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1
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Badanie wymowy w języku obcym – od teorii do praktyki

100%
Waniek-Klimczak E.
Neofilolog
|
2009
|
issue 32
19-32
EN
Discussing different aims and methods of studying foreign language pronunciation, this article argues that it is the phonetic analysis of speech that offers the best tool for valid and reliable research. After a brief presentation of the articulatory, acoustic and auditory ways of conducting an analysis, the main aims for the pronunciation studies and the methods are discussed. In search for a link between theory and practice, a parametric acoustic study of non-native vowel production is proposed as an example of the application of speech analysis to the pedagogical context.
2
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Review of Second language pronunciation assessment: Interdisciplinary perspectives; Editors: Talia Isaacs, Pavel Trofimovich; Publisher: Multilingual Matters (Second Language Acquisition series), 2017; ISBN: 9781783096848 (hbk), 9781783096831 (pbk), 9781783096855 (pdf), 978783096862 (ebuk); Pages: 273

100%
Waniek-Klimczak E.
Studies in Second Language Learning and Teaching
|
2018
|
vol. 8
|
issue 3
701-706
EN
.
3
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Acculturation strategy and language experience in expert ESL speakers: An exploratory study

100%
Waniek-Klimczak E.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 2
227-245
EN
Acculturation and language proficiency have been found to be inter-related both from the perspective of second language acquisition (Schumann, 1978, 1986) and socio-psychological adaptation in cross-cultural contacts (Ward, Bochner, & Furnham, 2001). However, the predictions as to the effect of a particular strategy on success differ, with assimilation believed to create most favourable conditions for SLA and integration for general well-being. The present study explores acculturation patterns in three expert users of English as a second language, recent Polish immigrants to the UK, in relation to their language experience. The qualitative data were collected with the use of a questionnaire and analysed with respect to language experience and socio-affective factors. The analysis aimed at better understanding of the relationship between language learning in a formal context and language use in a natural setting on the one hand and the relationship between language expertise and acculturation strategy choice on the other. The results show that in spite of individual differences, expert language users tend to adopt an assimilation rather than integration acculturation strategy. This may suggest that attitudes are related to expertise in English as a second language in a more conservative way than advocated by cross-cultural approaches.
4
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Linguistic and Cultural Acquisition in a Migrant Community; Editors: David Singleton, Vera Regan and Ewelina Debaene; Publisher: Multilingual Matters; 2013; ISBN: 9781847699893; Pages: 200

100%
Waniek-Klimczak E.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
645-650
EN
Book review
5
Publication available in full text mode
Content available

Acculturation strategy and language experience in expert ESL speakers: An exploratory study

100%
Waniek-Klimczak E.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 2
227-245
EN
Acculturation and language proficiency have been found to be inter-related both from the perspective of second language acquisition (Schumann, 1978, 1986) and socio-psychological adaptation in cross-cultural contacts (Ward, Bochner, & Furnham, 2001). However, the predictions as to the effect of a particular strategy on success differ, with assimilation believed to create most favourable conditions for SLA and integration for general well-being. The present study explores acculturation patterns in three expert users of English as a second language, recent Polish immigrants to the UK, in relation to their language experience. The qualitative data were collected with the use of a questionnaire and analysed with respect to language experience and socio-affective factors. The analysis aimed at better understanding of the relationship between language learning in a formal context and language use in a natural setting on the one hand and the relationship between language expertise and acculturation strategy choice on the other. The results show that in spite of individual differences, expert language users tend to adopt an assimilation rather than integration acculturation strategy. This may suggest that attitudes are related to expertise in English as a second language in a more conservative way than advocated by cross-cultural approaches.
6
Publication available in full text mode
Content available

Book review

100%
Waniek-Klimczak E.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
645-649
EN
Linguistic and Cultural Acquisition in a Migrant Community David Singleton Vera Regan Ewelina Debaene 2013 Multilingual Matters
7
Content available remote

Review of Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research; Authors: Tracey M. Derwing and Murray J. Munro; Publisher: John Benjamins, 2015; ISBN: 9789027213273; Pages: 208

100%
Waniek-Klimczak E.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 2
345-348
EN
Book Review
8
Publication available in full text mode
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Sociolinguistic Conditioning of Phonetic Category Realisation in Non-Native Speech

100%
Waniek-Klimczak E.
Research in Language
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2009
|
vol. 7
149-166
EN
The realisation of phonetic categories reflects a complex relationship between individual phonetic parameters and both linguistic and extra-linguistic conditioning of language usage. The present paper investigates the effect of selected socio-linguistic variables, such as the age, the amount of language use and cultural/social distance in English used by Polish immigrants to the U.S. Individual parameters used in the realisation of the category ‘voice’ have been found to vary in their sensitivity to extra-linguistic factors: while the production of target-like values of all parameters is related to the age, it is the closure duration that is most stable in the correspondence to the age and level of language proficiency. The VOT and vowel duration, on the other hand, prove to be more sensitive to the amount of language use and attitudinal factors.
9
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Content available

Sociolinguistic Conditioning of Phonetic Category Realisation in Non-Native Speech

100%
Waniek-Klimczak E.
Research in Language
|
2009
|
vol. 7
149-166
EN
The realisation of phonetic categories reflects a complex relationship between individual phonetic parameters and both linguistic and extra-linguistic conditioning of language usage. The present paper investigates the effect of selected socio-linguistic variables, such as the age, the amount of language use and cultural/social distance in English used by Polish immigrants to the U.S. Individual parameters used in the realisation of the category ‘voice’ have been found to vary in their sensitivity to extra-linguistic factors: while the production of target-like values of all parameters is related to the age, it is the closure duration that is most stable in the correspondence to the age and level of language proficiency. The VOT and vowel duration, on the other hand, prove to be more sensitive to the amount of language use and attitudinal factors.
10
Publication available in full text mode
Content available

Editorial to RiL 11.1

63%
Waniek-Klimczak E.
Research in Language
|
2013
|
vol. 11
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issue 1
1-2
11
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Editorial Statement

51%
Waniek-Klimczak E., Majer J.
Research in Language
|
2009
|
vol. 7
4-4
12
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Editorial To RIL 11.1

50%
Waniek-Klimczak E.
Research in Language
|
2013
|
vol. 11
|
issue 1
1-2
13
Publication available in full text mode
Content available

Editorial Statement

38%
Waniek-Klimczak E., Majer J.
Research in Language
|
2009
|
vol. 7
4-4
14
Publication available in full text mode
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The English pronunciation teaching in Europe survey: selected results

33%
Henderson A., Frost D., Tergujeff E., Kautzsch A., Murphy D., Kirkova-Naskova A., Waniek-Klimczak E., Levey D., Cunnigham U., Curnick L.
Research in Language
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2011
|
vol. 9
|
issue 2
5-27
EN
This paper provides an overview of the main findings from a European-wide on-line survey of English pronunciation teaching practices. Both quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about: ● their own pronunciation, ● their training, ● their learners’ goals, skills, motivation and aspirations, ● their preferences for certain varieties (and their perception of their students' preferences). The results of EPTiES reveal interesting phenomena across Europe, despite shortcomings in terms of construction and distribution. For example, most respondents are non-native speakers of English and the majority of them rate their own mastery of English pronunciation favourably. However, most feel they had little or no training in how to teach pronunciation, which begs the question of how teachers are coping with this key aspect of language teaching. In relation to target models, RP remains the variety of English which teachers claim to use, whilst recognizing that General American might be preferred by some students. Differences between countries are explored, especially via replies to open-ended questions, allowing a more nuanced picture to emerge for each country. Other survey research is also referred to, in order to contextualise the analyses and implications for teaching English and for training English teachers
15
Publication available in full text mode
Content available

The English Pronunciation Teaching in Europe Survey: Selected Results

33%
Henderson A., Frost D., Tergujeff E., Kautzsch A., Murphy D., Kirkova-Naskova A., Waniek-Klimczak E., Levey D., Cunnigham U., Curnick L.
Research in Language
|
2012
|
vol. 10
|
issue 1
5-27
EN
This paper provides an overview of the main findings from a European-wide on-line survey of English pronunciation teaching practices. Both quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about: ● their own pronunciation, ● their training, ● their learners’ goals, skills, motivation and aspirations, ● their preferences for certain varieties (and their perception of their students' preferences). The results of EPTiES reveal interesting phenomena across Europe, despite shortcomings in terms of construction and distribution. For example, most respondents are non-native speakers of English and the majority of them rate their own mastery of English pronunciation favourably. However, most feel they had little or no training in how to teach pronunciation, which begs the question of how teachers are coping with this key aspect of language teaching. In relation to target models, RP remains the variety of English which teachers claim to use, whilst recognizing that General American might be preferred by some students. Differences between countries are explored, especially via replies to open-ended questions, allowing a more nuanced picture to emerge for each country. Other survey research is also referred to, in order to contextualise the analyses and implications for teaching English and for training English teachers.
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