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1

BADANIE STRATEGII UCZENIA SIĘ W JĘZYKU DRUGIM I TRZECIM

100%

Kiermasz Z.

Neofilolog

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2016

|

issue 46/1

79-93

EN

Although language learning strategies are a well-researched topic, there are still some aspects which need further investigation and one of these is the application of strategic devices in the second and third language. The following article seeks to compare how learners of two foreign languages use strategies and shows both differences and similarities between the application of strategic devices by presenting the results of a research project in which a questionnaire and an interview were used as the research tools. Strategies were found to be used more often when learning the L2 than during the process of learning the L3. Dissimilarities were observed in the specific types of strategies used, especially in the case of metacognitive strategies, while similarities were noted in the use of affective strategies.

2

LANGUAGE AND CULTURE LEARNING STRATEGIES IN A STUDY ABROAD CONTEXT

100%

Róg T.

Neofilolog

|

2016

|

issue 46/1

11-27

PL

This article takes a step towards bridging the research gap between language-and-culture learning strategies and SLA-oriented outcomes of study abroad programmes. While studies concerning the impact of studying in foreign countries document various language-related benefits of the experience, only a handful addresses the types of language and culture learning strategies employed by study abroad participants. The present study tracks the use of these strategies by Polish students of English philology participating in a semester-long exchange programme in Portugal and Romania. It is revealed that although the use of language and culture learning strategies does not change significantly over the course of students’ stay abroad, the strategies chosen before their departure are used rather consistently.

3

ODNIESIENIA DO JĘZYKA OJCZYSTEGO JAKO STRATEGIA UCZENIA SIĘ GRAMATYKI JĘZYKA OBCEGO: PERSPEKTYWA POLSKICH UCZNIÓW JĘZYKA ANGIELSKIEGO

100%

Wach A.

Neofilolog

|

2017

|

issue 48/1

73-88

EN

This article reports the findings of a qualitative study aimed at investi-gating the use of L1-based grammar learning strategies by beginner-level Polish learners of L2 English. The research looked into the partic-ipants’ accounts of their strategy use and into their perceptions about the usefulness of referring to one’s L1 in learning L2 grammar. Semi-structured interviews were conducted as a data elicitation procedure. The findings pointed to considerable reliance on L1-based strategies, such as translation, in the participants’ learning of L2 English grammar, as well as positive opinions about their usefulness. L1-based strategies were reported to be used in explicit, analytic learning of L2 grammar, and their affective role in providing confidence to learners was also mentioned. Pedagogical implications include a need to raise learners’ awareness of the complex roles of the L1 in L2 learning and give them training in the use of specific strategies in order to make L1-based strategy use more informed.

4

DEVELOPING WRITING STRATEGIES OF POOR LANGUAGE LEARNERS AT THE LEVEL OF JUNIOR-HIGH SCHOOL

80%

Droździał-Szelest K., Domińska M. A.

Neofilolog

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2016

|

issue 46/1

59-77

PL

Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts. Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.

EN

Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts. Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.

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4 Neofilolog

1 Domińska M. A.

1 Droździał-Szelest K.

1 Kiermasz Z.

1 Róg T.

1 Wach A.

1 2017

3 2016

BADANIE STRATEGII UCZENIA SIĘ W JĘZYKU DRUGIM I TRZECIM

LANGUAGE AND CULTURE LEARNING STRATEGIES IN A STUDY ABROAD CONTEXT

ODNIESIENIA DO JĘZYKA OJCZYSTEGO JAKO STRATEGIA UCZENIA SIĘ GRAMATYKI JĘZYKA OBCEGO: PERSPEKTYWA POLSKICH UCZNIÓW JĘZYKA ANGIELSKIEGO

DEVELOPING WRITING STRATEGIES OF POOR LANGUAGE LEARNERS AT THE LEVEL OF JUNIOR-HIGH SCHOOL