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Beliefs and attitudes about language lerning and teaching among learners in lower secondary schools in Poland

100%
Ellis M.
Neofilolog
|
2013
|
issue 40/2
219-236
PL
Artykuł omawia założenia i metodologię badań, przeprowadzonych na reprezentatywnej próbie w szkołach gimnazjalnych w Polsce, których celem było opisanie postaw i poglądów na temat uczenia się i nauczania języków obcych w szkołach. Niezbędne do przeprowadzenia analizy dane zostały zebrane za pomocą kwestionariusza, w którym około 4000 respondentów wyraziło swoje opinie, dotyczące 60 zagadnień, w pięciostopniowej skali Likerta. Niniejszy artykuł prezentuje wybrane wyniki badań.
2
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English lessons in lower secondary schools in Poland: Reflections based on learner voices

100%
Ellis M.
Neofilolog
|
2014
|
issue 42/1
25-38
PL
This paper reports on some of the data from a large-scale study Teaching and Learning Foreign Language in lower secondary school, which began in the school year 2011-12 and traces selected groups of learners through the three years of Key Stage 3 (gimnazjum), ending in school year 2013-14. The study was conceived and is managed by the Foreign Language Section of the Educational Research Institute (ERI) in Warsaw with European funding. (see Acknowledgement). In this article the focus is on data obtained from interviews conducted with learners from class one of 120 lower secondary schools, where the students were asked to describe and give opinions about learning English in their school and to imagine an ideal lesson. The learners are the reason that lessons in school take place, but their views are rarely consulted. This study attempts to redress the balance.
3
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Teacher competencies in supporting reading in English as a foreign language

100%
Ellis M.
Lublin Studies in Modern Languages and Literature
|
2019
|
vol. 43
|
issue 3
DE
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
Based on a small-scale survey and discussion with teacher-learners in a postgraduate teacher education program in Poland, this paper aims to investigate their understanding of ‘learning to read in L2 English’ and the current state of their competencies in teaching reading. Descriptors taken from the European Portfolio for Student Teachers of Languages, EPOSTL, are used are used as criteria to analyze the qualitative data. It is found that while there appears to be awareness and indication of application of some competencies, the participants seem confused as to how to support younger elementary L2 learners in developing basic reading skills and may lack understanding of theories to underpin their practice.
FR
L'article contient uniquement les résumés en anglais.
4
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Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.

100%
Ellis M.
Neofilolog
|
2015
|
issue 44/2
171-182
PL
This paper takes data from the first part of a longitudinal study, “Learning and Teaching Foreign Languages in lower secondary school”, conducted by the Educational Research Institute in Warsaw. The sample is large scale and representative at the level of school, which allows us to generalise to the general population with some degree of confidence. From the data several areas appear to give cause for concern. The first is organisation of work in class, where pair and group work were found to be rare. The focus of lessons would currently appear to more often emphasize grammar, vocabulary or receptive skills than productive skills. What is tested does not always seem to reflect what is taught, which suggests that assessment practices may not be fully informed. Motivating learners and engaging them in the lesson is also reported as a cause of dissatisfaction. Teachers were found to hold mixed views regarding the importance of independent learning, which suggests more emphasis needs to be placed on the understanding of learner autonomy. This paper discusses each of these areas in turn, with illustrations from the data, and makes suggestions for how teacher education could be enhanced.
5
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Wpływ egzaminu gimnazjalnego z języka angielskiego na proces nauczania i uczenia się

100%
Ellis M.
Neofilolog
|
2009
|
issue 33
185-196
EN
Questionnaires were used to gather data from learners in class 3 lower secondary school and their teachers. This information was compared with data obtained a year earlier during a baseline study, with the aim of assessing what effect the new external examination in English had had on the teaching and learning process. It was found that the examination appears to have positively influenced learner motivation and caused teachers to change materials and teaching techniques.
6
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Supporting young L2 English learners with word recognition: design of early reading materials

100%
Ellis M.
Neofilolog
|
2022
|
issue 59/2
126-143
EN
This theoretical article presents a case for a new approach to the teaching of word recognition in English as a foreign language to young learners in Polish early years education, arguing that there is a need for greater attention to explicit instruction in alphabetic principles, selected phonics and decoding skills. Research in first language (L1) English and foreign language (L2) development of word recognition skills is outlined. Differences between the orthographies of Polish and English are highlighted. Approaches used in L1 early reading instruction are contrasted with those commonly applied in L2 settings. The need for more explicit instruction is rationalized on the basis of a brief description of impressions from 20 hours of classroom observation. The second part of the paper presents some principles for the design of materials to introduce alphabetic principles of English and elements of phonics to support word recognition, with examples. The ability to recognize words rapidly and with ease is a key skill, which, unless mastered early, could potentially have a negative impact on the whole of a child’s language education.
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