Plenary speakers
Jean-Marc Dewaele
Birkbeck College, University of London, UK
Emotions in applied linguistic research and foreign language
Department of Applied Linguistics
Institute of English
teaching
In this lecture I will present an overview of the recent surge
of interest in the field of emotion and multilingualism. I will show how
cognitive psychologists, anthropologists and applied linguists
Topics in Applied Linguistics:
Cognitive and Affective Language Processes
in Intercultural Contexts
collaborate using a combination of different research methodologies
in order to answer common research questions. I will look at
emotion words and expressions (swearwords, anger, declarations of
love), which are generally perceived to be more emotional in
multilinguals’ first language.
However, in some cases it is the
foreign language that becomes more emotional. I will also consider
Opole 14-16.11.2011
the effect of foreign language instruction on the communication of
emotion and on affective variables in the foreign language.
Book of abstracts
1
Jelena Mihaljevic Djigunovic
participants' language achievements and on characteristics of the
Zagreb University, Zagreb, Croatia
learning contexts involved. Data were gathered by means of smiley
Affective processes in early SLA: A situated developmental
questionnaires, learner interviews, teacher interviews, parents
view
questionnaires, classroom observation and language tests. The
One area where affective processes are considered to be of
instruments,
designed by the ELLiE
research
team,
were
particular importance is early SLA (Nikolov 2009). Recent studies
administered simultaneously in all seven country contexts at specific
(e.g. Harris 2009, Mihaljevic Djigunovic 2011, Nagy 2009) suggest
data collection points. Findings will first be analysed from the
that deeper insights into the role of affective processes in early L2
developmental point of view. They will then be discussed in terms of
learning can be obtained if they are viewed from a developmental
their interaction with the young L2 learners' linguistic achievements
perspective and combined with a contextualised approach.
and contextual factors such as out-of-school L2 exposure, socio-
However, longitudinal studies that also take account of the multi-
economic status and home support. Finally, on the basis of the
layered contextual aspects are still rather scarce.
presented findings conclusions will be made about the role of
The talk will focus on a study carried out as part of Early Language
affective processes in early SLA.
Learning in Europe (ELLiE) - a transnational longitudinal project.
The sample included close to 14,00 young learners from seven
European countries: Croatia, England, Italy, Netherlands, Poland,
Spain and Sweden. They were learning English, French or Spanish
as L2. Participants were drawn from metropolitan, small town and
rural schools. All participants had begun L2 learning at age 6-7
years and were in their second year of L2 learning at the start of the
project. Development of the following aspects of their L2 learning
were observed over three years (2007-2010): attitudes, motivation
and linguistic self-concept. Information was also collected on young
2
Anna Niżegorodcew
The initial assumption underlying English as a lingua franca use
Jagiellonian University, Cracow, Poland
was that English would facilitate the process of intercultural
Emotions in intercultural communication
communication by raising intercultural awareness through additional
This presentation focuses on the underlying emotions and
cognitive and lexical resources. However, English did not seem to
attitudes in an intercultural project. The data for analysis include
play the role of an intercultural mediator. The authors of the
intercultural materials written by Ukrainian, Polish and international
intercultural materials under consideration seemed to have
authors and samples of electronic communications between Polish
transferred their own particular attitudes and points of view from
and Ukrainian editors. As the main editor of the materials, I
their native languages into English, without taking the “third place”
analysed the texts with accompanying intercultural tasks and some
perspective.
communications on the texts. The choice and presentation of the
topics indicate the presence of positive and negative emotions. In
particular, those underlying emotions refer to the feelings of pride
or, by contrast, inferiority and shame. This paper presents some of
those cases drawing on intercultural semantics and intercultural
communication
theory.
The
project
required
that
Honorary Guest of the Conference
academic
representatives of Poland and Ukraine use English as a lingua
Janusz Arabski
franca in presenting their cultures to their own and international
University of Silesia, Sosnowiec, Poland
students. Our attempts to raise intercultural awareness of our
students by making them more aware of their own cultures have
been partly successful although the authors either presented
idealised pictures of their countries or were overcritical of some
aspects of their reality. It has been concluded that positive or
negative emotions are inseparable in intercultural communication.
3
Presenters
among Polish secondary school students has been carried out.
Before, however, reporting on the research, a revision of models of
Monday, November 14, 14:30 – 15:00
speech perception and understanding, and a brief discussion on
reasons for listening comprehension being particularly difficult for FL
learners are offered. What follows in the theoretical discussion is a
Małgorzata Baran-Łucarz
presentation of the concept of anxiety, different models of anxiety,
University of Wrocław, Wrocław, Poland
definition of language and listening anxiety. In the empirical part the
The level of pronunciation as a determinant of listening anxiety
research design, subjects, hypotheses and instruments are briefly
The main aim of the majority of foreign language (FL)
described. The results of correlation between listening anxiety and
learners is to be able to communicate effectively with relative ease
the level of pronunciation are supplemented with qualitative data,
in the target language. So as to achieve this goal one needs to
i.e. reports from interviews carried out with a few learners
reach a proficient level not only in speaking, but also in listening. At
representing either a very low or high level of listening anxiety.
the same time, as objective observations show and FL learners
Finally, conclusions complemented with suggestions for further
themselves declare, these two skills are the most difficult to master.
observations in this area are provided.
Difficulties and deficiencies in listening, low self-efficacy in this area,
and prior negative experience may cause anxiety, which usually
debilitates one’s skills even more. What might cause problems with
Mirosław Pawlak
listening, and thus also listening anxiety?
Adam Mickiewicz University, Kalisz, Poland
Does the factual and
perceived level of FL pronunciation determine one’s FL listening
Investigating the link between the use of grammar learning
anxiety? A positive answer would provide another argument for not
strategies and language attainment
neglecting pronunciation practice in the FL classroom. So as to
Although our knowledge about the use of language learning
have a closer look at the relationship between the level of
strategies in general is extensive (e.g. Cohen and Macaro 2007;
pronunciation in a FL and listening anxiety, an empirical study
Cohen 2011; Oxford 2011), very little is still known about the
4
strategies that learners apply to get to know and gain greater control
Alexander Kapranov
over grammar structures, or grammar learning strategies (GLS). In
Lund University, Lund, Sweden
the last few years several studies have been carried out in the
Beginner students’ speech fluency in a second language
Polish context which addressed this important issue, and attempts
compared across two contexts of acquisition
have been made to develop a comprehensive classification of these
I will present a completed experiment involving an empirical
strategic devices and design a tool that could be used to gather
investigation of speech fluency in German as a second language
data about their use (cf. Mystkowska-Wiertelak 2008; Pawlak 2008,
(L2) contrasted across two contexts of L2 acquisition – a stay
2009, 2010, 2011). Still, much more research is needed to extend
abroad
our understanding of the application of grammar learning strategies,
experiment was designed to determine how contexts of L2 exposure
to determine factors influencing their use and to verify the
impacted upon the students’ L2 speech fluency. 20 beginner
effectiveness of strategies-based instruction in this area. The paper
students of German L2 were tested at The University of Western
contributes to this line of inquiry by reporting the findings of a study
Australia in Perth. All the beginner students tested in the experiment
that explored the link between the use of GLS and target language
reported English as their first language (L1). 10 beginner students
attainment. The data come from 300 English Department students
were tested after their two semesters stay in Germany. 10
who were requested to fill out a questionnaire containing Likert-
respective controls were tested after two semesters of the study of
scale items and open-ended questions as well as the final grades
the German language at The University of Western Australia.
obtained in a grammar course and the scores on the end-of-the-
Experimental tasks involved a spontaneous story generation in
year examination in English.
German and a free recall from German into German respectively.
versus
a
stay-at-home
contexts
respectively.
The
The experimental tasks yielded speech samples in German L2
which were analyzed in speech processing software PRAAT
(Boersma & Weenink, 2005) and in statistical program MatLab
(Mathworks, 2004) respectively. Statistical analysis indicated
significant differences in speech fluency in German L2 compared
5
between the two groups of the beginner students. The findings are
processes. The main focus of the article is the role of one of the
suggestive of the impact of the context of learning German L2 in
affective factors, namely self-esteem, in learning, particularly in
Germany on speech fluency in German L2.
language learning. The term self-esteem is sometimes used
interchangeably with self-concept, but one has to bear in mind that
the terms carry slightly different meanings. Understanding the
Monday, November 14, 15:00 – 15:30
difference is essential for defining the links between learning
achievement and the constructs. Whether self-esteem contributes to
better learning results or vice versa, remains a matter of academic
Agnieszka Habrat
debate, however there is evidence from Rosenberg et al (1989),
State Higher Vocational School in Krosno, Krosno, Poland
Hansford and Hattie (1982), Bachman and O`Malley (1997) that
The effect of affect on learning – how can learner`s self-esteem
they show significant correlation. The context of Second Language
influence performance in a foreign language?
Acquisition involves situations which may be threatening to the
The role of affective factors in learning was recognized only
sense of self-worth. Having to perform in a language in which the
four or five decades ago, although, they are of no lesser importance
learner
than cognitive factors. The article clarifies the meaning of terms like
communication apprehension, more acute to the learners who have
affect, emotion, affective domain, etc., which have entered the
low level of self-esteem. The fear of being evaluated while speaking
realm of Second Language Acquisition It also presents the typology
by the teacher or other students may result in avoidance of oral
of affective factors, which according to Arnold (1999),
can be
performance and wasting opportunities to practise and progress.
divided into two major categories: 1) connected with the language
Taking risks may cause anxiety and, as Coopersmith (1967) claims,
learner
extroversion-
anxiety and self-esteem are closely related. If a situation releases
introversion, motivation, learner styles, self-esteem; 2) connected
anxiety, it is the person`s self-esteem which is being threatened,
with the language learner as a participant in socio-cultural
especially if it is unstable and contingent. All in all, it appears that in
situations:
a
as
an
individual:
empathy,
anxiety,
classroom
inhibition,
transactions,
cross-cultural
cannot
express
himself/herself
properly
causes
foreign language classroom, low self-esteem holders will
6
experience far more unpleasant effects than their high-esteem
accommodation and restructuring that result in partial or complete
counterparts.
incorporation of the newly registered data into the developing
system (IL), which may bring about some kind of its restructuring. In
the final stage, the incorporated language may become available for
Anna Mystkowska-Wiertelak
the learner as output or production. The research conducted by
Adam Mickiewicz University, Kalisz, Poland
VanPatten has inspired many other researchers to explore the
Input Processing Model: A review of studies on mechanisms
effectiveness of the type of grammar instruction that incorporates
involved in interpretation and processing of input for meaning
the basic tenets of his proposal. The description of the Model
Inadequacies of both grammar-based and communicationbased approaches revealed the need for adoption of a novel
together with the review of the relevant studies constitute the core of
the presentation.
perspective on effective teaching of a second or foreign language.
Focus on Form that has emerged in response to the problems
presented by more traditional approaches seems to meet the
Vesna Bagarić
conditions that are optimal for learning: learner-centeredness,
Višnja Pavičić Takač
simultaneous attention to form and meaning, accounting for the
University of Osijek, Osijek, Croatia
learner’s internal syllabus (Nassai and Fotos, 2011). Out of
The influence of cohesion and coherence on text quality: a
numerous options, including textual enhancement, interaction- and
cross-linguistic study of foreign language learners’ written
output-based approaches, processing instruction that is based on
production
the principles of Input Processing Model developed by VanPatten
In the field of second language acquisition and testing,
and his colleagues (Lee and VanPatten 2003; VanPatten 1996,
discourse competence has often been defined within theoretical
2002), constitutes an attractive alternative. The model proposed by
models of communicative competence (Canale 1983; Van Ek 1986;
Van Patten can be briefly summarized as a set of interrelated
Bachman 1990; CEFR 2001). Notwithstanding some evident
processes starting with the conversion of input into intake, then its
definitional and terminological differences, there seems to be an
7
agreement that discourse competence is determined by coherence
simple cohesive devices. Successful learners tend to use sequential
and cohesion. The question of significance of cohesion and
progression more often than unsuccessful learners. In conclusion,
coherence and their influence on overall quality of written production
theoretical and pedagogical implications are discussed.
has been raised (cf. Palmer 1999; Chiang 2003; Dastjerdi &
Talebinezhad 2006). The purpose of the present study is to explore
the ways in which foreign language (FL) learners use cohesion and
Monday, November 14, 15:30 – 16:00
coherence in their written production. The sample includes 90
assignments written by learners of English as a FL and learners of
German as a FL, as well as those learners who learn both FLs in
Katarzyna Ożańska-Ponikwia
order to identify a potential transfer of knowledge. First, the number
University of Bielsko-Biała, Bielsko-Biała, Poland
and type of cohesive devices is analysed, and the appropriateness
The influence of immersion in the L2 culture on changes in
of their usage is assessed along with their latent impact on the
perception of L1 culture-specific emotion of ‘tęsknota’.
overall quality of learners’ writing. Then, topical structure analysis
The perception and expression of emotions in Polish and
(cf. Lautamatii 1987) is carried out in order to clarify how topics in
English differs greatly as scripts governing expression of emotions
the sentences work through the text produced by FL learner to build
as well as ‘cultural scripts’ forming the hierarchy of values governing
meaning progressively. In particular, the following aspects are taken
interpersonal relations are different in the mentioned languages
into account: a) which progressions (i.e. parallel, sequential,
(Wierzbicka, 1999; 2006). The presentation is to examine
extended parallel progression and extended sequential progression)
differences in perception and expression of emotions in Polish and
are used by learners of two different FLs in connecting ideas and
English, taking into account universal and culture-specific emotions,
thoughts within the paragraphs, and b) whether the number and
as well as possible changes in perception of L1 culture-specific
type of progression correlate with the quality of the written
emotions due to immersion in L2 culture. At present, it is widely
composition. The results indicate that compositions written by FL
accepted that we were equipped with a set of universal emotions
learners are characterised by dominant and ineffective use of
but at the same time the culture we happen to live in provides us
8
with means of expressing them or with alternative set of emotions
Magdalena Adamczyk
that is culture-specific and unique (Evans, 2001). This point of view
University of Zielona Góra, Zielona Góra, Poland
could explain why we are able to recognize basic emotions among
Linguistic humor in TV news headlines: A modest attempt at
various nations but at the same time experiencing and learning new
quality assessment
emotions
or
emotion
concepts,
like
English
“frustration”
Linguistic humor, the phenomenon subject to examination in
(Panayiotou, 2004), Russian “perezhivat” (Pavlenko, 2002), Polish
the present study, is defined broadly as an umbrella term covering
“tęsknota” (Wierzbicka, 1992), Greek “stenahoria” (Panayiotou,
as discrete forms of experimenting with language as genuine puns,
2006) “fare festa a qualcuno” (Parks, 1996) and many more, by
typographical, interlingual or allusive play, pseudomorphs and
means of immersing in a foreign language and culture. The present
others. As such, it is here regarded roughly synonymous with what
research suggests that we are not only able to learn new, culture-
is elsewhere labeled ‘verbal play’, ‘verbal humor’, ‘play on/with
specific emotion concepts, by means of immersing in a foreign
words/language’, ‘language game’ or ‘wordplay’. The study, which
language and culture, but also that our perception of L1 culture –
takes the form of a questionnaire, is designed to assess the quality
specific emotions might change due to such langue contact
of language-based humor in TV news headlines by virtue of testing
situation. Our research on 28 Polish informants who have never
the response from Polish viewership to its assorted manifestations.
been abroad, and 102 Polish L2 users of English who have spent
The empirical data was culled randomly within a period between 30
considerable amount of time in an English speaking country, reveals
June, 2007 and 30 March, 2008 from a popular news program,
that the perception of the culture-specific Polish emotion of
Fakty, screened live on a day-to-day basis on TVN, one of Polish
‘tęsknota’ changes after immersion in L2 culture and language,
commercial broadcasters. The questionnaire was drawn up for the
independently of the level of L2 proficiency.
dual purpose of (a) collecting information about the accessibility of
linguistic humor to general public and (b) canvassing their views on
its contextual suitability. The rationale behind zooming in on the two
properties, assumed to serve as benchmarks of wordplay quality,
were interim findings from an earlier ad hoc study carried out on a
9
sample of c. 150 examples of miscellaneous playful forms derived
as names, food, swear words, elements of the German every-day-
from the above mentioned TV program, where a substantial amount
life and looks for answers for severe changes in the English
of headline wordplay appeared structurally tangled and contextually
translation, that is omissions on the one hand and substitutions on
deficient. In light of this, the present study is regarded as a follow-up
the other hand.
setting out to verify these results, which is ultimately intended to
help avoid making an impressionistic assessment of wordplay
quality. While much of linguistic humor turns out to be remarkably
Monday, November 14, 16:30 – 17:00
successful in terms of both investigated properties, a substantial
amount of headline wordplay fails to satisfy the fundamental
structural and contextual requirements, as a result of which humor
Anna Skowron
appears forced and its effects pretty insipid.
Jan Długosz University in Częstochowa, Częstochowa, Poland
Interplay among motivation and autonomy in Polish first-year
students of English philology
Anna Urban
The famous metaphor of the “cultural iceberg” presented by
Adam Mickiewicz University, Poznań, Poland
Edward T. Hall shows that many points of culture, for instance:
Clean reads for teens? On cultural and controversial issues in
values, perceptions and beliefs are situated below the level of
Andreas Steinhöfels Rico, Oskar und die Tieferschatten in the
consciousness. As Rebecca Oxford suggests, those less conscious
Chicken House’s edition
aspects of culture influence the way people learn languages.
Andreas Steinhöfel is one of Germany’s most highly
Bearing the above in mind, one may come to a conclusion that
regarded authors and the winner of the prestigious German Youth
motivation belongs to that unconscious level of culture and since it
Literature Prize 2009 (Children's Book category). The paper tries to
is well known that motivation is one of the key factors underlying a
compare the translation of potential controversial issues such as
successful language learning process, it becomes very important to
explicit mentions of the human body to cultural problematic issues,
investigate motivation in relation to culture. As far as Polish culture
10
is concerned, it is not enough to study motivation individually but in
ranging from sociology, psychology, to marketing and linguistics.
the light of changes under which the Polish educational system has
We have adopted the perspective of a leading trend in linguistics,
gone, it becomes crucial to examine the relation between motivation
Relevance Theory, which allowed us to undertake a cognitive study
and autonomy. The latter has become not only a goal many
of the way people make sense of advertisements, backed by a
teachers want to achieve but a key to success in teaching foreign
qualitative experiment. We proceeded from a relevance-theoretic
languages. The relationship between motivation and autonomy is of
cognitive architecture of human understanding, in which utterances
a very complex nature. The question, whether autonomous learners
are not merely decoded, but represent evidence for inference. Thus,
become highly motivated or highly motivated students become
from evidence in the utterance, the addressee arrives at
autonomous learners needs to be answered. This complex
assumptions, which represent possible interpretations of the
relationship between motivation, autonomy and Polish culture is the
utterance. It is argued that the communicative principle of relevance
prime concern of the following paper which presents the results of
is what regulates which assumptions are actually inferred by the
the preliminary research conducted among the Polish first-year
addressee. According to this principle, the addressee will only infer
students of English Philology.
the assumptions which are most relevant to her, namely those
which entail most cognitive effects for her and which she forms
based on a reasonable amount of processing effort. Moreover,
Ciprian-Viorel Pop
relevance theorists argue that an utterance which is part of
Babes-Bolyai University, Cluj-Napoca, Romania
intentional communication vouches the relevance of at least an
Interpreting advertisements: Relevance and cognitive effects in
assumption carried by it. For advertising, this means that every
selected British print advertisements
advertisement carries with it a promise of an assumption with high
Our paper is meant as an insight into the human mind and
cognitive effects at a reasonable processing effort. We will look in
its processing of print advertisements. Researching the way people
depth into this hypothesis and test it using several individual
understand advertisements, in the hope of finding constant patterns
interviews
of interpretation, has been an on-going interest of various sciences
advertisements. The interviews will enable us to conduct qualitative
concerning
the
interpretation
of
selected
print
11
research on some of the interpretations that are associated with
operationalized in the literature in terms of the distinction between
specific advertisements. This will also lead us to conclude on the
input-providing and output-inducing feedback, the former of which
relation between the cognitive effects and the interpretation of an
typically takes the form of clarification requests and the latter
advertisement,
involves the use of recasts. The paper reports the results of a quasi-
and
more
generally
on
the
relevance
of
advertisements as perceived by their audience.
experimental study which sought to investigate the effects of these
two types of feedback in the context of Polish upper secondary
school. The participants were divided into three groups, two
Mirosław Pawlak
experimental and one control, with the experimental students taking
Elżbieta Tomczyk
part in four sessions during which their errors in the use of passive
Adam Mickiewicz University, Kalisz, Poland
voice in the course of communicative activities were corrected in the
Differential effects of input-providing and output-prompting
two ways. The data were collected on a pretest, immediate and
oral corrective feedback on the acquisition of English passive
delayed posttests which involved a communication task and a
voice
narrative. In line with the outcomes of previous research, the
The provision of corrective feedback is now regarded as an
analysis showed that output-inducing feedback is more effective
important instructional option in teaching foreign language grammar,
than input-providing correction, although their contribution is
which is evident in the numerous studies, both descriptive and
dependent upon both teacher- and learner- related variables.
experimental in nature, that have set out to determine the effect of
different types of oral and written error correction on the acquisition
of target language forms (e.g. Ellis 2010; Li 2010; Lyster and Saito
2010). The findings of this research indicate that the contribution of
this type of pedagogic intervention is a function of a number of
factors, one of which is the need to modify one’s output in response
to the teacher’s corrective move. This requirement has been
12
Monday, November 14, 17:00 – 17:30
Allison, 2003). Comparatively less attention has been given to
Method sections and Results sections of the RAs (Swales, 2004),
which form important components of this genre – the former
Ewa Donesch-Jeżo
convinces the readers of the validity of the means used to obtain the
Jagiellonian University, Cracow, Poland
results of the investigation, the latter presents the findings and their
Method and Results sections in research papers in English and
interpretation. This paper reports on a comparative corpus-based
Polish languages: a pedagogically motivated contrastive genre
genre analysis of the rhetorical organization and linguistic features
analysis
of the Methods and Results sections of the RPs in two languages,
The need to publish research papers by both academics and
English and Polish. Using Swales’ (2004) and Nwogu’s models of a
students has never been greater. In the era of globalization of
RP’s rhetorical moves-steps organization of these sections as
research
of
analytical tools, two corpora containing RPs in the English language
dissemination of a scientific thought is the research paper (RP).
and RPs in the Polish language in the field of medicine were
Therefore, the English for Specific Purposes (ESP) courses at a
studied. Cross-cultural differences are explained and pedagogical
university level should equip the students with the knowledge which
implementations of the obtained results are provided.
and
scholarship,
the
most
prominent
means
will allow them to write research papers according to the recognized
academic conventions of the target community. There is a large
number of studies in the literature dealing with rhetorical
Monika Szela
organization and linguistic features of the Introduction sections of
University of Wrocław, Wrocław, Poland
the RPs with reference to a well-known Swales’ (1990, 2004)
Translation universals in translation learning
Create-a-Research-Space model (e.g. Anthony, 1999; Nwogu,
The purpose of this paper is to demonstrate the possibility of
1997; Lewin et al. 2001; Samraj, 2002, 2005), and almost equally
applying the hypotheses on translation universals in the process of
numerous studies on Discussion/Conclusion sections (e.g. Holmes,
learning accurate translation, e.g. the legal texts. The development
1997; Hopkins and Dudley-Evans, 1998; Williams, 1999; Yang &
of corpus linguistics and the capacities of computers have brought
13
about new possibilities for analysing translated texts. The
the research on the tendencies that affect both the translation
resignation from the prescriptive approach in favour of the
product and translation process, the awareness of the untypical
descriptive approach, the formal in favour of the empirical methods
features of the translated texts can be applied during the translation
enabled linguists to focus on statistical research, and observe
learning to prevent or minimalize translationese.
regularities for large quantities of texts. The descriptive translation
studies abandoned the comparison of the source text with the target
text with regard to the correctness of the translation. Instead,
Adriana Diana Polgar
researchers
Babes-Bolyai University, Cluj-Napoca, Romania
started
examining
the
comparative
corpora
of
translated texts with the non-translated texts of the same language,
Understanding the postmodern literary discourse through the
which contributed to the identification of general tendencies in the
magnifying glass of the possible world framework
translated texts that make them considerably different from the
The paper under discussion attempts at demonstrating that
original texts. Therefore, new hypotheses on translation universals
possible world semantics is fit for an in-depth understanding of the
were
namely explicitation (translated texts contain
language of literature, of the manner in which a semantics of fiction,
additional explicative information), simplification (translated texts are
through the possible world framework, redefines and improves the
simpler at the lexical, syntactic or stylistic level), normalisation
general existing concepts of fiction and fictionality. The theoretical
(translated texts are devoid of any untypical features) to name but a
input will be applied on vivid fictional samples taken from the
few. The results of the verification were inconsistent: most typically
postmodern literary discourse and represented by Ian McEwan’s
a given hypothesis proved true for a given type of texts or at a given
literary production Atonement. Starting this quest in more general
level, turning out to be false as a general tendency. The author of
terms means, first of all, going through a brief presentation of the
this paper carried out research into the simplification at the
shortcomings of the one-world perspectives upon the literary
syntactical level in literary texts on the basis of Master and
discourse, with a bird’s eye view over the most common
Margarita and its translations from Russian into Polish and English,
counterarguments against possible worlds for fiction. The Russellian
and continues research on the features of legal texts. The results of
prerequisite setting the realism of the actual world as the foremost
posited,
14
Monday, November 14, 17:30 – 18:00
guideline in language study, will be presented and set under debate
for further contrasting purposes with the efficiency of the possible
world framework. The argumentation for possible worlds will further
on be supported primarily by the Kripkean notions of possible
Liliana Piasecka
worlds for language in general which will be reinforced by adjusting
Opole University, Opole, Poland
the main Kripkean system to the overtly complex field of literature.
What does it feel like to use English? Empirical evidence from
The main focus of this paper falls on studying the manner in which
EFL students
Mary Laure Ryan’s system of the semantic domain evades the logic
Recent studies concerning foreign language learning and
generality of the Kripkean system and defines a set of concepts,
teaching do not focus exclusively on cognitive processes of the
which are useful for understanding how the literary discourse
parties involved but also on their emotional states that
creates an entire modal system of worlds and possibilities which
intricately interwoven with language learning and use. To date,
seem to behave in a similar manner to the logical, modal systems
many researchers have focused on the effects of language anxiety
within what is acknowledged to be the world of reality. This will
on the learners’ development of communicative competence.
enable us to conclude that worlds of literature are based on a fairly
However, apart from anxiety humans experience a wide range of
complex modal system whose existence is confirmed by the use, in
other emotions that foreign/second language use evokes across
their formation, of language itself and whose representation in
many learning and communicative contexts. Research on emotions
theories of modal logic, applied onto fiction, may yield a superior
has been taken up by neurobiologists, psycho-evolutionary
understanding of the challenging mechanisms of literature.
theorists,
cognitive,
social
and
cultural
are
psychologists,
anthropologists, cognitive linguists as well as by scholars and
educators concerned with bi- and multilingualism (Dewaele &
Pavlenko, 2002). This multiplicity of perspectives and possible
approaches to the study of emotions shows how important and
complex they are in human communication. In a critical analysis of
15
investigating emotions from a multilingual perspective Pavlenko
greater attention to all four language skills. Last but not least, it is
(2005) notes that “emotions remain undertheorized” (p. 35) and
crucial to set anxieties of these skills in a broader context.
when they are addressed, “the questions asked about the role of
emotions in additional language learning and use are extremely
limited” (p. 35). Therefore there is a need for a broader
Jolanta Szymańska
understanding of emotions in the context of bilingual and second
Opole University, Opole, Poland
language acquisition research, for example by focusing on language
Gendered use of the hedge in academic discourse
of emotions, and not only on the relations between languages and
This paper discuses the distribution of hedges in academic
emotions. In the presentation I shall focus on such emotions as
text related to the gender of the writer. The assumption prior to the
happiness, joy, feeling of success, anger and sadness that students
analysis have been possible differences in communicative practices
of English as a foreign language report when they use this
between male and female writer reflected in the hedging of their
language.
propositions. The textual material covers 20 research articles, 10
written by male and 10 by female authors, published by Journal of
Linguistics in the years 2001- 2010. Metadiscourse as “discourse
Damian Picz
about discourse” is connected with the social, as well as
Opole University, Opole, Poland
communicative involvement (Hyland, 2000, p. 109). Hedges, as the
Exploration of second language anxiety from the perspective
indicators of the writer’s stance should reveal characteristics of
of listening, speaking, writing and reading skills
particular writing styles based on powerful or supportive interaction
The aim of this paper is to scrutinize differences and
depending on gender (Coates, 2004). The aim of this sample
characteristics of language anxiety in regard to four language skills,
analysis has been to discover whether gender is traceable in the
i.e. listening, speaking, writing and reading. Considering the growing
ways male or female writers construct their stance through hedging
interest in the subject of language anxiety it is important to pay
in academic disciplinary writing.
16
Tuesday, November 15, 11:30 – 12:00
divided into five groups testing the following factors: anxiety, cultural
openness, learning style, motivation and self-belief. The survey was
based partly on the work of Horwitz, Horwitz and Cope (1986) and a
Martin Hinton
further six questions were taken directly from their study into anxiety
University of Lódź, Łódź / Foreign Language Teacher Training
levels for comparison. The results from the different sections of the
College, Sieradz, Poland
survey and the ability testing are then compared with results from
The relative important of cognitive and affective individual
an assessment of the students' spoken English language
differences in the English language performance of Polish
performance. Students were graded for pronunciation, fluency,
college students
range, accuracy and interaction allowing correspondences between
This paper reports on research carried into the role of
the various cognitive and affective factors and aspects of the
individual learner differences in determining foreign language
subjects' spoken language to be presented for discussion. It is a
performance. The research is part of a doctoral thesis research
particular aim of this paper and the research project of which it is a
project into affective and cognitive elements of foreign language
part to assess the ease with which teachers of foreign languages
learning aptitude. The paper begins with a brief description of the
can become acquainted with the differences between their learners
main cognitive and affective processes in language learning
and to observe to what extent conclusions predicted by earlier
identified by researchers, their interactions with one another and
research are found among current Polish students of English.
methods of testing. This part of the paper draws upon the work of
Donyei, Skehan, Robinson, Spolsky, Sparks & Ganschow, Dogil,
Miyake and others. The second part of the paper contains a full
description of experiments carried out on a group of around 20 fulltime English students. The students were tested for certain abilities
associated with cognitive aptitude such as mimicry and memory
and were given an affect questionnaire. The survey questions were
17
Marek Derenowski
Mirosława Podhajecka
Adam Mickiewicz University, Kalisz, Poland
Opole University, Opole, Poland
Application of Multiple Intelligences Theory in the foreign
Didactic materials aimed at Polish learners of English:
language classroom
A preliminary assessment
Entering the learning process students bring with them a
It goes without saying that English has become the main
variety of individual differences which affect the process of language
foreign language taught in Polish schools. However, its popularity
acquisition. Students’ individual differences should be recognized
was at a low ebb in the past, and it was only in the mid-nineteenth
and utilized by language teachers if their teaching is to be more
century that English started to be recognized as a useful means of
effective. One of the individual differences deals with the concept of
communication, and was slowly introduced into school and
intelligence. In the language classroom Multiple Intelligences
university curricula. On the other hand, the difficult political and
Theory introduced by Gardner, allows individual students to use
economic situation in nineteenth-century Poland forced many Poles
their unique set of abilities and skills, as well as, creates an
to seek refuge in the West, particularly in the United States. As a
environment, which develops students’ language skills, increases
result, huge immigrant communities were established whose
motivation and changes attitudes. One of the main reasons why
members—in order to survive in the new country—felt an urgent
Gardner’s theory received such a positive response from teachers is
need to learn English (either at home or in evening schools), and
that it provides the means to meet the needs of different types of
the market was soon filled with relevant publications. Somewhat
learners due to properly selected strategies that have a significant
surprisingly, very little is known today about the materials aimed at
influence on how fast and easy students learn.
Polish learners of English, so this paper seeks to fill the void by
presenting a preliminary framework of such teaching aids. I have
taken into account all materials with a clear didactic aim published,
in different corners of the globe, up to 1945. They have been
divided
into
several
main
subgroups:
(1)
grammars;
(2)
coursebooks; (3) self-study books; (4) phrasebooks; and (5)
18
manuals of letter-writing, but many are in fact fairly hard to classify.
standard explanations of the article usage that is usually presented
In my paper I will comment on the most interesting didactic
in textbooks for EFL learners. The results show that only in the ACL
materials discovered in the holdings of Polish, British and American
group the benefits of instruction following rule presentation have
libraries, such as Martin Rosienkiewicz’s Rozmowy dla ułatwienia
been durable. In order to obtain information about the students’
nauki jenzyka angielskiego (1834) or Władysław Dyniewicz’s
preferred learning styles, Golay’s Learning Pattern assessment has
Pośrednik polsko-angielski (1867).
been used, which divided the students into four classes 1) actualroutine, 2) actual-spontaneous, 3) conceptual-global, and 4)
conceptual-specific. The general conclusion following from the
Tuesday, November 15, 12:00 -12:30
analysis of individual students’ performance on each of the tests
and their learning styles suggests that the rules based on Cognitive
Grammar are beneficial for students independently of their preferred
Agnieszka Król-Markefka
learning styles. The above observation tallies with the theoretical
Jagiellonian University, Cracow, Poland
implications of CG, according to which the processing of CG rules
What type of EFL learners benefit from Cognitive Grammar?
relies on the general human ability to form conceptualizations from
The paper presents the results of a research project, whose
aim was to examine whether the benefits of grammatical instruction
perception, and therefore it should be advantageous for all types of
EFL learners, irrespective of their individual learning styles.
based on Cognitive Grammar (CG) can be linked with specific
learning styles. An experiment has been conducted, in which two
groups have been compared with respect to their reaction to
grammatical rules on the use of the English articles. Group ACL
(Applied Cognitive Linguistics) was presented with rules based on
the analyses of language offered by Cognitive Grammar. Group TRI
(Traditional Instruction) received treatment based on common,
19
Cem Can
Agnieszka Mirowska
Çukurova University, Adana, Turkey
Foreign Language Teacher Training College, Wrocław, Poland
Fahrettin Şanal
A reflective approach in developing communicative skills in
Selçuk University, Konya, Turkey
advanced learners of English
The Use of English Negation in Turkish International Corpus of
Learner English
Globalisation gives rise to growing demands on employees'
ability to communicate fluently in English in a variety of contexts.
This particular study aims at investigating the use of
Yet, while advanced students may find it easy to relate to their
negation by Turkish adult learners in their interlanguage as
peers, they often encounter conversation breakdowns in less
presented in Turkish subcorpus of the International Corpus of
familiar situations for a variety of reasons. Therefore, it is essential
Learner English (ICLE). Turkish International Corpus of Learner
to individualise the process of acquiring oral fluency and dealing
English (TICLE) consists of argumentative essays of Turkish
with problem areas. The paper illustrates how a reflective approach
university students whose English proficiency levels vary from B2 to
may help students in developing communicative skills on their own.
C1 according to the Common European Framework of Reference
The paper presents a technique used with conversation-
for Languages.
TICLE contains 280 essays and 199,173 words
course students at the teacher training college to help them develop
(Granger et al., 2009). In this study, the use of English negation will
their communicative skills. The students for the most part had no
be presented in a cross-linguistics perspective comparing the data
difficulty while communicating with other young people, but felt out
with the Louvain Corpus of Native English Essays (LOCNESS) and
of their depth when faced with unfamiliar contexts, even though they
the other interlanguage corpora represented in ICLE.
were advanced learners of English. Since they had different
learning styles and different difficulties, a self-study technique was
used to raise their awareness of the problem areas, causes and
possible solutions (to be discovered on their own, with facilitation on
the part of the teacher). At first the students were diagnosed on the
basis of the recordings they had made on their own. Then - given
20
some guidelines - they were expected to work on their own
concerns a wide variety of cognitively-based learner differences and
throughout the year and regularly report the results of their work to
remains an effective predictor of success in different learning
the teacher. They were also requested to reflect on the effect/s of
situations. This presentation is a report of a study conducted on 44
their work at different stages and offered further advice whenever
gifted and 82 non-gifted foreign language learners. The aim of this
necessary. The paper presents the framework for the technique, the
presentation is to contribute to the ongoing discussion on FLA, in
rationale behind it, examples of students' own work on their
particular, to focus on cognitive and personality factors as predictors
communicative skills and observations made by the teacher related
of FLA. In the light of contemporary research, FLA is viewed not as
to the effectiveness of developing oral fluency in students through
a monolith, but as a conglomerate of a number of cognitive and
independent work outside class time.
non-cognitive variables (cf. Dörnyei 2010). In line with this
theoretical perspective, the present study took into account both
cognitive factors, that is FLA, intelligence and working memory and
Tuesday, November 15, 12:30 – 13:00
personality factors, which, due to their relationship to intellectual
functioning, can affect linguistic talent development. These factors
include openness to experience, conscientiousness, extraversion,
Adriana Biedroń
agreeableness, neuroticism, locus of control, style of copying with
Pomeranian Academy in Słupsk, Słupsk, Poland
stress and emotional intelligence. The choice of variables submitted
Cognitive
and
affective
predictors
of
foreign
language
aptitude(s)
to analysis was based on three paradigms: (1) the theory of FLA (cf.
Carroll 1993; Robinson 2007; Skehan 2002), (2) the theory of
Foreign language aptitude (FLA) is a powerful factor which
cognitive giftedness development (cf. Gagné 2000; Kerr 2009) and
accounts, among all individual variables, for the highest proportion
(3) the research on accomplished foreign language learners (cf.
of variation in the outcome of learning a foreign language. This
Abrahamsson and Hyltenstam 2008, 2009; Long 2011; Smith et al.
construct is related to the domain of human cognitive abilities and
2011). The results of the study are discussed in the context of
similar to the psychological construct of intelligence, in that it
research on cognitive ability development.
21
Lech Zabor
as a counterbalance to a classroom's predominant orientation and
Agnieszka Rychlewska
are predicted to be more effective than interactional feedback which
University of Wrocław, Wrocław, Poland
is congruent with the predominant FL teaching methodology. The
The counterbalance approach to L2 error correction in the
study focuses on the comparative analysis of teacher-student
classroom setting
interactions in the two instructional settings at the pre-intermediate
The research on classroom interaction has recently gained
level. The experimental group, which consists of the two subgroups,
prominence in the field of foreign language learning and teaching.
receives implicit feedback in contrast to explicit form-focused
The significance of the role assigned to corrective feedback varied
instruction or explicit feedback in a meaning-focused environment.
with disciplinary orientation of researchers, either depreciating its
The two control subgroups receive explicit feedback which
role and influence on the SLA process (e.g. Krashen 1982) or
corresponds with explicit grammar-based language teaching or
emphasizing the effectiveness of the procedure (e.g. Long 1991).
implicit feedback in a meaning-focused teaching environment. The
The paper examines the traditional and new approaches to the
analysis of the data, especially the study of the corrective moves
issue of corrective feedback understood as any kind of the teacher’s
such as recasts, prompts and explicit corrections in relation to
reaction which refers to and demands improvement of the learner
diversified types of instruction leads to some limited conclusions
utterance (Chaudron 1977). The main purpose of the article is to
about the effectiveness of this type of corrective feedback.
investigate the effectiveness of the error correction procedure based
on the principles of the Counterbalanced Hypothesis (Lyster and
Mori 2006). The hypothesis assumes that learners‘ ability to notice
Kuo Meihsing
the gap between the ill-formed utterance produced in their
National Chengchi University, Taipei City, Taiwan
interlanguage and the target linguistic form is enhanced by the shift
“I’m the boss”: Young children’s metacommunication
in their attentional focus from meaning to form in a meaning-focused
strategies in constructing shared meanings in social pretend-
context and from form to meaning in in a form-oriented setting.
play with peers
Thus, instructional activities such as corrective feedback should act
22
This study examined the metacommunication strategies
Sometimes, it led to more negotiation rather than just agreement.
used by Taiwanese preschoolers to initiate and negotiate for shared
When negotiating, the participants most often used implicit pretend
meaning
framework
in
their
(1984)
pretend-play.
with
six
Giffin’s
metacommunication
metacommunication
structuring and prompting. To sum up, when initiating the pretend-
strategies
play, the participants often used ulterior conversation, a more
(enactment, ulterior conversation, underscoring, prompting, implicit
“within-the-frame” strategy, while they used more “out-of-frame”
pretend structuring, and overt proposals to pretend) was applied to
strategies, implicit pretend structuring and prompting, when
examine the patterns of the participants’ metacommunication
negotiating during the pretend-play. According to Giffin (1984), this
strategies during pretend-play. According to Giffin (1984), some
implies that children chose to use easier strategies when
metacommunication strategies are more “out-of-frame” than others.
negotiating during their pretend-play. Developmental difference in
For example, overt proposals to pretend are more “out-of-frame”
children’s communicative competence was observed. The present
than enactment, because they expose the pretense of the pretend
study has extended Giffin’s framework to the investigation of
play. In other words, the more the strategy exposes the pretense in
metacommunication in peer interactions in Mandarin Chinese.
the play, the more “out-of-frame” it is. The more “out-of-frame” it is,
Further studies will take additional natural conversation data into
the easier it is for children to command. In the present study, this
account and seek a more reliable pattern in children’s discourse
issue was examined to see whether this was also true for Mandarin-
during pretend-play.
speaking children. There were two female Mandarin-speaking
participants, Sally (5;6) and Dora (4;6). They were both from Taipei,
Taiwan and grew up speaking Mandarin Chinese. Natural
conversations during their pretend-play were recorded once a week
and the speech data were analyzed afterward. The results showed
that the children used ulterior conversation to initiate the
construction of shared meaning, and the success of the initiation by
this strategy depended upon the response of the other partner.
23
Tuesday, November 15, 14:30 – 15:00
related not only to personality features, but also to previous working
and learning experiences (Burke, 2011). Teacher IDs, maybe apart
from beliefs, it seems to us, need more and further attention, since
Custódio Martins
successful language teaching is not only dependent on the
University of Macau, Macau, China
knowledge about the subject matter. From the perspective of socio-
Linguistics does not apply – Sociocultural factors in SLA
cultural psychology, focusing on the role concepts such as culture
contexts
and context may have for the teaching/learning context, the current
The field of Applied Linguistics (AL) is broad having evolved,
study identifies teachers’ individual differences and analyses their
historically, to incorporate a wider range of other disciplines that
impact on the teaching/learning context, and whether they are prone
have helped to change its scope of enquiry (Grabe, 2010). In the
to change in interaction. The main aim is to compare the IDs of
past decades AL and Second Language Acquisition Research
trained language teachers with those of untrained language
(SLAR) have grown to become multidisciplinary (Larsen-Freeman,
teachers of Portuguese and English as L2. Methodologically, our
2000; Myles, 2010). Both have had a rather active role and
study follows a qualitative analysis based on an open interview, a
important
personal narrative and an open-ended questionnaire (Brown, 2009;
contribution
at
understanding
language
teaching,
language learning, and at identifying the interactive factors at play
Dörnyei, 2009).
for the teaching/learning contexts globally. As Fenfang (2010:858)
states, in the past decades there has been a shift in the field of
second language acquisition from a focus on the teacher and
Joanna Nijakowska
teaching strategies to a focus on the learner, learner strategies and
University of Łódź, Poland.
learners’ individual differences. Although such a shift was important
Distancing from the reader and the propositional content –
for a better understanding of the role learners’ individual variables
linguistic politeness strategies in EFL methodology textbooks
may have in the language learning process, we believe it is
The study uses the apparatus offered by the politeness
important not to forget the teachers’ own individual differences,
theory to address writer-reader interaction patterns in written
24
academic discourse with reference to EFL methodology textbook
discussed issues and ideas in order to demonstrate deference and
genre. While written academic discourse has been extensively
respect for their readers who might disagree with, reject or dispute
researched, there seems to be a gap concerning its detailed
proposed interpretations. My attempt in this paper is to demonstrate
analysis, especially with reference to foreign language teacher
how the mechanism of distancing from readers and propositional
education. Methodologically, the study draws from the framework of
content is reflected in textbooks aimed at foreign language teachers
linguistic politeness (Brown and Levinson, 1987), informed by the
and trainees. The research questions I intend to answer are as
metadiscourse framework (Hyland, 1998, 2000, 2005, 2009; Myers,
follows: What are the facework patterns and regularities that govern
1989, 1992). Viewing academic writing as interpersonal social
the way writers distance themselves from their readers and the
engagement naturally invites linguistic politeness framework for its
propositional content in methodology textbooks in the field of EFL
analysis. Apparently monologic but in fact dialogic relation that
teacher education? Is there a preference towards the use of
holds between the writer and the reader is no less complex than any
particular distancing politeness strategies?
human social interaction grounded in interpersonal discourse whose
critical component is a series of politeness strategies. Such
interaction involves positioning the writer in relation to both the
Adam Pluszczyk
propositional content and the audience; establishing relations
University of Silesia, Sosnowiec, Poland
between people and people and ideas and bringing readers into the
An analysis of interruptive and overlapping speech in
text (Hyland 2005). Textbook writers appear to resort to techniques
communicative events
of distancing considerably less frequently than to demonstrating
Communication is one of the most important aspects of our
solidarity. They fairly often stress solidarity and familiarity with
everyday life. There are a number of places where we participate in
readers and their possible wants and needs and more reluctantly
communication processes, such as at work, school, public
distance themselves from their audience and from the claims of
institutions, home etc. It is common knowledge that people are
accuracy and credibility of the propositional content. Nevertheless,
physically capable of communicating verbally since they are
textbook writers also quite often withhold complete commitments to
equipped with the ability to talk. However, in order to communicate
25
successfully, they have to learn how to do this through many
intention is to observe the occurrence (or non-occurrence) of
situational interactions, which is time-consuming. In other words,
different discourse strategies in communication which would not
communicative competence consists in making appropriate choices
necessarily be caused by sex differences (male vs. female speech),
in particular circumstances. There are also various communicative
but first of all, by differences regarding other social factors, for
or discourse strategies which can be applied by both men and
instance social background, education, profession and age. Thus,
women in a number of social, situational and contextual settings. In
we will interview as many speakers as possible and at the same
the following paper we have the intention of focusing on the most
time obtain sufficient data which will constitute a reliable source of
principal aspects and strategies of communication, which are: turn
the analysis. The data which will be collected and presented in our
taking, minimal responses, interruptions and overlaps. The purpose
investigation will enable us to indicate what social factors influence
of the analysis is to investigate characteristics of conversation
the way we talk and how they contribute to the possible differences
strategies in the speech of both male and female speakers. The
in the communication strategies which we choose. We will consider
participants will consist of randomly selected people of mixed-age,
the choices concerning the strategies made by the informants and
mixed social status, mixed-profession and educational background.
will also determine to what extent they are successful. Finally, the
Thus, there will be men and women, teenagers, students, adults,
interviewees will also be asked if
middle class and lower middle class people, well qualified educated
conversation makes them satisfied in terms of communication.
their participation in the
people and less qualified people. It is stressed that whereas men’s
communication styles are associated with competition, aggression,
dominance, women’s conversation strategies are connected with
cooperation, politeness and indirectness. In the paper we intend to
verify the assumptions and confirm or refute the linguistic data
obtained so far. Moreover, our intention is to observe possible
variability in discourse strategies pertaining to socially and
educationally mixed conversations. In other words, our primary
26
Tuesday, November 15, 15:00 – 15:30
a mediating cognitive factor which facilitates very young learners’
process of second language learning in terms of the quality and
Joanna Rokita-Jaśkow
quantity of instruction received, additional L2 practice/contact and
Pedagogical University, Cracow, Poland
access to L2 learning materials (books, games, software etc.). It
Socioeconomic status and parental involvement as cognitive
also has an impact on the development of active parental support in
and affective factors fostering very young learners’ second
the child’s L2 learning and is evident in joint parent-child L2 learning
language development
activities, which in turn translates itself into a higher amount of time
Socio-economic status of the learner, or in case of very
spent together and consequently a closer emotional bond. Thus
young learners, of his parents, although widely studied in pedagogy
parental involvement in the child’s learning can be regarded as an
and sociology, is now becoming a new area of interest of SLA
affective factor, as very young learners profit from learning with their
research (cf. Piasecka, 2009, Mattheoudakis 2009). It is even
parents only if they have a close emotional attachment with them. In
regarded as a cognitive factor as it mediates access to learning
the paper I am going to present the results of the questionnaire
resources, and thus has an impact on final learning outcomes.
study, conducted among parents of kindergarten learners of L2 in
Family’s financial resources are usually connected with high level of
both rural and city environments on the aforementioned aspects of
parental education and consequently determine such elements of
early L2 learning.
family life as amount and quality of spending time with children,
expectations
and
aspirations
towards
children’s
educational
achievement, and even parenting style. What’s more, family values
Hedayat Eslami
and patterns of behaviour, especially in reference to education tend
Azad Univeristy, Miandoab Branch, West Azarbijan, Iran.
to reproduce in subsequent generations in the form of the social
The Contrastive Study of Ellipsis in English and Persian
capital (Bourdieu, 1991). Family’s impact may also vary in various
Written Texts
cultural contexts (Bartram, 2006, Fang Chang, 2008). I wish to
This study was undertaken to determine the concept of
argue that socioeconomic status of the parents may be regarded as
ellipsis by comparing and contrasting English and Persian written
27
texts. The data for this study consisted of 50 English and Persian
Núria Medina Casanovas
political texts in two current news papers, i.e. Iran news and Iran in
University of Vic, Barcelona, Spain.
English and Persian. To fulfill the objective of the study, the genre
Singable Translations of Vocal Music for Children : An English-
were analyzed carefully; they were compared and contrasted for
Catalan Repertoire
types and amount of ellipsis utilized through chi-square analysis.
Catalan is a language spoken by 7 million people in
The results of the data analysis indicated that various types of
Catalonia, a country within Spain, whose language has historically
ellipsis were used differently in these two languages. In other words,
been forbidden or repressed. This is why it is crucial to make the
in the Persian corpus, verbal ellipsis was used more frequently than
language a means of expression in all the areas. One of the fields in
nominal ellipsis but in the English one, the utilization of nominal
which our language has traditionally emerged is in the choral world.
ellipsis was more frequent than verbal. Moreover, the results of this
The children choir movement helped the Catalan language to be
study lend some support to the idea of the universality of ellipsis, in
used as a natural way of expression for children during Franco’s
that all subtypes of ellipsis were used in these two languages. This
time. I will be presenting a research project which highlights the role
study might have implications for English teachers, material
of translation in the vocal music for children. In the past translation
developers, students and researchers in the field of teaching EFL.
from English into Catalan was fundamental to keep our repressed
In other words, teaching Ellipsis directly to foreign language
language alive, nowadays translation is still valuable to favour the
learners will improve the quality of their writing and it has also
integration of newcomers. The objectives of my research are
obvious importance in increasing students' awareness of the way
basically three-fold: First to analyse the English-Catalan translations
native speakers of English organize their writing.
of vocal music for children sung in children choirs.
Secondly, I
intend to establish a relationship between vocal music for children
and children poetry. Thirdly, I aim to emphasize the relevance of
melody and stress in the translated songs. Closely related to these
main objectives I plan to explore the need for translating children
songs and its function to teach young learners values through
28
Tuesday, November 15, 15:30 – 16:00
languages. This research project offers a compilation of twentyseven songs translated from English into Catalan sung by the
children choirs in Catalonia. This compilation establishes the
relationship between translation, music and musical pedagogy in
Teresa Maria Włosowicz
Catalonia, the three main axis of this research. As for the research
SWSPiZ Academy of Management, Warsaw, Poland
methodology three translators of vocal music for children were
Task Motivation in L3 Comprehension and Use, as Revealed by
interviewed. A survey to 21 choirs was conducted to determine the
Think-Aloud Protocols (TAPs) and Communication Strategies
use of translated songs in the infant choir movement. Eventually I
The purpose of this paper is an analysis of affective states in
will try to reassert that, despite the fact that translation is needed to
L3 comprehension and production, as revealed by think-aloud
favour comprehension of the sung texts, the wish of singing in the
protocols and communication strategies. Special attention is paid to
original language (especially if it’s English), prevails when the
task motivation (Dörnyei, 2003) and factors influencing it, such as
language is understood by the person interpreting or conducting the
satisfaction
song, when the interpretation of the music is a challenge or when
Undoubtedly, motivation constitutes a very complex and dynamic
the relationship between music and text is a priority.
phenomenon, and it can even fluctuate within one task (Ushioda,
or
dissatisfaction
with
one’s
own
performance.
1996, in Dörnyei and Skehan, 2003). Task motivation is related to a
dynamic
task
processing
system
which
comprises
three
components: task execution, appraisal and action control (Dörnyei,
2003). L3 text comprehension, like all human comprehension, is
guided by the Principle of Relevance (Sperber and Wilson, 1986),
so subjects tend to choose the interpretation that seems most
relevant to them, that is, the one easiest to process in the available
context and yielding maximal contextual effects. Still, relevance is to
some extent culturally conditioned, as people from different cultures
29
have access to different contexts which belong to their world
general the study shows that TAPs can be a useful tool in studying
knowledge (Blakemore, 1992). The paper is based on two studies.
task motivation. It also reveals the dialogical nature of TAPs: even
The first one concerned reading comprehension in L3 and, in order
though the subjects were working alone, they often used plural
to reveal their comprehension, the subjects were asked to translate
forms (e.g. let’s leave it now), as if they were consulting someone or
the L3 texts into L1, verbalizing all their thoughts. The second one
making a collective decision.
investigated the presentation of cooking recipes in L2 and L3,
paying
special
attention
to
cross-linguistic
influence
and
communication strategies. The comprehension study revealed
Cem Can
strong affective reactions to false friends (also L2-L3 false friends),
Çukurova University, Adana, Turkey
idioms, words difficult to translate for lack of equivalents as well as
Katarzyna Papaja
to words with different cultural connotations in L3 and L1 and to the
University of Silesia, Sosnowiec / Higher School of Labour
whole context formed by the (not always correct) interpretation of
Protection Management in Katowice, Katowice, Poland
previous sentences. Whereas some students attributed their
Existential ‘there’ across Polish and Turkish discourse
problems to insufficient vocabulary knowledge, others, especially
The question of the verb to be occurring in existential there
highly advanced ones, claimed that the texts were illogical,
constructions has been an interesting topic in the recent literature.
especially after taking some false friends for equivalents. The
The morpheme there is used in two ways in English. First, it
subjects’ motivation thus fluctuated, from motivating satisfaction
functions as what is often referred to as a more or less “empty”
with a correct translation, to impatience when an interpretation
dummy or topic element and secondly as an expletive or “formal”
proved to be incorrect. The speaking task also revealed case of
subject (as opposed to the “logical subject” – the post-verbal NP)
avoidance and message reduction, such as the use of basic
(Martínez-Insua, 2002). What is more, there constructions are often
vocabulary and the use of simple recipes, especially in L3. This
viewed in the literature as the product of derivations or movements
shows differences not only in linguistic competence, but also in task
of elements from their canonical positions (Huddleston, 1988). The
motivation and, to some extent, willingness to communicate. In
issues investigated in this paper revolve around the use of there
30
constructions taken from the following written corpora: the
Marcin Jaroszek
International Corpus of Learner English (the Polish and Turkish
Jagiellonian University, Cracow, Poland
component of ICLE) and the Louvain Corpus of Native English
The development of discourse competence in advanced L2
Essays (LOCNESS). The focus of this presentation is to analyse
speech
there constructions from the perspective of second language
The article will discuss the results of a longitudinal study of
learning and to compare the use of these structures by native and
how four selected aspects of discourse competence, that is (1)
non-native speakers of English-Polish and English-Turkish learners.
relexicalization, (2) reiteration, (3) the use of substitution, (4) and
It is very interesting to investigate the use of there constructions by
the use of ellipsis, developed in thirteen advanced students of
non-native users of English as any findings in this area can lead to
English throughout their three-year English as a Foreign Language
the improvement of teaching techniques. Therefore, in our study we
tertiary education. The analysis was carried out
are going to reveal important differences in the use of there
number
constructions as regards their frequency, structural complexity,
represented in English native discourse and the other observed in
polarity and pragmatic value. We strongly believe that our findings
teacher talk in actual Practical English classes, language type
we have crucial implications for the pedagogical treatment of there
exposure, as registered by the subjects of the study on a weekly
constructions in Polish and Turkish foreign language teaching
basis, and teaching procedures. The study has shown that L1
methodology.
relexicalization
of
variables,
levels
including
were
two
strongly
in relation to a
reference
levels,
correlated
with
one
L2
relexicalization levels, which might suggest that relexicalization in
L1 positively affects L2 relexicalization. It has also been indicated
that there might be a clear link between the subjects’ interactive
contacts,
preferably
with
authentic
English,
and
specific
relexicalization ratios (calculation to be stipulated in the article). In
practice, it can translate into more attempts made by individuals
with high specific relexicalization ratios to seek interactive contact
31
with authentic English.
As the proper determination of the
Wednesday, November 16, 9:00 – 9:30
relexicalization ratio can help the teacher give learners with low
relexicalization ratios more opportunities for L2 authentic interactive
contact, the teaching implications of this finding are critical. The
Artur Świątek
analysis of reiteration development has shown a decrease in this
Higher School of Marketing Management and Foreign Languages /
aspect of discourse to the native reference level. This suggests that,
Higher School of Labour Protection Management in Katowice,
although a natural phenomenon, reiteration may be more
Katowice, Poland
characteristic of written rather than spoken discourse. Since the
The acquisition of English article system by Polish subjects – a
subjects were exposed to a wide range of advanced authentic and
juxtaposition of research
non-authentic spoken input throughout their three-year college
The aim of my presentation will be the analysis of the
education, they might have adjusted their reiteration to natural
problems Polish subjects face during the acquisition of English
speaking conventions in the English discourse. It is also possible
articles. This problem will be presented via the discussion of the
that their reiteration levels decreased under the influence of the low
results of my former empirical research concerning the process of
reiteration intensity level found in the teachers’ language output.
acquisition of English article system by Polish learners, carried out
The analysis of ellipsis and substitution has indicated no regular
at three different levels of L2 acquisition. Furthermore, I will try to
development and their sporadic use by both the students and
include some evidence from my present observation resulting from
teachers as well as by the native referent.
my current teaching experience and slightly surprising results of the
research of one young Polish female teenage subject, who spent
four years in Great Britain and came back to Poland with an
outstanding English communicative skills and whose fluency
considerably contributed to my teaching experience and allowed me
to juxtapose the achievements and language progress of hers with
the Poles learning English in Poland, particularly in the field of
32
English articles. English articles constitute a notorious source of
Aleksandra Wach
difficulty in their acquisition by the Poles. Polish learners of English
Adam Mickiewicz University, Poznań, Poland
at the beginning of their education, being at the beginning /
Teachers’ beliefs about EFL grammar learning and teaching
elementary level, do not actually acquire articles because of the lack
Teachers’ beliefs about language learning and teaching
of their associations with Polish counterparts. The semantics of
greatly influence their teaching procedures, which, in turn, may have
English articles looks differently than in Polish, where instead of the
a huge impact on their students’ learning processes and levels of
articles: a/an, the demonstrative pronouns occur, e.g. ten ( this ),
ultimate attainment. Therefore, personal beliefs held by teachers on
tamten ( that ) or there exists a different word order, different
a number of language-related issues have recently become a
intonation, verbal aspects and many more other syntactic-semantic
relevant subject of inquiry. Moreover, the place and shape of
processes. While teaching English, I observed that the process of
grammar instruction in the contemporary approaches toward foreign
acquisition of English article system by Polish learners differs
language teaching have been other widely discussed issues
depending on the level of advancement in learning English. My
nowadays. In the first part of the talk, the current research
decision to take interest in English articles resulted from the fact that
perspective on teachers’ beliefs and grammar teaching will be
my students complained about the inadequacy of relevant
briefly outlined. The main part of the talk will be devoted to the
information / theory of how to use articles properly. During my
presentation of a study conducted on a group of 98 teachers of
presentation I would like to familiarize the addressees with the
English and 61 teacher trainees, the aim of which was to get an
question of acquisition of these function words by young teenagers,
insight into the participants’ beliefs about English grammar as well
late teenagers and young adults. I hope the results of my research
as learning and teaching grammar in an English classroom. The
will evoke an interesting source for scientific discourse.
subjects’ responses concerned a wide range of issues related to
grammar instruction, such as the importance of teaching grammar,
the role of L1 or metalinguistic explanations, the superiority of
deduction or induction in teaching, or the learners’ needs and
motivation to learn L2 grammar. On the basis of the quantitative
33
data obtained from the study, conclusions will be drawn regarding
memory strategies
like
creating
mental
linkages,
grouping,
the correlations between the findings and current recommendations
associating, applying images and sounds (e.g. using images and
for grammar instruction. Finally, a few suggestions concerning the
sounds, reviewing, employing action. Among the direct strategies of
possible implications for teacher training courses, regarding
the translation process, it is inevitable not to mention the cognitive
grammar instruction, will be formulated.
strategies, where the translator has to practice repeating, practice
sounds and the way they sound especially that in our case we are
concerned with translating theatre which involves a different way of
Amel Derraz
translating. (different in the sense that the translator translates for
Mostaganem University, Mostaganem, Algeria
both the actors as well as the audience). So, practicing with sounds
Translation as Cognitive Process of Making Decisions : The
is very crucial as we move from one language to another. The
Case of Erik KAHANE Translating Harold Pinter
translator makes use also of cognitive strategies such as analyzing
Today, more than ever, languages are becoming more and
and reasoning, reasoning deductively, analyzing expressions,
more an essential means for the human kind to get in touch with
analyzing contrastively across languages. Other direct strategies
each other. Thus, an increasing number of researchers are more
are compensation strategies. Next to these strategies, one may also
and more interested in the study of this complex process namely
refer to the affective strategies. In this paper, special consideration
translation and precisely literary translation. It is certainly true that
will be given to the plays of Harold Pinter being translated by Erik
translation involves a great number of knowledge. A competent
Kahane and the difficulties he’s been confronted with while making
translator must be aware of what’s going on in his mind and of the
decisions. The researcher wants to show through the translations
process of translation to make an effective and a valuable
made by Erik Kahane of Pinter’s plays the translation as a cognitive
translation. That is to be able to make knowledge transfer from one
process of making decisions.
language into another successful, a translator has to make use of a
given number of strategies either direct or indirect strategies. One
may state some direct strategies, as proposed by Oxford (1990),
34
Wednesday, November 16, 9:30 – 10:00
participants read English words carrying [d] six times, thrice as
isolated words and thrice in sentences. In the perception task, the
participants identified VCV stimuli carrying the target sound. The
Nasir Abbas Rizvi Syed,
results show that although English [d] was produced with negative
University of Essex, Colchester, United Kingdom
VOT values by most of the participants, 13.09% of the participants
Acquisition of a new L2 laryngeal pattern
had either developed a new phonetic category for English [d] or had
According to the predictions of the speech learning model
totally equated it with the corresponding L1 sound. The remaining
(SLM), learners can acquire a new L2 sound if they perceptually
participants were at different stages of learning in between these
differentiate it from the corresponding L1 sound; otherwise they will
two extremes. Thus the study partially confirms the predictions of
equate it with the corresponding sound of the L1. If such an
SLM about equivalence classification and establishment of new
equivalence classification exists between the L1 and L2 sounds,
category for L2 sounds.
formation of a new phonetic category for the L2 sound will be
blocked (Flege 1995: 239). The current study aims to analyze the
pattern of acquisition of English [d] by Saraiki learners. Saraiki is a
language of Indo-Aryan family spoken in Pakistan. In Saraiki, [d] is
pre-voiced while in English it is produced with short-lag VOT. The
Seyed Hossein Fazeli
main research question in the study is if Saraiki learners of English
University of Mysore, Mysore, India
perceive the difference between the L1 and L2 [d] and produce
The evaluation of the use and ranking of English language
English [d] with short-lag VOT or equate it with the corresponding
learning strategies (ELLS) among the Iranian university
L1 sound. One group of passive learners and another of active
students of English language
learners of English in Pakistan and a third group of advanced
Applying the proverb “Give a man a fish and he eats for a
learners in the UK (each comprising of 30 participants), were given
day. Teach him how to fish and he eats for a lifetime” in language
a production and perception task. In production task each of the
learning, tells us that if the students are taught the strategies of
35
language learning to work out, they will be empowered to manage
Dorota Nowacka
their own learning. In fact, learning strategies are sensitive to the
Adam Mickiewicz University, Poznań, Poland
learning
Some implications for the context-embedded instruction in the
context
and
to
the
learner’s
internal
processing
preferences. In such situation, there is claim that the use of
EFL classroom
Language Learning Strategies (LLSs) helps the learners retrieve
The term ‘context’ has become increasingly popular in recent
and store material, and facilitate their language learning. In this way,
years, its growing importance in the educational field is visible in the
the importance of encouraging Language Learning Strategies
works and writings of many professionals (e.g. Kramsch 1996,
(LLSs) is undeniable. In the present study, the researchers aim to
Widdowson 1998 among others). The concept of context is
assess the frequency of English Language Leaning Strategy (ELLS)
universally known as that of a facilitator in understanding. Even
use and ranking of such strategies among the Iranian university
native speakers of a given language tend to resort to its assistance
students who study English as a university major. Around five
to clarify meanings of utterances. Context, thus, is closely-knitted
hundred of the students who study English as a university major
with the linguistic aspects of discourse to the point in which it could
from different universities were volunteer to participate in the current
be claimed as a part of it. For instance, it is context that determines
study. The results show different frequency of uses and rankings for
whether communication is oral or written, what style and register is
all type of English Language Learning Strategies (ELLSs) of the
used and what lexis is implemented. Hence, conscious creation and
population that participated in the present study.
application of meaningful contexts in the foreign language
classroom remains an area of investigation for those involved in
EFL education. The vital aim pursued in this research project is to
explore the very context of EFL classroom and to bridge the gap
between context-reduced language learning and context-embedded
communication. The presentation will investigate the concept of
context and contextualized teaching from different angles, taking the
views and opinions of learners as the point of departure and
36
proceeding through the beliefs of teachers. The emphasis will be
exposition to the more mundane requirements of referencing,
placed on the assistive and facilitative nature of context in foreign
students seldom seem to be able to apply all the rules of critical and
language learning and communication, thus elaborating on input
argumentative writing in actual CMS projects. One explanation why
quality, interactivity and authenticity in the EFL classroom.
this is the case might be related to the dominant schooling model in
which students are required to absorb views that are handed down
to them by the curriculum rather than to learn how to deconstruct
Wednesday, November 16, 10:00 – 10:30
meanings and power relations in academic discourse. Another
explanation could be that critical interrogation of some cultural
practices and media uses must be exceedingly difficult for students
Katarzyna Molek-Kozakowska
raised in the digital age without the awareness of the cultural
Opole University, Opole, Poland
preponderance of consumerism. This paper will explore how critical
Critical literacy for academic purposes?
literacy could be fostered at the graduate level by reviewing the
This paper attempts to identify problem areas and suggest
contents of the current EAP curriculum, surveying student-reported
some remedial means to rectify critical literacy deficits of students of
problems with writing research papers and suggesting how some
English who write research papers in Cultural and Media Studies
forms of critical literacy, such as for example those derived from
(CMS) at Opole University, Poland. Despite the sufficient level of
Critical Discourse Analysis, could be integrated into the curriculum.
proficiency in English and ever easier access to sources, CMS
students report daunting problems in selecting and framing their
research objectives, stating their positions and arguing for them.
Jakub Bielak
They also find it hard to evaluate materials in terms of relevance
Adam Mickiewicz University, Kalisz, Poland
and credibility. Although Academic Writing and Academic Reading
Oral elicited imitation test – problems and challenges
courses do provide them with information on the design of research
In recent years an acute need to distinguish between L2
papers and offer multiple exercises, ranging from details of critical
learners’ explicit and implicit knowledge has been repeatedly
37
stressed. This has led to numerous research endeavors aimed at
Darwin M. Guianan
refining separate measures of explicit and implicit L2 knowledge.
University of the East-Caloocan, Caloocan City, Philippines
From this research, it appears that the oral elicited imitation test is
The pragmatics of Filipino gay compliments and compliment
one of the measures tapping mostly learners’ implicit knowledge.
responses
However,
its
design,
preparation
and
implementation
are
Holmes (1988 p. 446 in Rees-Miller, 2011) defined
challenging tasks in which a number of factors have to be carefully
compliment as “a speech act which explicitly or implicitly attributes
controlled. Among them are the length of and the vocabulary used
credit to someone other than the speaker, usually the person
in the stimulus sentences, the time lag between the sentences and
addressed, for some ‘‘good’’ (possession, characteristic, skill, etc.)
the test taker’s imitation or the grammaticality/ungrammaticality of
which is positively valued by the speaker and the hearer”. A
the sentences. In the paper, the preparation and results of an oral
compliment should also be viewed positively by both speaker and
elicited imitation test implemented in the course of a larger quasi-
addressee; thus, the kind of compliment forms that are actually
experimental research project conducted in the setting of a Polish
expressions of harassment are not included. It must also refer to the
high school are presented. The problems encountered in the
addressee, not to a third party not present at the exchange.
implementation of the test and the interpretation of its results raise
Compliments normally attribute the valued 'good' to the addressee,
some doubts concerning the usefulness of the test as a measure of
and even when a compliment apparently refers to a third person it
implicit knowledge of L2 grammar. Among the problems is the
may well be indirectly complimenting the addressee. The simplest
negative affect towards the test displayed by numerous subjects of
analysis of the function of compliments treats them as positively
the study. A number of practical suggestions rarely made in the
affective speech acts directed to the addressee which serve to
literature aimed at improving the reliability of the elicited imitation
increase or consolidate the solidarity between the speaker and
test are put forward.
addressee (see Holmes (1984b). This is certainly the most obvious
function they serve. They are social lubricants serving to 'create or
maintain rapport (Wolfson 1983b p. 86 in Holmes, 1988). A number
of ground-breaking studies have called to our attention various
38
interrelationships
between
gender,
status,
and
Wednesday, November 16, 11:00 – 11:30
compliment
behaviors (Herbert, 1986, 1989, 1990; Herbert and Straight, 1989;
Holmes, 1986, 1988, 1996; Manes, 1983; Manes and Wolfson,
1981;
Pomerantz,
1978;
Wolfson,
1981a,
1981b,
1983,
Mohammed Nasser Alhuqbani Aldossari
1984;Wolfson and Manes, 1980 in Parisi and Wogan 2003). None
King Fahd Security College, Riyadh, Saudi Arabia
of the studies have analyzed compliments among gay speakers to
Arabic-English bilingual children's metalinguistic awareness
opposite genders and among themselves. This study explores the
Reports in the literature conflict as to whether bilingual
pragmatics of compliments and compliment responses produced by
children are privileged with respect to metalinguistic awareness.
Philippine gay speakers in various settings and contexts, addressed
Although some studies claim that all bilingual children attain
to gay, male and female complimentees through written DCT,
metalinguistic awareness earlier than monolinguals, others suggest
interview and natural observation. Functions, situations, and major
that such an advantage does not occur, or is only found for
forms of gay compliments are also analyzed. Also examined are the
balanced bilinguals, or on certain types of tasks.
interpretation of gay compliment responses given in various
majority of these studies were conducted with bilingual children who
situations and the role of gender in the varieties of topics on gay
spoke typologically related languages, and with tests administered
compliments.
in only one of the two languages. Therefore, this paper examined
However, the
the effect of relative language typology, language of testing, degree
of
bilingualism,
and
task
demands
on
bilingual
children's
metalinguistic awareness. The participants were 37 Arabic-English
bilingual children and 22 English monolingual children in grades K
and 1. They received four metalinguistic tasks: word size judgment,
lexical segmentation, grammaticality judgment and grammaticality
correction. Arabic-English bilinguals received similar tasks in Arabic.
The English Peabody Picture Vocabulary Test (PPVT) was
39
administered to all children. Arabic bilinguals were classified as
the Strategy Inventory for Language Learning (SILL) version
balanced or unbalanced bilinguals based on their scores in the
(ESL/EFL) of Rebecca L. Oxford among the Iranian university level
English PPVT and its equivalent test in Arabic (APVT). Overall, the
students who study English as a university major. Such evaluation,
results showed that children's ability to solve metalinguistic
as psychometric qualities of SILL version (ESL/EFL), includes all six
awareness tasks improve with age and/or school experience
categories of 50-item SILL. Around five hundred of the students
regardless of task processing demands, bilingualism, degree of
from different universities who study English as a university major
bilingualism, relative language typology, or language of testing.
were volunteer to participate in the current study. The results show
that SILL version (ESL/EFL) of Rebecca L. Oxford can be applied
as a high reliable and valid strategy inventory to assess the
frequency of language learning strategy use among the Iranian
university level learners of English language as a university major.
Seyed Hossein Fazeli
Key terms: Strategy Inventory for Language Learning, English
University of Mysore, Mysore, India
Language Learning Strategies, English Learning
The evaluation of the strategy inventory for language learning
(SILL) of Rebecca L. Oxford among the Iranian students of
English language
Application of Strategy Inventory is one of the most efficient
Anna Lukiewicz-Kawałek
Opole University, Opole, Poland
and comprehensive way to assess frequency of language leaning
Teacher’s Roles and Intercultural Communication: How to
strategy use. The Strategy Inventory for Language Learning (SILL)
Reduce Anxious Responds. Practical Implementation.
version (ESL/EFL) of Rebecca L. Oxford, as the most worldwide
“What we see is the tip of a cultural iceberg “, claimed
strategy inventory, is applied in the most of research works around
Edward Tailor Hall in his book Beyond Culture (1976). “Culture has
the world to assess the frequency of English language learning
a form of an onion, and its layers– practices and values – are the
strategy use. In the present study, the researchers aim to evaluate
components of culture”, suggested Geert Hofstede in 1991 in
40
Cultures and Organizations: software of the mind. Cross-cultural
Wednesday, November 16, 11:30 – 12:00
context in everyday communication appears to be easily accessed
virtually:
video-sharing
websites
(YouTube,
Fliker,
BlogTV,
Myspace, etc.), society portals (Facebook, Twitter, LinkedIn, etc.)
Mariusz Kamiński
and the influx of immigrants from different countries. However, a
State Higher Vocational School in Nysa, Nysa/
contact with representatives of a different culture still appears to be
Częstochowa University of Technology, Częstochowa, Poland
an anxiety-provoking situation. In such a global, socially dynamic
Reducing cognitive barriers to successful dictionary use –
culture it is the role of a teacher to get his or her students
advancements in pedagogical lexicography
accustomed to the daily life in multiethnic, multicultural society in
The dictionary is regarded as a valuable tool in foreign
order to reduce anxious behaviours evoked by misinterpretation of
language pedagogy, though many learners are still reluctant to use
another culture. The aim of the presentation will be to show how
it, do not know how to use it or do not exploit its full potential
language teachers may get their students acquainted with culturally-
(Bogaards 1995, cited in Hulstijn and Atkins, 1998, 10). One of the
conditioned behaviours by using the online recourses (shared films,
reasons for this rather curious state of affairs is the user’s poor
thoughts and believes available on the Internet platforms), with the
dictionary skills. It may come as no surprise because under the
implementation of Cultural Experience Questions (proposed by
broad category of the user’s skills are complex mental processes of
Patrick Moran) and Comparison of Culture 1 and Culture 2 through
perceiving, comprehending, interpreting and classifying information
the 3rd culture – the culture of a classroom (Claire Kramsch’s theory)
given in the dictionary. Yet, despite its relatively short history,
– in order to reduce cultural anxiety (here, the implementation of
pedagogical lexicography has developed ways of presenting data
Four Stages of Culture Shock) during the contact with a distinct
which are thought to reduce the cognitive barrier that the user faces
culture. Finally, the Roles of a Teacher and Culture Learning
when consulting a dictionary. The aim of this study is to show
Outcomes will be presented in order to instruct about the Content,
developments in EFL lexicography which are intended to assist the
Language Function, Activities and Outcomes during a lesson on
user in accessing, processing and retaining information.
culture.
41
Ewa Piechurska-Kuciel
that low self-efficacy levels are connected with a high language
Opole University, Opole, Poland
anxiety score. The research also aims at explaining the moderating
The interplay of self-efficacy beliefs and language anxiety:
role of gender and residential location.
Results of an empirical study
Self-efficacy is one’s belief that they can accomplish a task
or a set of tasks (Bandura 1997). The key role of such beliefs in
Darwin M. Guianan
human functioning is that ‘people’s level of motivation, affective
University of the East-Caloocan, Caloocan City, Philippines
states, and actions are based more on what they believe than on
Language Loyalty and Identity among Iranian University
what is objectively true’ (Bandura, 1997, p. 2). They provide the
Students in the Philippines
foundation not only for human motivation, but also for personal
Language maintenance is defined as a condition on a
accomplishment and well-being. It had been proved that people with
particular speech community in which speakers hold on to their L1,
high levels of self-efficacy exert more effort, persistence and
under circumstances that would seem to favour language shift. An
attention; they also set more challenging goals, which leads to
explanatory concept that realizes this language phenomenon is
enhanced performance (Pajares, 1996). The empirical research,
language loyalty. Research has shown that varieties of maintenance
though extremely scarce (e.g., Gorsuch, 2009; Griffee, 1997;
patterns among speakers of immigrant communities would indicate
Templin, Guile & Okuma, 2001), shows that self-efficacy in the
language related factors and attitudes on this language behaviour in
foreign language process may be a critical variable meriting
the host community, one of which is language identity. This study
thorough investigation. To date, very limited research worldwide has
aims to explore the sociolinguistic dimensions of Iranian university
been devoted to the interplay of self-efficacy and language anxiety
students in the Philippines particularly in the historical, political,
(e.g., Anyadubalu, 2010; Hsieh, 2008), hence it is vital to investigate
sociocultural, and linguistic traces that have shaped and created a
this relationship within the Polish environment. The aim of the study
connection between Persian language and the Iranians a sense of
is to analyze the relationship between self-efficacy and language
loyalty
anxiety in the context of the Polish secondary school. It is expected
Sociolinguistics, the different linguistic behaviours that testify and
and
identity
to
their
language.
Using
Fishmanian
42
correlate to their linguistic culture are also analyzed, thereby
List of participants
indicating a strong sense of language loyalty and language identity.
1. Adamczyk, Magdalena Poland, m.adamczyk@wh.uz.zgora.pl
2. Adams-Tukiendorf, Małgorzata Poland, madtu@poczta.onet.pl
3. Alhuqbani Aldossari, Mohammed Nasser Saudi Arabia,
alhuqbani@yahoo.com
4. Arabski, Janusz Poland, janusz.arabski@us.edu.pl
5. Bagarić, Vesna Croatia,
6. Baran-Łucarz, Małgorzata Poland,
mbaran-lucarz@ifa.uni.wroc.pl
7. Biedroń, Adriana Poland, adrianabiedron@wp.pl
8. Bielak, Jakub Poland, kubabogu@amu.edu.pl
9. Bojarska Aneta Poland, a.bojarska@yahoo.com
10. Can, Cem Turkey, cemcan@cu.edu.tr
11. Casanovas, Núria Medina Spain, nuria.medina@uvic.cat
12. Derenowski, Marek Poland, dereno@icpnet.pl
13. Derraz, Amel Algeria, derraz.amel@gmail.com
14. Dewaele, Jean-Marc UK, jmdewaele@aol.com
15. Donesch-Jeżo, Ewa Poland, ewadj@op.pl
16. Eslami, Hedayat Iran, eslami_hedayat@yahoo.com
17. Fazeli, Seyed Hossein India, fazeli78@yahoo.com
18. Gałwa, Anna Poland,
19. Gierszal-Sławik, Sylwia Poland, sylwia.gierszal@gazeta.pl
43
20. Grzegorzewska, Larysa Poland, larissa2@tlen.pl
41. Nijakowska, Joanna Poland, jnijak@wp.pl
21. Guianan, Darwin M. Philippines, guianan2004@yahoo.com
42. Niżegorodcew, Anna Poland, annanizegorodcew@gmail.com
22. Habrat, Agnieszka Poland, agnieszka.habrat@wp.pl
43. Nowacka, Dorota Poland, ndorota@ifa.amu.edu.pl
23. Hamilpour, Mansour Iran,
44. Ożańska-Ponikwia, Katarzyna Poland,
24. Hinton, Martin Poland, mdhinton@tlen.pl
k.ozanska-ponikwia@hotmail.com
25. Jaroszek, Marcin Poland, marcin.jaroszek@uj.edu.pl
45. Papaja, Katarzyna Poland, kasiapapaja@interia.pl;
26. Jaroszewicz, Barbara Poland, basiajar@yahoo.com
46. Pavičić Takač,Višnja Croatia, vpavicic@ffos.hr
27. Kamiński, Mariusz Poland, mariusz_ka@wp.pl
47. Pawlak, Mirosław Poland, pawlakmi@amu.edu.pl
28. Kapranov, Alexander Sweden,
48. Piasecka Liliana Poland, elpia@tlen.pl
alexander.kapranov@englund.lu.se
49. Picz, Damian Poland, damianpicz@gmail.com
29. Kavari, Sadegh Ebrahimi Iran,
50. Piechurska-Kuciel, Ewa Poland, epiech@uni.opole.pl
30. Korszun Natalia Poland, korszun.natalia@gmail.com
51. Pluszczyk, Adam Poland, aderle@o2.pl
31. Kramarz, Grzegorz Poland, nkjo.sek@nkjo.siedlce.pl
52. Podhajecka, Mirosława, Poland, mira.podhajecka@wp.pl
32. Kropielnicka Ewa Poland,ewakro.1@tlen.pl
53. Polgar, Adriana Diana Romania, dianapolgar@yahoo.no
33. Król-Markefka, Agnieszka Poland,
54. Pop, Ciprian-Viorel, Romania, ciprian.pop@ubbcluj.ro
aga.krol-markefka@uj.edu.pl;
34. Lukiewicz-Kawałek, Anna Poland, annalukiewicz@gmail.com
35. Martins, Custódio China, fshcm@umac.mo
55. Rokita-Jaśkow, Joanna Poland, jrokita@up.krakow.pl
56. Rychlewska, Agnieszka Poland,
rychlewska.agnieszka@gmail.com
36. Meihsing Kuo Taiwan, may52035@hotmail.com
57. Şanal, Fahrettin Turkey, fahrettinsanal@hotmail.com
37. Mihaljevic Djigunovic, Jelena Croatia, jdjigunovic@gmail.com
58. Skowron, Anna Poland, ankaskowron@op.pl
38. Mirowska, Agnieszka Poland, agn.mirowska@kn.pl
59. Sutarzewicz Tomasz Poland, tomasz.sutarzewicz@gmail.com
39. Molek-Kozakowska, Katarzyna Poland, molekk@uni.opole.pl
60. Syed, Nasir Abbas Rizvi UK, narsye@essex.ac.uk
40. Mystkowska-Wiertelak, Anna Poland, mystkows@amu.edu.pl
61. Szela, Monika Poland, monika.szela@plusnet.pl
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62. Szymańska, Jolanta Poland, szymanska.jolanta@interia.pl
63. Szymańska-Czaplak, Elżbieta Poland, ela@uni.opole.pl
64. Szyszka, Magdalena Poland, mszyszka@nkjo.opole.pl
65. Świątek, Artur Poland,artursw@interia.pl,
66. Tomczyk, Elżbieta Poland, etomczyk@amu.edu.pl
67. Urban, Anna Poland, aurban@amu.edu.pl,
68. Wach, Aleksandra Poland, waleks@ifa.amu.edu.pl,
69. Włosowicz, Teresa Maria Poland,
melomane.plurilingue@gmail.com,
70. Zabor, Lech Poland, l.r.zabor@uni.wroc.pl
45