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Małgorzata Bielicka, Efektywność nauczania języka niemieckiego na poziomie przedszkolnym i wczesnoszkolnym w dwujęzycznych placówkach edukacyjnych w Polsce [The Effectiveness of Teaching German at the Pre-school and Early School Levels...]

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Chłopek Z.
Theory and Practice of Second Language Acquisition
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2020
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vol. 6
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issue 1
189-194
2

Reverse Lexical Transfer in a Multilingual’s Spoken Production in her Native Language

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Chłopek Z.
Studia Linguistica
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2013
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issue 32
33 - 51
EN
Psycho- and neurolinguistic research studies show that the languages present in the bi-/multilingual mind interact with each other. A person who has appropriated at least two languages possesses a highly complex and dynamic linguistic competence, whose inherent characteristic is cross-linguistic influence. Importantly, native languages are not spared from the influence of later appropriated non-native languages. Most studies dealing with reverse transfer focus on second language (L2) influences on the mother tongue (L1). This article takes the issue one step further, by investigating reverse transfer from three non-native languages into the mother tongue. In particular, it deals with the influence of the second language (English), the third language (German) and the fourth language (French) on the first language (Polish). The analysis of the occurrences of reverse lexical transfer observed in unstructured spoken production shows that a dominant native language may undergo influences of non-native languages, provided that they are also proficiently mastered and regularly activated. Reverse transfer is understood predominantly as a strategy resulting from the ability of a person fluent in their languages to juggle with their language competences in order to express a variety of concepts, to achieve specific communicative intentions and to compensate for temporary lexical retrieval problems.
3
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The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

100%
Chłopek Z.
Glottodidactica
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2009
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vol. 35
69-79
EN
The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.
4
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Bi-/multilingualism and the perceptions of the gender of objects

100%
Chłopek Z.
Glottodidactica
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2010
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vol. 36
45-56
EN
The newest research confirms the ‘weak’ version of the linguistic relativity hypothesis, according to which the language we speak influences to some extent the way we think. At the same time, it has been shown that the conceptual representations of reality which have been shaped by the mother tongue from birth play a significant role while using an L2 (L3 etc.), especially when it is weaker than the L1. The present article describes one such conceptual domain – the (non-linguistic) categorization of objects according to their perceived gender, which is influenced by the grammatical gender of their names.
5
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Der zwischensprachliche Transfer beim Drittsprachenerwerb – Einstellungen der DeutschlehrerInnen zum Transfer aus dem Englischen ins Deutsche

100%
Chłopek Z.
Glottodidactica
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2015
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vol. 42
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issue 1
33-48
DE
Interlingual transfer is a well known phenomenon. Thanks to many psycholinguistic studies it is now known which factors can induce or hinder this kind of transfer. In language teaching publications one can find advice on how teachers can deal with interlingual transfer in language acquisition. It is often stressed that transfer can be both negative and positive. The following article presents the results of a survey which was conducted with German teachers from different school types. The aim of the questionnaire was to recognise the teachers’ attitudes towards the interlingual transfer from English into German. It turned out that even though a lot of teachers consider such transfer as a negative phenomenon, which should be ‘eradicated’, some teachers recognise the positive influence of the English language on the acquisition and use of the German language.
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