ABSTRACTS

AGNIESZKA BRYŁA-CRUZ

Problems with Comprehending Spontaneous Speech in a Foreign Language. Empirical Study

The paper discusses the results of the empirical study which focused on subjective and objective comprehension of spontaneous speech by secondary school graduates. The data confirm that phonetics plays a crucial role in listening comprehension and is inextricably connected to the features of spontaneous speech, which differs from careful scripted speech typically presented in coursebooks. The study has pedagogical implications and points out the need for making students aware of certain features of spontaneous speech and increase their exposure to everyday language of English native speakers.

MARIA CZEMPKA-WEWIÓRA, ANNA GAŁĘZIOWSKA-KRZYSTOLIK

Work with Simplified Texts as a Method Developing other Language Competences

Reading in a foreign language significantly influences the development of other language skills. However, learners with a low level of knowledge of a particular language are not able to receive the socio-cultural reality obtained from authentic texts or messages. The condition of accessibility is fulfilled by the simplified text, which should be a pleasure to read. Such text must fulfil certain criteria and assumptions. However, the ability to read a continuous, longer text is not always appreciated and included in the curriculum, on the contrary, it is often limited in favor of dialogue texts.

MARLENA DUDA

Non-Verbal Language Dimension: Multilingualism and Multi Kinesics

Both what we say and do carry a lot of messages, also on a non-verbal level. Therefore, to achieve the goal of teaching a foreign language – effective communication – the messages must be presented in a correct and conscious way at all levels. This awareness will be achieved only through sensitizing the learners to the non-verbal dimension of the language. This paper aims to highlight the important role of non-verbal elements in exolingual communication and in the process of teaching and learning a foreign language, and to propose methods of sensitizing students to possible intercultural differences.

MIECZYSŁAW GAJOS

The Usefulness of Phonetics in the Acquisition of Other Language Subsystems

All language subsystems are closely related and form one integral system. Knowledge of all language subsystems is necessary to ensure correct and effective language communication. Often, the phonetic subsystem is marginalized in foreign language teaching. Meanwhile, knowledge of phonetics can be helpful in mastering other language subsystems: lexical, grammatical or spelling. On the example of French, the article presents how to combine learning grammar, vocabulary and spelling with foreign language phonetics. In the text the author proves the usefulness of phonetics in acquiring general language and communication competence and encourages to teach all language subsystems in an integrated way.

MONIKA JANICKA

Language Input and Feedback as Protective Factors of Language Regression

Polish students’ L2 competences are far from satisfactory according to the research findings. One of the reasons for deficient language development might be insufficient language input in the foreign language classroom. The aim of the article is to present the possibilities of enhancing the language input. One of them is a cognitive activating feedback, which supports the individual learning process and contributes to the development of foreign language competences.

KATARZYNA NOSIDLAK

Career Break as a Factor Influencing the Process of Teachers’ Foreign Language Attrition

The purpose of this article is to define the term foreign language attrition in the context of teachers’ work and professional development, as well as to present results of a study exploring the influence of career breaks on the process of foreign language attrition affecting teachers. The author presents and analyses the findings of the survey conducted among 132 foreign language teachers who had experienced longer breaks in their career and returned to the job of teaching. The respondents specified the reasons for their career breaks and shared their experience on how to fight with linguistic regression.

MIROSŁAW PAWLAK, JOANNA ZAWODNIAK, MARIUSZ KRUK

On Boredom and Against Boredom in the Foreign Language Classroom

Boredom is one of the few individual learner variables whose negative influence on foreign language learning has not yet been fully realized and examined, although this negative emotion is reported to pervade school settings. This is why this paper focuses on the place of boredom in the foreign language classroom. It consists of two parts, theoretical and practical. The first part begins with a definition of boredom, after which its causes and types are described. This is followed by an overview of selected studies aimed at investigating various aspects of this phenomenon. As for the second part, it offers a range of boredom-coping solutions, taking into account types of tasks, teaching materials, learner autonomy, strategy use and levels of language proficiency.

JOANNA PITURA, ANETA LEŚNIK, KATARZYNA RAK, DANIEL RENAT, ADRIAN RÓWNIATKA

Young Researchers in a Project Supporting Students from Migrant Backgrounds

Recognizing the need to prepare teachers of English to work with students from migrant backgrounds, a research study was implemented and engaged English philology students as researchers in authentic research activities. The article sets out to provide insight into the value of student involvement in this project. Students’ stories suggest that the project created space for the development of research and teaching competences, depending on the previous experience of students-researchers as students and teachers.

JACEK RYSIEWICZ

Comments on Reading Out Loud in a Foreign Language Classroom

Reading out loud by students during the foreign language lesson may be an important aspect of teacher’s classroom work. Nevertheless, it seems teachers identify incorrectly the objectives of the usage of reading and somewhat automatically engage this technique in the teaching process. This way they lose a chance to gain benefits that may come from a proper use of reading. This article deals with this issue from the perspective of reflective practitioner.