed.), A Companion to Linguistic Anthropology (pp. 46–72), Malden: Blackwell Publishing.

13. Henry, A., Davydenko, S., Dörnyei, Z. (2015). The anatomy of Directed Motivational Currents: Exploring intense and enduring periods of L2 motivation. Modern Language Journal, 99 (2), 329–345.

14. Lantolf, J.P. (2011). The Sociocultural Approach to Second Language Acquisition. D. Atkinson (Ed.), Alternative Approaches to Second Language Acquisition (pp. 24–47). London: Routledge.

15. Linn, A., N. Bermel, G. Ferguson (Eds.) (2015). Attitudes towards English in Europe. English in Europe, Vol. 1. Berlin/Boston: Walter de Gruyter, Inc.

16. MacGowan-Gilhooly, A. (1991). Fluency first: reversing the traditional ESL sequence. Journal of Basic Writing, Vol. 10, No. 1, 73–87.

17. McKinney, C., Norton, B. (2008). Identity in Language and Literacy Education. B. Spolsky, F.M. Hult (Eds.). The Handbook of Educational Linguistics (pp. 192–205), Malden: Blackwell Publishing Ltd.

18. McKullen, E., Saffran, J.R. (2004). Music and Language: A Developmental Comparison. Music Perception, Vol. 21, No. 3, 289–311.

19. Mota, M.B. (2010). Interlanguage development and L2 speech production: How do they relate? L. Scliar-Cabral (Ed.), Psycholinguistics. Scientific and technological challenges (pp. 220–227), Porto Alegre: Leonor Scliar-Cabral.

20. Wenzel, R. (2015). Language education and teaching by the learner’s text creation. K. Janczukowicz, М. Rychło (Eds.), General Education and Language Teaching Methodology. The Gdańsk School of ELT (pp. 113–114), Frankfurt am Main: Peter Lang.