PLEJ_3 czyli PsychoLingwistyczne Eksploracje Językowe
PLEJ_3 or PsychoLinguistic Language Explorations
Contributor(s): Olga Majchrzak (Editor)
Subject(s): Language and Literature Studies, Foreign languages learning
Published by: Wydawnictwo Uniwersytetu Łódzkiego
Keywords: language pedagogy;foreign language learning;foreign language teaching;
Summary/Abstract: The main goal of the present book, which is the third volume of the PLEJ series, is to disseminate knowledge and experience in the area of foreign language learning and teaching. Because of the variety of the topics taken up in the collected articles, this volume has been divided into three parts .The first one focuses on perspectives on foreign language learning and teaching; the second presents the results of studies conducted in the field of foreign language learning and teaching; the last one deals with practical aspects of language pedagogy.
Series: Uniwersytet Łódzki
- E-ISBN-13: 978-83-7969-954-4
- Print-ISBN-13: 978-83-7969-515-7
- Page Count: 302
- Publication Year: 2014
- Language: English, Polish
Cechy osobowości i „uczucie niepokoju językowego”: analizując ponownie motywację wewnętrzną
Cechy osobowości i „uczucie niepokoju językowego”:
analizując ponownie motywację wewnętrzną
(Personality traits and language anxiety:
intrinsic motivation revisited)
- Author(s):Larysa Sanotska
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:23-37
- No. of Pages:15
- Keywords:intrinsic motivation;conscientiousness;openness;risk-taking;self-efficacy;individual beliefs
- Summary/Abstract:This paper reports on the outcomes of the comparative study on motivation of learners of English in further-education English Philology programme in Ukraine and Poland. The research aims to determine principle characteristics of intrinsic motivation, which is among the most effective personal management strategies and as such helps build appropriate L2 study skills. Alongside with inborn personality features, such as extraversion/introversion,such traits as conscientiousness, openness, risk-taking and self-efficacy are formed by sociocultural, and in some cases, historical factors. The students from Ukraine and Poland were chosen for the reason of similarities in historical development of the two countries, as well as relatively different ‘paths’ of development in the more recent period. Similarity and diversity factors retrieved from observation, interviews with students an danswers to an open-ended questionnaire provided data which allows to determine the scale of influence of social and historical aspects on decision making and performance of the students alongside with their personal beliefs and expectations. The study also aimed to establish the connection between the systems of individual beliefs of the learners of both countries in the sphere of L2 learning.
Wpływ nabywania języka pierwszego przez niewidome dzieci na naukę języka drugiego — implikacje dydaktyczne dla nauczycieli języków obcych
Wpływ nabywania języka pierwszego przez niewidome dzieci na naukę języka drugiego — implikacje dydaktyczne dla nauczycieli języków obcych
(The impact of first language acquisition by blind children on second language learning — didactic implications for foreign language teachers)
- Author(s):Małgorzata Jedynak
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:39-53
- No. of Pages:15
- Keywords:visually impaired;special educational needs;language learning;teacher implications
- Summary/Abstract:The paper focuses on learners with special educational needs who are visually impaired due to vision loss. Typhlomethodology has already recognized a potential of these learners in the field of second language acquisition, particularly in the phonological domain. The comparative analysis of blind and sighted learners provides a great deal of information about the nature of language acquisition. In the paper the author has insights into L1 acquisition of pronunciation and lexis by blind children since the command of these phenomena allows better understanding of L2 learning process and application of more effective foreign language methodology for the blind. A discussion on the above-mentioned issues seems particularly relevant in the light of the fact that the Council of Europe promotes in Education and Training 2020 the idea of FL teaching to learners with special educational needs, including these with vision loss.
Blended learning jako przykład wdrożenia nowoczesnych technologii w proces nauczania języków obcych
Blended learning jako przykład wdrożenia nowoczesnych technologii w proces nauczania języków obcych
(Blended Learning as an example of implementation of new
technologies in the teaching of foreign languages)
- Author(s):Ewelina Basińska
- Language:English
- Subject(s):Foreign languages learning
- Page Range:55-72
- No. of Pages:18
- Keywords:blended learning model;tele-teaching;modern media
- Summary/Abstract:"Blended Learning" is about effectively integrating ICTs into course design to enhance the teaching and learning experiences for students and teachers by enabling them to engage in ways that would not normally be available or effective in their usual environment, whether it is primarily face-to-face or distance mode. The mission of "Blended Learning" is to encourage excellence and innovation in language in the form of online software, which houses all the materials and ICT tools that learners need in one central web platform. Some of the core concepts underlying its design are multimodal L2 input exposure (Plieger, 2006), enhanced input, learner-fit content delivery, interaction (human-computer, human-human, and intrapersonal) through computer supported collaborative and individual learning tasks, as well as a more human-like dimension for positive and corrective feedback. This paper describes the elements of the b-learning model and issues connected with its implementation. "Blended Learning’s" potential for developing skills in a foreign language is examined in the light of academic literature as well as the author’s personal teaching experience and observation.
Projekt edukacyjny Unii Europejskiej formą poznania kulturowo- zawodowego
Projekt edukacyjny Unii Europejskiej formą poznania kulturowo- zawodowego
(European educational programme as a form of cultural and professional cognition)
- Author(s):Edyta Bochnia
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:73-89
- No. of Pages:17
- Keywords:interculturality;intercultural learning;intercultural competence;vocational training;youth exchange
- Summary/Abstract:The processes of globalisation and the development of a common, united Europe entail the migration of people to various parts of our continent. Nowadays migration is mostly related to the search for employment by people at various stages of their lives. The contact with a different cultural and professional reality might be surprising and often arouses feelings which are far from positive. In the context of these processes intercultural competence, now called a key competence, a prerequisite for functioning in the post-modern, multicultural world, is assigned a particular significance. Equally central is, however, becoming familiar with the conditions of a country’s professional culture. Only then can we talk about effective functioning on the European job market. Numerous young people at the stage of high school education declare the will to build their future abroad. Therefore, it is necessary to search for tools which would render it possible for trainees to enter into professional life and cultural reality of a foreign country. One of such tools are the Leonardo da Vinci mobility programmes, which help students grow to know chosen professional fields while simultaneously “immersing themselves” in the deepest cultural strata of a given country. The essence of the above subject matter shall be discussed on the example of a mobility programme carried out in Germany, in the Construction Training Centre.
Ile historii potrzeba na lekcji języka niemieckiego? Rola treści historycznych w procesie uczenia się i nauczania języka niemieckiego
Ile historii potrzeba na lekcji języka niemieckiego? Rola treści historycznych w procesie uczenia się i nauczania języka niemieckiego
(How much history is needed in classes of German as a foreign language? The role of historical content in the process of learning and teaching German)
- Author(s):Marta Trzybulska
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:91-109
- No. of Pages:19
- Keywords:culture and society studies;foreign language learning and teaching;historical contents
- Summary/Abstract:Language is always used in a socio-cultural context. It is a part of culture; therefore, it is impossible to teach and learn a foreign language excluding knowledge about culture and society. Culture and society studies as an auxiliary discipline of glottodidactics have an interdisciplinary character. They are connected with other fields focused on human and their surroundings, including history. This article aims to show history as an auxiliary discipline of culture and society studies, its role in learning and teaching process and possible criteria of historical contents selection. Also, the results of a questionnaire filled out by students of third grades of high school on the meaning of historical contents during German as a foreign language lessons will be presented.
Wpływ predyspozycji muzycznych na umiejętność wymowy w języku obcym
Wpływ predyspozycji muzycznych na umiejętność wymowy
w języku obcym
(Musical ability and its influence on foreign language pronunciation)
- Author(s):Agnieszka Połać
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:113-128
- No. of Pages:16
- Keywords:musical aptitude;language aptitude;pronunciation skills
- Summary/Abstract:This paper aims at presenting the results of a study which addressed the issue of language aptitude with special attention to the influence that musical education exerts on foreign language pronunciation skills. The study was conducted on the basis of the Danish language and consisted of a task that pertained to the production of Danish words and phrases. The participants in the study were two groups of students: musicians from Academy of Music and non-musicians from The Institute of English Studies at the Łódź University. In the present paper the author discusses the results of the task concerning pronunciation skills of both groups of respondents, taking into consideration the point of view of an external consultant, who assessed the performances of the respondents. Moreover, the results of musicians will be juxtaposed with those gained by non-musicians in order to reveal the previously mentioned correlation between musical training and foreign language aptitude. On the basis of the obtained results, it can be concluded that this research indicates that musical and linguistic skills are interconnected.
Stosunek polskich uczniów do nauki wymowy języka angielskiego: analizując od nowa
Stosunek polskich uczniów do nauki wymowy języka
angielskiego: analizując od nowa
(Polish learners’ attitudes towards learning
English pronunciation: revisited)
- Author(s):Dorota Lipińska
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:129-149
- No. of Pages:21
- Keywords:L3 pronunciation;L2 pronunciation;segmental production;vowels;L2 status
- Summary/Abstract:It is widely agreed that acquisition of a sound system of a second language always presents a great challenge for L2 learners (e.g. Rojczyk, 2010). Numerous studies (e.g. Nowacka, 2010; Flege, 1991) prove that L2 learners whose first language has a scarce number of sounds, encounter difficulties in distinguishing L2 sound categories and tend to apply their L1 segments to new contexts. There is abundance of studies examining L2 learners’ successes and failures in production of L1 and L2 sounds, especially vowels (e.g. Flege, 1992; Nowacka, 2010; Rojczyk, 2010). However, the situation becomes more complicated when we consider third language production. While in the case of L2 segmental production the number of factors affecting L2 sounds is rather limited (either interference from learners’ L1 or some kind of L2 intralingual influence), in the case of L3 segmental production we may encounter L1→L3, L2→L3, L1+L2→L3 or L3 intralingual interference. This makes separation of L3 sounds a much more complex process. The aim of this paper is to examine whether speakers of L1 Polish, L2 English and L3 German are able to separate new, L3 vowel categories from their native and L2 categories. The research presented in this article is a part of a larger project assessing production of L3 segments. This time the focus is on German /y/. This vowel was chosen since it is regarded as especially difficult for Polish learners of German and it is frequently substituted with some other sounds. A group of English philology (Polish-English- German translation and interpretation programme) students was chosen to participate in this study. They were native speakers of Polish, advanced speakers of English and upper-intermediate users of German. They had been taught both English and German pronunciation courses during their studies at the University of Silesia. The subjects were asked to produce words containing analysed vowels, namely: P /u/, P /i/, E /uÉ/, E /iÉ/, E /ɪ/ and G /y/. All examined vowels were embedded in a /bVt/ context. The target /bVt/ words were then embedded in carrier sentences: I said /bVt/ this time in English, Ich sag’ /bVt/ diesmal in German and Mówię /bVt/ teraz in Polish, in a non-final position. The sentences were presented to subjects on a computer screen and the produced chunks were stored in a notebook’s memory as .wav files ready for inspection. The Praat 5.3.12 speech-analysis software package (Boersma, 2001) was used to measure and analyse the recordings. The obtained results suggest that L2 affects L3 segmental production to a significant extent. Learners find it difficult to separate all “new” and “old” vowel categories, especially if they are perceived as “similar” to one another and when learners strive to sound “foreign”.
Przyswajanie J3: czy nie słychać za dużo J2
Przyswajanie J3: czy nie słychać za dużo J2
(Acquiring L3: don’t you sound L2-like)
- Author(s):Dorota Lipińska
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:151-173
- No. of Pages:23
- Keywords:L2 acquisition;L2 pronunciation;learners’ attitudes towards L2 pronunciation
- Summary/Abstract:For the last two decades, second language pronunciation has been in the centre of interest of numerous scholars, also in Poland. Although it was underestimated for many years, it has finally been noticed and valued, especially after the series of conferences devoted to accent studies and teaching pronunciation held in Łódź in the 1990s and then in Płock and Konin (Szpyra-Kozłowska, 2008) as well as subsequent phonetic conferences. Since then, numerous studies have been conducted focusing mainly on L2 learners’ achievements in L2 pronunciation at different learning levels (e.g. Szpyra-Kozłowska, et al., 2002; Wrembel, 2002; Nowacka, 2003; Porzuczek, 2002; Wysocka, 2003). A considerable amount of research has also been done in the field of teachers’ and students’ views and attitudes to pronunciation teaching and learning (e.g., Majer, 2002; Nowacka, 2008; Sobkowiak, 2002; Szpyra-Kozłowska, et al., 2002; Waniek-Klimczak, 2002; Wrembel, 2002). The aim of this paper is to examine the attitudes towards learning English pronunciation by various groups of Polish learners of English, as well as to check whether these attitudes have changed in comparison to the previous studies carried out in this field. It is also supposed to test whether these attitudes change with the level of proficiency in ESL/EFL and the amount of formal instruction in English phonetics and phonology. Four groups of learners are compared in this study. They were recruited among high school and university students at different levels of proficiency in English. All groups of study participants filled in the specially designed questionnaires, containing various questions concerning students’ attitudes to English pronunciation, the perceived importance of correct pronunciation in ESL/EFL, evaluation of phonetic classes they attended, etc. The results suggest that learners’ attitudes and motivation change with the level of proficiency in English and that the amount of undergone course in English phonetics and phonology is an important factor influencing learners’ success in the acquisition of correct L2 pronunciation.
Badanie podejścia do uczenia się języka trzeciego oraz jego kultury w polskim gimnazjum
Badanie podejścia do uczenia się języka trzeciego oraz jego kultury w polskim gimnazjum
(Investigating the attitudes towards learning a third language and its culture in Polish junior high school)
- Author(s):Zuzanna Kiermasz
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:175-194
- No. of Pages:20
- Keywords:attitude towards language learning;L2;L3
- Summary/Abstract:It is believed that attitudes to languages and culture tend to affect achievement in foreign language learning (Baker, 1997). Thus, this factor may be seen as crucial when it comes to the discrepancies in attainment in different languages learnt by the same students. Therefore, it seems vital to investigate variation in attitudes towards both learning L2 together with the approach to the L2 culture and the corresponding issues with respect to L3. Nevertheless, the general attitude towards learning languages needs to be taken into account as well. This article discusses the attitudes towards learning two pairs of languages, specifically: English as L2 and German as L3 and German as L2 and English as L3. A group of lower high school learners from Poland took part in the study and the data was gathered by means of questionnaires, which included both closed and open-ended questions. The study is based on and inspired by a similar survey by Simsek et al. (2007). The main objective of the present paper is to shed light on the well-known problem that students who are reasonably successful in learning L2 have a problem with studying L3 (Hufeisen & Neuner, 2004).
Użycie języka angielskiego przez polskich uczniów podczas kursu języka francuskiego
Użycie języka angielskiego przez polskich uczniów podczas kursu języka francuskiego
(The use of English by Polish students during French lessons)
- Author(s):Joanna Duda
- Language:English
- Subject(s):Foreign languages learning
- Page Range:195-205
- No. of Pages:11
- Keywords:the acquisition of French as L3;interference;English during the French course
- Summary/Abstract:Most studies concerning interference focus on the role of the native language (L1) in second language (L2) acquisition or production. However, an analysis of this aspect [interference] reveals that learners tend to use other languages that have previously been acquired (i.e. L2, L3,…) as sources for building forms in the target language (i.e. L3, L4,…) (Dewaele, 1998; Williams & Hammarberg, 1998). The aim of this paper is to examine the actual role of English during the French course, and this involves presenting the results of a study conducted among a group of Polish students who learnt French in a language school. The study was carried out to obtain information about the way in which participants use their competence in English (all of them acquired English at a B2 or higher level) to speak/learn French. The article will include examples of French words/expressions which are based on the use of English.
Techniki poprawiania wydajności pamięci stosowane przez lektorów języka włoskiego pracujących z seniorami
Techniki poprawiania wydajności pamięci stosowane przez lektorów języka włoskiego pracujących z seniorami
(Memory efficiency enhancement techniques used by Italian teachers working with senior students)
- Author(s):Katarzyna Ciszewska
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:207-219
- No. of Pages:13
- Keywords:teaching seniors;senior language learners
- Summary/Abstract:Learning for life (lifelong learning) is becoming more and more popular in Poland. More and more educational centers offer courses tailored to the specific needs of adults and seniors. However, factors influencing the learning process in this age group are still the subject of scientific research. This group is completely different from adolescents or young adults, both in terms of motivation to learn, as well as cognitive abilities. Moreover, it is internally differentiated to a greater extent than other age groups; such aspects as state of health, experiences or lack thereof, social status etc. influence the abilities of this age group. It is common, however, to declare the deterioration of memory performance when compared with earlier periods of life. This is one of the most serious problems faced by teachers working with seniors. In the face of limited subject literature and lack of appropriate textbooks, teachers work out their own solutions. In this article, I present the results of a survey conducted on teachers of Italian working with seniors. I discuss strategies used to improve memory performance of adults, examples of exercises considered the most effective, as well as the teachers` own suggestions developed during seven years of teaching Italian to seniors.
Jak wykorzystać znajomość czasów Present Perfect, Past Simple i Past Continuous w nauczaniu ich hiszpańskich „odpowiedników”?
Jak wykorzystać znajomość czasów Present Perfect, Past Simple i Past Continuous w nauczaniu ich hiszpańskich „odpowiedników”?
(How do we make use of the knowledge of Present Perfect, Past Simple and Past Continuous when teaching their Spanish “equivalents”?)
- Author(s):Witold Sobczak
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:223-230
- No. of Pages:8
- Keywords:tense system;language typology;aspect
- Summary/Abstract:The aim of this article is to present the possibilities of making use of the knowledge of Present Perfect, Past Simple and Past Continuous when teaching their Spanish “equivalents”. Taking into account some typological criteria which connect English with Spanish and distinguish these languages from Polish, the researcher will attempt to indicate some basic similarities and differences between Present Perfect, Past Simple and Past Continuous, and their Spanish “counterparts”. Furthermore, the author will endeavour to point out the main reason for the incorrect usage of Past Simple and Past Continuous, and Pretérito Indefinido and Pretérito Imperfecto by Polish speakers due to confusion between the category of aspect and tense.
Dostosowanie wymagań edukacyjnych z języka obcego do indywidualnych potrzeb rozwojowych i edukacyjnych oraz możliwości psychofizycznych uczniów w młodszym wieku szkolnym na podstawie diagnozy psychologiczno-pedagogicznej
Dostosowanie wymagań edukacyjnych z języka obcego do indywidualnych potrzeb rozwojowych i edukacyjnych oraz możliwości psychofizycznych uczniów w młodszym wieku szkolnym na podstawie diagnozy psychologiczno-pedagogicznej
(Adaptation of educational requirements for foreign languages to individual developmental and educational needs as well as psychophysical abilities of lower primary pupils on the basis of a psycho-pedagogical diagnosis)
- Author(s):Werona Król-Gierat
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:231-245
- No. of Pages:15
- Keywords:foreign language;foreign language teacher;educational requirements;special educational needs
- Summary/Abstract:According to ministerial directives, foreign language teachers are obliged to adapt educational requirements to pupils’ individual developmental and educational needs as well as psychophysical abilities. Translating recommendations of psycho-pedagogical service centres into specific tasks is teachers’ responsibility and is brought into fruition while being in direct contact with pupils in their charge. At the same time, the planned actions have to ensure the realization of the core curriculum. The interpretation of psycho-pedagogical statements or opinions may cause difficulties for teachers not qualified in special education. Making an effort to meet their needs, the present article focuses on translating bureaucratic paperwork into teaching practice.
Czy testy mierzą to, co mierzyć powinny? O trafności testów maturalnych sprawdzających rozumienie ze słuchu
Czy testy mierzą to, co mierzyć powinny? O trafności testów maturalnych sprawdzających rozumienie ze słuchu
(Do tests measure what they are supposed to? On validity of listening comprehension tests)
- Author(s):Emilia Podpora-Polit
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:247-257
- No. of Pages:11
- Keywords:validity;tests;listening comprehension
- Summary/Abstract:Validity is considered the most important criterion for the quality of a language test. As Bolesław Niemierko (1999: 179) states, validity guarantees that “everything and only what was supposed to be measured was measured”. The aim of this article is to present the validity notion from the theoretical as well as from the practical point of view. The paper should answer the following questions: What does test validity mean in practice? How can it be recognized that a listening comprehension test is valid? Do school leaving exams in German fulfill the validity criteria?
Słowotwórstwo w wybranych gramatykach do nauczania języka polskiego jako obcego
Słowotwórstwo w wybranych gramatykach do nauczania języka polskiego jako obcego
(Word formation in selected grammar books for teaching Polish as a foreign language)
- Author(s):Mateusz Gaze
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:259-273
- No. of Pages:15
- Keywords:grammar books;Polish as a foreign language;word formation
- Summary/Abstract:The purpose of this article is to analyze derivational issues presented in the grammar books for teaching Polish as a foreign language. Both the variety of issues presented and their graphic design were analyzed. Gramatyka języka polskiego. Podręcznik dla cudzoziemców by B. Bartnicka and H. Satkiewicz transpired to be too difficult for a foreigner because of the complicated scientific style used when describing analyzed phenomena. In Odkrywamy język polski by L. Madelska and M. Warchol-Schlottmann errors appeared, often connected with incorrect classification of derivatives to derivational categories, which may cause chaos in learners` mental dictionaries. Gramatyka języka polskiego dla cudzoziemców by Z. Kaleta does not include derivational issues at all. Word formation, despite being often overlooked by Polish teachers, plays a vital role in the process of teaching / learning Polish as a foreign language. Derivation is one of the most important processes of the formation of new words. Linguistic changes are lexical changes to a great extent. Word formation helps organize lexis (to classify the new words to appropriate categories, and thus determine their meaning). Derivational formations also show the linguistic perception of reality by the users of a given language.
Jacy oni są? Językowy obraz polskiej rodziny oraz szata graficzna w wybranych podręcznikach do nauczania języka polskiego jako obcego
Jacy oni są? Językowy obraz polskiej rodziny oraz szata graficzna w wybranych podręcznikach do nauczania języka polskiego jako obcego
(What are they like? Linguistic image of Polish family and graphic
design in selected textbooks for Teaching Polish as a Foreign
Language)
- Author(s):Paula Góralczyk-Mowczan
- Language:English, Polish
- Subject(s):Foreign languages learning
- Page Range:275-293
- No. of Pages:19
- Keywords:textbooks for Teaching Polish as a Foreign Language;linguistic image;polish family;graphic design
- Summary/Abstract:The article presents selected elements that contribute to a linguistic and graphic image of a Polish family, namely appearance, personality, age, names and surnames. As a source of the research materials I used selected textbooks for all levels of proficiency (from A1 to C2), which first edition appeared in or after 1989. So how does a “typical” textbook family look like? The head of the family is thirty-nine-year-old Jan/Adam/Paweł Kowalski/ Nowak. He is a handsome brown-haired man with a beard and moustache. His wife is thirty-three-year-old Maria, an elegant blonde. They have two school-age children — Monika and Marek/Jan. Monika is pretty and resembles her father while Marek/Jan is tall and very slim. The present article also deals with the relationships between the emerging picture of the family and the textbook, its level and the date of issue.
