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Tytuł:
STUDIA FILOLOGICZNE, PRZYGOTOWANIE DO ZAWODU NAUCZYCIELA A WYZWANIA CODZIENNOŚCI
Foreign language programs, teacher preparation and everyday challenges
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1036640.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
foreign language teacher education
teacher knowledge base
language policy
standards for teacher education
kształcenie nauczycieli języków obcych
wiedza nauczyciela
polityka językowa
standardy kształcenia nauczycieli
Opis:
Becoming a foreign language teacher involves meeting a range of requirements which have mainly been specified in the Decree of the Minister for Science and Higher Education issued on January 17th, 2012, concerning the standards that have to be complied with in teacher education. Education of this kind is still most frequently offered in the course of BA or MA programs in foreign languages, with the crucial caveat that, primarily as a result of decreasing demand for foreign language teachers, this component has been eliminated in many institutions of higher education or students are required to pay for an additional module providing such training. It is assumed that on completion of a BA or MA program as well as obtaining credits for the required courses focusing on pedagogy, a student will have the requisite qualifications to teach a particular foreign language at appropriate educational levels. This implies that, by this time, he or she should have acquired the necessary knowledge, skills and competences, both in the foreign language and in psychological and pedagogical issues, which can ensure effective teaching and learning. The paper aims to subject such assumptions to critical scrutiny, demonstrate that they blatantly fail to take into account the real situation in Polish education, as well as offer some tentative proposals that could enhance the quality of foreign language teacher training in our country.
Źródło:
Neofilolog; 2015, 44/2; 155-169
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Użycie strategii uczenia się gramatyki przez studentów filologii angielskiej
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1037649.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
grammar teaching
grammar learning strategies
cognitive strategies
linguistic knowledge
nauczanie gramatyki
strategie uczenia się gramatyki
strategie kognitywne
wiedza językowa
Opis:
Grammar learning strategies can be defined as deliberate actions and thoughts which are employed for learning and gaining greater control over the use of grammar structures (Cohen and Pinilla-Herrera, 2009: 64). This indicates that they are used with the purpose of developing both explicit and implicit second language knowledge. Surprisingly, empirical investigations of such strategic devices are few and far between, with the available studies relying on different classifications and data collection tools, and often producing conflicting results. The present paper contributes to this important line of inquiry by reporting the findings of a re-search project which aimed to explore the use of these strategies by 200 advanced adult learners of English, future teachers of this language en-rolled in a BA program in English philology. The data were collected by means of an instrument designed by the present author (Pawlak, 2009c, 2010, 2011) on the basis of his taxonomy of such strategic devices and, similarly to earlier studies in this area (e.g. Pawlak 2008, 2009a), the analysis showed that the choice of grammar learning strategies hinges upon a number of variables and there are differences between the responses to Likert scale items and open-ended questions. The results serve as a basis for tentative suggestions for grammar instruction in modern languages departments and directions for future research.
Źródło:
Neofilolog; 2011, 37; 39-54
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metodologia badań nad strategiami uczenia się
Methodology of research into language learning strategies
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1037907.pdf
Data publikacji:
2009-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
The last thirty years have witnessed considerable advances in empirical investigations into language learning strategies, with researchers identifying and classifying strategic devices, providing insights into factors influencing their use, investigating the relationship between the application of strategies and proficiency, and appraising the contributions of strategies- based instruction. Such developments have been accompanied by attempts to refine the existing research tools and design more effective ways of accessing learner’s mental processes. These efforts have not been entirely successful, which is unfortunate since methodological problems limit the validity and reliability of research findings and preclude comparisons between studies, thus stymieing further development of the field. The article evaluates the most frequently used tools and procedures in research on language learning strategies and offers guidelines on how future studies of this kind should most beneficially be conducted.
Źródło:
Neofilolog; 2009, 32; 65-83
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie gramatyki języka obcego – kierunki i metody badań
Teaching foreign language grammar – research directions and methodological issues
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1037912.pdf
Data publikacji:
2009-03-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
Now that the value of grammar instruction has been corroborated in a number of studies, there is a need to determine the ways in which it should most beneficially be conducted. In order to do this, however, it is necessary to undertake empirical investigations which would address such issues as the choice of linguistic features to be taught, the effectiveness of specific techniques and procedures, the timing, duration and intensity of instruction, as well as its place in the overall curriculum. Since such research needs to be context-specific to provide a basis for practicable pedagogic proposals, the present paper outlines the main research directions and discusses key methodological issues in the area of form-focused instruction with a view to encouraging Polish applied linguists to pursue this line of inquiry.
Źródło:
Neofilolog; 2009, 32; 33-48
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Review of Directed motivational currents and language education: Exploring implications for pedagogy; Author: Christine Muir; Publisher: Multilingual Matters, 2020; ISBN: 978-1-78892-884-7; Pages: 252
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1047070.pdf
Data publikacji:
2020-12-18
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
The construct of a directed motivational current (DMC), or “. . . a surge of motivational energy that seemingly picks an individual up and carries them sometimes unimaginable distances” (p. xvi) was introduced into research on motivation in second and foreign language (L2) learning less than a decade ago (e.g., Dörnyei, Ibrahim, & Muir, 2015; Muir & Dörnyei, 2013). Despite being a relative newcomer to the field, the concept has provided an impulse for empirical investigations which have primarily focused on validating its core assumptions and proposed dimensions using largely qualitative methodology (e.g., Safdari & Maftoon, 2007; Zarrinabadi & Tavakoli, 2017). The book Directed Motivational Currents in Language Education: Implications for Pedagogy by Christine Muir is another valuable addition to this line of inquiry and it can be seen in a way as a follow-up to and extension of the monograph Motivational Currents in Language Learning: Frameworks for Focused Interventions that she co-authored with Zoltán Dörnyei and Alastair Henry in 2016. Since I had the opportunity to write a review of this volume for Studies in Second Language Learning and Teaching (Pawlak, 2017), I was all the more curious to see how research on DMCs has progressed and what promise it currently holds for L2 pedagogy. Therefore, the moment the publisher contacted me with the suggestion that SSLLT might be a good venue for a review, I immediately jumped on the offer and simply felt compelled to take on this task myself. I have to say from the get-go that the book has lived up to my expectations and, although I might be somewhat skeptical about some of the implications for classroom practice, I have to admit that Christine Muir’s work represents a so-much-needed step forward in the study of DMCs. This certainly cannot too often be said about all the apparently innovative ideas introduced into the domain of second language acquisition research.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 4; 807-811
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Review of Complexity perspectives on researching language learner and teacher psychology; Editors: Richard J. Sampson, Richard S. Pinner; Publisher: Multilingual Matters, 2021; ISBN: 9781788923545; Pages: 304
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1047091.pdf
Data publikacji:
2021-03-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
One thing that immediately struck me when I sat down to write this piece was the realization that this is yet another review of a book devoted to the application of complex dynamic systems theory (CDST) to second and foreign language (L2) education. On the one hand, this might appear a little strange since I am certainly not an ardent believer in this theory and while I do recognize some of its merits, I have not used it as a theoretical framework in any of the studies I have conducted so far. On the other hand, though, the reason why I am attracted to publications on this topic could be that I am still waiting for someone to convince me that it is indeed the “silver bullet” that will not only help us disentangle the intricacies of L2 learning and teaching but also offer pedagogically sound insights that will contribute to more effective instruction. In fact, I finished my previous review of a recent book dealing with CDST-driven research methods in applied linguistics with the following comment: “I hope that Phil Hiver and Ali Al-Hoorie will continue their efforts to show the utility of CDST and perhaps one day they will also write a book about how adopting complexity theory can actually translate into more effective instruction in the language classroom” (Pawlak, 2020a, p. 394). As fate would have it, a different tandem of scholars has decided to confront this formidable challenge. Richard J. Samson and Richard S. Pinner state in the introduction to their edited volume: “We united under the motto complexity should be made simple [emphasis in original]. Our aim was to make complexity paradigms and research more accessible to people like ourselves, that is, practitioning language teachers who also engage in research” (p. 6). When going over the successive chapters included in this edited collection, I was constantly asking myself if the authors were succeeding in accomplishing this undoubtedly ambitious goal, and it is this vital issue that the review focuses on. Given the nature of the book and limitations of space, I am not going to describe in detail, let alone evaluate, each of the chapters. Rather, the comments are meant to refer to the entire publication, even though they might be illustrated by examples taken from specific papers.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 1; 165-170
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Grammar Learning Strategy Inventory (GLSI): Another look
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/1047099.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammar teaching
grammar learning strategies
Grammar Learning Strategies Inventory
validity
reliability
exploratory factor analysis
Opis:
Despite all the progress that has been made in research on language learning strategies since the publication of Rubin’s (1975) seminal paper on good language learners, there are areas that have been neglected by strategy experts. Perhaps the most blatant manifestation of this neglect is the paucity of research into grammar learning strategies (GLS). The main premise of this paper is that for such research to gain momentum, it is to necessary to create valid and reliable data collection instruments that would enable tapping the use of different types of GLS. In line with this reasoning, the article reports a study that aimed to determine the psychometric properties of the Grammar Learning Strategy Inventory (GLSI), a tool constructed by Pawlak (2009b, 2013) on the basis of his classification of strategies for learning grammar in a second or foreign language. Exploratory factor analysis was also employed with the purpose of uncovering the underlying structure of strategic learning of grammar. The analysis provided evidence for largely satisfactory validity and reliability of the GLSI, indicating at the same time there is room for improvement, with concrete changes being possible after the instrument has been tested with a much larger sample.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 351-379
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/443045.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
różnice indywidualne
indywidualizacja
trening ucznia
różnorodność w klasie językowej
individual differences
individualization
learner training
variety in the language classroom
Opis:
The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.
Źródło:
Neofilolog; 2019, 52/1; 179-195
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Designing and Piloting a Tool for the Measurement of the Use of Pronunciation Learning Strategies
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/620540.pdf
Data publikacji:
2010-09-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
pronunciation learning strategies
questionnaire development
classification of pronunciation learning strategies
Opis:
Despite the fact that the last few years have witnessed a growth of interest in pronunciation learning strategies (PLS) (e.g. Petersen 2000; Pawlak 2008a; Wrembel 2008), this line of inquiry still remains neglected and is in urgent need of further empirical investigation. This is because the available research findings are primarily confined to the identification and description of the strategic devices that learners draw upon in their attempts to learn the various segmental and suprasegmental features, with only a handful of studies addressing such issues as the factors influencing PLS choice and use, the impact of proficiency levels or the value of strategies-based instruction in this area. Another problem is related to the use of diverging research methodologies and data collection tools, which renders it impossible to make comparisons between various studies, view their results in a cumulative way and arrive at conclusions concerning the effectiveness of specific strategies used by learners.What appears to be indispensable to drive the field forward and ensure that research findings will be comparable across studies and provide a sound basis for feasible pedagogic proposals is to draw up a classification of PLS and design on that basis a valid and reliable data collection tool which could be employed to measure the use of these strategies in different groups of learners, correlate it with individual and contextual variables, and appraise the effects of training programs. In accordance with this rationale, the present paper represents an attempt to propose a tentative categorization of pronunciation learning strategies, adopting as a point of reference the existing taxonomies of strategic devices (i.e. O'Malley and Chamot 1990; Oxford 1990) and the instructional options teachers have at their disposal when dealing with elements of this language subsystem (e.g. Kelly 2000; Goodwin 2001). It also introduces a research instrument designed on the basis of the classification that shares a number of characteristics with Oxford's (1990) Strategy Inventory for Language Learning but, in contrast to it, includes both Likert-scale and open-ended items. The findings of a pilot study which involved 80 English Department students demonstrate that although the tool requires considerable refinement, it provides a useful point of departure for future research into PLS.
Źródło:
Research in Language; 2010, 8; 1-14
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Grammar Learning Strategies and Language Attainment: Seeking a Relationship
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/620606.pdf
Data publikacji:
2009-01-01
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
grammar learning strategies
language attainment
language proficiency
instructional mode
Opis:
Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
Źródło:
Research in Language; 2009, 7; 43-60
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discours Language; Classroom; Qualitative
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/916740.pdf
Data publikacji:
2018-11-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Language
Classroom
Qualitative
Opis:
Recent years have witnessed a revival of interest in form-focused instruction in foreign language pedagogy and there is a growing realization that a certain degree of emphasis on formal aspects of the target language is necessary if learners are to achieve high levels of accuracy (e.g. Doughty and Williams 1998; Ellis 2001). In the view of second language theorists and researchers, one of the ways in which this kind of emphasis can most profitably be accomplished is by drawing students' attention to linguistic forms as they are engaged in primarily meaning-focused activities (cf. Long and Robinson 1998). Such a dual focus on form and meaning can, for example, result from the provision of explicit or implicit negative feedback targeting the forms that turn out to be problematic. The paper will discuss the findings of a research project which investigated the feasibility of integrating form and meaning during naturally occurring secondary school English lessons. Thirty 45-minute lessons were tape-recorded, parts of the lessons which were largely communicative in nature were identified and transcribed, and the exchanges with a dual focus of the kind described above were pinpointed and subjected to qualitative analysis. The analysis showed that it is in fact possible to integrate form and meaning during communication-focused activities, that focus on form of that kind can be used to address not only grammatical problems but also those related to lexis and phonology, and that it may be beneficial for the learners' interlanguage development.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2005, 30, 1; 283-294
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of in-service training for language teachers in the domain of language competence
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/919704.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language teacher education
language competence
teacher training
in-service second language teachers
Opis:
Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 21-30
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book review
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/780515.pdf
Data publikacji:
2014-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Opis:
Key Topics in Second Language Acquisition Vivian Cook and David Singleton 2014 Multilingual Matters
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 4; 719-723
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book review
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/780520.pdf
Data publikacji:
2013-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
startegy
Opis:
The Strategy Factor in Successful Language Learning Carol Griffiths 2013 Multilingual Matters
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 2; 321-324
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/780599.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
communication strategies
speaking strategies
communicative task
immediate report
Opis:
Although the ability to speak is usually seen as a key manifestation of learners’ ability in the target language they are attempting to master, research has not given ample attention to strategies that can be employed to enhance this skill. In fact, the bulk of such empirical investigations has mainly focused on communication strategies that are reactive devices, predominantly used to overcome difficulties in successful conveyance of meanings and messages, and even this line of inquiry has been neglected in recent years. The study reported in this paper aims to partially bridge this gap by examining the speaking strategies that advanced learners of English used in the performance of two communicative tasks, differing in the extent to which the participants were required to make a contribution to their successful completion. The data collected by means of open-ended questionnaires that were administered immediately after the completion of the two tasks yielded crucial insights into the nature of the speaking strategies and the ways in which the communicative goals inherent in task type influenced the choice of speaking strategies.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 269-291
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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