Abstract-The purpose of this article is to present the results of the research conducted on 102 students of English philology on the Pedagogical University of Cracow, Poland. It focuses on the vocabulary learning strategies used by the advanced students of English seen as the successful language learners. The author of this article tries to discover and systematize the strategies used especially by this group -the group which successfully deals with countless number of new vocabulary items on the daily basis. Precisely, the aim of the following article is to present and analyze the findings of the survey conducted in order to specify which vocabulary learning strategies are used by the advanced students and to discover whether the kind of strategies is related to proficiency. What is more, the author suggests how the data gathered during this research may be helpful when choosing strategies which are presented to students of lower levels. The first part of the paper presents the theoretical background to the topic of vocabulary learning strategies, focusing on their kinds and usage. The following part of the article presents the design of the study i.e. the subjects of the research are described, the research questions are provided and the structure of the questionnaire is outlined. Then the research findings are presented. The issues raised in the research questions are addressed and some teaching implications are offered.
Katarzyna Nosidlak’s book focuses on the theory and practice of foreign language pedagogy construed on a national scale for the needs of higher education systems in Poland under the pressures of international requirements. It raises contemporary issues of official educational discourses on language policy in Europe, which are significant for shaping the vision of the world shared by humans in interindividual communication in general and English as a second language in particular. Approaching the European Qualifications Framework and the Polish Qualifications Framework as tools for coordinating and comparing the content and results of education in the EU Member States at all levels, from basic to post-secondary, the book essentially enriches the knowledge of foreign language teaching and learning in the era of unification of laws on education. The notable achievements of Katarzyna Nosidlak’s book lie in its emphasis on the role of discourses and discursive practices in social life, including the formation of the Polish education system on the example of language pedagogy, its revelation of the consequences of the application of the perspective of social constructivism for communicative practices in foreign language teaching, and its provision of a comprehensive overview of legal acts and publications on the qualifications framework for lifelong learning.
As a result of increasing numbers of immigrants, Poland is currently in the process of transition from a predominantly mono-lingual/cultural to multilingual/cultural country. Consequently, a constantly rising number of foreign students is joining Polish schools, who face the need to adapt to new social and institutional settings. In response to this demographic trend, the main aim of this paper is to point to the role of different factors recognised as facilitating in the process of school adaptation in the case of immigrant students in the Polish educational system. The research participants, 23 Polish teachers of English, in semi-structured interviews, described over 60 cases of multilingual children they used to work with. Out of these, the accounts describing primary school learners who had adapted well to new educational environments were selected for qualitative analysis, conducted with the aid of NVivo Software. In this case study, the stories of four successful adaptations have been selected to illustrate the importance of factors recognised in the analysis as those which favourably assist the process of school adjustment. These include: (1) the individual dispositions of the newcomer, (2) the behaviours of their classmates, (3) the supportive actions of teachers, (4) parents’ engagement and assistance.
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