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This book investigates various aspects of speaking in a foreign language. It is unique in considering this key skill from both psycholinguistic and sociolinguistic perspectives, and in focusing entirely on instructed foreign language contexts. The book demonstrates how theory and research can be translated into classroom practice.
List of contents
Preface Part I: Theoretical perspectives on instructed acquisition of speaking 1. Miroslaw Pawlak: Instructed acquisition of speaking: Reconciling theory and practice 2. Agnieszka Nowicka and Weronika Wilczynska: Authenticity in oral communication of instructed L2 learners 3. Piotr Bialas: Formulaic sequences in the output of instructed L2 learners 4. Agnieszka Wrobel: Formulaicity vs. fluency and accuracy in using English as a foreign language. 5. Jan Majer: Talking the same language: Sociocultural aspects of code-switching in L2 classroom discourse 6. Anna Nizegorodcew: Speaking in English for Academic Purposes in the light of Lingua Franca English Part II: Speaking and individual variables 7. Adriana Biedron: Near-nativeness as a function of cognitive and personality factors. Three case studies of highly able foreign language learners 8. Ewa Waniek-Klimczak: 'I am good at speaking, but I failed my phonetics class' - pronunciation and speaking in advanced learners of English 9. Krystyna Drozdzial-Szelest: Oral skills awareness of advanced ESL learners 10. Aneta Calka: Pronunciation learning strategies - identification and classification 11. Magdalena Wrembel: Metaphonetic awareness in the production of speech 12. Krzysztof Nerlicki: Foreign language speaking anxiety from the perspective of Polish students of German studies 13. Ewa Piechurska-Kuciel: The relationship between language anxiety and the development of the speaking skill. Results of a longitudinal study Part III: Research into instructed acquisition of speaking 14. Sebastian Piotrowski: On the authenticity of communication in the foreign language classroom 15. Irena Czwenar: Ways to proficiency in spoken English as a foreign language - tracing individual development 16. Anna Mystkowska-Wiertelak: Task repetition as a way of enhancing oral communication in a foreign language 17. Mariusz Kruk: The use of the Internet and Instant Messengers in assisting the acquisition of speaking skills in English lessons 18. Dorota Werbinska: Investigating the perception of speaking skills with metaphor-based methods 19. Jolanta Szpyra-Kozlowska: Phonetically difficult words in intermediate learners' English 20. Przemyslaw Krakowian: Transcultural interference, communities of practice and collaborative assessment of oral performance
About the author
Mirosl‚aw Pawlak is Professor of English in the English Department at the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University in Kalisz, Poland. His main areas of interest are SLA theory and research, form-focused instruction, classroom discourse, learner autonomy, communication and learning strategies, individual learner differences and pronunciation teaching.
Ewa Waniek-Klimczak is Professor of English linguistics and the Director of Studies in the Institute of English at the University of Lodz. She teaches courses in phonetics, phonology, accents of English and spoken discourse. Her main research interests are the acquisition and usage of the SL sound system, cross-linguistic phonetics and phonology and pronunciation teaching.
Jan Majer is Professor of English and head of the Department of Psycholinguistics and ELT, Institute of English Studies, Faculty of Philology, University of Lodz, Poland. His main areas of interest are bilingualism, second language acquisition theory and research, analysis of classroom communication, and English as an International Language.
Summary
This book investigates various aspects of speaking in a foreign language. It is unique in considering this key skill from both psycholinguistic and sociolinguistic perspectives, and in focusing entirely on instructed foreign language contexts. The book demonstrates how theory and research can be translated into classroom practice.
