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Reconsidering the role of practice in foreign language teaching and learning

100%
Pawlak M.
Poznań Studies in Contemporary Linguistics
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2012
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vol. 48
337-354
EN
Although the need for practice in taken for granted by many learners who view it as an integral part of foreign and second language learning, theorists and researchers are sharply divided on this issue. The proponents of the so-called zero grammar option, such as Krashen (1985), believe that language classrooms should replicate as much as possible the conditions of naturalistic discourse and there is hardly any place for practice. The proponents of focus on form, such as Long (1996), do recognize a contribution of pedagogical intervention, but it should be embedded in communicative activities and mainly take the form of corrective feedback, with the effect that the practice of specific language features is limited. Finally, the proponents of skill-learning theory, such as DeKeyser (1998), view practice as crucial since it is indispensable for the conversion of declarative knowledge into procedural knowledge. Given such conflicting opinions, the aim of the paper is to disambiguate some of the controversies and problems surrounding the place of practice in language learning, describe the forms it can take and single out such arrangements which are the most beneficial in the foreign language classroom with a special view to the language teaching context in Poland.
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THE APPLICATION OF TECHNOLOGY IN TEACHING GRAMMAR TO EFL LEARNERS: THE ROLE OF ANIMATED SITCOMS

88%
Saeedi Z., Biri A.
Teaching English with Technology
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2016
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vol. 16
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issue 2
18-39
EN
Building upon previous research into the effectiveness of using videos for language teaching purposes, this study utilized an English animated situation comedy (sitcom) as an authentic type of multimedia to teach a particular grammatical structure, namely conditional sentences. This study also aimed at investigating the learners’ attitudes toward this approach to grammar instruction. To achieve these purposes, 34 participants were selected and divided into two groups. In the control group (N=17) conditional sentences were taught through the explicit way of teaching grammar whereas the participants of the experimental group (N=17) learned about the conditional sentences through exposure to the animated sitcom. The results pointed to the effectiveness of using the aforementioned animated sitcom in teaching conditional sentences. Moreover, students showed a positive attitude to the animated sitcom as well as its use in teaching conditional sentences. The findings of this study have implications for L2 learners, encouraging them to change their view of grammar and looking at it from a more communicative perspective.
3
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Grammar Learning Strategy Inventory (GLSI): Another look

75%
Pawlak M.
Studies in Second Language Learning and Teaching
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2018
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vol. 8
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issue 2
351-379
EN
Despite all the progress that has been made in research on language learning strategies since the publication of Rubin’s (1975) seminal paper on good language learners, there are areas that have been neglected by strategy experts. Perhaps the most blatant manifestation of this neglect is the paucity of research into grammar learning strategies (GLS). The main premise of this paper is that for such research to gain momentum, it is to necessary to create valid and reliable data collection instruments that would enable tapping the use of different types of GLS. In line with this reasoning, the article reports a study that aimed to determine the psychometric properties of the Grammar Learning Strategy Inventory (GLSI), a tool constructed by Pawlak (2009b, 2013) on the basis of his classification of strategies for learning grammar in a second or foreign language. Exploratory factor analysis was also employed with the purpose of uncovering the underlying structure of strategic learning of grammar. The analysis provided evidence for largely satisfactory validity and reliability of the GLSI, indicating at the same time there is room for improvement, with concrete changes being possible after the instrument has been tested with a much larger sample.
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Użycie strategii uczenia się gramatyki przez studentów filologii angielskiej

71%
Pawlak M.
Neofilolog
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2011
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issue 37
39-54
EN
Grammar learning strategies can be defined as deliberate actions and thoughts which are employed for learning and gaining greater control over the use of grammar structures (Cohen and Pinilla-Herrera, 2009: 64). This indicates that they are used with the purpose of developing both ex-plicit and implicit second language knowledge. Surprisingly, empirical in-vestigations of such strategic devices are few and far between, with the available studies relying on different classifications and data collection tools, and often producing conflicting results. The present paper contrib-utes to this important line of inquiry by reporting the findings of a re-search project which aimed to explore the use of these strategies by 200 advanced adult learners of English, future teachers of this language en-rolled in a BA program in English philology. The data were collected by means of an instrument designed by the present author (Pawlak, 2009c, 2010, 2011) on the basis of his taxonomy of such strategic devices and, similarly to earlier studies in this area (e.g. Pawlak 2008, 2009a), the analy-sis showed that the choice of grammar learning strategies hinges upon a number of variables and there are differences between the responses to Likert scale items and open-ended questions. The results serve as a basis for tentative suggestions for grammar instruction in modern languages departments and directions for future research.
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Superare le difficoltà nel riconoscimento del soggetto nella lingua italiana

63%
Banfi M., Ettori V., Ongaro A.
Italica Wratislaviensia
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2018
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issue 9.2
37-53
EN
Identifying the subject in a sentence, especially if the subject is not obvious, is difficult for secondary-school students. The apparent simplicity of this topic might cause one to consider it lightly; however, it should be considered generative for textual comprehension, for the production of cohesive and coherent texts, and for moving from parataxis to hypotaxis. Traditional grammar equates the syntactic notion of subject with the semantic notion of agent and with the communicative notion of topic, giving rise to possible misunderstandings. The present article offers a proposal that allows one to solve any ambiguity, developing a trajectory with two phases. Firstly, by using a functional criterion within the language (i.e., going from the singular to the plural of the sentence terms), students can correctly identify the subject. Secondly, through a semantic analysis carried out in competence-heterogeneous groups, students inductively comprehend the complexity of the function of “subject”, thereby linking the semantic criterion with the syntactic one. This analysis, only initially teacher-led, fosters learning by discovery, which brings students to an active, inclusively realised construction of knowledge, and it allows each student to work within their zone of proximal development. This method overcomes traditional “normative” grammar and enhances the student’s centrality: students are not given a ready-made description, but, rather, they are encouraged to build one by actively acting upon on the language.
IT
Una difficoltà tra gli studenti della scuola secondaria di primo grado è l’identificazione del soggetto, soprattutto quando non trasparente. L’apparente semplicità dell’argomento fa sì che spesso venga affrontato con leggerezza; tuttavia, è da ritenersi generativo per la comprensione testuale, per la produzione di testi coesi e coerenti e per il passaggio dalla struttura lineare della frase a quella gerarchica. La grammatica tradizionale identifica la nozione sintattica di soggetto con quella semantica di agente e con quella comunicativa di tema, dando luogo a possibili incomprensioni. L’articolo vuole fornire una proposta che permetta di sciogliere questa ambiguità, articolando un percorso in due passaggi: prima, attraverso l’utilizzo di un criterio funzionale interno alla lingua (ovvero il passaggio dal singolare al plurale dei termini della frase) si portano gli studenti a riconoscere inequivocabilmente il soggetto. Poi, attraverso un’analisi semantica, condotta a gruppi eterogenei per competenze, si giunge, induttivamente, alla comprensione della complessità della funzione “soggetto”, ancorando così il criterio semantico a quello sintattico. Quest’analisi, solo inizialmente guidata, vuole veicolare un apprendimento per scoperta che porti gli studenti a una costruzione attiva di conoscenza, realizzata in chiave inclusiva e permettendo a ciascuno di lavorare nella propria zona di sviluppo prossimale. Questo metodo supera quello della tradizionale grammatica “normativa” e valorizza la centralità dello studente: non si fornisce infatti una descrizione preconfezionata, bensì si stimolano gli studenti a costruirne una, agendo attivamente sulla lingua.
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L’insegnamento della grammatica dell’italiano LS attraverso corpora

63%
Ivanovska-Naskova R.
Italica Wratislaviensia
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2018
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issue 9.1
71-87
IT
L’obiettivo del presente contributo è esaminare la possibilità di utilizzare i corpora nell’insegnamento di argomenti di ordine grammaticale ad apprendenti di italiano LS. Il contributo presenta una proposta didattica basata su corpora e sperimentata con studenti di italiano dell’Università “Ss. Cirillo e Metodio” di Skopje nell’anno accademico 2016/2017. L’ipotesi alla base della proposta didattica è che l’uso diretto e guidato di corpora possa sensibilizzare gli studenti alla problematicità dell’argomento grammaticale trattato, ma anche fornire loro degli strumenti e percorsi per esplorare la lingua in modo autonomo. La prima parte del contributo esamina l’uso dei corpora nell’insegnamento delle lingue straniere con riferimento particolare all’uso dei corpora nell’contesto dell’italiano LS. La parte centrale presenta le attività didattiche proposte sulle frasi concessive e il contesto in cui sono state sperimentate. L’ultima parte verte sulle considerazioni degli studenti riportate in un questionario da una parte e sulle potenzialità e i limiti di questo approccio didattico dall’altra.
EN
The aim of the paper is to explore the possibility of using corpora in teaching grammar to learners of Italian as a foreign language. The paper presents corpus-based activities used with students of Italian at the Saints Cyril and Methodius University in Skopje in 2016/2017. The hypothesis underlying this teaching approach is that direct and guided use of corpora can raise students’ awareness of the complexity of the phenomena observed as well as present them with resources and methods to explore the language more autonomously. The first part of the paper investigates the use of corpora in language teaching, with particular attention to the use of these resources in teaching Italian as a foreign language. The main section describes the activities on concessives and the context in which they have been used. The final part reports on the observations of the students and addresses the advantages and disadvantages of this teaching approach.
7

Linguistic proficiency as cultural capital in school environments

63%
Angantýsson Á.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
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2017
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issue 14/1
163-179
EN
The main concern of this paper is the extent to which students’ expec-tations of first language studies reflect the idea that linguistic proficiency produces social and cultural capital (Bourdieu 2008 and earli-er work). The participants consisted of 14 focus groups of students in secondary schools in Iceland. Most of the students believe it is desirable to acquire fluency in reading and formal writing. In their view, however, the amount of time devoted to traditional school grammar is actually a detriment to that goal. Furthermore, the students think that success in Icelandic as a school subject depends to some extent on reading habits and language instruction at home. These views support the idea that schools tend to reward their students for knowledge and skills that are not necessarily highlighted in the class-room but which can be viewed as advantageous due to systematic cultural reproduction within families and social networks.
PL
Celem niniejszego artykułu jest przedstawienie w jakim zakresie oczekiwania uczniów w stosunku do uczenia się języka pierwszego odzwieciedlają przekonanie, że umiejętności jęzkowe produkują kapitał społeczny i kulturowy (Bourdieu 2008 i wcześniejsze prace). Uczestnikami badania było 14 grup fokusowych skupiających uczniów szkół średnich z Islandii. Większość uczniów uważa, że dobrze jest osiągnąć płynność w czytaniu i posługiwaniu się formalnym językiem pisanym. Ich zdaniem jednak czas poświęcany na uczenie się tradycyjnej gramatyki szkolnej stanowi przeszkodę w osięgnięciu celu. Co więcej, uczniowie są przekonani, że sukces w uczeniu się języka islandzkiego jako przedmiotu szkolnego w pewnym stopniu zależy od zwyczajów czytelniczych i języka używanego w domu. Te przekonania potwierdzają pogląd, że szkoła nagradza uczniów za wiedzę, która niekoniecznie jest wyeksponowana w klasie, ale która może być uważana za korzystną wskutek systematycznej reprodukcji kulturowej w rodzinach i sieciach społecznych.
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Grammatik und Dynamik — Dynamik in der Grammatik

63%
Jenko E., Liaunigg M.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2014
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vol. special issue
78-90
EN
Grammar and Dynamics — Dynamics in the Grammar. Based on functional grammar theory we apply insights from the field of neurobiology like the following: In second language acquisition for morphologically rich languages grammar is developed on „search paths“ and „ways of thinking“. Practice and application must be given time. As a result, we replace pre-formed constant patterns by their variations, when it comes to repetitions in teaching situations. We use grammar games as a means for producing variation. In that way patterns are independently developed, validated and corrected if necessary.
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ZADANIE JAKO FORMA WSPIERANIA REFLEKSYJNEGO NAUCZANIA GRAMATYKI

62%
Janowska I., Rabiej A.
Neofilolog
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2014
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issue 43/2
235-247
EN
The paper discusses the issues of form-focused instruction in foreign language pedagogy with the special emphasis on the task-based language teaching. There is a growing realization among the researchers and the language educators that the formal aspects of the target language need to be incorporated into the language teaching in order to facilitate the learners’ in achieving high levels of accuracy as well as communicative effectiveness. The authors point out to different techniques and procedures that are used in task-based language teaching to stimulate learners’ reflection on the formal aspects of the target language and to develop their capacity of noticing the linguistic forms as they are engaged in meaning focused activities.
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