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| Pole DC | Wartość | Język |
|---|---|---|
| dc.contributor.author | Gajewska, Klaudia | - |
| dc.date.accessioned | 2021-09-02T10:16:08Z | - |
| dc.date.available | 2021-09-02T10:16:08Z | - |
| dc.date.issued | 2021 | - |
| dc.identifier.citation | Crossroads. A Journal of English Studies 33 (2/2021), pp. 20-38 | pl |
| dc.identifier.uri | http://hdl.handle.net/11320/11439 | - |
| dc.description.abstract | The post-method reality of ESL/EFL education, in which LT is no longer perceived as a largescale enterprise based on one universal method, has encouraged theoreticians and practitioners to search for more personalised ways of L2/FL teaching. This specifically applies to pronunciation instruction, whose models, priorities and teaching procedures ought to be considered in light of the tenets of the Post-Method Era. Even though there is no disputing the fact that the influences of methodology- and globalisation-driven transformations have been generally positive in the sense that they have individualised approaches to LT and facilitated international communication respectively, they have also lowered the status of phonodidactics, which, in effect, is disparagingly referred to as “the neglected orphan” of ESL/EFL pedagogy. | pl |
| dc.language.iso | en | pl |
| dc.publisher | The University of Bialystok | pl |
| dc.rights | Uznanie autorstwa-Użycie niekomercyjne-Na tych samych warunkach 4.0 Międzynarodowe | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/ | * |
| dc.subject | ENL | pl |
| dc.subject | ESL | pl |
| dc.subject | EFL | pl |
| dc.subject | ELF | pl |
| dc.subject | phonodidactics | pl |
| dc.subject | methodology | pl |
| dc.subject | globalisation | pl |
| dc.title | Why has phonodidactics become “the neglected orphan” of ESL / EFL pedagogy? Explaining methodology- and ELF-related motives behind a reluctance towards pronunciation teaching | pl |
| dc.type | Article | pl |
| dc.rights.holder | Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) | pl |
| dc.identifier.doi | 10.15290/CR.2021.33.2.02 | - |
| dc.description.Email | klaudia.e.gajewska@gmail.com | pl |
| dc.description.Biographicalnote | Klaudia Gajewska is a PhD candidate at Maria Curie-Sklodowska University and an English teacher in a secondary school in Lublin, Poland. Her research interests centre around phonodidactics as well as technology-enhanced and mobile-assisted language learning in Polish EFL instructed settings. | pl |
| dc.description.Affiliation | Maria Curie-Sklodowska University, Poland | pl |
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| dc.identifier.eissn | 2300-6250 | - |
| dc.description.issue | 33 (2/2021) | pl |
| dc.description.firstpage | 20 | pl |
| dc.description.lastpage | 38 | pl |
| dc.identifier.citation2 | Crossroads. A Journal of English Studies | pl |
| dc.identifier.orcid | 0000-0002-5796-2951 | - |
| Występuje w kolekcji(ach): | Crossroads. A Journal of English Studies, 2021, Issue 33 | |
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