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http://hdl.handle.net/11320/6257
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Pole DC | Wartość | Język |
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dc.contributor.author | Daszkiewicz, Michał | - |
dc.date.accessioned | 2018-02-01T11:30:31Z | - |
dc.date.available | 2018-02-01T11:30:31Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Crossroads. A Journal of English Studies 16 (1/2017), pp. 4-18 | pl |
dc.identifier.uri | http://hdl.handle.net/11320/6257 | - |
dc.description.abstract | The paper reports on a study with over 600 respondents (EFL students) from 18 countries, concerning their personal approach to mastering two selected topics (Clothes and Sport). The hypotheses and the major conclusions relate to four facets – structure, lexis, correctness, fluency – which are presented in the paper as components to which L2 students need to be positively oriented to fully master any given topic. The study reveals structural orientation (within and across topics) to be approached least positively and, contrary to initial expectations – correct use of language being as much desired as the mastery of lexis and attainment of fluency. Most crucial empirical observations concern intercultural differences detected on the topical level, discrepancies between declared practices and indecisiveness in learning, and resignation from learning habits boosting control over the language learnt. The study is grounded in the concept of ‘composing one’s own English’ as a personalised approach conducive to what is referred in the paper as formal control over it. | pl |
dc.language.iso | en | pl |
dc.publisher | The University of Bialystok | pl |
dc.subject | Composing Your Own English | pl |
dc.subject | attitude to L2 | pl |
dc.subject | personalised learning | pl |
dc.subject | language mastery/masterpiece | pl |
dc.subject | intercultural differences | pl |
dc.title | Do English learners from different countries approach (“compose”) topics differently? A study report | pl |
dc.type | Article | pl |
dc.identifier.doi | 10.15290/cr.2017.16.1.01 | - |
dc.description.Email | pedmd@univ.gda.pl | pl |
dc.description.Biographicalnote | Michał Daszkiewicz holds a PhD in applied linguistics and teaches at the Institute of Education at the University of Gdańsk. He is the initiator and coordinator of the international Educational Role of Language Network, the chief aim of which is to bridge the gap between educational and linguistic studies. His recent publications address this interdisciplinary blend and issues such as personal experiencing of language, second language oracy, relation between L2 reception and production, and, more broadly, educational linguistics. Currently, he is working on the relationship between general education and language skills, particularly the productive ones. | pl |
dc.description.Affiliation | University of Gdańsk | pl |
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dc.description.references | Wenzel, R. 2015. Language education and teaching by the learner’s text creation. In: K. Janczukowicz & M. Rychło (eds.), General Education and Language Teaching Methodology. The Gdańsk School of ELT, 113-114. Frankfurt am Main: Peter Lang | pl |
dc.identifier.eissn | 2300-6250 | - |
dc.description.issue | 16 (1/2017) | - |
dc.description.firstpage | 4 | pl |
dc.description.lastpage | 18 | pl |
dc.identifier.citation2 | Crossroads. A Journal of English Studies | pl |
Występuje w kolekcji(ach): | Crossroads. A Journal of English Studies, 2017, Issue 16 |
Pliki w tej pozycji:
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Crossroads_16_2017_M_Daszkiewicz_Do_English_learners_from_different_countries_approach.pdf | 224,4 kB | Adobe PDF | Otwórz |
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