Beginning from the conflict between individual learner differences and the institutionalized, often inflexible character of formal language instruction, Individual Learner Differences in SLA addresses the fact that despite this apparent conflict, ultimate success in learning a language is widespread. Starting with theoretically-based chapters, the book follows the thread of learner differences through sections devoted to learner autonomy; differentiated application of learning strategies; diagnostic studies of experienced learners’ management of the learning process; and reports on phonological attainment and development of language skills. Rather than providing an overview of all individual variables, the book reveals how some of them shape and affect the processes of language acquisition and use in particular settings.
Tabela de Conteúdo
Janusz Arabski and Adam Wojtaszek: Introduction
Part 1 BACKGROUND ASSUMPTIONS
CHAPTER I-Dieter Wolff: Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict?
CHAPTER 2-Mirosław Pawlak: Research into Language Learning Strategies: Taking Stock and Looking Ahead
Part 2 SUPPORTING LEARNER AUTONOMY
CHAPTER 3-Hasan Bedir: Teachers’ Perceptions of Individual Differences in Turkish Primary School EFL Classes
CHAPTER 4-Maria Stec and Anna Studenska: Learning Autonomy Support By Foreign Language Teachers
CHAPTER 5- Anna Studenska: Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Lanugage Learning
Part 3 LEARNERS’ ABILITIES IN STRATEGY APPLICATION
CHAPTER 6-Anna Mystkowska Wiertelak: The Development of Implicit Knowledge Through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction
CHAPTER 7-Agnieszka Otwinowska-Kasztelanic: Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners Of English
Part 4 EXPERIENCED LEARNERS
CHAPTER 8-Ewa Piechurska-Kuciel: A Study of Gender-Related Levels of Processing Anxieties Over Three Years of Secondary Grammar School Instruction
CHAPTER 9-Joanna Bielska: Challenge or Threat? A Study of Perceived Self-efficacy of Polish EFL Teachers
CHAPTER 10-Andrzej Łyda, Krystyna Warchał and Alina Jackiewic: Managing Criticism and Praise by Trainee Interpreters: Looking For Gender Differences
CHAPTER 11-Zbigniew P. Możejko: Student Needs Assessment in Teaching English at the Tertiary Level – An Individual Learner Differences Perspective
Part 5 INDIVIDUAL CHARACTER OF PHONOLOGICAL ATTAINMENT
CHAPTER 12-Andrzej Porzuczek: Regularity and Individual Variation in Native English and Polish Learner’s Wh-Question Suprasegmentals
CHAPTER 13-Arkadiusz Rojczyk: Time-Limited Verbal Fluency Task with Polish-English Unbalanced Bilinguals
CHAPTER 14-Eleni Tsiartsioni: The Acquisition of English Vowel Length Differences before Word Final Stops by Greek Learners of English
Part 6 FOCUS ON LANGUAGE SKILLS: READING AND WRITING
CHAPTER 15-Sıla Ay and Özgür Şen Bartan: Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest
CHAPTER 16-Halina Chodkiewicz: Individual Differences in L2 Readers’ Strategic Behaviour While Performing Reading to Learn Tasks: A Case Study
CHAPTER 17-Liliana Piasecka: Current Views on Foreign Language Reading Motivation
CHAPTER 18-Danuta Gabryś-Barker: From Oral Input to Written Output: On Individual Differences in External Storing of Information
CHAPTER 19-Jan Zalewski: Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment
CHAPTER 20-Iwona Kowal: Online Revisions in FL Writing. General Rules and Individual Differences
Sobre o autor
Adam Wojtaszek is Associate Professor and the Deputy Director at the Institute of English, University of Silesia, Katowice, Poland. His major field of interest is linguistic pragmatics, psycholinguistics and language of persuasion. He has published two books on advertising language, Deciphering Radio Commercials – A Pragmatic Perspective (2002) and Theoretical Frameworks in the Study of Press Advertisements – Polish, British and Chinese Perspective (2011), as well as a number of articles on the topic. Within the area of psycholinguistics and second language acquisition studies, he has co-edited a number of volumes reporting on recent studies and developments, such as Neurolinguistic and Psycholinguistic Perspectives on SLA (2010), The Acquisition of L2 Phonology (2011a), Individual Learner Differences in SLA (2011b), Aspects of Culture in Second Language Acquisition and Foreign Language Learning (2011c), and recently Studying Second Language Acquisition from a Qualitative Perspective (2014). He is also the author of a chapter on morphosyntactic development in the volume edited by Danuta Gabryś-Barker, Readings in Second Language Acquisition (2012). He is also one of the organizers of the annual international SLA conference held in Szczyrk, Poland, a major event of international recognition, initiated in the mid 1980’s by Janusz Arabski.
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