Personal experiencing of spoken English by Poles
The paper addresses applicability of terms and rationale normally associated with early language education to the learning (and articulation) of English by adult Poles. It discusses how grown-ups – supposedly aware of how important speech is for their language success – prove victim to affective obs...
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| Format: | Article |
| Language: | English |
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University of Gdańsk
2017-02-01
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| Series: | Problemy Wczesnej Edukacji |
| Subjects: | |
| Online Access: | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/714 |
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| _version_ | 1823858450666356736 |
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| author | Michał Daszkiewicz |
| author_facet | Michał Daszkiewicz |
| author_sort | Michał Daszkiewicz |
| collection | DOAJ |
| description | The paper addresses applicability of terms and rationale normally associated with early language education to the learning (and articulation) of English by adult Poles. It discusses how grown-ups – supposedly aware of how important speech is for their language success – prove victim to affective obstacles, require the personally – and emotionally-experienced sense of achievement, which implies that the character of their language learning does not depart too far from that of young children. The paper opens with a section concerning the (Polish) national edge of the learning of English and focusing on the learners’ decision not to speak having a personal and crucial character. Then, the issue of affective obstacles is examined theoretically in a discussion on the suitability of specific early education terms for adult language education, and empirically – through a qualitative study of what effect is obtained among Polish grown-ups by using a language teaching method resting on L2 early education terms. It is observed that following a simple teaching procedure in which learners were presented with a set of topic-oriented questions and exemplary answers and then requested to remark (in Polish) on (a four-faceted construct reflecting) how they feel about their productive language learning, an immediate positive outcome is obtained on the affective stratum.
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| format | Article |
| id | doaj-art-f7d2813b4c3645a78896fb233b714318 |
| institution | Kabale University |
| issn | 1734-1582 2451-2230 |
| language | English |
| publishDate | 2017-02-01 |
| publisher | University of Gdańsk |
| record_format | Article |
| series | Problemy Wczesnej Edukacji |
| spelling | doaj-art-f7d2813b4c3645a78896fb233b7143182025-02-11T11:23:12ZengUniversity of GdańskProblemy Wczesnej Edukacji1734-15822451-22302017-02-0136110.5604/01.3001.0010.1996Personal experiencing of spoken English by PolesMichał Daszkiewicz0University of GdańskThe paper addresses applicability of terms and rationale normally associated with early language education to the learning (and articulation) of English by adult Poles. It discusses how grown-ups – supposedly aware of how important speech is for their language success – prove victim to affective obstacles, require the personally – and emotionally-experienced sense of achievement, which implies that the character of their language learning does not depart too far from that of young children. The paper opens with a section concerning the (Polish) national edge of the learning of English and focusing on the learners’ decision not to speak having a personal and crucial character. Then, the issue of affective obstacles is examined theoretically in a discussion on the suitability of specific early education terms for adult language education, and empirically – through a qualitative study of what effect is obtained among Polish grown-ups by using a language teaching method resting on L2 early education terms. It is observed that following a simple teaching procedure in which learners were presented with a set of topic-oriented questions and exemplary answers and then requested to remark (in Polish) on (a four-faceted construct reflecting) how they feel about their productive language learning, an immediate positive outcome is obtained on the affective stratum. https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/714Englishsecond languageaffectpersonal educational eventdirected utterance |
| spellingShingle | Michał Daszkiewicz Personal experiencing of spoken English by Poles Problemy Wczesnej Edukacji English second language affect personal educational event directed utterance |
| title | Personal experiencing of spoken English by Poles |
| title_full | Personal experiencing of spoken English by Poles |
| title_fullStr | Personal experiencing of spoken English by Poles |
| title_full_unstemmed | Personal experiencing of spoken English by Poles |
| title_short | Personal experiencing of spoken English by Poles |
| title_sort | personal experiencing of spoken english by poles |
| topic | English second language affect personal educational event directed utterance |
| url | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/714 |
| work_keys_str_mv | AT michałdaszkiewicz personalexperiencingofspokenenglishbypoles |