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The volume brings together papers related to different aspects of
classroom-oriented research on teaching and learning second and
foreign languages that have been authored by specialists from
Poland and abroad. The first part contains contributions dealing
with individual variation in the language classroom, in particular
age, anxiety, beliefs and language learning strategies. The second
part deals with various facets of teachers' behaviors in the
classroom, focusing in particular on classroom communication and
the use of action research in teacher training. The third part
includes papers devoted to various instructional practices, such as
the use of new technologies, the development of intercultural
competence, assessment or combining content and language. Finally,
the last part deals with issues involved in research methodology,
with special emphasis being placed on the use of diaries,
observations, mixed methods research as well as triangulation.
The present volume brings together papers devoted to the role of
learner and teacher autonomy in the process of second and foreign
language learning, which have been contributed by scholars from
Poland and abroad. The book has been divided into three parts in
accordance with the topics that the individual contributions touch
upon. The first part includes papers dealing with different ways in
which learner autonomy can be fostered and evaluated. The papers
contained in Part Two are connected with the role of language
learning strategies in the development of learner independence.
Finally, Chapter Three focuses on developing teacher autonomy,
which, in the opinion of many specialists, is indispensable if
learner autonomy is to be promoted. Thanks to its wide-ranging
focus, this edited collection will be of interest not only to
second language learning specialists interested in the role of
learner autonomy, but also to undergraduate, graduate and
postgraduate students working on their BA, MA and PhD theses, as
well as practitioners wishing to promote learner independence in
their classrooms.
The current volume is a collection of papers representing the most
recent developments in linguistics, specifically in the fields of
language, discourse and translation studies. It includes papers
representative of traditionally distinguished linguistic
subdisciplines such as phonetics and phonology, morphology and
syntax, historical linguistics, pragmatics, discourse analysis and
sociolinguistics, as well as translation. Since the contributions
contained in the book touch upon such a variety of disciplines and
do so from both more traditional and more innovative perspectives,
it will be an important point of reference for scholars, graduate
students and lecturers teaching courses in linguistics.
The monograph constitutes an attempt to demonstrate how Cognitive
Grammar (CG) can be employed in the foreign language classroom with
a view to aiding learners in better understanding the complexities
of English grammar. Its theoretical part provides a brief overview
of the main tenets of Cognitive Grammar as well as illustrating how
the description of English tense and aspect can be approached from
a traditional and a CG perspective. The empirical part reports the
findings of an empirical study which aimed to compare the effects
of instruction utilizing traditional pedagogic descriptions with
those grounded in CG on the explicit an implicit knowledge of the
Present Simple and Present Continuous Tenses. The book closes with
the discussion of directions for further research when it comes to
the application of CG to language pedagogy as well as some
pedagogic implications
The present volume brings together papers devoted to the role of
learner and teacher autonomy in the process of second and foreign
language learning, which have been contributed by scholars from
Poland and abroad. The book has been divided into three parts in
accordance with the topics that the individual contributions touch
upon. The first part includes papers dealing with different ways in
which learner autonomy can be fostered and evaluated. The papers
contained in Part Two are connected with the role of language
learning strategies in the development of learner independence.
Finally, Chapter Three focuses on developing teacher autonomy,
which, in the opinion of many specialists, is indispensable if
learner autonomy is to be promoted. Thanks to its wide-ranging
focus, this edited collection will be of interest not only to
second language learning specialists interested in the role of
learner autonomy, but also to undergraduate, graduate and
postgraduate students working on their BA, MA and PhD theses, as
well as practitioners wishing to promote learner independence in
their classrooms.
The volume brings together papers related to different aspects of
classroom-oriented research on teaching and learning second and
foreign languages that have been authored by specialists from
Poland and abroad. The first part contains contributions dealing
with individual variation in the language classroom, in particular
age, anxiety, beliefs and language learning strategies. The second
part deals with various facets of teachers' behaviors in the
classroom, focusing in particular on classroom communication and
the use of action research in teacher training. The third part
includes papers devoted to various instructional practices, such as
the use of new technologies, the development of intercultural
competence, assessment or combining content and language. Finally,
the last part deals with issues involved in research methodology,
with special emphasis being placed on the use of diaries,
observations, mixed methods research as well as triangulation.
The current volume is a collection of papers representing the most
recent developments in linguistics, specifically in the fields of
language, discourse and translation studies. It includes papers
representative of traditionally distinguished linguistic
subdisciplines such as phonetics and phonology, morphology and
syntax, historical linguistics, pragmatics, discourse analysis and
sociolinguistics, as well as translation. Since the contributions
contained in the book touch upon such a variety of disciplines and
do so from both more traditional and more innovative perspectives,
it will be an important point of reference for scholars, graduate
students and lecturers teaching courses in linguistics.
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