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Dynamika i struktura grupy w klasie językowej

100%
Kowal I.
Neofilolog
|
2012
|
issue 39/2
131-146
EN
The present paper describes various psycho-social phenomena that occur in groups, in particular in the language classroom. Each group passes through five developmental stages called forming, storming, norming, performing and adjourning. During these phases learners’ behavior and attitudes change, which often leads to conflicts between the teacher and the students. The structure of the group develops in parallel with its dynamics. Students adopt several roles in the group, such as, for example, leader, expert or outsider.
2
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Fluency in second language writing: A developmental perspective

100%
Kowal I.
Studia Linguistica Universitatis Iagellonicae Cracoviensis
|
2014
|
vol. 131
|
issue 3
PL
The paper presents a longitudinal study of writing fluency in second language students. The aim was to follow the development of the students’ fluency during a three-year period in which they studied Swedish as a second language. Fifteen Polish university students participated in the study. The analysis shows that fluency develops non-linearly with some peaks in the average developmental curve. Furthermore, we observed both between- and within-individual variability in fluency in text production. The development of fluency is unpredictable and no one subject mirrors in their development the average curve. Individual differences were observed at every step of second language development. The analysis shows that writers who are slow at typing are not automatically less fluent and that subjects who develop more slowly can achieve a high level of fluency in writing. In general, writers who were slower and less fluent at the beginning made the greatest progress in fluency during the three-year period, compared with those who were more skilled with regard to both language and typing, who achieved a certain level of fluency faster than their fellow students.
3
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RÓŻNORODNOŚĆ SPOŁECZNO-KULTUROWA SZWECJI W PODRĘCZNIKACH DO NAUKI JĘZYKA SZWEDZKIEGO

100%
Kowal I.
Neofilolog
|
2016
|
issue 46/2
245-258
EN
The paper discusses specific features of the Swedish sociocultural reality and the way the sociocultural diversity of the country is presented in language textbooks for Swedish language learners. The analysis is longi-tudinal in nature i.e. it concerns two editions of textbooks published in Sweden between 1996 and 2014. The presentation of Swedish sociocul-tural diversity is both explicit and implicit in nature, with changes in eth-nic diversity, household diversity, and family diversity being the most dy-namic ones. However, a number of differences between both textbooks are noticeable: in the older version information is presented mainly in an explicit form while its newer counterpart demonstrates the diversity of Swedish society both explicitly and implicitly.
PL
The paper discusses specific features of the Swedish sociocultural reality and the way the sociocultural diversity of the country is presented in language textbooks for Swedish language learners. The analysis is longitudinal in nature i.e. it concerns two editions of textbooks published in Sweden between 1996 and 2014. The presentation of Swedish sociocultural diversity is both explicit and implicit in nature, with changes in ethnic diversity, household diversity, and family diversity being the most dynamic ones. However, a number of differences between both textbooks are noticeable: in the older version information is presented mainly in an explicit form while its newer counterpart demonstrates the diversity of Swedish society both explicitly and implicitly.
4
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Online-revideringar i svenska som främmandespråk – en longitudinell studie

100%
Kowal I.
Folia Scandinavica Posnaniensia
|
2021
|
vol. 31
4-14
EN
Writing is a complex process in which different sub-components both follow each other and interact with each other. Tracking and revising the text is a natural behaviour that helps the writer to shape the text in a desirable way - both in terms of its form and content. Previous studies of self-corrections by second language learners, for example, have shown that they most often correct spelling or formal, linguistic errors or that conceptual changes increase as language skills in the foreign language develop. This paper presents an analysis of online revisions with respect to the orientation of the corrections, i.e. typographical, linguistic and conceptual revisions. The texts were collected at the end of each semester during the first three years of language learning. The analysis has shown that, regardless of language level, foreign language learners in the study group focused most on the surface of the text, which was reflected in corrections of typographical errors. In addition, two revision patterns were observed: one characterised by a simultaneous focus on different dimensions when revising the text, while the other was characterised by a greater focus on one aspect of the text (usually typography), while the others received less attention.
5
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Monitorowanie procesu pisania w języku obcym. Analiza przerw z perspektywy Teorii Systemów Dynamicznych

100%
Kowal I.
Neofilolog
|
2024
|
issue 63/1
44-59
EN
The paper investigates the dynamic character of pausing behaviour in foreign language writing. In a longitudinal study on Polish learners of Swedish, pause length and frequency, as well as the interplay between pause length and the development of lexical diversity, syntactic complexity, accuracy, and fluency, were investigated. According to the assumptions of Dynamic Systems Theory, intra- and inter-subject variability were analysed. The study has shown that the mean length of pauses did not change during the three-year period of second language learning; however, the frequency of pauses significantly decreased, as demonstrated by the increasing number of words written between pauses. There was a considerable variation within subjects during the entire period, and even moderate inter-subject variability was noticed. The occurrence of longer pauses was almost always interconnected with a higher level of accuracy, syntactic complexity, and fluency. This interplay, however, could only be confirmed at the individual level, showing the necessity of following the development of a second language in individuals rather than for the entire group.
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