2024-03-29T10:31:35Z
https://journals.us.edu.pl/index.php/TAPSLA/oai
oai:ojs.www.journals.us.edu.pl:article/3930
2022-07-13T08:52:57Z
TAPSLA:ART
driver
"160625 2016 eng "
2451-2125
2450-5455
dc
The Age Factor in the Foreign Language Class: What Do Learners Think?
Pfenninger, Simone E.
University of Zurich, Switzerland
Singleton, David
Trinity College, Dublin / University of Pannonia, Hungary
The present paper analyzes beliefs about the age factor of learners of English as a foreign language (EFL) with different starting ages (early vs. late starters), in different grades (in Year 7 at the beginning and in Year 12 at the end of secondary school), and with different levels of EFL proficiency (high achievers vs. low achievers). The sample for the study was drawn from a larger sample of 200 secondary school students who were part of a longitudinal study, undertaken in Switzerland between 2008 and 2015. From this sample we selected 10 early starting high-achievers, 10 early starting low-achievers, 10 late starting high-achievers, and 10 late starting low-achievers. A qualitative analysis of language experience essays written at the beginning and at the end of secondary school revealed that learners with different starting ages, in different grades, and with different levels of proficiency displayed different beliefs about the age factor. The overall lack of age effect on FL achievement found in our previous studies may be explicable in terms of a number of affective factors (e.g. disengagement of the early starters due to language practices of the classroom) and contextual factors (e.g. transition from English in primary to English in secondary).
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/3930
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
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oai:ojs.www.journals.us.edu.pl:article/3938
2022-07-13T08:52:57Z
TAPSLA:ART
driver
"160625 2016 eng "
2451-2125
2450-5455
dc
On Non-Native Speaker E-mail Communication from a Genre Perspective
Pikhart, Jan
University of Prešov
The author has investigated a corpus of informal email messages produced by post intermediate Czech learners of English. The method of analysis draws upon Biber & Conrad (2009) employing primarily a qualitative analysis as part of the author´s dissertation. First of all, the paper touches upon such descriptive terms as style, register and genre. Secondly, the paper presents the results of an analysis of genre features including deviations. In the concluding part, the article outlines implications for practice.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/3938
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/3941
2022-07-13T08:52:56Z
TAPSLA:ART
driver
"160625 2016 eng "
2451-2125
2450-5455
dc
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom
Dewaele, Jean-Marc
Birkbeck, University fo London
MacIntyre, Peter
Cape Breton University, Sydney, Nova Scotia
Boudreau, Carmen
Cape Breton University, Sydney, Nova Scotia
Dewaele, Livia
Worcester College, University of Oxford
The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986). An open question on FLE also provided us with narrative data. Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences. The present study looks at gender differences in FLE and FLCA at item level.
Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance. However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom. We argue that this heightened emotionality benefits the acquisition and use of the FL.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/3941
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/3944
2022-07-13T08:52:56Z
TAPSLA:ART
driver
"160625 2016 eng "
2451-2125
2450-5455
dc
Code-Switching Practices among Immigrant Polish L2 Users of English
Ożańska-Ponikwia, Katarzyna
University of Bielsko-Biala
The present paper aims to present a qualitative study on code-switching practices among L2 users immersed in the L2 culture. Code-switching practices were measured among 62 Polish L2 users of English who had immigrated to the UK and Ireland and reported using English on everyday basis. The informants of the study were to answer an open question concerning situations in which they switch from their L2 to L1 most frequently. The analysis of the results reviled that the participants reported code switching mostly in emotionally charged situations as well as when discussing personal topics with known interlocutors. The results of the study are in line with some quantitative studies (Dewaele, 2010) as well as some autobiographical findings (Grosjean, 2010, Pavlenko, 2004, Wierzbicka, 2004) and shed some more light on a complex notion of bilingualism and code-switching.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/3944
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/3947
2022-07-13T08:52:56Z
TAPSLA:ART
driver
"160625 2016 eng "
2451-2125
2450-5455
dc
New Conceptualizations of Language Aptitude - The Potential of Working Memory in Second Language Acquisition (SLA)
Grymska, Beata
University of Silesia
The chapter sheds light on new conceptualizations of foreign language aptitude by emphasizing the role of working memory (WM). It is organised into 3 sections. The first section presents a brief historical overview of the research on language aptitude based on John Carroll’s work. The second part elaborates on working memory construct discussing Baddeley’s multi-component model of WM and its functions.
The paper proposes incorporating working memory as a crucial component of language aptitude construct. In the light of the issue mentioned above, the third section of the article focuses on the newest and original empirical evidence which supports the role of WM in different aspects of L2 learning, i.e. reading, listening, speaking, writing and bilingual interpretation as well as vocabulary and grammar learning. Its concluding part reflects upon the relevance of language aptitude paving the way for future research.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/3947
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/3948
2022-07-13T08:52:55Z
TAPSLA:ART
driver
"160625 2016 eng "
2451-2125
2450-5455
dc
Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language
Włosowicz, Teresa Maria
University of Social Sciences in Cracow
The purpose of the study has been an analysis of Polish students’ cued translation of Polish (L1) and English or French (L2) sentences into Portuguese (third or additional language in De Angelis’s (2007) terminology). In particular, the study investigates cross-linguistic interaction (Herdina and Jessner’s (2002) term) in multilingual processing involved in L3 production. In fact, translation constitutes a special case of production because, on the one hand, the content is already contained in the L1 or L2 source sentences, but at the same time, this is not necessarily a facilitation, as the cues may require the use of words or structures the participants might not use in free production.
The article is based on two studies carried out with thirty and forty-two students of Portuguese philology respectively. As the results show, cross-linguistic interaction in various directions was observed, not only from L2 (English or French), L3 (in those participants for whom Portuguese was an L4 and their L3 was Spanish or Italian), L4, etc. or, intralingually, from Portuguese, but also from L1, despite the distance between Polish and Portuguese and the special status of the native language. However, the amount of interference and/or negative transfer often depended on the sentence rather than on the language combination. The diversity of the observed interactions also supports Herdina and Jessner’s (2002) claim of the dynamic and unpredictable nature of cross-linguistic interaction.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
application/pdf
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/3948
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4718
2022-07-13T08:53:39Z
TAPSLA:ART
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
An Analysis of the Higher Eductional Systems of Teaching Chinese as a Foreign Language in Poland and China
Bańka, Katarzyna Elżbieta
Uniwersytet Śląski, Instytut Języka Angielskiego
Nowadays, we witness changing trends in terms of the interest in language learning. In Poland, more and more higher education establishments, not only public, but also private, introduce various types of majors concerning oriental languages, such as Chinese translation programmes.
The aim of this paper is to compare the Chinese learning process in China and in Poland. In the first part, a comparative outline of both types of learning processes will be introduced, on the base of author’s few years of experience gained while teaching and studying in both of those countries. Furthermore, the author will investigate the results of teaching Chinese in Poland, a place of very few Chinese native speakers, as compared to teaching Chinese in the mainland of China. In the end, the proposals on what to do to improve the Chinese learning system in non-Chinese speaking countries will be introduced.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/4718
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4730
2022-07-13T08:52:55Z
TAPSLA:ART
driver
"160812 2016 eng "
2451-2125
2450-5455
dc
Multilingual Upbringing as Portrayed in the Blogosphere: On Parent-Bloggers’ Profile
Bello-Rodzeń, Ingrid
University of Silesia
This article presents the results of an online survey completed by an international group of parents who write about their multilingual upbringing experience on personal blogs. As the first stage in a multi-case study that aims at characterizing multilingual parenting styles
and strategies, the web questionnaire was designed to build the profile of the participants based on their demographic and linguistic background, their blogging practices, and their family’s linguistic situation. The literature review discusses the prevalence of multilingual child rearing and endorses parent-blogging both as a genre and as a potential research data source. The methodology, on the other hand, introduces the participants, as well as the survey design procedure. Results derive from the identification of salient themes, summarized in two preliminary categories: parents’ views on being bi-/multilingual and parental insights on multilingual upbringing strategies. The descriptive-interpretive analysis of the responses indicates that parents’ understanding of multilingualism influences their self-concept as language
users and their being bloggers. Moreover, parents’ capacity to adopt and adapt communication strategies is deemed an important factor for successful early multilingualism. In general, the findings are treated as the starting point to examine the role of parent-blogging in promoting
multilingualism and delve into multilingual parenting styles.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/4730
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4738
2022-07-13T08:52:54Z
TAPSLA:ART
driver
"160907 2016 eng "
2451-2125
2450-5455
dc
How to Write an American Death Notice: Some Guidelines for Novice Obituarists
Cebrat, Grzegorz
Państwowa Wyższa Szkoła Zawodowa w Tarnowie
The article aims at helping non-native speakers of English to write death notices, following the requirements of American tradition of the genre. It is based on the theoretical research into the genre, carried out by its author, who analyzed 1076 contemporary New York Times notices, according to Moves and Steps model of genre analysis by J. Swales and V. Bhatia. Having distinguished the death notice from the obituary, the author presents the communicative functions of the genre and its structure, consisting of seven moves, each made up of one to seven steps. Their presentation and brief analysis is accompanied by 100 patterns and
templates, which allows intermediate (B1–B2) students of English to create their own texts successfully step by step.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/4738
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4739
2022-07-13T08:52:55Z
TAPSLA:ART
driver
"160810 2016 eng "
2451-2125
2450-5455
dc
Another Look at the L2 Motivational Self System of Polish Students Majoring in English: Insights from Interview Data
Pawlak, Mirosław
One of the most recent theoretical developments when it comes to the role of motivation in second language learning is the theory of the L2 motivational self system (e.g., Dörnyei, 2005). It has been proposed in recognition of the fact that learning a foreign language does not only involve acquiring a new communicative code, but also affects the personality of an individual, the difficulties involved in applying Gardner’s (1985) concept of integrativeness to foreign language contexts, as well as the mounting empirical evidence (e.g., Dörnyei & Csizér, 2002), demonstrating that key components of motivation, such as integrativeness, instrumentality, attitudes towards L2 speakers or manifestations of motivated learning behavior are intricately interrelated. As a result, the notion of integrativeness has been reinterpreted as the L2-specific aspect of an individual’s ideal self and the motivational system is believed to comprise the following three dimensions: (a) ideal L2 self, which is related to the abilities and skills that learners envisage themselves possessing, which may trigger a desire to reduce the distance between their actual and ideal selves, (b) ought-to L2 self, which is connected with the attributes that the learners believe are important in the eyes of significant others, and (c) L2 learning experiences, which is a context-related factor reflecting the nature of the immediate learning environment and learning experiences. This framework was applied in a qualitative study, the participants of which were 28 English majors in the last year of a three-year BA program who were interviewed about their motives for learning the target language. The analysis revealed that although motivational influences which have traditionally been regarded as important do play a role, there are a number of factors, such as family influence, instrumentality, knowledge orientation or international posture, that are also of vital importance.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/4739
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4784
2022-07-13T08:52:54Z
TAPSLA:ART
driver
"160813 2016 eng "
2451-2125
2450-5455
dc
When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology
Leacox, Lindsey
University of Northern Iowa
Meza, Margarita V.
University of Northern Iowa
Gregersen, Tammy S.
University of Northern Iowa
Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism. Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks. Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter. Implications of outcomes, collaboration, and conclusions are discussed.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/4784
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4819
2022-07-13T08:52:55Z
TAPSLA:ART
driver
"160813 2016 eng "
2451-2125
2450-5455
dc
Teaching Materials and the ELF Methodology – Attitudes of Pre-Service Teachers
Szymańska-Tworek, Aleksandra Aniela
University of Silesia
The central argument voiced in the present paper is that the English language classroom should be influenced by the English as a lingua franca (ELF) methodology. What we mean under the notion of ELF methodology is a set of assumptions and tenets advanced by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the hegemony of a native-speaker language model and embracing a more egalitarian perspective that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger, 2001; McKenzie, 2008) recommends that learners of English are exposed to as many different varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that the cultural content presented to pupils in the ELT classroom should be drawn from multiple sources. The present paper aims to contribute to the debate concerning the implications that the ELF methodology carries for coursebooks and teaching materials. The study explores pre-service teachers’ views on the following questions: (1) How many and which varieties of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of which countries should constitute the content of teaching materials? The data obtained from 170 pre-service teachers majoring in English indicate that most of them are far more willing to embrace the cultural rather than linguistic diversity in their own teaching practice.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/4819
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4865
2022-07-13T08:52:53Z
TAPSLA:ART
driver
"161230 2016 eng "
2451-2125
2450-5455
dc
Between New Technologies and New Paradigms in Academic Education. A Non-Reductionist Approach
Turula, Anna
Pedagogical University, Krakow, Poland
The article presents an insight into an exploratory study carried out between February and May 2014. The study looked into the process of teacher training enhanced by new technology: an MA CALL seminar facilitated in the blended format as a series of online and offline tutorials. The participants of the class were 9 first-year students of the TEFL MA programme at the Pedagogical University in Cracow, Poland. The study and its results were described in detail in previous publications (Turula, 2015, Turula, in press). The present article investigates an aspect of the process researched: negotiatingbetween the digital realm, with its different tools and their affordances and a socialcontext of the digital—or blended, as is the case here—education.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/4865
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4908
2022-07-13T08:53:39Z
TAPSLA:ART
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
The influence of age and L2 on third language acquisition in a corporate environment
Lipińska, Dorota
Institute of English,
University of Silesia
The role of age factor in SLA has been systematically studied by numerous psycholinguists for many years (Ellis, 1994), starting from the Critical Period Hypothesis (firstly proposed by Penfield and Roberts, 1959, and then popularized by Lenneberg, 1967) and continuing until today. Older L2 learners rarely achieve the native-like fluency which younger learners frequently display, however there are also numerous cases of individuals who mastered an L2 in adulthood (Singleton and Lengyel, 1995; Flege and MacKay, 2011). Moreover, it cannot be forgotten that children lack the linguistic experience, strategies and knowledge which adults posses and which can be useful in learning a new language. Thus it is very difficult to decide which group constitutes better language learners (Arabski, 1997; Jackiewicz, 2009).
The situation becomes even more complicated in the case of L3 acquisition when not only all factors influencing SLA are active, but also numerous other processes affect TLA. The aim of this study was to analyse the influence of the age factor and learners’ L2 on TLA in a corporate environment. A group of subjects from an international company situated in the south of Poland agreed to participate in the study. They were native speakers of Polish learning L3-German in their company, but varying in terms of L2 (English and Russian), as well as in terms of age. The participants were between 28 and 62 years old. The results of regularly administered tests focusing on various language skills, obtained by the learners were compared. The subjects also completed questionnaires concerning difficulties they encountered while learning German. Both information sources delivered intriguing results contributing to the area of TLA and age-related research.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/4908
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4914
2022-07-13T08:53:39Z
TAPSLA:ART
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes
Wlosowicz, Teresa Maria
University of Social Sciences, Cracow
The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/4914
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/4961
2022-07-13T08:52:54Z
TAPSLA:JPR
driver
"161027 2016 eng "
2451-2125
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Preface
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English
Faculty of Philology
University of Silesia in Katowice
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia in Katowice
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
Preface
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/4961
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5023
2022-07-13T08:53:39Z
TAPSLA:ART
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
ICT as material culture in CALL
Gajek, Elżbieta
Institute of Applied Linguistics
University of WArsaw
Human and technology interactions are two directional. A human makes use of the technology available, but the technology enhances human potential and creates opportunities for further development in the use of technology. This mutual influence will be presented on the example of the use of Information and Communication Technologies (ICT) in language learning and teaching LL&T. Both historical perspectives on CALL and the contemporary practices illustrate interrelations between material artefacts and their use for learning purposes in the multilingual reality of the Internet. The results of research on teachers of foreign languages show that material culture gives ground for social and pedagogical practices but human perceptions, opinions, and actions constitute the actual use of it.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5023
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5033
2022-07-13T08:53:38Z
TAPSLA:ART
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
Some Libya EFL University Students’ Attitudes towards Using Authentic Materials for Reading Classes Abstract This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the l
Saleh, Salama Embark
Univeristy of Sabratha
This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the language classroom. The quantitative data of this study was collected through close-ended questionnaire. The majority of the students believed that exposing foreign language (FL) learners to authentic materials has a positive impact on developing their reading skills and on enhancing their awareness about the culture of the target language. However, they emphasize the importance of introducing these materials in small portions and the need for promoting teachers’ and students’ motivation and interest in these materials
Despite the challenges and the difficulties that may impede the process of introducing authentic material in the FL classroom, it represents a valuable and useful resource for teachers to use in order to motivate students and develop their language proficiency.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5033
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5090
2022-07-13T08:52:53Z
TAPSLA:TPC
driver
"161230 2016 eng "
2451-2125
2450-5455
dc
Title page and contents
Editors, TAPSLA
Institute of English
Faculty of Philology
University of Silesia in Katowice
Poland http://www.journals.us.edu.pl/index.php/TAPSLA/index
Title page and letter of contents of the issue.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5090
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
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oai:ojs.www.journals.us.edu.pl:article/5091
2022-07-13T08:52:53Z
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driver
"161230 2016 eng "
2451-2125
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Colophon
Editors, TAPSLA
Institute of English
Faculty of Philology
University of Silesia in Katowice
Poland http://www.journals.us.edu.pl/index.php/TAPSLA/index
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-01-26 00:00:00
colophon
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5091
Theory and Practice of Second Language Acquisition; Vol 2 No 2 (2016): Theory and Practice of Second Language Acquisition
eng
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oai:ojs.www.journals.us.edu.pl:article/5093
2022-07-13T08:52:23Z
TAPSLA:TPC
driver
2451-2125
2450-5455
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Title page and contents
Editors, TAPSLA
http://www.journals.us.edu.pl/index.php/TAPSLA/index
Title page and the list of contents of the issue.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5093
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5094
2022-07-13T08:56:12Z
TAPSLA:TPC
"180930 2018 eng "
2451-2125
2450-5455
dc
Title page and contents
Editors, TAPSLA
http://www.journals.us.edu.pl/index.php/TAPSLA/index
Title page and the list of contents of the issue.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5094
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5095
2022-07-13T08:56:11Z
TAPSLA:TPC
driver
"181214 2018 eng "
2451-2125
2450-5455
dc
Title page and contents
Editors, TAPSLA
http://www.journals.us.edu.pl/index.php/TAPSLA/index
Title page and the list of contents of the issue.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5095
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5101
2022-07-13T08:52:23Z
TAPSLA:JPR
driver
2451-2125
2450-5455
dc
Preface
Gabryś-Barker, Danuta
Institute of English
Faculty of Philology
University of Silesia in Katowice http://www.ija.us.edu.pl/index.php/pracownicy/29-gabrys-barker-danuta
Wojtaszek, Adam
Institute of English
Faculty of Philology
University of Silesia in Katowice http://www.ija.us.edu.pl/index.php/pracownicy/14-wojtaszek-adam
The present issue consists of articles in various areas of SLA and also research in multilingualism. The thematic spread starts with the text related to the sociolinguistic variable of age: "The Age Factor in the Foreign Language Class: What Do Learners Think?" by Simone E. Pfenninger and David Singleton, followed by a study of non-native speaker e-mail communication (Jan Pikhart) and another paper addressing a sociolinguistic variable: "Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom by Jean-Marc Dewaele et al. The second group of articles begins with the text addressing the issues of multilingualism: "Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language" by Teresa M. Włosowicz, followed by a study of code-switching practices among immigrants in the UK by Katarzyna Ożańska-Ponikwia. The final paper by Beata Grymska represents a more theoretically-oriented perspective delving into the theoretical conceptualizations of language aptitude.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
Preface
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5101
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5102
2017-02-02T17:31:27Z
TAPSLA:JPR
oai:ojs.www.journals.us.edu.pl:article/5103
2017-02-02T17:31:28Z
TAPSLA:JPR
oai:ojs.www.journals.us.edu.pl:article/5104
2017-02-02T17:31:28Z
TAPSLA:JPR
oai:ojs.www.journals.us.edu.pl:article/5105
2017-02-02T17:31:28Z
TAPSLA:JPR
oai:ojs.www.journals.us.edu.pl:article/5106
2022-07-13T08:52:22Z
TAPSLA:COL
driver
2451-2125
2450-5455
dc
Colophon
Editors, TAPSLA
Institute of English
Faculty of Philology
University of Silesia in Katowice http://www.ija.us.edu.pl/index.php/pracownicy/29-gabrys-barker-danuta
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2016-06-26 00:00:00
colophon
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5106
Theory and Practice of Second Language Acquisition; Vol 2 No 1 (2016): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5107
2022-07-13T08:53:00Z
TAPSLA:TPC
driver
2451-2125
2450-5455
dc
Title page and contents
Editors, TAPSLA
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5107
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5108
2022-07-13T08:52:59Z
TAPSLA:JPR
driver
2451-2125
2450-5455
dc
Preface
Gabryś-Barker, Danuta
Wojtaszek, Adam
University of Silesia in Katowice
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
Preface
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5108
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5109
2022-07-13T08:52:59Z
TAPSLA:ART
driver
"151201 2015 eng "
2451-2125
2450-5455
dc
How Relevant Is the Sapir-Whorf Hypothesis to Contemporary Psycholinguistic Research?
Latkowska, Jolanta
University of Silesia in Katowice
The paper raises the question of whether the linguistic relativity proposal, also known as the Sapir-Whorf Hypothesis, should be used as a frame of reference for modern research into the relationship of language to cognition. The question is discussed in the context of Whorf’s (1956) writings, with emphasis on factors that are crucial to the proposal, i.e. language, thought, and behavior.
The second issue addressed by the paper is whether linguistic categories provide an accurate window on cognition, as was suggested by Whorf and in some of the more recent debates. The analysis takes the form of a correlational study which examines the categorization criteria applied in tests that require language-based and language-neutral judgments.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5109
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5110
2022-07-13T08:52:59Z
TAPSLA:ART
driver
"151201 2015 eng "
2451-2125
2450-5455
dc
Multilingualism as an Edge
Aronin, Larissa
Oranim Academic College of Education
Politis, Vasilis
Trinity College, Dublin
The article presents a philosophical conceptualization of multilingualism. Philosophy’s general task is to subject human experience to reflective scrutiny and the experience of present day society has changed drastically. Multilingualism, as the vehicle of a new linguistic dispensation, plays a central role in it. We apply the metaphor ‘edge’ to explore the way multiple languages are deployed in, and intensively shape, the postmodern world. We also demonstrate how multilingualism is an edge, not only metaphorically, but involving true and real boundaries of various kinds, and all of them are essential for its nature.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5110
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5111
2022-07-13T08:52:59Z
TAPSLA:ART
driver
"151201 2015 eng "
2451-2125
2450-5455
dc
Advanced FL Students’ Self-perception of their Language Identity
Owczarek, Dorota
Adam Mickiewicz University in Poznań
This article reports the results of a study of self-perception of their language identity by advanced FL students. The aim of the study is to observe what students’ language choices are and what guides them in these choices. The concepts related to bi/multilingualism are taken into consideration, following Cook’s opinion (1992: 558) that L2 users should be compared to bilinguals rather that monolinguals. The perception of the language self is related to language competence acquired in formal education. The findings will be referred to recent research on language and identity in a foreign language context conducted elsewhere, and suggestions for further study in the field will be provided.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5111
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5112
2022-07-13T08:52:58Z
TAPSLA:ART
driver
"151201 2015 eng "
2451-2125
2450-5455
dc
The Acquisition at the Interface of Ditransitive Constructions in Mandarin Chinese by French Adult Learners
Yu, Xinyue Cécilia
Université Denis Diderot (Paris VII)
The semantically fine-grained ditransitive constructions in Mandarin Chinese show complex interaction between lexical semantics, constructional semantics and syntactic frames. This study examines the acquisition process of the syntax as well as the semantics of these constructions by launching two experiments with French leaners of Chinese. The experiment results reveal a ‘syntax-before-semantics’ learning process and the important role of input in implicit learning.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5112
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5113
2022-07-13T08:52:58Z
TAPSLA:ART
driver
"151201 2015 eng "
2451-2125
2450-5455
dc
Effect of Prosody on Disambiguation: A Case of Universal Quantifier and Negation
Ananth, Priya
Middle Tennessee State University
Kamiya, Masaaki
Hamilton College, Clinton, NY
This study is concerned with L2 Japanese learners’ interpretation of scopally ambiguous sentences containing negation and universal quantifier using prosodic cues. It has been argued, in previous literature, that native adult speakers of English as well as Japanese interpret such sentences both on their surface (total negation) as well as inverse scope (partial negation) readings in the presence of prosodic cues. The present study shows, however, that L2 Japanese speakers predominantly favor the total negation reading even in situations where the prosodic cues point them to the partial reading. These outcomes indicate that L2 learners of Japanese do not attach “optimal relevance” to prosodic cues when disambiguating scopally ambiguous sentences. The results also imply that for L2 Japanese learners, clues other than prosody may be required to carry out disambiguation.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5113
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5114
2022-07-13T08:52:58Z
TAPSLA:ART
driver
"151201 2015 eng "
2451-2125
2450-5455
dc
Syntactical Modifications in Teacher Talk of Native and Non-Native Speakers in EFL Classrooms
Ünel, Arzu
Toros University, Mersin
Mirioğlu, Meryem
Çukurova University, Adana
Classroom language in EFL classrooms comprises the core of communication between teachers and learners. Teacher talk plays a central role in understanding the nature of classroom language in this respect. According to Krashen input hypothesis, teacher talk also constitutes an important source of comprehensible input for the language acquisition of the learner (Krashen, 1981). To make the input comprehensible, teachers may make modifications in their vocabulary, syntax, rate of speech or discourse. Accordingly, the aim of this study is to discover whether native speakers of English and non-native speakers of English make any syntactical modifications in their teacher talk at elementary and pre-intermediate levels and to try to find out what kind of syntactical modifications they make if they modify their syntax during their speech. The study was carried out with eight EFL instructors (both NSs and NNSs) at Çağ University in Turkey using their audio-recordings, a questionnaire and interviews. Antconc 3.2.1 Programme and SPSS 17.0 Programme were used to analyse the quantitative data. The findings of the data were incorporated with the results of interviews forming the qualitative part of the study. The results of the data revealed that native speakers of English and non-native speakers of English made syntactical modifications in their teacher talk at elementary and pre-intermediate levels. They ranged from subordinate clauses to the types of sentences. The findings of the study also demonstrated that syntactical modifications in the teacher talk of native speakers and non-native speakers at both levels depended on the proficiency level of the learners although not all of these modifications formed a statistically meaningful difference.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5114
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5115
2022-07-13T08:52:57Z
TAPSLA:ART
driver
"151201 2015 eng "
2451-2125
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dc
Aligning Who I Am with What I Do: Pursuing Language Teacher Authenticity
Gregersen, Tammy
University of Northern Iowa
This study explores the dynamic, interactive relationship between teacher identity and authenticity. Through an examination of several socio-cultural (social identity, situated learning, and image text) and psycholinguistic (individual differences) second language acquisition theories, a conceptualization of identity is provided. Subsequently, language teacher authenticity is characterized from both a philosophical and pedagogical perspective and connected to the notion of teacher identity. The final section of the paper presents research-based applications that include reflecting critically, redefining personal credibility, discovering one’s personal style, displaying emotion and recognizing diversity to facilitate the positive-broadening quest of aligning one’s identity (i.e., who I am) with authenticity (i.e., what I do).
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5115
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5116
2022-07-13T08:52:57Z
TAPSLA:COL
driver
"151201 2015 eng "
2451-2125
2450-5455
dc
Colophon
Editors, TAPSLA
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-02-04 00:00:00
colophon
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5116
Theory and Practice of Second Language Acquisition; Vol 1 No 1 (2015): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5136
2022-07-13T08:53:38Z
TAPSLA:JPR
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
Preface
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
Preface
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5136
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5161
2022-07-13T08:53:38Z
TAPSLA:ART
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
Multimodality of cultural content in ELT materials for young learners.
Stec, Maria Dorota
University of Silesia
Cultural content is incorporated into EL materials to enrich linguistic content. The paper focuses on English materials as cultural artefacts analysed in terms of multimodality. The aim is to identify the most important multimodal aspects of cultural content offered in English course books for early language education. Following the multimodal discourse analysis, the image–language relations presented in the culture sections are examined. The paper seeks to address two following questions: What is the multimodality of cultural content in English course books for young learners? What are the image-language relations involved in the construction of cultural content? The project involves an analysis of nine course books currently used in teaching English to young learners in Polish primary schools. The data will be collected during the evaluation studies, which here are both quantitative and qualitative in nature. The study is based on a set of universal, content-specific, multimodal and intermodal criteria. It is hoped that the results from the research project will enrich the process of ELT materials design in terms of multimodality. They will support the need for developing multimodal (visual) literacy through multicultural education in early language education.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5161
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5184
2022-07-13T08:53:35Z
TAPSLA:ART
driver
"171212 2017 eng "
2451-2125
2450-5455
dc
Self-reported vs. self-rated pronunciation in a non-native language
Cieślicka, Ewa Grażyna
Institute of English Cultures and Literatures
University of Silesia, Poland
Rojczyk, Arkadiusz
Research Unit of Applied Phonetics
Institute of English
University of Silesia, Poland
The study investigates how their own accent in English is self-perceived by Polish learners. More specifically, we compare how, and to what extent, self-reported pronunciation differs from self-rated pronunciation prior to and after the exposure to one’s recorded speech. Previous research on non-native accent rating has concentrated on scores obtained from native speakers or other proficient speakers of English. In the current study, we concentrate on how learners evaluate their own accent in English for parameters such as pronunciation, articulation and fluency. We also introduce an independent variable of proficiency. Both quantitative and qualitative analyses were conducted and the result showed that there are no major differences between how learners report their accent in English and how they rate it from the recording of their own speech. It indicates that the general self-image of one’s accent is fairly stable and exposure to the sample of one’s speech does not change the overall self-perception.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5184
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5392
2022-07-13T08:53:37Z
TAPSLA:COL
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
Colophon
Editors, TAPSLA
Institute of English
Faculty of Philology
University of Silesia in Katowice http://www.journals.us.edu.pl/index.php/TAPSLA/index
The colophon of the present issue.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
colophon
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5392
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5396
2022-07-13T08:53:37Z
TAPSLA:TPC
driver
"170630 2017 eng "
2451-2125
2450-5455
dc
Title page and contents
Editors, TAPSLA
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2017-07-27 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5396
Theory and Practice of Second Language Acquisition; Vol 3 No 1 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5575
2022-07-13T08:53:37Z
TAPSLA:ART
driver
"171210 2017 eng "
2451-2125
2450-5455
dc
Benefits of L1-L3 Similarities. The Case of the Dative Case
Szcześniak, Konrad
University of Silesia
The present study looks at the effects of structural similarities between L1 and L3 on learner performance. The main focus is on the knowledge of the dative construction in Polish learners of Portuguese. Portuguese and Polish share a number of important similarities in their use of the dative, which include functions not found in English, the learners’ L2. The main question investigated in this study is whether learners are aware of the non-banal similarities (given that they do not occur in English) and whether they can make use of that knowledge. It is found that learners do benefit from positive transfer, but that depends of the kind of function and frequency of the dative.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5575
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5591
2022-07-13T08:53:36Z
TAPSLA:ART
driver
"171210 2017 eng "
2451-2125
2450-5455
dc
Preservice teachers’ attitudes related to family involvement in light of their school placement experience
Bąk-Średnicka, Anna
Uniwersytet Jana Kochanowskiego w Kielcach, Wydział Zamiejscowy w Sandomierzu http://orcid.org/0000-0001-8932-659X
The paper addresses the problem of how to increase preservice teachers’ awareness and understanding of the importance of building a broader level of partnership with parents that goes beyond parent-teacher conferences and phone calls. The Ministry of Higher Education in Poland has formally acknowledged that prospective teachers should have knowledge about parents as sites of pedagogical activities, as well as acquire the skills to cooperate with them (Journal of Laws of 2012). In practice, however, preservice teachers’ plans to keep parents of their future pupils at a distance have been well documented. This may be partly due to the fact that school placements specific requirements in Module 2 referring to 30 hours of pedagogical practice and Module 3 referring to 120 hours of didactic practice do not assume that trainee teachers have any (in)formal contacts with parents during their practicum (Journal of Laws of 2012). Consequently, the cases of contacts with parents during school placements are accidental, isolated and sporadic. Likewise, we doubt that the approach of dictating school mentors as to the types of family-school contacts trainee teachers are to experience can be effective, despite the fact that some school mentors do expect that ‘they are told what to do’. In the paper we describe a qualitative study which reveals that there is a statistically significant amount of evidence of an association between trainees’ personal contacts with parents during their teaching practice and their high opinion about collaboration with parents as regards supporting children in: doing homework, recognizing and developing children’s talents, as well as tackling at home those learning problems which occur during lessons.
Keywords: teacher trainees’ beliefs, field experiences, parental involvement, partnership
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5591
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5592
2022-07-13T08:53:36Z
TAPSLA:REV
driver
"171210 2017 eng "
2451-2125
2450-5455
dc
Book review: Kurt Braunmuller & Christoph Gabriel (eds.) (2012) Multilingual Individuals and Multilingual Societies
Aronin, Larissa
Oranim Academic College of Education
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
Non-refereed Book Review
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5592
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5788
2022-07-13T08:53:36Z
TAPSLA:ART
driver
"171210 2017 eng "
2451-2125
2450-5455
dc
The Role of Social Support Systems in Adolescent Foreign Language Learning
Piechurska-Kuciel, Ewa
Institute of English
Opole University
Ewa Piechurska-Kuciel
Institute of English
Opole University
Abstract
In adolescents the main groups of social support are their family, peers and teachers with whom they interact most frequently. They play a buffering role between stress and psychological well-being by helping to cope with adverse challenges, and by providing social integration. Consequently, it is believed that in the situation of stress caused by the necessity to learn a foreign language (FL) as a compulsory subject, social support can be viewed as an important factor that may positively influence learners’ academic achievement, exposing the role of the perceived availability of significant others’ help in achieving FL success. To date, in spite of the call for research on the general functioning of the language learner as a member of the society, the study on the role of social support in the process of foreign language learning is still scarce. The existing research has tough proved that perceived social support significantly predicts resilience in foreign language learning. The feelings of closeness and support the learners receive from the support network protect them from stressors, and they validate the feelings of self-esteem, competence, and personal control in the face of stressful situations. The three main support groups (parents, teachers and peers) help learners develop their social competence, problem-solving skills, autonomy, and sense of purpose.
Keywords: social support, parental support, teacher support, peer support
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5788
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5909
2022-07-13T08:53:35Z
TAPSLA:TPC
driver
"171210 2017 eng "
2451-2125
2450-5455
dc
Title page and contents
Editors, TAPSLA
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5909
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/5910
2018-03-13T08:36:36Z
TAPSLA:JPR
oai:ojs.www.journals.us.edu.pl:article/5911
2022-07-13T08:53:35Z
TAPSLA:COL
driver
"171210 2017 eng "
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dc
Colophon
Editors, TAPSLA
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
colophon
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/5911
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6106
2022-07-13T08:53:35Z
TAPSLA:REV
driver
"171212 2017 eng "
2451-2125
2450-5455
dc
Book review: Anna Mystkowska-Wiertelak and Mirosaw Pawlak (2017) Willingness to Communicate in Instructed Second Language Acquisition. Combining a Macro- and Micro-Perspective
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English, University of Silesia, Poland
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
Non-refereed Book Review
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6106
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6108
2022-07-13T08:53:34Z
TAPSLA:ART
driver
"171212 2017 eng "
2451-2125
2450-5455
dc
Are they part of the equation? – foreign language teachers versus language attrition A diagnostic study
Szupica-Pyrzanowska, Małgorzata
The Institute of Applied Linguistics
University of Warsaw
Malesa, Katarzyna
The Institute of Applied Linguistics
University of Warsaw
Non-pathological language attrition has been thoroughly investigated in the context of first as well as second language (for review, see Bardovi-Harlig & Stringer, 2010; Schmid & Mehotcheva, 2012). However, still not enough is known about language attrition in a different population. Foreign language teachers, who often fight an uphill battle trying to prevent their learners’ lack of progress, may also face a different challenge. Namely, their own linguistic skills may regress as well. Therefore, the inquiry should be extended so as to include this population. As a result, in the present study we aim to investigate the extent to which FL teachers are aware of the phenomenon of language attrition. The diagnostic study was motivated by anecdotal evidence and frequent interactions with foreign language teachers. Our observations rested on the assumption that FL teachers may experience stagnation in the language they teach or may even be on the verge of language regression. 21 primary school non-native foreign language teachers (mean age 29) representing both rural and urban areas participated in the study. All participants had a B.A. in elementary education and were pursuing their M.A. in language teaching. In our pilot study, they were asked to complete an anonymous questionnaire including both closed-ended and open-ended questions. The preliminary analysis reveals factors contributing to language loss among foreign language teachers and suggests future research directions.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6108
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6117
2022-07-13T08:53:37Z
TAPSLA:JPR
driver
"170823 2017 eng "
2451-2125
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dc
Preface
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English, University of Silesia, Poland
Wojtaszek, Adam
Institute of English, University of Silesia, Poland
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-02-16 00:00:00
Preface
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6117
Theory and Practice of Second Language Acquisition; Vol 3 No 2 (2017): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6130
2022-07-13T08:53:33Z
TAPSLA:ART
driver
"180307 2018 eng "
2451-2125
2450-5455
dc
New School, the Same Old Rut? Action Research of Unsuccessful First-Year Students in a High School
Masoń-Budzyń, Joanna
University of Silesia in Katowice (Poland)
Action research is one of the tools that a reflective teacher may use in order to solve specific problems they encounter in their daily teaching practice. The article describes action research carried out in a high school to investigate some of the reasons behind the poor performance of some first-year students. It has been observed that students’ lack of success during the first semester corresponds directly to their low results in the end-of-middle school exam, despite the fact that they were allocated to groups on the basis of a placement test. In a questionnaire survey students reflected upon their motivation, attitude, classroom anxiety, and assessed their performance against other group members. This article offers an analysis of the questionnaire results and attempts at presenting certain ways in which teachers could help students who did not manage to wipe the slate clean avoid some learning barriers.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/6130
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6141
2022-07-13T08:53:33Z
TAPSLA:ART
driver
"180307 2018 eng "
2451-2125
2450-5455
dc
Pronunciation learning environment: EFL students’ cognitions of in-class and out-of-class factors affecting pronunciation acquisition
Szyszka, Magdalena
University of Opole
The way a foreign language (L2) learner perceives his or her educational environment may affect their processes of L2 acquisition. The aim of the study presented in this paper is to explore English as a foreign language (EFL) students’ cognitions of their teachers’ pronunciation, in-class and outside-class factors regarding pronunciation acquisition, such as pronunciation activities, recordings, focus on form, peer pronunciation, listening to music, to mention a few. A group of 89 participants responded to a survey, via which the data necessary to respond to the following three research questions was collected. How do EFL learners perceive their teachers’ pronunciation? What is the relationship between EFL learners’ perceived level of their L2 teachers’ pronunciation and perceived L2 teachers’ classroom language use? What factors, in the view of L2 learners, contribute to their pronunciation acquisition? The results indicate that there are significant differences in the perception of teachers’ pronunciation at different educational levels. Also, in L2 pronunciation learning the EFL students report the following factors as moderately important: L2 teachers’ pronunciation, in-class L2 use, pronunciation error correction, and in-class and out-of-class exposure to multimedia that provide access to a broad range of L2 pronunciation varieties.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
application/pdf
application/vnd.openxmlformats-officedocument.wordprocessingml.document
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6141
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6153
2022-07-13T08:53:34Z
TAPSLA:ART
driver
"180307 2018 eng "
2451-2125
2450-5455
dc
Immersion learning activities: developing communicative tasks in the community
Pinto, Jorge
University of Lisbon
School of Arts and Humanities
Centre of Linguistics
This paper examines the out-of-class Portuguese language teaching activities for foreign students learning Portuguese at the Faculty of Arts of the University of Lisbon and their results in the output of learners. Even in contexts of immersion, students have a tendency to focus only on class activities and not on community activities that involve face-to-face contact with native speakers. To change this situation, we have created a new subject, built on task-based language teaching, called "Immersion Activities", for the Portuguese Foreign Language Annual Course. We present the preliminary results of a study carried out with eighty students and twelve teachers, whose objective is to verify up to what extent this subject translates into a more effective learning of the language and if students' perceptions, at the end of the semester, regarding the learning outcomes, coincide or not with those of the teachers. From the results, it is possible to observe that the students’ and teachers’ opinions converge in the same sense: immersion activities provide a better development of students' communicative competence in Portuguese.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6153
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6154
2022-07-13T08:53:34Z
TAPSLA:ART
driver
"180307 2018 eng "
2451-2125
2450-5455
dc
Social constraints of aspirations for second language achievement
Rokita-Jaśkow, Joanna
Pedagogical University of Cracow
Educational aspirations are dfined a ;educational goals students set for themselves' ( Trebbels, 2015:37). They are widely studied in psychological and sociological research, in which it was found that 1) they form in late adolescence and early childood, 2) their goal and level (i.e. high vs. low) are determined by the social environmnet they come from, i.e. their family background, peer and school influence.
The paper presents the results of the qualitative study, in which 56 students of English philology in one of the vocational schools in the south of Poland expressed their aspirations in reference to their future foreign language attainment and associated vocational goals. The results showed that in the majority of cases the aspirations are not so high and fully-formed, which, it is hypothesised is rooted in the social background the students come from.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
application/pdf
application/vnd.openxmlformats-officedocument.wordprocessingml.document
application/vnd.openxmlformats-officedocument.wordprocessingml.document
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6154
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6155
2022-07-13T08:53:33Z
TAPSLA:ART
driver
"180307 2018 eng "
2451-2125
2450-5455
dc
Rethink your old teaching methods: designing a pronunciation course for young teenagers
Lipińska, Dorota
Institute of English,
University of Silesia
ABSTRACT
Numerous studies (e.g. Lipińska, 2014; Majer, 2002; Nowacka, 2003; Sobkowiak, 2002; Szpyra-Kozłowska, et al., 2002; Szpyra-Kozłowska, 2008; Waniek-Klimczak, 2002; Wrembel, 2002) have shown that although teaching L2 pronunciation is included in university curricula, it is at the same time virtually absent at lower stages of education. Moreover, it has been noticed that teaching phonetics to younger learners is advisable and may be really effective (e.g. Lipińska, in press a; Nixon and Tomlinson, 2005). Undoubtedly, one can say that there are a lot of books and courses designed for adults written by and for Polish learners of English (e.g. Porzuczek et al., 2013; Sawala et al., 2011) or dedicated to international users (e.g. Baker, 2006; Hancock, 2008; Hewings, 2010). But the materials and methods used while working with adult learners and university students are no longer applicable if one wants to teach phonetics in a different environment and create an attractive and efficient course for children or young teenagers, since, as e.g. Komorowska (2011) notices, each foreign language course has to be characterised by realistic goals and appropriate methods and components.
The aim of this paper is to present various methods and materials which can be successfully applied while teaching English pronunciation to 11-13-year-olds. They have been used in three groups consisting of such L2 learners, and their usefulness and effectiveness have been proven by studies on both speech production and perception (e.g. Lipińska, in press b).
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6155
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6167
2022-07-13T08:53:34Z
TAPSLA:ART
driver
"180307 2018 eng "
2451-2125
2450-5455
dc
L2 proficiency as a function of cultural identity in interlingual couples
Singleton, David
University of Pannonia
Pfenninger, Simone E.
University of Salzburg
The “love factor” has increasingly figured in SLA research. Thus, Piller (2002) studied the language “glue” between cross-lingual couples; Marinova-Todd (2003) found a link between L2 proficiency and co-habitation with native speakers; Muñoz & Singleton (2007) reported a romantic connection between successful late L2 learners and native speakers; Gonçalves (2013) explored hybridity in bicultural relationships; and Kinsella & Singleton (2014) found that the participants in their study of late L2 learners whose L2 test results were all within native-speaker range had native-speaker life-partners. This issue is now being taken very seriously, as Dewaele & Salomidou’s (2016) recent article on “loving … in a foreign language” demonstrates. In the present article we report on the results of some recent qualitative research, based on interview data collected from five individuals who are involved in intercultural and cross-lingual relationships. The research shows the L2 learning process to be clearly influenced by the affective context in which it occurs. The data also suggest that identity construction may be moved in a particular direction by the language principally adopted by the couple, and that, for the partner for whom this language is an L2, the results can be dramatic in terms of both linguistic and cultural affiliation.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6167
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6216
2022-07-13T08:56:11Z
TAPSLA:ART
driver
"181214 2018 eng "
2451-2125
2450-5455
dc
Reflections on complexity: TESOL researchers reflect on their experiences
Kostoulas, Achilleas I.
University of Graz http://www.achilleaskostoulas.com http://orcid.org/0000-0001-5354-2733
Mercer, Sarah
University of Graz
Complex Dynamic Systems Theory (CDST), or complexity, is increasingly being used as a theoretical framework in Applied Linguistics. In this article, we present the reflections of researchers in Teaching English to Speakers of Other Languages (TESOL) about how they have made use of complexity in their work. The aim of this article is to take stock of how it is being used in the field, the challenges and benefits it provides, as well as inspiration for future work from this theoretical perspective. In the first part of the article, we present a concise overview of CDST, focusing specifically on three salient features: its holistic lens, its non-linear perspective on causality, and its focus on emergence and self-organisation. We also take stock of how complexity perspectives have been used to inform research in a variety of applied linguistics topics. We then move on to present narratives provided by nine academics who have employed CDST in their work, which we synthesise with a view to showing how the theory has gradually developed in TESOL. Early encounters of the field with CDST were usually serendipitous, but the theory has so far proved to be useful, both on account of its descriptive power and because of its phenomenological validity. A common theme in the narratives of these experiences of complexity researchers is that complexity is associated with a steep learning curve, compounded by terminological opacity, and conceptual challenges. However, their responses also indicate optimism regarding the potential of the theory to inform research in TESOL and applied linguistics more generally.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
application/pdf
application/vnd.openxmlformats-officedocument.wordprocessingml.document
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6216
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6220
2022-07-13T08:56:10Z
TAPSLA:ART
driver
"181214 2018 eng "
2451-2125
2450-5455
dc
DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING
Webb, Beata
Bond University, Gold Coast,
Vallero, Alicia
Bond University, Gold Coast
Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
application/pdf
application/vnd.openxmlformats-officedocument.wordprocessingml.document
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6220
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6295
2022-07-13T08:56:10Z
TAPSLA:ART
driver
"181214 2018 eng "
2451-2125
2450-5455
dc
Positive institutions: Case study
Budzińska, Katarzyna
Positive psychology was founded on three main pillars: positive emotions, positive character traits associated with good living and positive institutions that create conditions for students to flourish (Seligman and Csikszentmihalyi, 2000). Nevertheless, the research in psychology so far has been concentrating on positive emotions and character strengths. Enabling institutions have been the least well studied of the three pillars. A salient additional perspective, as MacIntyre and Mercer (2014) propound, would be to concentrate on the context in which students can experience enjoyment and flourish in foreign language learning. I try to fill the niche by analyzing a language school in the further education context in Poland which seems to be a positive institution. I base my study around the two criteria: enabling success and promoting positive language learning environments or student well-being. The language school is analysed from three different angles: physical, pedagogical and psychological by means of an ethnographical research method and participant observation. The study is carried out in order to answer the research question: Can the school be labelled as a positive institution? The results demonstrate that the institution enables success as well as provides a positive learning environment and thus could be regarded as positive. The study is hoped to have contributed to positive psychology research by demonstrating what it means to be a positive institution in practice.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6295
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6435
2022-07-13T08:56:09Z
TAPSLA:ART
driver
"181214 2018 eng "
2451-2125
2450-5455
dc
Classroom learning environment and its influence on selected aspects of foreign language attainment. Insights from students.
Michońska-Stadnik, Anna
University of Wrocław, Poland
The twenty first-century learning environment, the classroom in particular, is believed to create conditions for a language learner to engage in autonomous and cooperative learning activities. It is also believed to develop and sustain motivation, to foster self-regulation and – last but not least – to facilitate the learning process. The learning environment is composed of the learner, other students, the teacher and the physical environment, i.e. the furniture and equipment. The research presents students’ opinions concerning the positive and negative influences of selected aspects of the classroom environment on their language learning process, motivation, ability to self-assess, self-confidence and attitudes to the target language and culture. As seen from data analysis, it is the teachers whose knowledge, behaviours and attitudes appear to have the biggest influence on students’ learning process. The opinions are collected from students’ written guided interviews and may become an inspiration for teacher educators at the university level.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/6435
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/6443
2022-07-13T08:56:13Z
TAPSLA:JPR
driver
"180313 2018 eng "
2451-2125
2450-5455
dc
Preface
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
Preface
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/6443
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7008
2022-07-13T08:56:09Z
TAPSLA:ART
driver
"181214 2018 eng "
2451-2125
2450-5455
dc
Gure Ikastola en tres languages: the teaching and learning of trilingual oral expository skills by means of a didactic sequence
Aldekoa, Ana
University of the Basque Country (UPV/EHU)
The aim of this presentation is to analyse the development of trilingual oral expository skills in sixteen-year-old Spanish L1, Basque L2 and English L3 students in the framework of a multilingual didactic sequence. The promotion of multilingualism including a minority language such as Basque is a major specificity of the Basque educational system (Cenoz, 2009; Idiazabal et al., 2015), and the Integrated Teaching of Languages (ITL) is highlighted as a relevant approach for multilingual education both in the Basque and European contexts (Gobierno Vasco, 2015; Troncy, 2014).
Initial and final oral expository texts produced at the beginning and at the end of a didactic sequence by trilingual students constitute the empirical data of this study. Both texts were addressed to students’ school community as well as to foreign students with the aim of presenting their school. We followed text genre-based criteria in order to analyse students' trilingual productions (Dolz & Schneuwly, 2016).
Results show that students did improve their oral expository texts overall, although to different extents: among the aspects that showed a greater improvement, we can name the explicit mention of core elements at the introductory section in Basque, the more consistent use of topic introducers regardless of the language and the more regular use in English of resources to clarify those concepts whose meaning could be difficult to grasp for foreign students. Among those aspects where improvement is notably less, we could mention that students hardly ever addressed the audience in English and thus failed to catch their interest; also, the production of target-deviant past tense verb forms in English remains quite problematic.
From the perspective of the ITL, we will conclude that this analysis shows that teaching oral expository skills from an integrated perspective fosters multilingual development, being inter-linguistic discursive transfer a relevant didactic resource (Cummins, 2008).
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
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application/msword
application/msword
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7008
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7011
2022-07-13T08:56:09Z
TAPSLA:ART
driver
"181214 2018 eng "
2451-2125
2450-5455
dc
Positive Language Education: Combining Positive Education and Language Education
Mercer, Sarah
University of Graz
MacIntyre, Peter
Cape Breton University
Gregersen, Tammy
Talbot, Kyle
In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
application/pdf
application/vnd.openxmlformats-officedocument.wordprocessingml.document
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7011
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7109
2022-07-13T08:56:07Z
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driver
"190630 2019 eng "
2451-2125
2450-5455
dc
Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland
Matusz, Łukasz
The University of Silesia
Rakowska, Anna Maria
The University of Silesia
The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7109
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7146
2022-07-13T08:56:08Z
TAPSLA:REV
driver
"181214 2018 eng "
2451-2125
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dc
Katarzyna Ożańska-Ponikwia (2018). Personality and Emotional Intelligence in Second Language Learning. Newcastle upon Tyne: Cambridge Scholars Publishing - by Danuta Gabryś-Barker
Gabryś-Barker, Danuta
University of Silesia
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
Non-refereed Book Review
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7146
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7180
2022-07-13T08:56:08Z
TAPSLA:JPR
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"181214 2018 eng "
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Preface
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English, University of Silesia, Poland
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
Preface
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7180
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7186
2022-07-13T08:56:07Z
TAPSLA:REV
driver
"181214 2018 eng "
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Anna Borowska (2017). Avialinguistics. The Study of Language for Aviation Purposes. Frankfurt am Main: Peter Lang - by Adam Wojtaszek
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland http://orcid.org/0000-0003-0308-4337
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
Non-refereed Book Review
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7186
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7253
2022-07-13T08:56:12Z
TAPSLA:COL
"180930 2018 eng "
2451-2125
2450-5455
dc
Colophon
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2018-06-29 00:00:00
colophon
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7253
Theory and Practice of Second Language Acquisition; Vol 4 No 1 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7322
2022-07-13T08:56:07Z
TAPSLA:COL
driver
"181214 2018 eng "
2451-2125
2450-5455
dc
Colophon
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland http://orcid.org/0000-0003-0308-4337
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-02-13 00:00:00
colophon
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7322
Theory and Practice of Second Language Acquisition; Vol 4 No 2 (2018): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7359
2022-07-13T08:56:06Z
TAPSLA:ART
driver
"190630 2019 eng "
2451-2125
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dc
Ratings of Affective and Non-Affective Aspects of German Idioms in Second Language Processing
Petrič, Teodor
University of Maribor
Abstract
In this paper psycholinguistic and emotional properties of 619 German idiomatic expressions are explored. The list of idiomatic expressions has been adapted from Citron et al. (2015), who have used it with German native speakers. In our study the same idioms were evaluated by Slovene learners of German as a foreign language. Our participants rated each idiom for emotional valence, emotional arousal, familiarity, concreteness, ambiguity (literality), semantic transparency and figurativeness. They also had the task to describe the meaning of the German idioms and to rate their confidence about the attributed meaning. The aims of our study were (1) to provide descriptive norms for psycholinguistic and affective properties of a large set of idioms in German as a second language, (2) to explore the relationships between psycholinguistic and affective properties of idioms in German as a second language, and (3) to compare the ratings of the German native speakers studied in Citron et al. (2015) with the ratings of the Slovene second language learners from our study. On one hand, the results of the Slovene participants show many similarities with those of of the German native speakers, on the other hand, they show a slight positivity bias and slightly shallower emotional processing of the German idioms. Our study provides data that could be useful for future studies investigating the role of affect in figurative language in a second language setting (methodology, translation science, language technology).
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7359
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7370
2022-07-13T08:56:06Z
TAPSLA:REV
driver
"190630 2019 eng "
2451-2125
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Hadrian Lankiewicz, Teacher Language Awareness: A Collaborative Inquiry Based on Languaging. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego, 2015, ISBN 978-7865-624-1, 368 pages
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English, University of Silesia, Poland
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
Non-refereed Book Review
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7370
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7404
2022-07-13T08:56:06Z
TAPSLA:ART
driver
"190630 2019 eng "
2451-2125
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dc
L2 Gain or L2 Pain? A Comparative Case Study of the Target Language Development among the Erasmus+ Mobility Students and At-Home Students
Ożańska-Ponikwia, Katarzyna
University of Bielsko-Biala http://orcid.org/0000-0003-4896-0521
Carlet, Angélica
Universitat Internacional de Catalunya
Pujol Valls, Maria
Universitat Internacional de Catalunya
The Erasmus+ exchange programme has become very popular, with the numbers of student sojourners growing each year. However, it was observed that not all students benefit equally from the study abroad (SA) experience (cf. Kinginger, 2008, 2009; Marijuan & Sanz, 2018; Mitchell, Tracy-Ventura & McManus, 2017; Regan, Howard & Lemée, 2009). Consequently, the main aim of the present study was to have a closer look at various factors that might contribute to the development of the target language among two small groups of students that self-selected themselves to do their language teaching practicum abroad, as a part of the Erasmus+ mobility program (n=6), or to do it at the local schools in the country of their residence (n=5). Both groups were examined prior their departure and after their arrival with a battery of tests that included: Oxford Placement test, Self-reported proficiency questionnaire, Oral proficiency test based on Cambridge Advanced exam, Language Engagement Questionnaire, Multicultural Personality Questionnaire(MPQ), Big Five Personality Questionnaire and Trait Emotional Intelligence Questionnaire (TEIQue). Our findings demonstrated that the majority of the Erasmus+ mobility program students examined in this study showed some greater linguistic progress when it comes to grammar and speaking in comparison to the home stay students. However, there were two cases that failed to progress after the stay abroad experience. Further analyses and interviews showed that some other factors like attitudes, language engagement and satisfaction from the Erasmus experience might in fact influence and shape target language development while abroad. At the same time, it could be speculated that in the case of researched informants their progress in grammar and speaking could be assigned mostly to the amount and quality of the language input outside of the classroom setting.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7404
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7416
2022-07-13T08:56:05Z
TAPSLA:ART
driver
"190630 2019 eng "
2451-2125
2450-5455
dc
Humour in Professional Academic Writing
Warchał, Krystyna
University of Silesia https://orcid.org/0000-0002-8422-4911
Professional written academic genres are not typical sites of humour, especially in their final, published forms. In this paper, I argue that academic discourse as construed today not only does not preclude humour in written research genres but – in some text segments or in response to specific communicative needs – is perfectly compatible with it. In particular, I focus on these occurrences which engage the reader and contribute to the writer-reader rapport: humorous titles, humorous comments or asides, personal stories, and literary anecdotes. I also suggest that making university ESL/EFL students aware of the fact that “serious” writing tasks do offer some room for humour may draw their attention to the human face of academic writing, that is to the interactive, dialogic, and personal aspects of written academic communication.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7416
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7510
2022-07-13T08:56:05Z
TAPSLA:ART
driver
"190630 2019 eng "
2451-2125
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Poetry in Teaching Grammar to the Advanced Users of Polish as a FL
Wysocka, Marzena S.
The article offers an insight into problematic issues the advanced learners of Polish as a FL cope with in terms of grammar in speaking and writing. It opens with a brief insight into teaching literature, poetry including, in a FL classroom. What follows includes types of poems and their potential to be used in the teaching context, mainly when teaching grammar. Having presented the scope of linguistic problems experienced by the users of Polish as a FL, the type and frequency of grammatical problems are discussed. Polish grammar-based issues the foreigners struggle with constituted the main area of the research conducted among 146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland. The findings come from oral and written assignments produced by the sample in question, and, most frequently, reflect grammatical mistakes that are persistent and difficult to eliminate from the linguistic repertoire. Given that, ways of using poetry as a means of a “grammar refresher” are suggested. These include a few examples of activities based on poems to be used when trying to overcome particular linguistic difficulties, together with implications for teachers raising students’ language awareness and developing reflection on language per se.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7510
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7512
2022-07-13T08:56:05Z
TAPSLA:ART
driver
"190630 2019 eng "
2451-2125
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dc
Foreign Language Students’ Perceptions of Their Identity
Piasecka, Liliana
Opole University http://orcid.org/0000-0003-3474-3235
Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.
Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users.
This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7512
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7519
2022-07-13T08:56:03Z
TAPSLA:ART
driver
"191217 2019 eng "
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Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students
Kendik-Gut, Justyna
University of Opole
This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7519
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7521
2022-07-13T08:56:04Z
TAPSLA:TPC
driver
"190630 2019 eng "
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Title page and contents
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland http://orcid.org/0000-0003-0308-4337
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7521
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7522
2022-07-13T08:56:04Z
TAPSLA:COL
driver
"190630 2019 eng "
2451-2125
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Colophon
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland http://orcid.org/0000-0003-0308-4337
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
colophon
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7522
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7523
2022-07-13T08:56:04Z
TAPSLA:JPR
driver
"190630 2019 eng "
2451-2125
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Preface
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland
Wojtaszek, Adam Stanisław
Department of Specialized Languages
Institute of English
Faculty of Philology
University of Silesia
Katowice, Poland http://orcid.org/0000-0003-0308-4337
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
Preface
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7523
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7530
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TAPSLA:REV
driver
"190630 2019 eng "
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Danuta Wiśniewska, Action research in EFL pedagogy: Theory and analysis of practice. Poznań: Wydawnictwo Naukowe UAM, 2013. ISBN: 9788323226123, 414 pages
Piechurska-Kuciel, Ewa
University of Opole
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-07-25 00:00:00
Non-refereed Book Review
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7530
Theory and Practice of Second Language Acquisition; Vol 5 No 1 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7554
2022-07-13T08:56:02Z
TAPSLA:ART
driver
"191217 2019 eng "
2451-2125
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dc
The Bilingual Advantage and the Language Background Bias
De Angelis, Gessica
School of Linguistic, Speech and Communication Sciences
Centre for Language and Communication Studies
Trinity College
Dublin 2
Ireland
The idea that bilingualism can give us an advantage in life is of great interest to the scientific community due to its significant positive implications for healthcare and education at large. In recent years, several scholars have provided evidence in favour of the so-called bilingual advantage or benefit, suggesting a positive association between bilingualism and cognitive development. In order to understand whether the claim is fully warranted, the present paper sets out to examine the evidence in support and against the existence of a bilingual benefit for individuals. Following a brief discussion on the use of the terms bilingualism and multilingualism in the literature, the paper proceeds to provide a summary of evidence of advantages and disadvantages currently associated with prior language knowledge in the mind, highlighting some of the possible reasons for the different results that are being reported and introducing the language background bias. The paper ends with some suggestions for future research that can help us move forward and increase our understanding of the bi-/multilingual advantage as a broader phenomenon.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7554
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7555
2022-07-13T08:56:03Z
TAPSLA:ART
driver
"191217 2019 eng "
2451-2125
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dc
Bi-/multilingual Communication, Identity and the Posited Intermingling of Language Systems in the Mind
Singleton, David
There seems to be a desire abroad in some areas of our field to abandon all talk of bounds between language-varieties in the mind. The response offered here to such a position is that language knowledge in the mind is all its aspects, in fact, highly differentiated, and that this differentiation broadly follows the lines recognized by the traditional conception which draws (always, of course, crossable) lines between languages. One powerful set of evidence in favour of this latter claim is that offered by phenomena observable in everyday bilingual and multilingual language use and interaction. Such evidence bespeaks a necessary capacity on the part of multilinguals to keep their languages apart when using them, and an adeptness – even at a very early age – at making decisions as to which language to speak to whom. The article explores such phenomena, which are heavy with consequences for the unboundedness view of languages. Another dimension of bilingual/multilingual experience which bespeaks boundedness is the way in which different languages connect to different identities or aspects of identity, which is also discussed in the article.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7555
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7564
2022-07-13T08:56:01Z
TAPSLA:ART
driver
"191217 2019 eng "
2451-2125
2450-5455
dc
Complementarity of Reading from Paper and Screen in the Development of Critical Thinking Skills for 21st-century Literacy.
Ślęzak-Świat, Agnieszka Marta
Univrsity of Silesia http://orcid.org/0000-0002-0940-0532
The skill of reading undergoes dramatic changes due to the change of reading interface readers are exposed to. Readers who want to be active participants of knowledge society need to perceive it as more than just a receptive skill.
The study aims to assess the condition of homo legens, diagnose what kind of reading interface preferences characterize 21st-century readers, how they respond to texts considering reading both digitally and in print, accepting or viewing critically the underlying ideology of the text.
The analysis of the collected data attempts to determine if the reported preferences are conducive to the development of critical thinking skills for 21st-century literacy, which include understanding complex ideas, evaluating evidence, weighing alternative perspectives and constructing justifiable arguments.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7564
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7638
2022-07-13T08:56:01Z
TAPSLA:REV
driver
"191217 2019 eng "
2451-2125
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dc
Litosseliti, L. (ed.). (2018). Research Methods in Linguistics (2nd edition). London: Bloomsbury Academic - review by Grażyna Kiliańska-Przybyło
Kiliańska-Przybyło, Grażyna
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
Non-refereed Book Review
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7638
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7658
2022-07-13T08:56:02Z
TAPSLA:ART
driver
"191217 2019 eng "
2451-2125
2450-5455
dc
Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study
Ruiz Cordero, María Begoña
Universidad de Castilla La Mancha
The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7658
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7701
2022-07-13T08:56:03Z
TAPSLA:REV
driver
"191217 2019 eng "
2451-2125
2450-5455
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Wojciech Malec, Developing Web-based Language Tests. Lublin: Wydawnictwo KUL, 2018 - review by Danuta Gabryś-Barker
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English, University of Silesia, Poland
Not applicable
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
Non-refereed Book Review
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https://journals.us.edu.pl/index.php/TAPSLA/article/view/7701
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7714
2022-07-13T08:55:53Z
TAPSLA:ART
driver
"210118 2021 eng "
2451-2125
2450-5455
dc
Detection of Non-native Speaker Status from Backwards and Vocoded Content-masked Speech
Rojczyk, Arkadiusz
University of Silesia https://orcid.org/0000-0002-7328-5911
Porzuczek, Andrzej
University of Silesia https://orcid.org/0000-0001-6398-2150
This paper addresses the issue of speech rhythm as a cue to non-native pronunciation. In natural recordings, it is impossible to disentangle rhythm from segmental, subphonemic or suprasegmental features that may influence nativeness ratings. However, two methods of speech manipulation, that is, backwards content-masked speech and vocoded speech, allow the identification of native and non-native speech in which segmental properties are masked and become inaccessible to the listeners. In the current study, we use these two methods to compare the perception of content-masked native English speech and Polish-accented speech. Both native English and Polish-accented recordings were manipulated using backwards masked speech and 4-band white-noise vocoded speech. Fourteen listeners classified the stimuli as produced by native or Polish speakers of English. Polish and English differ in their temporal organization, so, if rhythm is a significant contributor to the status of non-native accentedness, we expected an above-chance rate of recognition of native and non-native English speech. Moreover, backwards content-masked speech was predicted to yield better results than vocoded speech, because it retains some of the indexical properties of speakers. The results
show that listeners are unable to detect non-native accent in Polish learners of English from backwards and vocoded speech samples.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2020-12-23 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7714
Theory and Practice of Second Language Acquisition; Vol 6 No 2 (2020): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7730
2022-07-13T08:56:01Z
TAPSLA:ART
driver
"191217 2019 eng "
2451-2125
2450-5455
dc
Text-based Student Questioning in EFL Settings: Long-term Strategy Implementation in Reciprocal Reading Tasks and Its Perception
Kiszczak, Anna
Maria Curie-Skłodowska University, Lublin
Chodkiewicz, Halina
Pope John Paul II State School Of Higher Education in Biała Podlaska, Poland
It is common knowledge for contemporary teachers at all educational levels that reading literacy and learning attainment require adopting a strategic approach. This article reports the results of the classroom-based study in which a group of English Studies students were guided over a span of time in implementing text-based questions as a component of reciprocal reading tasks. The primary goal of the study was to trace changes appearing in the quality in the use of student-generated questioning in one-term reciprocal reading training and in delayed sessions, nine months later. Some changes were identified in the students’ actual performance by assessing the quality of the questions the students asked throughout the training and delayed sessions. Also, the students’ perceptions regarding the instruction routines they participated in, were elicited by means of two interviews. The article puts forward some important insights from the study for organizing efficient classroom instruction in support of EFL students’ reading and learning achievement.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7730
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7740
2022-07-13T08:55:59Z
TAPSLA:ART
driver
"200608 2020 eng "
2451-2125
2450-5455
dc
Variations in Child-Child and Child-Adult Interactions
Dzik, Dominika
Pedagogical University of Cracow
The aim of the present study is to investigate communication strategies used by twenty upper-primary school students in two types of interactions in Spanish. In the first phase of the study, students were paired with level and aged matched peers. Their task was to describe how to get to the particular place of the city on the basis of the map. During the second part of the study, they conducted short interviews with Spanish native speakers. Those two types of interactions were recorded and then transcribed in order to find out what communication strategies were the most commonly used by participants. The results clearly show that, even though participants were beginner learners of Spanish, they managed to successfully convey the message with the help of a wide array of communication strategies. Depending on the dyad students worked in, they used a variety of methods that enabled them to interact in those pairs. The most conspicuous differences were observed in terms of appeals of help and switches to English (L2) and Polish (L1).
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2020-06-08 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7740
Theory and Practice of Second Language Acquisition; Vol 6 No 1 (2020): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7742
2022-07-13T08:55:57Z
TAPSLA:ART
driver
"200608 2020 eng "
2451-2125
2450-5455
dc
Chinese Teachers' Attitudes Towards Translanguaging and its Uses in Portuguese Foreign Language Classrooms
Pinto, Jorge
University of Lisbon School of Arts and Humanities Centre of Linguistics
Recent research has shown that L1 use can serve important cognitive, communicative, and social functions in communicative foreign and second language learning (Turnbull & Dailey-O’Cain, 2009). In the context of Chinese universities, Meij and Zhao (2010) argue that is widespread agreement among administrators that the L1 should not be used in L2 classrooms. Both teachers and students should follow this norm. However, in their study, they found that translanguaging practice is perceived by teachers and students as a useful approach to achieve desired learning outcomes. Other studies (Cai & G. Cook, 2015; Littlewood & Fang, 2011) show that teachers use the L1 in L2 class to specific functions: addressing personal needs, giving direction in class, managing class, and ensuring student understanding. The aim of this paper is to present a study about university teachers' attitudes towards and uses of translanguaging in Portuguese foreign language classrooms. The participants involved are 31 Chinese teachers (n=31), all native speakers of Mandarin, in mainland China. They answered a questionnaire that aims to get information related to the importance that teachers assign on different uses of translanguaging. Findings indicated that the majority of the teachers believe that the use of the students’ L1, by the teacher or by students, could improve Portuguese learning in various ways, especially in the first levels.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2020-06-08 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7742
Theory and Practice of Second Language Acquisition; Vol 6 No 1 (2020): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7744
2022-07-13T08:55:56Z
TAPSLA:ART
driver
"200608 2020 eng "
2451-2125
2450-5455
dc
Metaphors We Academicize the World with?
Palka, Adam
Institute of English, University of Silesia in Katowice, Poland
Since the advent of Cognitive Linguistics in the 20th century (cf. Lakoff & Johnson, 1980/2003), the role and perception of metaphor(isation) started to change, not only among theoretical linguists and researchers, but also in the context of Applied Linguistics. Thus, no longer treated as a mere ornament or anomaly, metaphor has been more and more appreciated by educationalists, course book writers, and teachers, but also by psychologists, clinicians, and other professionals. In short, it has become an educational and a diagnostic tool in many ‘applied’ areas of human development.
In line with this rekindled interest in metaphoricity, in my study I attempt to learn more about awareness and perception of metaphoric conceptualisations among English philology university students (both freshmen, sophomores, juniors, and seniors) in the environment of academia, an environment they naturally function in and belong to.
My preliminary assumption is that despite the already widely acknowledged importance of metaphors in sciences and humanities (cf. Cameron and Maslen 2010, Haase 2009, 2010; Hermann 2013), the perception and awareness of metaphorical construals in the ‘academic habitat’ among prospective English philologists may be variegated, ranging between more traditional and more modern perspectives. My intention is, then, to obtain feedback from them as it concerns their views on (the role of) metaphor(ization) in the academic habitat and beyond it, in their life and in the world in general. The results reveal that the students are closer to traditional rather than modern stances on metaphor, though the situation is more complex.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2020-06-08 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7744
Theory and Practice of Second Language Acquisition; Vol 6 No 1 (2020): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7762
2022-07-13T08:55:54Z
TAPSLA:ART
driver
"210118 2021 eng "
2451-2125
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The Influence of Living and Working Abroad on the Identities of Researchers and Native Speaker Teachers
Włosowicz, Teresa Maria
University of Bielsko-Biala https://orcid.org/0000-0001-8767-9332
The study investigates the influence of living and working abroad on the identities of researchers and native speaker teachers. Following Block (2009), Hall (2012) and Pavlenko and Blackledge (2004), identity is assumed here to be dynamic and multiple, where the different identities of a person can be more or less relevant in a given context (Hall, 2012, p. 33). Moreover, identities at the time of globalisation tend to be hybrid (Marotta, 2011) and, in the case of migration, they can be bicultural (Comănaru, Noels & Dewaele, 2017), but as Comănaru et al. (2017, p. 539) observe, each bicultural person’s identity is different, depending on his or her life history, language proficiency, psychological traits, etc. Simultaneously, there is evidence that multilingualism increases cognitive empathy (Dewaele & Wei, 2012) and makes people more open-minded (Wlosowicz, 2019), so it could be assumed that the participants would recognise their hybrid identities as an enrichment rather than a threat to their native identities, even though identification with their native languages and cultures, with their families, etc. would remain an important part of their identity. The research tool used in the present study was a questionnaire completed by forty native speaker teachers and researchers living abroad. As the results show, the participants’ identities are indeed highly complex, hybrid and influenced by different factors, however, the native language and the family remain very important components of identity, unlike, for example, one’s profession. Still, they also admitted that foreign language knowledge enriched them culturally, intellectually and emotionally.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2020-12-23 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7762
Theory and Practice of Second Language Acquisition; Vol 6 No 2 (2020): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7770
2022-07-13T08:55:56Z
TAPSLA:ART
driver
"200608 2020 eng "
2451-2125
2450-5455
dc
Translanguaging as Mobilisation of the Linguistic Resources by Learners of Spanish as a Third or Additional Language
Wlosowicz, Teresa Maria
University of Social Sciences, Cracow
The present study investigates the comprehension and production of Spanish as a third or additional language (De Angelis’ (2007) term), paying special attention to the use of code-switching and translanguaging. Following Lewis, Jones and Baker (2012, p. 655), it is assumed that translanguaging involves the mobilisation of all of learners’ linguistic resources “to maximise understanding and achievement,” so the learners’ use of languages other than Spanish (especially English, but also e.g. French, Italian, etc.) in the tasks could be assumed to be an example of translanguaging too. Simultaneously, the use of words from languages other than Spanish for lack of a Spanish word could be argued to be more precisely classified as code-switching. Multilingual repertoires are highly complex and, according to Otheguy, García and Reid (2018), multilingual competence is unitary rather than divided into several distinct languages, so, in their view, words are selected from a single lexicon. However, as shown by Williams and Hammarberg (1998), the different languages in multilingual repertoires perform various functions, which gives rise to different types of switches. The study was carried out with English Philology and Romance Philology students studying Spanish as a third or additional language. As the results show, even though the Romance Philology students were generally better at translanguaging, viewed as the use of all their linguistic resources, they avoided switches into other Romance languages, probably to minimise interference. By contrast, the English Philology students, who had lower proficiency in Spanish, were less capable of using their multilingual resources, including English, to provide the missing words, possibly also due to problems with the comprehension of the Spanish sentences.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2020-06-08 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7770
Theory and Practice of Second Language Acquisition; Vol 6 No 1 (2020): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7772
2022-07-13T08:56:02Z
TAPSLA:JPR
driver
"191217 2019 eng "
2451-2125
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Preface
Gabryś-Barker, Danuta
Department of Applied Psycholinguistics
Institute of English, University of Silesia, Poland
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2019-12-18 00:00:00
Preface
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7772
Theory and Practice of Second Language Acquisition; Vol 5 No 2 (2019): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7791
2022-07-13T08:55:51Z
TAPSLA:ART
driver
"210129 2021 eng "
2451-2125
2450-5455
dc
Polish-English Code-Switching in the Language of Polish Facebook Users
Pańka, Daria
University of Warsaw https://orcid.org/0000-0001-7795-9189
Social networking services, such as Facebook, are important channels of communication both for monolingual users and for those having various degrees of proficiency in L2, with the latter deploying expression both from L1 and L2. It can, therefore, be presumed that communication on FB plays a role in practicing the use of L2. One of the phenomena that can be examined in relation to that are various forms of code-switching. There is an
immense research gap related to Polish-English code-switching appearing on this SNS. To obtain a full picture of the issue, the paper identifies and discusses types, strategies, and functions of Polish-English code-switches found in posts and comments published by Poles on Facebook in 2014–2019. It also indicates possible applications of FB tools and materials including CS in foreign language teaching and learning and shows how Facebook enables “social learning” (Mallia, 2013). The research is based on a corpus constructed by the author of this article. An integrated approach with both qualitative and quantitative methods of analysis is used in the paper. Three main CS types (intrasentential, intersentential, and tag-switching) and strategies (alternation, insertion, and congruent lexicalisation) have been attested in the material. The code-switches mostly indicate in-group membership but also, for example, introduce humor, quotes, and signal a lack of L1 equivalents. The study points out that there are certain relations between the types, strategies and functions. The results
of the research are collated with the recent studies on Polish-English and Indonesian-English CS on Facebook.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2021-01-29 16:36:37
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7791
Theory and Practice of Second Language Acquisition; Vol 7 No 1 (2021): Theory and Practice of Second Language Acquisition
eng
##submission.copyrightStatement##
oai:ojs.www.journals.us.edu.pl:article/7805
2022-07-13T08:55:54Z
TAPSLA:ART
driver
"210114 2021 eng "
2451-2125
2450-5455
dc
Can an Ecological, Multilingual Approach Help Us to Better Support Reunited Refugee Families in Scotland with Language Learning?
Cox, Sarah
University of Glasgow https://orcid.org/0000-0002-4463-4107
This paper seeks to explore the relationship between academic literature, policy, and practice in terms of language learning within the specific context of families who have been recently reunited in Glasgow through the British Red Cross Family Reunion Integration Service. The paper presents research findings from an exploratory teaching study working collaboratively with participants within their first few weeks of arriving in Scotland to explore whether an ecological, multilingual approach to language learning is effective in this context. Building on principles of translanguaging with participants using their full "linguistic repertoire" (Garcia, 2010) and drawing of Norton’s construct of "investment" (2013) the paper explores key themes of empowerment and identity in the classroom. The results enable us to draw conclusions regarding the balance of power in the classroom and the impact of the recognition of refugees own languages within the learning process.
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
2020-12-23 00:00:00
application/pdf
https://journals.us.edu.pl/index.php/TAPSLA/article/view/7805
Theory and Practice of Second Language Acquisition; Vol 6 No 2 (2020): Theory and Practice of Second Language Acquisition
eng
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