Classroom-oriented Research

1. Front Matter

   Pages i-xvii

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2. Individual Variation

   1. Front Matter

      Pages 1-1

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   2. Age and the Classroom Learning of Additional Languages

      • David Singleton, Agnieszka Skrzypek

      Pages 3-13

   3. The Sociolinguistic Parameters of L2 Speaking Anxiety

      • Christina Gkonou

      Pages 15-32

   4. Stability and Variability in Pre-Service Language Teachers’ Beliefs

      • Dorota Werbińska

      Pages 33-53

   5. The Relationship Between Learning Strategies and Speaking Performance

      • Agnieszka Pietrzykowska

      Pages 55-68

   6. Strategy Training and its Application in the Process of Foreign Language Learning

      • Olga Trendak

      Pages 69-84

3. Teaching and Learning to Teach

   1. Front Matter

      Pages 85-85

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   2. On the Role of Teacher Questions in EFL Classrooms: Analysing Lesson Videos

      • Petra Kirchhoff, Friederike Klippel

      Pages 87-100

   3. Teacher Interpersonal Communication Abilities in the Classroom with Regard to Perceived Classroom Justice and Teacher Credibility

      • Hadrian Lankiewicz

      Pages 101-120

   4. Action Research and Teacher Development: MA Students’ Perspective

      • Aleksandra Wach

      Pages 121-137

   5. Communicating Solidarity with the Reader: Linguistic Politeness Strategies in EFL Methodology Textbooks

      • Joanna Nijakowska

      Pages 139-152

4. Instructional Practices

   1. Front Matter

      Pages 153-153

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5. Instructional Practices

   1. Micro- and Macro-Perspectives on Students’ Attitudes to Online Classes

      • Anna Turula

      Pages 155-167

   2. The Use of Internet Resources in Developing Autonomy in Learning English Pronunciation: A Qualitative Study

      • Mariusz Kruk, Mirosław Pawlak

      Pages 169-184

   3. Intercultural Teaching in the Polish Context

      • Paweł Sobkowiak

      Pages 185-202

   4. Getting Closer to Native Speaker Competence: How Psycholinguistic Experiments Can Enrich Language Learning and Teaching

      • Mirja Gruhn, Nina Reshöft

      Pages 203-217

   5. Using Dynamic Assessment to Improve L2 Learners’ Knowledge of Grammar: Evidence from the Tenses

      • Reza Barzegar, Rana Azarizad

      Pages 219-227

   6. How to Teach in CLIL? Some Remarks on CLIL Methodology

      • Katarzyna Papaja

      Pages 229-240

6. Research Tools

   1. Front Matter

      Pages 241-241

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The volume brings together papers related to different aspects of classroom-oriented research on teaching and learning second and foreign languages that have been authored by specialists from Poland and abroad. The first part contains contributions dealing with individual variation in the language classroom, in particular age, anxiety, beliefs and language learning strategies. The second part deals with various facets of teachers’ behaviors in the classroom, focusing in particular on classroom communication and the use of action research in teacher training. The third part includes papers devoted to various instructional practices, such as the use of new technologies, the development of intercultural competence, assessment or combining content and language. Finally, the last part deals with issues involved in research methodology, with special emphasis being placed on the use of diaries, observations, mixed methods research as well as triangulation.

• Classroom-oriented Research
• Instructed Second Language Acquisition
• Research Methodology
• Second and Foreign Language Pedagogy

• , Zakład Filologii Angielskiej, Adam Mickiewicz University, Kalisz, Poland

  Mirosław Pawlak, Jakub Bielak, Anna Mystkowska-Wiertelak

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