Autonomy in Second Language Learning: Managing the Resources PDF
Preview Autonomy in Second Language Learning: Managing the Resources
Second Language Learning and Teaching Mirosław Pawlak Anna Mystkowska-Wiertelak Jakub Bielak Editors Autonomy in Second Language Learning: Managing the Resources Second Language Learning and Teaching Series editor Mirosław Pawlak, Kalisz, Poland About the Series The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learningininstructedandnon-instructedsettings,todifferentfacetsoftheteaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second languageacquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught. More information about this series at http://www.springer.com/series/10129 ł Miros aw Pawlak Anna Mystkowska-Wiertelak (cid:129) Jakub Bielak Editors Autonomy in Second Language Learning: Managing the Resources 123 Editors MirosławPawlak JakubBielak ZakładFilologii Angielskiej, Wydział ZakładFilologii Angielskiej, Wydział Pedagogiczno-Artystyczny Pedagogiczno-Artystyczny AdamMickiewicz University AdamMickiewicz University Kalisz, Wielkopolskie Kalisz, Wielkopolskie Poland Poland Anna Mystkowska-Wiertelak ZakładFilologii Angielskiej, Wydział Pedagogiczno-Artystyczny AdamMickiewicz University Kalisz, Wielkopolskie Poland ISSN 2193-7648 ISSN 2193-7656 (electronic) Second LanguageLearningandTeaching ISBN978-3-319-07763-5 ISBN978-3-319-07764-2 (eBook) DOI 10.1007/978-3-319-07764-2 LibraryofCongressControlNumber:2016953647 ©SpringerInternationalPublishingSwitzerland2017 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinor foranyerrorsoromissionsthatmayhavebeenmade. Printedonacid-freepaper ThisSpringerimprintispublishedbySpringerNature TheregisteredcompanyisSpringerInternationalPublishingAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Contents Introduction... .... .... .... ..... .... .... .... .... .... ..... .... xi Part I Developing Learner Autonomy The Role of Autonomy in Learning and Teaching Foreign Language Grammar.... .... ..... .... .... .... .... .... ..... .... 3 Mirosław Pawlak A Goal-Setting Logbook as an Instrument Fostering Learner Autonomy .... .... .... .... ..... .... .... .... .... .... ..... .... 21 Anna Klimas Simulation as a Strategy for Enhancing Learner Autonomy in Developing Communicative Competence in ESP .... .... ..... .... 35 Zdeňka Schormová Developing Learners’ Intercultural Competence Through Autonomous Learning .. .... ..... .... .... .... .... .... ..... .... 51 Paweł Sobkowiak Educating Towards Learner Autonomy in Early Education. ..... .... 67 Magdalena Wawrzyniak-Śliwska Learner Autonomy: The Role of Educational Materials in Fostering Self-evaluation .. ..... .... .... .... .... .... ..... .... 85 Halina Wiśniewska Student-Generated Vocabulary Tests as a Way of Fostering Autonomy .... .... .... .... ..... .... .... .... .... .... ..... .... 99 Aleksandra Jankowska and Michał Jankowski v vvii CCoonntteennttss Part II Language Learning Strategies Exploring the Relationship Between Intelligence and the Use of Language Learning Strategies... .... .... .... .... .... ..... .... 121 Larysa Grzegorzewska Fostering Learner Autonomy Through Vocabulary Strategy Training .. .... .... ..... .... .... .... .... .... ..... .... 141 Maria Pilar Agustín-Llach and Andrés Canga Alonso Part III Teacher Autonomy Preservice Teachers’ Perceptions of Teacher Autonomy .... ..... .... 161 Danuta Gabryś-Barker Possible Selves and Student Teachers’ Autonomous Identity. ..... .... 179 Dorota Werbińska Linguistic Autonomy with Recourse to the Concept of Critical Language Awareness: A Practical Proposal for Evaluating Students’ Political Autonomy in Foreign Language Learning..... .... 197 Hadrian Lankiewicz Editors and Contributors About the Editors Mirosław Pawlak is Professor of English in the English Department, Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University, Kalisz, Poland, and DepartmentofResearchonLanguageLearningandTeaching,FacultyofPhilology, StateUniversityofAppliedSciences,Konin,Poland.Hismainareasofinterestare SLA theory and research, form-focused instruction, pronunciation teaching, class- room discourse, learner autonomy, communication and learning strategies, gram- mar learning strategies, motivation and willingness to communicate. His recent publications include Error correction in the foreign language classroom. Reconsidering theissues (2015, Springer)andseveraleditedcollections on learner autonomy, language policies of the Council of Europe, form-focused instruction, speaking in a foreign language, classroom-oriented research and individual learner differences. He is Editor of the journals Studies in Second language Learning and Teaching (www.ssllt.amu.edu.pl) and Konin Language Studies (http://www.ksj. pwsz.konin.edu.pl/?page_id=466&lang=en), as well as the book series Second Language Learning and Teaching, published by Springer (http://www.springer. com/series/10129). E-mail: [email protected] Anna Mystkowska-Wiertelak, Ph.D., is a teacher and teacher trainer working at the Department of English Studies, Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University, Kalisz, Poland as well as Faculty of Philology, State University ofAppliedSciences, Konin, Poland. Her maininterests comprise, apart fromteachereducation,secondlanguageacquisitiontheoryandresearch,language learning strategies, learner autonomy, form-focused instruction, willingness to communicate and motivation. E-mail: [email protected] JakubBielak holdsaPh.D. inLinguistics obtained fromtheSchoolofEnglishof Adam Mickiewicz University, Poznań, Poland. He is Assistant Professor at the DepartmentofEnglishStudiesoftheFacultyofPedagogyandFineArtsatKalisz, Adam Mickiewicz University, and Senior Lecturer at the State University of vii viii EditorsandContributors Applied Sciences in Konin, Poland. His research activity has been centered around cognitive linguistics, form-focused instruction and individual variation in languagelearning.Hehasco-authoredonebook,authoredandco-authoredseveral articles in journals and edited volumes, and co-edited one edited volume. E-mail: [email protected] Contributors Andrés Canga Alonso (Ph.D. in English Philology, University of Oviedo) is Lecturer at the University of La Rioja. His Ph.D. thesis on learner autonomy receivedanawardfromtheSpanishMinistryofEducation.Hisresearchfocuseson the development of learner autonomy and vocabulary acquisition based on e-mail tandemexchanges.He isamember ofGLAURresearch group andCRAL(Center for Research in the Applications of Language). E-mail: [email protected] Danuta Gabryś-Barker is Professor of English at the University of Silesia, Katowice, Poland, where she lectures and supervises MA and Ph.D. theses in appliedlinguistics,psycholinguisticsandespeciallyinsecondlanguageacquisition. Her main areas of interest are multilingualism and applied psycholinguistics. As a teacher trainer she lectures on research methods in second/multiple language acquisition and TEFL projects. Prof. Gabryś-Barker has published over a hundred articles nationally and internationally, as well as the books Aspects of multilingual storage, processing and retrieval (2005) and Reflectivity in pre-service teacher education (2012). She has edited ten volumes, among others for Multilingual Matters, Springer and the University of Silesia Press. She is Editor-in-Chief (to- gether with Eva Vetter) of International Journal of Multilingualism (Taylor & Francis/Routledge) and the journal Theory and Practice of Second Language Acquisition (University of Silesia Press). E-mail: [email protected] Larysa Grzegorzewska completed her MA at Mińsk State Linguistic University. She teaches English for Specific Purposes at Pope John Paul II State School of Higher Education in Biała Podlaska and is a doctoral student at the University of Warsaw.Herresearchinterestliesinthepsychologyofthelanguagelearner,witha special focus on individual differences and language learning strategies. Her Ph.D. thesis explores the relationship between intelligence and the use of language learning strategies. E-mail: [email protected] AleksandraJankowska,Ph.D.,isHeadoftheCentreforEnglishTeacherTraining at the Faculty of English, Adam Mickiewicz University in Poznań. For 20 years (1992–2012)shewasHeadoftheTeacherTrainingCollegeatAMUandfrom1994 to 2008 Leader of the Wielkopolska Region of INSETT, the national in-service teacher training program run by the Centre for Teacher Development in Warsaw. SheisanexperiencedEFLteacherandteachertrainer.Herinterestsincludeteacher education, foreign language teaching at the advanced level, task-based teaching, EditorsandContributors ix classroominteraction,vocabularyacquisitionandtheplaceofcultureintheprocess offoreign language learning. E-mail: [email protected] Michał Jankowski works as Senior Lecturer at the Faculty of English, Adam Mickiewicz University in Poznań, where he has taught advanced EFL courses for over30years,specializinginteachingpronunciation.Hisresearchinterestsinclude practical lexicography, computational linguistics and lexical data mining. Among the subjects that he also teaches are information technology and statistics for lan- guage studies and applications of software tools in quantitative linguisticanalyses. E-mail: [email protected] AnnaKlimas,Ph.D.,isanacademicteacherandateachertrainer.Sheobtainedher doctoral degree from the University of Wroclaw in 2010. Her research interests in applied linguistics and language teaching methodology are in the areas of learner and teacher motivation and autonomy as well as the research methods used in classroom-based studies. E-mail: [email protected] Hadrian Lankiewicz, Ph.D., received his doctoral and postdoctoral degree from the University of Gdańsk, where he is currently Associate Professor in the Department of Applied Linguistics and Translation Studies. His scientific interests oscillate between history, American literature and applied linguistics with the pri- maryfocusonlanguageacquisitionandforeignlanguageteachingmethodology.In recent years, his research has concentrated on an ecological metaphor in language learning and critical language awareness. E-mail: [email protected] Maria Pilar Agustín-Llach (Ph.D. in Applied Linguistics, Universidad de La Rioja, MPhil Spanish Applied Linguistics, Universidad Antonio de Nebrija) is Lecturer at the University of La Rioja. Her main research interests are second and foreign langÎuage acquisition, particularly vocabulary acquisition in a foreign language and factors that influence this process. The variables she has attended to are L1 influence, age, L2 proficiency, gender or L2 learning context (CLIL vs. non-CLIL).SheisamemberoftheresearchgrouponAppliedLinguisticsGLAUR. E-mail: [email protected] Zdeňka Schormová, Ph.D., has been teaching English to secondary and tertiary learners. She specializes in English for specific purposes, particularly medical English (teaching Traumateam of the Czech Republic) and she has carried out research on the development of communicative competence and learner autonomy viasimulation. Sheteachesacademicwriting andpresentinginEnglishtodoctoral students and university lecturers. She runs international projects which support activelearninginrealisticsettingsandpromoteclosecooperationbetweenlanguage teachers in ESP, teachers of specialized subjects and hospital specialists in the preparation of realistic teaching materials. E-mail: [email protected] Paweł Sobkowiak, Ph.D., is Senior Lecturer at the School of Law and Administration,AdamMickiewiczUniversityinPoznań,whereheteachesbusiness Englishandcommunicationtostudentsofmanagement.Hismainresearchinterests
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