dr Breno B. Silva

Zakład Językoznawstwa Stosowanego i Przekładoznawstwa

adiunkt

Pokój numer: 341

Telefon: +48 (22) 553 14 14

email: b.barreto-sil2@uw.edu.pl

https://orcid.org/0000-0001-6574-5896

Profil researchgate

  Dyżur: Online or face-to-face (at a time suitable to all parties involved). Please arrange face-to-face or via email.
dr Breno B. Silva

Przebieg kariery

magister, Uniwersytet Warszawski, 2016

magister, Uniwersytet w Nottingham, 2017

doktor nauk humanistycznych, Uniwersytet Warszawski, 2021

 

TESOL Diploma (270 godzin), Coventry House International, Canada.

TESOL Certificate (120 godzin), Victoria International Academy, Canada.

Zainteresowania

  • przyswajanie języka drugiego/obcego
  • słownictwo akademickie
  • przypadkowe przyswajanie słownictwa w kontekście czytania i pisania
  • psycholingwistyka
  • wielojęzyczność i dwujęzyczność
  • kognaty
  • badania okulograficzne
  • statystyka
  • przyswajanie i nauczanie słownictwa
  • metodologia badań słownictwa
  • metodyka nauczania języka angielskiego – osoby dorosłe

Wybrane publikacje

  • Silva, B., Ragni, V., Otwinowska, A., & Szarkowska, A. (2024). Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study. Language Learning and Technology, 28(1), 1-25. https://hdl.handle.net/10125/73592
  • Szarkowska, A., Ragni, V., Orrego-Carmona, D., Black, S., Szkriba, S., Kruger, J.-L., Krejtz, K., & Silva, B. (2024). The impact of video and subtitle speed on subtitle reading: An eye-tracking replication study. Journal of Audiovisual Translation, 7(1), 1–23. https://doi.org/10.47476/jat.v7i1.2024.283.
  • Silva, B. (2022). Writing to learn academic words: Assessment, cognition, and learning. Springer
  • Silva, B., Orrego-Carmona, D., & Szarkowska, A. (2022). Using linear mixed models to analyze data from eye-tracking research on subtitling. Translation Spaces, 11(1), 60-88.
  • Szarkowka, A., Silva, B., Orrego-Carmona, D. (2021). Effect of subtitle speed on proportional reading time: Re-analyzing subtitle reading data with mixed effects models. Translation, Cognition & Behaviour. https://doi.org/10.1075/tcb.00057.sza
  • Silva, B., Kutyłowska, K., & Otwinowska, A. (2021). Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load? Language Teaching Research, 28(3),1143­–1175. DOI: 10.1177/13621688211020421.
  • Silva, B., & Otwinowska, A. (2019). VST as a reliable academic placement tool despite cognate inflation effects. English for Specific Purposes, 54, 35-49.
  • Silva, B., & Otwinowska, A. (2018). Vocabulary acquisition and young learners: Different tasks, similar involvement loads. International Review of Applied Linguistics in Language Teaching, 56(2), 205-299.

Starsze publikacje znajdują się na pełnej liście PBN

Wystąpienia

Wystąpienia
  • AILA 2024 - International Association of Applied Linguistics conference in Kuala Lumpur, Malaysia. Topic: Task-induced cognitive load affects the learning of academic words through writing. Authors: Silva, B. and Otwinowska, A.
  • EuroSLA 2023 - European Second Language Acquisition conference in Fribourg, Switzerland. 30.08.2023 – 02.09.2023. Topic: Cognate vs. Non-cognate Processing in Subtitle Reading: an Eye Tracking Study.Authors: Valentina, A., Silva, B., Otwinowska, A, Szarkowska, A.
  • EuroSLA 2022 - European Second Language Acquisition conference in Fribourg, Switzerland. 24.08.2022 – 27.08.2022. Topic: Cumulative L1-L2-L3 lexical similarity impacts learners' L3 word knowledge more than L2-L3 similarity.Authors: Otwinowska, A., Foryś-Nogala, M., Silva, B., Ambroziak, A., Broniś, O., Janczarska, A., Królak, D.
  • Foryś-Nogala, M., Silva, B., Ambroziak, A., Broniś, O., Janczarska, A., Królak, D., and Otwinowska, A. (2021, July). Adapting the Vocabulary Knowledge Scale to measure L3 lexical learning. International Symposium of Bilingualism (ISB). University of Warsaw, Poland.
  • Silva, B., Kutylowska, K., and Otwinowska, A. (2021, July). Learning academic words through writing timed essays, untimed essays, or sentences: Does increased cognitive load affect task involvement? European Second Language Acquisition Conference (EuroSLA). University of Barcelona, Spain.
  • Silva, B. and Otwinowska, A. (2019, May). The lexical learning potential of writing in light of the Involvement Load Hypothesis. 31st International Conference on Foreign and Second Language Acquisition (ICFSLA). Szczyrk, Poland.
  • Silva, B. and Otwinowska, A. (2018, September). Knowledge of academic words predicted by a combination of tests, despite cognate inflation effects. Poster presented at the 24th Annual Conference on Architectures and Mechanisms for Language Processing. Berlin, Germany.
  • Silva, B. and Otwinowska, A. (2018, November). VST as a reliable academic placement tool despite cognate inflation effects. Young Linguists Meeting in Poznan – From exploration to explanation in the study of language. Poznan, Poland.

Inne

Current project:

Digital tools in L2 and L3 vocabulary acquisition. A cross-linguistic investigation (funded by NCN grant 2022/47/I/HS2/01182).

Previous project:

Learning academic words via sentence and essay writing: Any signs of increased cognitive load? (funded by NCN grant 2019/35/N/HS2/03550).