Speaking and Instructed Foreign Language Acquisition
Published on 4. July 2011
Book
Hardback
328 pages
978-1-84769-411-9 (ISBN)
Description
Developing the ability to speak in a foreign language is an arduous task. This is because it involves the mastery of different language subsystems, simultaneous focus on comprehension and production, and the impact of a range of social factors. This challenge is further compounded in situations in which learners have limited access to the target language. Thus, there is a need to explore issues related to teaching, learning and testing speaking with a view to translating the guidelines based on theoretical positions and research findings into feasible and context-specific pedagogical recommendations. This is the rationale behind this book, which considers speaking from leading theoretical perspectives, investigates individual variables which affect its development, and reports the results of studies focusing on different aspects of its instructed acquisition.
Reviews / Votes
This volume offers comprehensive analysis of speaking skills as one of the most important issues in instructed foreign language acquisition. The nature and development of speaking are not only discussed here from theoretical and practical perspectives but are also well-illustrated with examples of empirical studies in the area. * Professor Danuta Gabrys-Barker, University of Silesia, Poland * This book explores the complexity of acquisition of speaking ability as an instructed foreign language skill. Developing speaking ability in a foreign language involves acquisition of many subsystems which are then used in various social situations with a simultaneous focus on comprehension and production. At the same time, instructed acquisition suffers from limited access to the target language and natural speaking conditions which have to be compensated for by pedagogical procedures. The majority of those issues are the topics of the empirical studies presented in the book. In this way, this volume is probably the most exhaustive study on the subject. * Professor Emeritus Janusz Arabski, Department of English, University of Silesia * The development of oral skills, particularly in a FL, is complicated by a number of social and cognitive factors. The edited volume "Speaking and instructed foreign language acquisition" is an excellent testimony to this and is thus an invaluable contribution to our understanding of current ideas and topics on the acquisition of oral skills in FL settings. Unlike many other volumes on FL acquisition, the present volume presents theoretical discussions drawing on cognitive and sociocultural perspectives. Given recent efforts to adopt a more holistic approach to the study of language acquisition, readers will enjoy the thorough examination of factors at play. * Caroline Payant, Department of English, University of Idaho on The LINGUIST List 23.3856 *More details
Series
Language
English
Place of publication
Bristol
United Kingdom
Publishing group
Channel View Publications Ltd
Target group
Professional and scholarly
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 22 mm
Weight
658 gr
ISBN-13
978-1-84769-411-9 (9781847694119)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Miroslaw Pawlak | Ewa Waniek-Klimczak | Jan Majer
Speaking and Instructed Foreign Language Acquisition
E-Book
07/2011
Multilingual Matters
€14.49
Available for download
Complete work / Part of the work
David Singleton | Simone E. Pfenninger
Second Language Acquisition Collection 3 (Vols 41-60)
Book
Multilingual Matters
€1,034.20
The article will not be published
Persons
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.
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.
Content
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
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