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1
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Enhancing learners’ reflections in the process of learning EFL pronunciation through technology-based self-study

100%
Wach A.
Neofilolog
|
2014
|
issue 42/1
111-127
PL
This article reports the findings of a qualitative study aimed at investigating how the use of technology-based resources in out-of-class self-study by learners of English affects their level of reflectivity during the process of learning pronunciation. Using as a research tool learners’ diaries submitted on Moodle, the study also explores the value of such diaries in promoting reflection in learners. The findings largely confirmed the considerable role played by technology-based self-study and diary writing in enhancing reflection on learning pronunciation in the participants. These reflections concerned their growing phonological awareness, the use of materials appropriate for pronunciation practice, pronunciation learning strategies, and the affective side of learning. The didactic implications include the need to employ a wide range of technology-based resources for self-study and to encourage learners to keep reflective diaries as part of their pronunciation instruction.
2
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Native-speaker and English as a lingua franca pronunciation norms: English majors’ views

100%
Wach A.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 2
247-266
EN
Within the communicative approach to English as a foreign language (EFL) teaching, the aims of instruction are primarily to enable learners to communicate; hence, functional and communicative intelligibility has become the goal of pronunciation training. On the other hand, contemporary approaches to EFL teaching leave sufficient room for accommodating the individual learner and contextual factors which largely influence the choice of the target pronunciation models. Moreover, in a globalized world, where English has become a contemporary lingua franca for intercultural communication, the pronunciation norms of English as a Lingua Franca (ELF) appear to meet the needs and expectations of learners of English in international settings, coexisting with or replacing native-speaker pronunciation models as the target of instruction. The ELF approach and the Lingua Franca Core elaborated by Jenkins (2000, 2002) have aroused controversy among both researchers and EFL teachers. The paper presents the findings of a questionnaire study involving 234 Polish students, English majors, which aimed to determine their preferences and opinions concerning native-speaker and ELF norms as pronunciation instruction targets. The findings revealed a strong preference for native-like pronunciation models in the subjects’ own language development and a less strong preference for such models in pronunciation teaching at all levels of proficiency. Moreover, the results pointed to the significant role played by the intensity of pronunciation training and the level of awareness of native-speaker pronunciation models in shaping the subjects’ attitudes toward native-like and ELF pronunciation norms.
3
Content available remote

The exploration of the function of English language songs in vocabulary acquisition: research findings

100%
Wach A.
Scripta Neophilologica Posnaniensia
|
2005
|
issue 7
159-179
PL
The exploration of the function of English language songs in vocabularyacquisition: research findings
4
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Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English

100%
Wach A.
Studies in Second Language Learning and Teaching
|
2012
|
vol. 2
|
issue 3
367-389
EN
This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.
5
Publication available in full text mode
Content available

Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English

100%
Wach A.
Studies in Second Language Learning and Teaching
|
2012
|
vol. 2
|
issue 3
367-389
EN
This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.
6
Publication available in full text mode
Content available

Native-speaker and English as a lingua franca pronunciation norms: English majors' views

100%
Wach A.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 2
247-266
EN
Within the communicative approach to English as a foreign language (EFL) teaching, the aims of instruction are primarily to enable learners to communicate; hence, functional and communicative intelligibility has become the goal of pronunciation training. On the other hand, contemporary approaches to EFL teaching leave sufficient room for accommodating the individual learner and contextual factors which largely influence the choice of the target pronunciation models. Moreover, in a globalized world, where English has become a contemporary lingua franca for intercultural communication, the pronunciation norms of English as a Lingua Franca (ELF) appear to meet the needs and expectations of learners of English in international settings, coexisting with or replacing native-speaker pronunciation models as the target of instruction. The ELF approach and the Lingua Franca Core elaborated by Jenkins (2000, 2002) have aroused controversy among both researchers and EFL teachers. The paper presents the findings of a questionnaire study involving 234 Polish students, English majors, which aimed to determine their preferences and opinions concerning native-speaker and ELF norms as pronunciation instruction targets. The findings revealed a strong preference for native-like pronunciation models in the subjects’ own language development and a less strong preference for such models in pronunciation teaching at all levels of proficiency. Moreover, the results pointed to the significant role played by the intensity of pronunciation training and the level of awareness of native-speaker pronunciation models in shaping the subjects’ attitudes toward native-like and ELF pronunciation norms.
7
Publication available in full text mode
Content available

Classroom-based language efficiency assessment: a challenge for EFL teachers

100%
Wach A.
Glottodidactica
|
2012
|
vol. 39
|
issue 1
81-92
PL
This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.
8
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Ocena użyteczności języka ojczystego (polskiego) w uczeniu się gramatyki języków obcych (angielskiego i rosyjskiego): wyniki badań

63%
Wach A., Jakowlewa-Pawlik M.
Studia Rossica Posnaniensia
|
2016
|
issue 41
473-486
PL
This article reports a study which gathered Polish learners’ opinions about the usefulness of L1-based techniques in learning L2 English and L3 Russian grammar. The results reveal a negative correlation between the length of study and the level  of positive evaluations of the usefulness of L1-based clues. Although L1 was generally considered more useful in learning Russian, the evaluations differed considerably in relation to particular structures in both languages.
9
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Wielopłaszczyznowy charakter lekcji języka obcego

63%
Siek-Piskozub T., Wach A.
Studia Rossica Posnaniensia
|
2013
|
issue 38
231-244
RU
A foreign language lesson is an interesting and complex event, with a specific structure, social roles ascribed to the participants, and a set of relevant objectives which it aims to fulfill as part of a certain teaching methodology. Following the various perspectives on a lesson which were identified by Prabhu1, the article aims to emphasize the multidimensional nature of a foreign language lesson. Therefore, a lesson is scrutinized as a basic unit of a syllabus, as a way of operationalizing a teaching method, as a social event, as a scene of social interaction, and as an experience fostering the development of teachers’ competence.
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