Writing strategies employed by advanced learners of English - a questionnaire study

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00

Implementing SBI in the foreign language classroom - mission (im)possible?

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00

Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction (LLSI), both from a theoretical and practical perspective. All the contributors to the volume are specialists with considerable expertise in the field of LLS and LLSI, which makes the book an informative and inspirational read. The authors look at the concept of strategy instruction from different perspectives, meticulously not only investigating various LLSI models, taking account of “learner needs and settings and particular language skills,” but also “considering curricula, materials, teachers roles, the ways in which scaffolding is enacted in the classrooms” (p. viii). Since the volume adeptly combines research into LLSI with its theoretical aspects and complexities, it will prove useful to practitioners and researchers alike. Delineating new directions in the field of LLSI, the edited collection is undoubtedly a valuable contribution to ongoing discussions about LLSI and its implementation in the classroom

Applying strategy-based instruction in a foreign language classroom

Research conducted into language learning strategies (LLS) deployed by good learners indicates that teaching the target language may be insufficient in terms of foreign/second language mastery. In fact, many researchers are strongly convinced that teachers should also focus on introducing learning strategies because they can exert a profound impact on the effectiveness of foreign/second language learning (Rubin et al. 2007). One of the most effective ways of making students more cognizant of the notion of strategies is by means of strategy training. Although numerous studies proved the efficacy of strategy-based instruction, there are still certain areas which engender some deal of controversy, for instance selecting the language of the training or the strategies to be taught (Oxford, 1990; O’Malley and Chamot, 1990; Droździał-Szelest, 1997; Ozeki, 2000; Chamot, 2005). The aim of this paper is to gain greater insight into the notion of strategic intervention. The author will address issues such as the aims of strategy training or the ways of its implementation in the classroom. Mention will also be made of the obstacles associated with research into strategy-based instruction.Badania nad strategiami uczenia się wykorzystywanymi przez tzw. dobrych uczniów wykazują, że należy uczyć nie tylko języka, ale również strategii językowych, dzięki którym uczenie się będzie bardziej efektywne (Rubin i in., 2007). Bardzo często zdarza się bowiem, że słabsi uczniowie mimo usilnych starań czują frustrację z powodu gorszych wyników w nauce języka obcego. Co więcej, odnoszą oni wrażenie, że nigdy nie dorównają lepszym uczniom (Rubin, 1990). Pomocny w takich przypadkach może okazać się trening strategiczny, dzięki któremu uczniowie mają okazję pogłębić swoją wiedzę o efektywnych strategiach uczenia się i dzięki temu zwiększyć swoje szanse na sukces w nauce języka obcego. Choć wielu badaczy wykazało korzystną rolę treningu strategicznego, jest kilka kwestii, co do których nie osiągnięto pełnego porozumienia, np. wybór języka instrukcji, rodzaj treningu oraz wdrażanych strategii (Oxford, 1990; O’Malley i Chamot, 1990; Droździał-Szelest, 1997; Ozeki, 2000; Chamot, 2005). W poniższym artykule autorka chciałaby przybliżyć pojęcie treningu strategicznego skupiając się, między innymi, na jego celach oraz sposobach wdrażania. Poruszone zostaną również problemy związane z obecnymi badaniami nad treningiem

What every EFL Instructor Needs to Know: Effective Implementation of Needs Analysis

One of the first issues that any foreign language teacher needs to take into consideration prior to commencing on their language course is the implementation of a comprehensive learner needs analysis (NA) also referred to as needs assessment. Garnering information on, among others, students’ learning preferences, their previous learning experience or their goals is pivotal in order to design a course that would cater to students’ different needs and meet their expectations. A one-size-fits-all approach is not in line with the reality of language teaching in the 21st century, hence the need for the introduction of NA during language classes.The aim of the following article is to explore the area of needs analysis – examine its beginnings and further development; define its basic components and also investigate the different data-collection instruments language teachers have at their disposal. The article will also present the results of a pilot study exploring Polish teachers’ perspectives on the introduction of needs analysis in the foreign language classroom

L’évaluation assistée par l’ordinateur : l’application des tests informatiques dans l’Institut d’études anglaises de l’Université de Łódź en Pologne

Der Band enthält die Abstracs ausschließlich in englischer SpracheNumerous researchers have noticed the need for better measurement of students’ stated learning outcomes (Conole & Warburton, 2005). One of the reasons is the increasing number of university students, which has led to the necessity of finding an efficient form of assessment. One of the ways of testing, which is rapidly gaining popularity among academic staff, is computer-assisted assessment (CAA). The aim of the following paper is to briefly discuss the notion of CAA and the observed positive impacts it has exerted on the testing process at the Institute of English Studies at the University of Lodz, Poland, and to consider several pedagogical implications related to the use of this type of assessment within the institution. The findings were observed by the author of the paper and are not based on empirical data.L'article contient uniquement les résumés en anglais