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Skuteczne ocenianie gramatyki: od tradycyjnych testów do zadań komunikacyjnych

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Pawlak M.
Neofilolog
|
2019
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issue 53/2
315-328
XX
Irrespective of the educational level, grammar is typically tested in a very traditional manner by means of such tasks as multiple choice, gap filling, paraphrasing or translation. The problem with this manner of evaluation is that it mainly taps into learners’ explicit, declarative knowledge that can only be applied when sufficient time is available. In addition, these tasks primarily focus on form, simultaneously ignoring the semantic and pragmatic aspects of grammatical knowledge. The article argues that such traditional tests should be complemented by what is referred to as productive and receptive focused communication tasks (Ellis, 2003), which necessitate the use of a specific grammar structure or at least are designed in such a way that such use is conducive to the attainment of the communicative goal. The application of such tasks allows insights into the implicit, or at least highly automatized, knowledge of the targeted structures (Ellis, 2009; DeKeyser, 2010) as well as shedding light on their form, meaning and use (Larsen-Freeman, 2003). It is suggested that their use not only enhances the validity of testing grammar but can also have a beneficial effect on the ways in which grammar is taught and learned.
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HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY

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Pawlak M.
Neofilolog
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2019
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issue 52/1
179-195
EN
The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.
3
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Book Review Written corrective feedback for L2 development

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Pawlak M.
Studies in Second Language Learning and Teaching
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2016
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vol. 6
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issue 4
717-723
EN
Authors: Kohn Bitchener, Neomy Storch Publisher: Multilingual Matters, 2016 ISBN: 9781783095032 Pages: 156
4
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Book Review Motivational currents in language learning: Frameworks for focused interventions

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Pawlak M.
Studies in Second Language Learning and Teaching
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2017
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vol. 7
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issue 1
167-173
EN
Authors: Zoltán Dörnyei, Alastair Henry, Christine Muir Publisher: Routledge, 2016 ISBN: 978-1-138-77732-3 Pages: 204
5
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Book Review Introduction to instructed second language acquisition

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Pawlak M.
Studies in Second Language Learning and Teaching
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2016
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vol. 6
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issue 1
183-188
EN
Editor: Shawn Loewen Publisher: Routledge, 2015 ISBN: 97804155295549 Pages: 210
6
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ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO

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Pawlak M.
Neofilolog
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2018
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issue 50/2
197-214
EN
Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
7
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Book Review Motivational dynamics in language learning

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Pawlak M.
Studies in Second Language Learning and Teaching
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2015
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vol. 5
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issue 4
707-713
EN
Editors: Zoltán Dörnyei, Peter D. MacIntyre and Alastair Henry Publisher: Multilingual Matters, 2015 ISBN: 978-1-78309-255-0 Pages: 430
8
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DYNAMICZNY CHARAKTER ZMIENNYCH INDYWIDUALNYCH – WYZWANIA BADAWCZE I IMPLIKACJE DYDAKTYCZNE

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Pawlak M.
Neofilolog
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2017
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issue 48/1
9-28
EN
Not so long ago individual difference factors were perceived as relatively stable attributes of learners and it appeared that their impact on the outcomes of the language learning process could be determined in a straightforward manner. There was a widespread belief that it was sufficient to design appropriate data collection instruments, carefully validate them, collect the requisite data concerning the variable in question as well as learners’ attainment, and then apply the procedures of inferential statistics in order to arrive at conclusions in this respect (Dörnyei, 2005). Such findings could later be used as a point of reference for pedagogical implications for teachers. However, the findings of research conducted over the last decade, in particular such that has focused upon motivation and willingness to communicate (e.g., Dörnyei, MacIntyre and Henry, 2015), have clearly demonstrated that the situation is much more complicated, because such factors are subject to constant fluctuations, both over longer periods of time, sequences of classes, single lessons or even specific tasks implemented by teachers. This phenomenon brings with it a number of challenges, not only with respect to designing and conducting empirical studies but also in regard to the steps that should be taken to take account of learners’ individual profiles. The main aim of the present paper is to demonstrate how the dynamic nature of individual difference factors can be accommodated in empirical research as well as elucidating its consequences for the individualization of the process of language learning in the classroom and beyond.
9
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Nauczanie gramatyki języka obcego a podejście zadaniowe

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Pawlak M.
Neofilolog
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2021
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issue 57/1
79-100
EN
While there is a consensus that teaching grammar is now indispensable in most educational contexts, there still exist numerous controversies as to how this should most beneficially be done. They concern, among others, such issues as the choice of instructional options to be used in order to introduce and practice grammar structures or to provide corrective feedback on errors made in the use of such structures (cf. Loewen, 2020; Nassaji, 2017; Pawlak, 2014, 2020a). On a more general level, a question arises as to the optimal way of organizing the material to be taught, with consequences for the overall approach to grammar instruction. One influential alternative to a structural syllabus, in which case grammar structures are carefully preselected and sequenced, is task-based language teaching, which can be conceptualized and implemented in various ways (cf. Ellis, 2017, 2018). The paper discusses the role of grammar in the task-based approach, also taking into account techniques and procedures that can be employed for this purpose. An overview of existing empirical evidence will be presented and an attempt will be made to highlight the way in which communicative tasks can be used to assist grammar teaching in the Polish educational context.
10
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The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

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Biedroń A., Pawlak M.
Studies in Second Language Learning and Teaching
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2016
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vol. 6
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issue 3
395-422
EN
While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.
11
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Znaczenie determinacji w nauce języka angielskiego jako obcego na poziomie zaawansowanym

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Pawlak M., Zawodniak J., Kruk M.
Neofilolog
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2021
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issue 56/1
9-22
EN
Second language acquisition (SLA) researchers have long been engaged in investigating the effect of a range of learner individual differences (IDs) (e.g., motivation, anxiety and aptitude) on L2 learning and achievement. At the same time, there are no more than a few studies focusing on learner personality and its place in SLA as well as the relationship between personality traits and other ID variables. One such underappreciated and thus poorly recognized personality trait is grit, understood as a combination of perseverance and passion for long-term goals. The present paper reports a study in which grit was investigated among advanced university students majoring in English with the help of a language-specific grit scale and semistructured interviews. The empirical considerations are preceded by a handful of theoretical comments on the nature of grit and related research that was conducted to date. The paper ends with the discussion of future research directions and possible pedagogical implications.
12
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Ewaluacja narzędzi badania nudy na zajęciach z praktycznej nauki języka angielskiego z perspektywy makro i mikro

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Zawodniak J., Pawlak M., Kruk M.
Neofilolog
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2019
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issue 53/2
299-314
EN
Although boredom is among the most frequently experienced academic emotions, it has received surprisingly little attention from L2 researchers and teachers. This paper aims to discuss and evaluate the existing quantitative and qualitative instruments that can be used for examining boredom in practical English classes. It will start with a brief overview of the causes and manifestations of boredom in the language classroom. This will be followed by the presentation of the methodology of three empirical studies which will serve as a basis for highlighting the strengths and weaknesses of the data collection tools employed. Finally, an attempt will be made to delineate future research directions in the study of boredom in the L2 classroom and to illuminate the methodological choices available to researchers in this respect.
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