Статья

https://doi.org/10.20339/PhS.5-18.026

Michał Daszkiewicz,

PhD

University of Gdańsk, Poland

e-mail: pedmd@univ.gda.pl

The paper addresses the seemingly paradoxical phenomenon of the conventional underlying the personal in foreign language learning, i.e. how the presence of fixed language elements (collocations etc.) contributes to EFL learners’ subjective sensation of personally meaningful educational experience. Resting on the rationale of FL learning taking the form of composing^[1], the paper aims to outline observations justifying the application of ready-given word combinations (which, by some theoreticians and practitioners, tend to be disparaged as being not ambitious or developmental enough). It discusses the key point from the four perspectives: pedagogica — whereby the fact of students’ uttering subject matter is cherished, didactic — here the so-called ‘directed utterances’ are advocated, linguistic — in the case of which the pivotal issue is exemplified with one specific semantic field, and psycholinguistic perspective — whereby EFL learners’ awareness of conceptual relationships within and across topics (“formal control”) proves highly conducive to learning and as such merits being treated as a central educational objective. Although the examples included in the paper are derived from EFL materials, the overall approach presented herein applies to all other disciplines and subjects.

Keywords: foreign language learning, educational experience, linguistic.

References

1. Altheide D.I, J.M. Johnson (1998). Criteria for assessing interpretative validity in qualitative research. In: N. Denzin, Y.S. Lincoln (Eds.), Collecting and Interpreting Qualitative Materials. London: SAGE, 293–312.
2. Bourne D., D.A. Jankowicz (2012) Technika identyfikacji konstruktów osobistych. In: D. Jemielniak (Ed.), Badania jakościowe. Metody i narzędzia. Tom 2, (pp. 221-246), Warszawa: Wydawnictwo Naukowe PWN.
3. Daszkiewicz M. (2016) A directed utterance as a personal educational event and a tool for seamlessness between (L1 and L2) reception and production. In: Stanulewicz D., Janczukowicz K., Racławska-Daniluk M. (Eds.) Language education: controversies, observations and proposals, Frankfurt am Main: Peter Lang, 215–225.
4. Daszkiewicz M. (2017a). Compose your own English. Theoretical foundations and practical aspects of a personalized speaking-oriented EFL approach. Filologičeskie Nauki. Naučnye Doklady Vysšej Školy. 2017, no. 2, 37–50. DOI 10.20339/PhS.2-17.037.
5. Daszkiewicz M. (2017b). Psycholinguistic study of personal approach of EFL students to learning English topical vocabulary. Filologičeskie Nauki. Naučnye Doklady Vysšej Školy. 2017, no. 6, 38–49. DOI 10.20339/PhS.6-17.038
6. Daszkiewicz M. (2017c). Construction of personal language critical educational incidents. In: M. Daszkiewicz, A. Wasilewska, E. Filipiak, R. Wenzel (Eds.) Educational Role of Language, Gdańsk: Wydawnictwo “Katedra”, 115–136.
7. Earnshaw B. (2016). Start talking at the back… middle and front of class. In: Speaking Frankly. The case for oracy in the curriculum. London: English-Speaking Union/Voice 21, 11–17.
8. Flick U. (2014). Managing Quality in Qualitative Research. Los Angeles/London: SAGE Publications.
9. Friske J. (1999). Wprowadzenie do badań nad komunikowaniem. Wrocław: Wydawnictwo Astrum.
10. Greenbaum S. (1996). The Oxford English Grammar. Oxford: Oxford University Press.
11. Lakoff G., M. Johnson (1980). Metaphors We Live By. Chicago: The University of Chicago Press.
12. Moss P.A. (2003). Reconcepualising validity for classroom assessment. Educational Measurement. Issues and Practice, Winter 2004, 13-25.
13. Mudyń K. (1975). Zdarza się, że myślimy, Kraków: Wydawnictwo Projesjonalnej Szkoły Biznesu.
14. Naicker S. & R.J. Balfour. (2009). Policy and strategies for ESL pedagogy in multilingual classrooms: the Classroom Talk Programme. In: The Language Learning Journal, 37:3, 339–358.
15. Niemierko B. (2002). Ocenianie szkolne bez tajemnic, Warszawa: Wydawnictwo WSiP.
16. Peacock A. (2016). The Central Importance of Oracy in the Primary Curriculum. In: Speaking Frankly. The case for oracy in the curriculum. London: English-Speaking Union/Voice21, 31–39.
17. Pennebaker J.W., M.R. Mehl, K.G. Niederhoffer (2003). Psychological Aspects of Natural Language Use: Our Words, Our Selves. In: Annual Review in Psychology 54: 547–577.
18. Razfar A., & J. C. Rumenapp (2014). Applying linguistics in the classroom. A Sociocultural Approach, New York: Routledge Taylor & Francis Group.
19. Rogers C. (1969). Freedom to Learn, Merrill: Columbus.
20. Selinker L. (1972). Interlanguage. In: International Review of Applied Linguistics, 10, 209–30.
21. Sędek G. (1995). Bezradność intelektualna w szkole. Warszawa: Wydawnictwo Instytutu Psychologii PAN.
22. Smith J.K. (2003). Reconsidering reliability in classroom assessment and grading. Educational Measurement. Issues and Practice, Winter 2004, 26–33.
23. Wei L. & H. Ying (2011). On the Role of Formulaic Sequences in Second Language Acquisition. In: US-China Foreign Language, November 2011, Vol. 9, No. 11, 708–713.
24. Young D. (1999). Affect in foreign language and second language learning: A practical guide to creating a low anxiety classroom atmosphere, Boston: McGraw-Hill.
25. Ziafar M. (2016). The Role of Formulaic Chunks in First Language Acquisition. In: International Journal of Modern Language Teaching and Learning, Vol. 1, Issue I, 21–28.