Grasping French vouloir-dire by Polish-speaking students: what difficulties and what facilities? The objective of this article is to analyze the question of French vouloir-dire from the perspective of second language acquisition. We start from the principle that each language has its own “genius” (Yaguello 1988) and that mastering a language means above all letting oneself be tempted by this genius. In this perspective, we focus on the study of the facilities and difficulties experienced by Polishspeaking students learning French as a foreign language. By presenting the results of an empirical study carried out in two universities in Poland, we show that it is possible to enumerate intuitive grammatical constructions and those whose logic remains difficult for both intuition and analytical thinking throughout the process of learning French. The study also discovers that there is a need to redefine the notion of vouloir-dire while taking into consideration language contacts and the linguistic biography of speakers.
This report presents the results of a study into the relationship between musical ability and the development of a phonological system by foreign language learners. Our own experiences both as a foreign language teacher and as a musical group leader have raised a number of questions and lines of enquiry. These challenge previous researchers’ findings concerning the allegedly absolutely positive effect of music on language learning and as a result this study has been undertaken.After a brief theoretical presentation, we describe the research project in which learners abilities to distinguish and produce different phonemes as well as the prosody of the language studying are analyzed. Two groups of learners were compared in this study. One group attended a music school. The second group had no musical experience. The study showed that receptive skills were not significantly different between the two groups. The group of learners with musical training was more articulate but this was the only difference. The statistical approach used in analysis of data was the Wilcoxon test.
W tym artykule omówiono niektóre cechy i słabość intuicji językowej, rozumianej jako wiedza ukryta lub zdolność umysłowa, która pozwala użytkownikom języka na szybkie i zdecydowane wydawanie osądów, zwłaszcza gdy muszą oni ocenić gramatyczność / niegramatyczność zdań. W artykule przedstawiamy badanie pilotażowe przeprowadzone w grupie studentów francuskiego jako języka obcego na poziomie A2. Badanie pokazuje, że każdy użytkownik języka, niezależnie od jego / jej poziomu biegłości, posługuje się intuicją językową. Badanie pokazuje również, że intuicja użytkowników na poziomie A2 pomaga najlepszym uczniom, gdy mają do czynienia z formami regularnymi i formami o wysokiej częstotliwości używania. Jednak gdy uczeń musi zastosować więcej niż jedną regułę w tym samym zdaniu, przestrzeganie intuicji może być mniej wiarygodne.
The aim of the article is to characterize language intuition understood as a type of intellectual process and/or mental disposition activated involuntarily and spontaneously during foreign language learning-acquisition as also the presentation of reasoning by analogy, which is inherently connected with intuition. The first part presents pedagogical concepts of Ferdinand Buisson who, by promoting the intuitive method in French education, pointed to its naturalness, universality and effectiveness. Buisson's concept is completed by Valérie Derkx's analysis about second language learning-acquisition. The second part shows examples of exercises aimed at activating the reasoning by analogy and language intuition.
The purpose of the following paper is to consider the development of reflection in foreign language learners. Based on the results of action research, we show to what extent the performance of group tasks affected the perception of reality and influenced changes in the communication and learning behavior of participants of an action research project. Reflection is analyzed on the basis of statements contained in student diaries and transcriptions from video recording of discussions. This means that on the one hand, we are interested in the opinions, conclusions and evaluations made by learners, but on the other hand, we attach importance to the coherence between formulated judgments and practical group action. It is not uncommon that declarations are not in accordance with the activities undertaken and that, in consequence, their value is questionable. The paper also points to difficulties associated with becoming a reflective person as well as the restrictions connected with the scientific measurements of this process.
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