ENGLISH STUDIES inENGLISH STUDIES inENGLISH STUDIES inENGLISH STUDIES in POLAND, 1909POLAND, 1909POLAND, 1909POLAND, 1909----2009200920092009

American Studies

British/Commonwealth Studies Linguistics & Applications of Linguistics Teaching English as a Foreign Language

Part Five

Introduction to Teaching English

as a Foreign Language

Bibliographer Ronnie D. Carter, Ph.D.

Professor emeritus of English Indiana University East

USA

Editor Franciszek Lyra, Ph.D.

American Studies Center University of Warsaw

POLAND

Co-editor Agnieszka Wróbel

University of Warsaw Library University of Warsaw

POLAND

University of Warsaw Library 2016

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TABLE OF CONTENTS

PART ONE Acknowledgements

Current Opportunities in English Studies in Poland Prof. dr Wiesław Oleksy, Director emeritus

Department of Transatlantic and Media Studies University of Łódź

List of Contributors Index of Promotors/Advisors

Preface to English Studies in Poland, 1909-2009

PART TWO Introduction to American Studies

Seventy-Nine Years of Degree Work on American Studies in Poland, 1931-2009

Bibliography of American Studies

PART THREE Introduction to British/Commonwealth Studies

Bibliography of British/Commonwealth Studies

PART FOUR Introduction to Linguistics/Application of Linguistics

Prof. dr hab. Rafał Molencki English Language Institute

University of Silesia Katowice, Poland

Bibliography of Linguistics/Applications of Linguistics

PART FIVE Introduction to Teaching English as a Foreign Language – 7

Prof. dr hab. Danuta Gabryś-Barker English Language Institute

University of Silesia, Katowice, Poland

Bibliography of TEFL – 17

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Index of TABLES in English Studies in Poland, 1909-2009

Preface to English Studies

TABLE 1: American & British/Commonwealth (nonliterary) cultural studies TABLE 2: Degrees awarded by English Institutes/Centers, 1909-2009 TABLE 3: Summary of program share as a percent of total degrees awarded TABLE 4: Interwar focus areas of English Studies, 1920-39 TABLE 5: Relative strength of area programs, 1940-49 TABLE 6: Relative strength of area programs, 1950-59 TABLE 7: Relative strength of area programs, 1960-69 TABLE 8: Relative strength of area programs, 1970-79 TABLE 9: Relative strength of area programs, 1980-89 TABLE 10: Relative strength of area programs, 1990-99 TABLE 11: Relative strength of area programs, 2000-09

Introduction to American Studies

TABLE 12: Degrees awarded by English Institutes/Centers, 1909-2009 TABLE 13: The strength of area programs in English Studies, 1909-1919 TABLE 14: Interwar strength of area programs in English Studies, 1920-29 TABLE 15: Interwar strength of area programs in English Studies, 1930-39 TABLE 16: Relative strength of area programs, 1940-49 TABLE 17: Relative strength of area programs, 1950-59 TABLE 18: Top ten writers, 1950-59, in academic degree work TABLE 19: Relative strength of area programs, 1960-69 TABLE 20: Top ten writers, 1960-69, in academic degree work TABLE 21: Relative strength of area programs, 1970-79 TABLE 22: Top ten writers, 1970-79, in academic degree work TABLE 23: Relative strength of area programs, 1980-89 TABLE 24: Top ten writers, 1980-89, in academic degree work TABLE 25: Relative strength of area programs, 1990-99 TABLE 26: Top eleven writers, 1990-99, in academic degree work TABLE 27: Relative strength of area programs, 2000-2009 TABLE 28: Program share as a percent of total degrees awarded TABLE 29: Changing foci in American Studies, 1960-2009 TABLE 30: Changing foci in British/Commonwealth Studies, 1960-2009 TABLE 31: American authors by decade of first appearance, 1931-2009 TABLE 32: Works per writer per decade of appearance TABLE 33: "One-off" works by new writers TABLE 34: Female authors in the American vs. British canon, 1909-2009 TABLE 35: New authors classified by ethnicity and race (best decade in boldface) TABLE 36: American Studies evolving scientific cultural fields TABLE 37: Gothic & vampire, horror & terror in literary studies in Poland TABLE 38: 100 top American writers, 1931-2009 TABLE 39: Top American writers by historical period TABLE 40: All 776 American writers and cultural fields

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Introduction to British/Commonwealth Studies

TABLE 12: Degrees awarded by English institutes/centers, 1909-2009 TABLE 41: Writer, 1909-1919, in academic degree work TABLE 42: Writers, 1920-1929, in academic degree work TABLE 43: Top writers, 1930-1939, in academic degree work TABLE 44: Top writers, 1940-1949, in academic degree work TABLE 45: Top ten writers, 1950-1959, in academic degree work TABLE 46: Top ten writers, 1960-1969, in academic degree work TABLE 47: Top ten writers, 1970-79, in academic degree work TABLE 48: Top ten writers, 1980-89, in academic degree work TABLE 49: Top fifteen writers, 1990-99, in academic degree work TABLE 50: Top twenty writers, 2000-09, in academic degree work TABLE 51: Changing foci in British/Commonwealth Studies, 1960-2009 TABLE 52: Writers in the British/Commonwealth canon, 1909-2009 TABLE 37: The macabre (gothic & vampire, horror & terror) TABLE 53: Most popular writers in last 50-101 years (1909-2009) TABLE 54: Most popular new writers in last 20-49 years (1960-2009) TABLE 55: Most popular new writers in last 20 years (1990-2009) TABLE 35: Female authors in the American vs. British canon, 1909-2009 TABLE 56: Female vs. male authors in American & British/Commonwealth canons TABLE 57: Top 100 Writers in British/Commonwealth Studies, 1909-2009 TABLE 58A: British/Commonwealth evolving artistic cultural fields TABLE 58B: British/Commonwealth evolving scientific cultural fields TABLE 59: Top British/Commonwealth writers by historic period TABLE 60: New faces and evolving canon in British/Commonwealth Studies

Introduction to Linguistics & Application of Linguistics

TABLE 61: Number and Percentage of Linguistic habilitations in Poland’s English Institutes TABLE 62: Number and percent of Linguistic doctorates in Poland’s English Institutes TABLE 63: Number of MA theses in Linguistics and in Applications of Linguistics (solo and

cross-referenced) in English institutes TABLE 64: The average per year number of MA theses in Linguistics in the 17 English

Institutes/Schools of English TABLE 65: The average per year number of MA theses in Applications of Linguistics in 17

English Institutes/Schools of English

Linguistics

TABLE 66: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Phonetics & Phonology (#1) in the 17 English institutes/schools

TABLE 67: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Morphology (word formation and inflexion) (#2) in the 17 institutes/schools

TABLE 68: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Syntax (#3) in the 17 institutes/schools

TABLE 69: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Semantics (#4) in the 17 institutes/schools

TABLE 70: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Stylistics (#5) in the 17 institutes/schools

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TABLE 71: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Text Linguistics (#6) in the 17 institutes/schools

TABLE 72: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Discourse Analysis & Pragmatics (#7) in the 17 institutes/schools

TABLE 73. Number & percentage of Dr habilitations, Dr dissertation & MA theses in Psycholinguistics (#8) in the 13 institutes/schools

TABLE 74: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Sociolinguistics (#9) in the 17 institutes/schools

TABLE 75: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Gender Studies (#9a) in the 17 institutes/schools

TABLE 76: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Media Studies (#9b) in the 17 institutes/schools

TABLE 77: Number & percentage of Dr habilitations, Dr dissertations & MA theses in General Linguistic Theory (#10) in the 17 institutes/schools

TABLE 78: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Cognitive Linguistics (#10a) in the 17 institutes/schools

TABLE 79: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Historical Linguistics (#11) in the 17 institutes/schools

TABLE 80: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Language Varieties (#12) in the 17 institutes/schools

TABLE 81: Number & percentage of Dr habilitations, Dr dissertations & MA theses in British & American English (#13) in the 17 institutes/schools

TABLE 82: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Spelling (#14) in the 17 institutes/schools

Applications of Linguistics

TABLE 83: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Translation Studies (#15) in the 17 institutes/schools

TABLE 84: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Lexical & Lexicographic Studies (#16) in the 17 institutes/schools

TABLE 85: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Terminology Studies (#17) in the 17 institutes/schools

TABLE 86: Number & percentage of Dr habilitations, & Dr dissertations & MA theses in Comparative-Historical Studies (#18a-b) in the 17 institutes/schools

TABLE 87: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Contrastive Studies: English-Polish / Polish-English (#19a) in the 17 institutes/ schools

TABLE 88: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Contrastive Studies: Other Language Combinations (#19b) in the 17 institutes/ schools

TABLE 89: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Error Analysis (#20) in the 17 institutes/schools

TABLE 90: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Linguistic Approaches to Literary Texts: Historical (700-1899 CE) (#21a) in the 17 institutes/schools

TABLE 91: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Linguistic Approaches to Literary Texts: Contemporary (1900-2009 CE) (#21b) in the 17 institutes/schools

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Note to a Polish Writer Whose Work Is Not Listed I apologize in advance to those students who earned degrees at English institutes, American Studies centers, and private colleges/universities yet whose works are not listed in this national bibliography. Despite herculean efforts by editor Dr Franciszek Lyra of Warsaw University and me, some librarians, archivists and humanities deans failed to response to repeated requests for data concerning degree work. Two directors pled “privacy protection” of student work. In one case it took three letters over nine months to the dean, a phone call by a former minister of national education to the university rector as well as letters to four different MA promotors to move the dean to release the names. Then one rainy day the data showed up as a computer attachment without one word of explanation. If your work is missing and you want it listed, please send me the information at rdcarter@indiana.edu by 30 September 2016. I shall then verify the datum with your humanities dean (dziekanat) and enter it by 30 December 2016. No one else can alter this bibliography.

Introduction to TEFL (Teaching English as a Foreign Language)

Classification categories

21. Error Analysis, Error Correction, Pedagogical Grammar, Linguistic Issues 22. Pronunciation, Grammar, Vocabulary 23. Teaching TEFL Skills (Listening, Reading, Speaking, Writing) 24. Teacher Training, Lesson Planning, Classroom Interaction 25. Language Testing/Assessment 26. Individual Factors, Bilingualism 27. Teaching Children 28. Theoretical Issues, Approaches, Methods, Techniques 29. ESP: English for Specific Purposes 30. Various: Autonomy, Strategies, Authentic Materials, Teaching Aids (including the

Electronic Ones, CLIL) 31. Learners with Special Needs: ADHD, Aphasia, Autism, Blind, Deaf, Down’s

Syndrome, Dyslexia, Gifted Students 32. Textbook/Coursebook Evaluation, Dictionary Use & Culture in TEFL

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Introduction to Teaching English as a Foreign Language in Poland

Prof. dr hab. Danuta Gabryś-Barker

English Language Institute University of Silesia,

Katowice, Poland

In the Introduction to the first edition of English Studies in Poland, 1909-2009: Teaching English as a Foreign Language, Prof. Maria Dakowska overviewed the development of applied TEFL as a scholarly discipline at Polish Universities up to the year 2000, describing it as a fast growing area of research that had at first to detach itself from the well-established field of applied linguistics in the 1980s. The speed of this development was very much due to the language policy of the Ministry of Education, which began to emphasize the importance of languages by introducing two obligatory but chosen foreign languages at schools in 1990, at the same time eliminating enforced language instruction in Russian. It was a time when the need for foreign language teacher training led to the creation of colleges with three-year vocational courses, which then produced a fairly large number of qualified teachers for the job market in a relatively short time. Also, the decision was made to lower the starting age for foreign languages learning to grade 4 (and later on―in some cases―to grade 1) of the primary school. This change required better qualified teachers specializing in teaching young learners. Priority was given to English as social demand for this language was greater than for the others (Dakowska 2000).

The need for greater numbers of qualified teachers of EFL set in motion by educational policy initiatives and realized by the creation of new colleges and by MA TEFL programs at universities, resulted in a surge in numbers of TEFL-related theses, which is well-evidenced by the large number of theses written at various stages of professional development by future teachers and those who became scholars and researchers in the area. The MA, Dr and postdoctoral habilitacja corpus gathered here amounts to over six thousand works. This edition of the bibliography aims to offer a commentary on trends in TEFL academic research in different research areas, pointing up the new demands and research investment which have been necessary to improve TEFL practice in present-day Poland.

This corpus of over six thousand theses is presented here following the twelve research areas of Dakowska (2000), which do indeed feature prominently in the biblio-graphical data, but I should also like to emphasize the emergence of new trends in academic research. It was not an easy task to divide the corpus according to thematic focus, as many works cover different aspects of the same theme and so they have been cross-listed.

Looking quantitatively at each of the thematic categories of the theses, theoretical issues, approaches, methods and techniques predominate in the choice of research topics both for MA and Dr works, with the development of English pronunciation, grammar and vocabu-lary, and teaching language skills as the second and the third most widely pursued research interests. Such clearly defined choices can be explained by the fact that, on the one hand, there is the perception that theoretical issues are the most academically appropriate topics and, on the other, that the latter two areas are the most pertinent to classroom language instruction. The other thematic categories presented here, according to the frequency with which they have been chosen, are: the use of various didactic and authentic materials in TEFL practice, issues in language testing and assessment, teacher training, teaching children, error analysis as well as individual factors and their role in bilingual development. More recently, the selected subjects have included learners with special needs, English for Specific Purposes (ESP), Content and Language Integrated Learning (CLIL), learner strategies and autonomy.

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The type of research carried out by the scholars, as exemplified by the corpus works, is either based on academic research methodology―both quantitative and qualitative in nature in the case of post-doctoral and doctoral dissertations―or a growing tendency towards action research in the case of MA works. The research for MA theses was executed in the scholars´ own teaching context and determined by observed and diagnosed areas of teaching/learning difficulty, thus aiming not only to produce a convincing piece of scholarly work but also to improve one´s classroom performance and effectiveness, leading to better professional qualifications.

Each category is presented here according to the order in which they appear in the Bibliography starting with one of the first research areas in TEFL, that is, error analysis in the language acquisition/learning context, which was brought about by developments in contrastive analysis and the appearance of the concept of interlanguage (Selinker 1972). In Polish academic research, it was marked by the influential publication of Janusz Arabski´s Errors as indications of the development of interlanguage (1978). The works included in the Error analysis, pedagogical grammar and linguistic issues, 1951-2009 section (listed as category 21) cover a broad range of topics starting with pure analysis of learner language corpora and concluding with issues concerning pedagogical grammar. Learner error analysis is reflected on in different theses from the perspective of negative transfer (interference) from the mother tongue (L1) on the level of grammar and lexis. At the earlier stages, it was grammatical issues that were dominant in these works, which may be explained by the strength and influence of structural linguistics at that time and in TEFL by the dominance of grammar-translation and audio-lingual methods of teaching which were so prevalent in Polish schools in the 1970s and even at the beginning of the ‘80s. The choice of grammatical issues was greatly determined by the difficulties encountered by Polish learners of English: articles and prepositions as well as tenses and word order were investigated most often. As the end of 1970s and the ‘80s witnessed the arrival of interest in individual learner differences, some of the works look at one of the major factors in the FL learning process, that is, the role of age in the acquisition of grammar and the influence of L1 on L2 in different age groups. The works written in the 1980s also emphasize the role of pedagogical grammar and the teacher as the major agent in language learning development of a learner. As the adoption of the communicative approach to TEFL was not very rapid in the Polish educational system, it remaining still very traditional in its approach, the first works devoted to teaching the language in a more open fashion with games and role plays as major techniques used by teachers in their classrooms appeared only in works of the ‘80s. Later on, at the end of 1990s and in the decade that followed, the advent of cognitive grammar shifted our way of looking at linguistic issues in pedagogical contexts. We can thereafter find numerous examples of works dealing with the cognitive approach to teaching various areas of English, most notably English articles and prepositions. The most recent years demonstrate again that it is individual learner differences that have constituted an important new dimension in researching TEFL. Here, the issues of motivation and attitudes as well as the affectivity implicit in learner anxiety are most prominent as topics in theses in this category.

The second biggest category in the corpus Pronunciation, grammar and vocabulary, 1969-2009 (cat. 22) demonstrates influences from the development of linguistics itself and methods of teaching. As a reaction to the earlier decade with its preponderance of teaching EFL grammar (which, as mentioned above, is clearly reflected in the theses written at that time), there now occurred a switch to studying lexical issues both from the perspective of learning English vocabulary and teaching it in different contexts and to different types of learners. Numerous works investigated the most effective techniques for vocabulary teaching exploring what communicative language teaching has to offer: games, songs, simulations―all interactive and with their communicative capacities in focus. Vocabulary teaching no longer

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meant teaching individual lexical items, as they were traditionally perceived. The vocabulary of a language is seen as chunks, prefabricated patterns and most often of all as collocations and idioms. This is the most visible effect of the growing tendency in lexicographers´ work to compile dictionaries on the basis of corpuses and to stress the role of collocations as markers of being a native speaker of a language. It was then that the first collocation dictionaries were published, for example the BBI Combinatory Dictionary of English (1986) to be followed by the Collins COBUILD Dictionary (1987), with collocation information for each entry. Michael Lewis (1993) proposed the lexical approach to teaching a FL, which caught the attention of many classroom practitioners as it allowed us to combine the focus on communicative teaching with attention to the language itself. The works on vocabulary, like those on grammar, make use of the cognitive approach to language, especially in teaching collocations (seen by cognitive grammar as metaphors). It is also here that technology is seen as contributing to TEFL classroom practice, as the first works in CALL (computer-assisted language learning) were written at that time. The second greatest number of works in this category shows interest in the development of pronunciation at various levels. The issues of acquisition and learning of segmentals, as well as of suprasegmentals, are investigated, often from a contrastive Polish-English perspective. Grammatical issues make a comeback in the last decade, which is marked by a partial retreat from communicative methodology due to its (partial) failure to develop language learners´ grammatical competence and tendency to provide survival English users with very superficial abilities in language performance. The theses included in this category, as in the previous one, show growing interest in individual learner differences by to an even greater extent emphasizing individual cognitive and percep-tual learning styles and autonomy in developing one´s own effective learning strategies. There are also here more examples of action research projects carried out by researchers in their own teaching environments.

The next category of works, Teaching EFL skills (listening, reading, speaking and writing, 1951-2009 (cat. 23), constitutes the third most numerous one in the corpus. Initially, the focus of these works was on the development of reading and writing skills as these became more prominent than they were in traditional TEFL programs. Less attention was paid to listening comprehension and speaking skills. We find here the projects describing the psycholinguistic aspects involved in language learning processes, but primarily they deal with the practice of developing these skills in a controlled way in the classroom context. These texts embrace discussion of the effectiveness of individual techniques used by teachers, assessment measures and transfer of skills between L1 and L2, for example, in reading the text in L1 versus reading a text in a FL. Ideas for learner training in strategies are offered, together with ideas for course and materials development. Here we also find for the first time quite a few projects demonstrating the target language culture and ways of incorporating it in TEFL by the use of graded readers, poetry and other authentic materials. Some projects demonstrate the ways in which CALL can assist both teachers and learners in the development of reading and writing skills. The development of listening skills, as mentioned above, is initially represented by a smaller number of theses but towards the end of the 1990s and during the last decade, they become more visible. This is probably due to the fact that the ability to communicate in English through more extensive contacts (both academic and private) as a result of newly gained freedoms by Polish citizens to travel across Europe (and the world) must above all be grounded in the ability to understand the language of communication. For the same reasons, studies of speaking skills gained momentum and the works listed here reflect this very well in their focus on psycholinguistic aspects of speaking barriers, as well as on ways of developing this skill in class through appropriate techniques of interaction (roleplays, simulations and discussions) and by employing different forms of work (pair and group work). The most recent theses add a more technology-based dimension to this

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development, by exploring the use of various forms of internet-based communication, for example, chat rooms and blogs.

One of the important areas in scholarly investigation of TEFL relates to teachers and their qualifications and how these are actually employed in their classroom practice. These issues are investigated by the theses presented in the next category of works: Teacher training, lesson planning, classroom interaction, 1976-2009 (cat. 24). As might be predicted, the largest field of research deals with teacher training and the forms it takes in Poland, at different stages of teacher development: the pre-service, novice and in-service stages. These works present a diagnostic but also a critical picture of the system, offering some new insights into how to educate qualified teachers. These would then perform their work effectively in a world with new language teaching objectives by means of more innovative methods and richer resources. Some of the projects looked at the teacher´s job as very demanding and thus leading to stress, frustration and burnout. Apart from the issues of teacher development and training, the topics focus on the role of the EFL teacher in the learner-centered classroom, namely, from the more modern perspective, emphasizing the teacher´s function as motivator and facilitator and agent of development of learner autonomy. Other issues that inevitably caught researchers´ attention were classroom interaction patterns and forms of classroom discourse. The most practically-oriented works investigated the issues of planning different types of lessons in group and one-to-one contexts, the use of mother tongue in an EFL lesson, as well as ways of maintaining class behavioral and learning discipline.

A major technical issue in education is testing and the various forms of assessment, which are therefore reflected in the many theses listed in the corpus Language testing/ assessment, 1971-2009 (cat. 25). In the earlier works some basis topics recur. These are, for example, test construction, the qualities of a good language test as well as the types of test and individual testing techniques. The works investigate ways of testing different language subsystems and skills, emphasizing the role of testing oral proficiency in particular, which became an issue with the advent of communicative language teaching in Poland at the end of 1970s. In the ‘80s a developing concern for individual learner differences resulted in research projects relating to different types of learner, including learners with special needs (dyslexic or visually-impaired ones) and differentiating forms of testing and assessment according to age. With the changes in the Polish national system for testing foreign languages, the works written in the next decade tended to focus on the Polish matura exam (the secondary school leaving examination) and its evolved form, the nowa matura. With a growing focus on the learner as an individual, self-assessment became at that time a legitimate means of assessment and it is thus discussed in quite a few empirical research projects.

Less well represented in the corpus are studies in the Individual learner differences and bilingualism, 1948-2009 section (cat. 26). This interest was brought about by the first study by Rubin (1975) of a successful language learner, which pointed to the role of individual features in language learning. In this group of theses, we will find ones that look at individual learner differences and how they affect learning but also those that discuss the need for individualized approaches to teaching due to these differences. Individual learner differences relate to the cognitive issue of learning styles (e.g. field-dependence versus field-independence, tolerance of ambiguity, etc.) on the one hand and to the affective dimension of learning (motivation, attitude, anxiety) on the other. These constitute the focus of attention of the 1970s and ‘80s works. Later on, some of these topics are still being investigated; however, new issues have arisen. These involve incorporating factors such as gender and its impact on language learning and emotional intelligence, with the focus on the whole domain of emotions, brought about by the popularity of Goleman´s work Emotional Intelligence (1995). Another influential theory―Howard Gardner´s Theory of Multiple Intelligences (1983)―also found its way into the works of Polish researchers in TEFL, inspiring numerous projects

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demonstrating the applicability of MI (multiple intelligences) in language instruction in the FL classroom from the 1980s onwards. Additionally, the development of gender studies outside the domain of TEFL resulted in the interest of researchers in gender factors in foreign language teaching and learning. There are therefore some examples of TEFL projects on gender to be found in this corpus. Bilingualism as a phenomenon is represented in this category of studies by a few examples of works which seek to define the phenomenon and investigate bilingual children in bilingual families, thus making not only linguistic but also sociolinguistic issues pivotal to the discussion.

Teaching children, 1971-2009 (cat. 27) lists the theses which demonstrate the growing interest in teaching English to this younger age group, which is partly due to changes in the structure of the educational system in Poland, placing more emphasis on language instruction (predominantly in English) at an early age. Researchers also looked into parents´ perception of the advantages such early instruction might give. The first works in this category written in the 1970s are very general, as they do not elaborate on the different aspects of teaching English to young learners but just present methods, techniques and EFL didactic materials. It is only in the later decades that more attention is given to the specifics of the teaching process, the teaching of vocabulary and pronunciation being the most prominent here. Aspects of the syntactic development of young learners, e.g., acquisition of questions and negatives were also researched. Different methods and approaches have been described and evaluated critically: the Montessori method, HDEE (Helen Doron Early English), TPR (Total Physical Approach) and more recently, the multi-sensory approach and TBLT (Task-Based Learning and Teaching). These works not only focus on the school context; they also investigate pre-school teaching environments such as kindergarten and home.

The biggest category in this corpus, Theoretical issues, approaches, methods and tech-niques, 1952-2009 (cat. 28) includes, among other items, over a thousand MA works which naturally due to their themes are cross-listed and belong to other categories as well. The early works comprise theoretical discussions of different theories and models of FL learning and teaching across the history of the discipline. These discussions are complemented by works discussing the relation between TEFL and theoretical linguistics, psychological and sociological research. In the later works, we find theses on both traditional approaches and methods such as ALM (an audiolingual method) and unconventional ones based on the humanistic approach to education derived from humanistic psychology (Abraham Maslow), such as Suggestopedia, the Silent Way or CLL (Community Language Learning). Some of the more recent works look critically at CLT (Communicative Language Teaching) and NLP (Neurolinguistic Language Programming), and more optimistically at CLIL (Content and Language Integrated Learning). These modern methods have not brought about a total rejection of certain elements of more traditional approaches to teaching. They have adopted and demonstrated the effectiveness of traditionally used translation as a teaching and learning technique. Most modern approaches are to be found in the works which try to implement the proposals of European institutions such as the Council of Europe by introducing, for example, the English Language Portfolio or systems of assessment based on the Common European Framework of Reference for Languages.

The theses in the ESP: English for Specific Purposes Courses, 1972-2009 section (cat. 29) present a broad range of occupationally-oriented courses at different levels of education, starting with secondary vocational schools, through to colleges of higher education and universities. They embrace such professional areas as English for economics and business, medicine, seamanship, the military, tourism and hotel services, among many others. The development of European cooperation, travel and exchange as well as more recent migrations for work purposes, have created the need to produce educated citizens whose competence in English would not just entail satisfying their immediate communicative needs but would also

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mean being able to function linguistically in advanced professional contexts both abroad and within Poland. ESP competence has become a valued asset in the international labor market. The theses in this group describe the programs, teaching materials and pedagogy of ESP in different contexts and for different professions. Some of them present a cross-cultural perspective on different types of discourse in Polish and English contexts, for example, in negotiation skills in business or relating to health care.

The next section in the corpus, Various: autonomy, strategies, authentic materials and teaching aids, 1968-2009 (cat. 30), embraces a wide range of themes, each of them demonstrating trends in modern TEFL. To a large extent, the earliest works here from around the 1970s focus on what is now regarded as traditionally used teaching aids: the language laboratory, video and media―film and newspapers. The application of new technologies had on an enormous impact on learning. As a way of acquiring knowledge and skills, it started to be perceived not only as effective but also as highly motivating in FL teaching and learning. This impact is reflected in the introduction of multimedia in TEFL and the development of CALL (Computer-Assisted Language Learning) from the 1980s onwards. It is also seen in the development of blended, distance and e-learning. The most recent CALL projects present various applications from more traditional to more modern ones, using interactive tools such as internet communicators, blogs and chat rooms. Additionally, some of the theses in this section present and evaluate computer software and the whole variety of programs (e.g., Euro+) that can be used by teachers in class but also by learners themselves, thus promoting their autonomy in learning. Learner autonomy itself is the second leading theme in this section of the corpus, which is due not only to the above-mentioned possibilities for computer-enhanced independent learning but also to a general trend in education promoting autonomous learning. The topic of autonomy is very well covered by the theses of the 1990s devoted to investigating ways of training EFL learners in learning by introducing specially designed programs developing, first of all, their self-awareness as FL learners and users, and only then focusing on learning and communication strategies. It was also in the ‘90s that language learning and the development of language competence in previous decades was perceived as deprived of cultural elements. Thus, TLC (the target language culture) became the focus of many theses in TEFL at that time and has continued to be so until the present day. Intercultural communicative competence has become understood as a significant part of the ability to communicate successfully―to understand and to be understood.

More awareness and understanding of the learning and teaching processes due to research in second language acquisition and its pedagogy, and as a consequence more openness to individual learner differences, has created the situation in education which demands that much more attention be paid to SEN (Special Educational Needs) learners. The Learners with specific needs, 1974-2009 (cat. 31) section covers learning difficulties associated with ADHD, autism, blindness and deafness, Down´s Syndrome and dyslexia. It also addresses the question of gifted learners. It is not a very numerous section in the corpus; however, it shows a number of new tendencies in TEFL research. The discussion of special needs learners is seen as an important area of investigation from the teacher´s perspective in focusing on how to diagnose special needs, how to teach effectively, what materials to use and which skills to focus on in the first place. The works also report on learners themselves by diagnosing their difficulties in learning and developing ways of coping with them. The most numerous works concentrate on dyslexia, which seems to have become a major issue in foreign language pedagogy these days as it is more and more frequently diagnosed professionally, leaving many FL teachers feeling underprepared to deal with dyslexic learners in their FL classrooms. As learners with specific needs require individual attention from their teachers, some of the projects describe such contexts in detail, for instance, as relating to one-

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to-one teaching or individualized approaches in school teaching, mostly in integrative programs.

The last section in the corpus Textbook/coursebook evaluation, dictionary use and culture in EFL, 1969-2009 (cat. 32) embraces the most practically-oriented works, the greater part of which presents evaluation of selected EFL coursebooks published in Poland and those more regularly updated ones published by British publishers such as Oxford University Press or Longman. These studies demonstrate what was happening to the coursebook market in Poland in the 1990s, notably a great boom of English produced EFL textbooks authorized by the Polish Ministry of Education and eagerly adopted by Polish EFL teachers. Another theme has been evaluation of individual aspects of a given coursebook’s content, structure and methodology. One of important aspects of coursebook content discussed in these research projects relates to cultural issues. Another didactic and reference resource discussed in the works is the language dictionary: its different forms (monolingual versus bilingual dictionaries) and ways of using them as reference sources both in classroom instruction and in autonomous learning. To summarize briefly, all the sections in the present Bibliography referenced here reflect broad changes in educational theory and practice, moving towards more autonomous and technology-based language development. They reflect the evolution of EFL teaching methodology, shifting from a traditional teacher-focused approach to a more modern learner-centered pedagogy. They also illustrate different developmental trends in language study, from structural linguistics to fairly new fields in cognitive linguistics. They demonstrate the growing role of affectivity and generally-speaking psychological issues in language learning and teaching, and thus focus more on individual learner differences in normal and special needs contexts.

The research of Polish scholars, as exemplified by theoretical and empirical projects at the post-doctoral, doctoral and masters´ level, is based on the research work done in higher education institutions as part of their professional development and access to promotion in the academy. This research in TEFL is actively promoted mostly by numerous university-based seminars and conferences organized by the leading academic centers in TEFL. One such center is the University of Silesia, Institute of English, which has been involved in holding an International Conference on Second/Foreign Language Acquisition (the so-called Szczyrk conference) for well-over twenty years. The first one was organized in 1984 by Prof. Janusz Arabski, who has continued his efforts to gather together scholars researching issues of second/foreign language learning over the years and this initiative has been carried on by others since his retirement. It brings together every year not only Polish scholars but many researchers of renown from all over the world. There is traditionally an annual post-conference monograph publication as well. With expanding tertiary education in Poland, other university centers have held their annual/biannual events in TEFL, e.g., the Jagiellonian University with its April Conference. Conferences and seminars are also organized by several organizations aiming at promoting the development of expertise in TEFL, one of the most prominent being IATEFL-Poland (the International Association of Teachers of English as a Foreign Language), which is affiliated to European IATEFL with its headquarters in Great Britain. IATEFL-Poland is an organization gathering EFL teachers from the different levels of education―from kindergarten to tertiary institutions. Its main activities include regionally-run seminars for teachers given by experts, writers of EFL materials and academics with the aim of keeping EFL instructors updated on new methods and techniques of teaching as well as exposing them to the new materials available on the ELT market. Thus cooperation with publishers is at a premium here. The activities of IATEFL-Poland are complemented by an annual conference which always gathers hundreds of participants and is a prestigious event eagerly anticipated by all EFL teachers. The first IATEFL-Poland conference was held in

14

1992 and continues to the present day. Round-the-year events are also organized by sub-units of IATEFL, that is, its nine SIGs (Special Interest Groups). SIGs such as “Young Learners” or “CALL,” to mention just two, attract teachers whose professional interests are more focused on their daily teaching challenges or more influenced by personal interests. IATELF-Poland also gives its members an opportunity to publish their articles in the general IATFL Newsletter and individual SIG newsletters. Another dimension of its activity is cooperation with other teacher organizations in Europe and America, such as NELLE (Network English Language in Europe) and IC/NCTE (International Consortium of the National Council of Teachers of English in America).

Also, PASE (the Polish Association for the Study of English), affiliated to ESSE (European Society for the Study of English) since 1991 when it was founded, has been gathering an active membership from English faculties from different tertiary educational institutions (universities, colleges and vocational schools), including doctoral students from all over Poland. All these come together for its annual conference hosted by a different university every year. It is also open to those who are teachers of EFL at lower levels of education (primary and secondary schools and even kindergartens). PASE constitutes a platform for the exchange of research ideas, as well as teaching practices, by means of its annual conferences, monographs and conference volume publications.

Alongside IATEFL and PASE, other organizations bringing together Polish academics working in TEFL and applied linguistics are actively involved in carrying out research and developing pedagogical awareness. Amongst these the most influential are Polskie Towarzystwo Lingwistyki Stosowanej PTLS (the Polish Society of Applied Linguistics) and Polskie Towarzystwo Neofilologiczne PTN (the Polish Neophilological Society).

Another way in which present and future EFL teachers in Poland can upgrade their knowledge and teaching expertise is courses and seminars organized by regional teacher training institutions, our National In-Service Teacher Training Centers. These have the aim of “improving the quality of foreign language teaching at individual stages of education, facilitating the use of various forms of skill improvement…with special emphasis on foreign language teachers in small towns and villages” (Poszytek 2005: 43). These aims are realized through qualification courses offered in both old and new areas of TEFL as well as language improvement courses and specialist courses for example for teacher trainers and mentors. Nineteen ninety-four marked an important year for the promotion of EFL teachers’ profess-sional development―it saw the first network of language projects functioning across Poland. INSETT (In-Service Teacher Training) was then established to reach a wide spectrum of EFL teachers at different stages in their professional lives. Shortly afterwards (in 1999) the YOUNG LEARNERS network started its activity, which is concerned with educating FL teachers working in the early stages of primary education.

In the development of professional qualifications of both in-service and pre-service teachers, a significant role has been, and still is being, played by international publishers such as Oxford University Press, Cambridge University Press, Heinemann and Longman, something that became most visible at the time of transformation in Polish language education in the 1990s, when English became the obligatory language choice for most schools. It was also then in 1990 that the first foreign language teacher training colleges were founded to educate future teachers at the BA level, who would later become MA students and prepare their MA theses at universities of their own choosing. The main language all of these colleges offered training in was of course English. The cooperation between university English departments, colleges, the British Council and the above-mentioned publishers allowed for a much broader exploration of TEFL beyond the programs of studies. It offered (as it still does) updating of the methodologies, materials and language competence of future

15

teachers as well as top-up training for those already teaching. The community of practicing Polish EFL teachers has now become accustomed to sharing and exchanging ideas.

The spreading of TEFL expertise can also be seen in a growing number of professional journals. Some of them, for example Języki Obce w Szkole, continue to be a main source of professional advice for practicing teachers, focusing mainly on classroom instruction, whereas Kwartalnik Neofilologiczny, Anglica Wratislaviensia, Glottodidactica and other university-based journals offer a more theoretical background to EFL practice. Some journals, though more lingusitically-oriented, have started publishing papers on glottodidactics, as is the case with Linguistica Silesiana.

The growing qualifications of Polish teachers in TEFL have been noticed in the context of various European initiatives aiming at recognizing and rewarding expertise in language teaching, among them European Language Label which Poland joined in 2002 and with every passing year more and more initiatives that enter the competition receive awards (Poszytek 2005: 51). It would be a great omission not to mention certain EU educational programs whose projects focus on different contexts and target groups with different educational needs, among them EFL teachers and their language and professional develop-ment. Amongst the major programs running in Poland are ERASMUS (European Community Action Scheme for the Mobility of University Students) whose main aim is student and staff mobility through international exchange at the level of tertiary education and COMENIUS, aiming at the earlier stages of education, especially secondary schools, and achieving its objectives through exchange visits between staff and pupils of these schools. The Erasmus Programme started initially as Socrates-Erasmus and right from the start strove to improve the quality and standard of education, and also to develop a European dimension in tertiary education. ERASMUS funds cooperation between higher education institutions across Europe. The programme not only supports students, but also academics and administrative staff who want to teach or work abroad. ERASMUS is very active in language departments of universities offering apart from student mobility, various other advantages to its staff in terms of professional development. In Poland, participation in the Erasmus Programme is seen as not only making a significant contribution to developing staff and students´ knowledge and language skills but also adding to their European awareness. Approximately 200 institutions in tertiary education have joined the programme so far. In Polish education, Erasmus focuses on staff/student mobility and exchange, setting up new programmes of study worked out with partner institutions: that is, joint MA programmes or organizing intensive courses, for example, in TEFL and active participation in Erasmus thematic networks (Gabryś-Barker 2011).

To conclude, the fairly young research area of TEFL seems to have become quite well-developed in the Polish academic context by 2009, i.e. by the end of the period covered in this introduction. Indeed, it has gone on to show great vitality since that time, with many Polish initiatives and scholarly achievements to record, not to mention a number of Polish TEFL scholars becoming recognized internationally.

16

References

Arabski, J., 1978. Errors as indications of the development of interlanguage. Katowice: Wydawnictwo Uniwersytetu Śląskiego.

Benson, M., Benson, E. & Ilson, R., 1986. BBI Combinatory Dictionary of English. Amsterdam: John Benjamin Publishing Company.

Collins COBUILD Dictionary. 1987. Glasgow: Collins & Sons. Dakowska, M., 2000. “Introduction to Foreign Language Teaching in Poland, 1948-2000.” In

R. D. Carter (bibliographer) English Studies in Poland. 1st edition. Gabryś-Barker, D., 2011. “Student mobility as a way of uniting cultures: A case study of an

ERASMUS student.” In I. Guske, B. Swaffield (editors) Global Encounters: Pedagogical paradigms and Educational Encounters. Cambridge: Cambridge Scholars Publishing, 275-289.

Gardner, H., 1983. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

Goleman, D., 1995. Emotional Intelligence. New York: Bantam Books. Lewis, M., 1993. The Lexical Approach. Hove: Language Teaching Publications Poszytek, P. et al., 2005. Language education in Poland. National and regional language,

foreign languages and languages of national and ethnic minorities. Warszawa: Ministerstwo Edukacji Narodowej (Ministry of Education).

Selinker, L., 1972. “Interlanguage.” International Review of Applied Linguistics, 10, 209-241. Rubin, J., 1975. “What the good learner can teach us.” TESOL Quarterly, 9/1, 41-51.

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Sixty-Two Years of Polish Academic Writing on TEFL (Teaching English as a Foreign Language), 1948-2009

Master Theses, Doctoral Dissertations, and Doctoral habilitations

(postdoctoral book) Written at Polish Universities, 1948-2009

Prace magisterskie, doktorskie, i doktorskie habilitacjne napisane na uczelniah polskich w latach 1948-2009 r.

Białystok: Uniwersytet w Białymstoku Bydgoszcz: Uniwersytet Kazimierza Wielkiego Gdańsk: Uniwersytet Gdański Katowice: Uniwersytet Śląski Kielce: Uniwersytet Jana Kochanowskiego Kraków : Uniwersytet Jagielloński Kraków2 : Uniwersytet Pedagogiczny KUL : Katolicki Uniwersytet Lubelski (in Lublin) Lublin : Uniwersytet Marii Curie-Skłodowskiej Łódź: Uniwersytet Łódzki Mazowiecka: Instytut Badań Edukacyjnych Olsztyn: Uniwersytet Warmińsko-Mazurski Opole: Uniwersytet Opolski Poznań: Uniwersytet im. Adama Mickiewicza Rzeszów: Uniwersytet Rzeszowski Szczecin: Uniwersytet Szczeciński Toruń: Uniwersytet Mikołaja Kopernika Warsaw: Uniwersytet Warszawski

Warsaw = English Institute Warsaw2 = Institute of Applied Linguistics

Warsaw5 = Pedagogic Division Wrocław: Uniwersytet Wrocławski Zielona Góra: Uniwersytet Zielonogórski

Designator system: Dr hab. = Doctoral habilitation Dr = Doctoral dissertation No designator = Mgr. praca (Master’s thesis) Place (year). = Example: Opole (1980).

18

Classification Categories for TEFL 21. Error Analysis, Error Correction, Pedagogical Grammar, Linguistic Issues 22. Pronunciation, Grammar, Vocabulary 23. Teaching TEFL Skills (Listening, Reading, Speaking, Writing) 24. Teacher Training, Lesson Planning, Classroom Interaction 25. Language Testing/Assessment 26. Individual Factors, Bilingualism 27. Teaching Children 28. Theoretical Issues, Approaches, Methods, Techniques 29. ESP: English for Specific Purposes 30. Various: Autonomy, Strategies, Authentic Materials, Teaching Aids (including the

Electronic Ones, CLIL) 31. Learners with Special Needs: ADHD, Aphasia, Autism, Blind, Deaf, Down’s

Syndrome, Dyslexia, Gifted Students 32. Textbook/Coursebook Evaluation, Dictionary Use & Culture in TEFL

Abbreviations Used in TEFL: ADHD Attention-Deficit/Hyperactivity Disorder ASR Automatic Speech Recognition in CALL BEC Business English Certificate CAE Certificate in Advanced English CALL Computer-Assisted Language Learning CBI Computer-Based Instruction CCALL Communicative Computer-Assisted Language Learning CEF Common European Framework CFCE Cambridge First Certificate in English CLIL Content and Language Integrated Learning CLT Communicative Language Teaching CMC Computer-Mediated Communication CPA Community of Practice Approach CPE Certificate of Proficiency in English CPH Critical Period Hypothesis [for language learning] CSI Culture-Specific Item DELF B2 French proficiency test DDCP Davis Dyslexia Correction Program DDL Data-Driven Learning EAP English for Academic Purposes [courses] EFL English as a Foreign Language ELT English Language Training ELM Elaboration Likelihood Model ESOL English for Speakers of Other Languages ESP English for Specific Purposes [courses] EST English for Science and Technology [courses] EU European Union FI & FD Field Independence and Field Dependence

[in cognitive functioning and growth] FFI Form-Focused Instruction

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FFL Foreign Language Learning FLT Foreign Language Teaching GE General English [courses] HDEE Helen Doron Early English approach ICT Information & Communication Technology IRC Internet relay chat [channels] L1 First Language L2 Second Language L3 Third Language LAT Learning, Assessment, Teaching LINC Language Instruction for Newcomers to Canada LOT Poland’s National Airline MIT Multiple Intelligences Theory NLP Neurolinguistic programming PELT Polish-English Literacy Tutor PLC Polish Language Dictionary RST Rhetorical Structure Theory SCC Strict Cycle Condition SEN Special Educational Needs SITA SITA Learning System SLA Second Language Acquisition SLC Second Language Competence SLL Second Language learning/learner SMS Short Message Service TEFL Teaching English as a Foreign Language TESL Teaching English as a Second Language TPR Total Physical Response UG Universal Grammar

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30 Doctoral Habilitations (1974-2009) Alphabetically arranged

Dr hab. Arabski, Janusz: Errors as indications of the development of interlanguage. Poznań (1978).

179 pp. [also 20] Dr hab. Bałachowicz, Józefa: Umiejętność czytania uczniów szkół podstawowych dla upośledzonych

umysłowo w stopniu lekkim. Cechy―rozwój―uwarunkowania. Lublin (1994). [Reading ability of elementary school students for slightly mentally handicapped: Features‒

development–conditioning] Dr hab. Chodkiewicz, Halina: Vocabulary acquisition from the written context: Inferring word

meanings by Polish learners of English. Lublin (2001). Dr hab. Cieślicka, Anna: On processing figurative language: Towards a model of idiom

comprehension in foreign language learners. Poznań (2004). Dr hab. Dakowska, Maria: Models of language use and language learning in the theory of language

didactics. Warsaw2 (1996). 156 pp. Dr hab. Droździał-Szelest, Krystyna: Language learning strategies in the process of learning a foreign

language. Poznań (1997). 176 pp. Dr hab. Gabryś-Barker, Danuta: Aspects of lexical competence of multilingual persons in the retention

of vocabulary, its transformation and strategic recovery. Katowice (2005). Dr hab. Giryński, Andrzej: Zachowanie prospołeczne młodzieży lekko upośledzonej umysłowo.

Przejawy―uwarunkowania―kształtowanie. Warsaw (1992). [Prosocial behavior of young people (youth) slightly mentally disabled. Symptoms―conditions―shaping]

Dr hab. Gorzelańczyk, Edward: Memory, awareness, language: The application of algorithm

optimizing intervals of repetitions in foreign language glottodidactics. Poznań (2000). Dr hab. Jancewicz, Zofia: Film and television in optimising foreign language teaching and learning.

Warsaw (1983). 244 pp. Dr hab. Karpiński, Maciej: Struktura i intonacja polskiego dialogu zadaniowego. Poznań (2007). [The

structure and intonation of Polish task-oriented dialogues] Dr hab. Karwowska-Struczyk, Małgorzata: Ecological niches and child development. Warsaw5

(2001). Dr hab. Komorowska, Hanna: Success and failure in English language learning. Warsaw (1978). 238

pp. Dr hab. Krakowian, Bogdan: Selected principles in teaching English as a foreign language to children

and adults. An initial model. Łódź (2000). Dr hab. Kraska-Szlenk, Iwona: Analogia: relacja miedzy leksykonem a gramatyką. Warsaw (2008).

[Analogy: The relationship between lexicon and grammar] [also 2] Dr hab. Majer, Jan: Interactive cooperative discourse in foreign language lessons. Lódź (2004). Dr hab. Marton, Waldemar: The maximization of meaningful learning in language didactics in the

secondary school. Poznań (1974). 155 pp.

21

Dr hab. Michońska-Stadnik, Anna: Learner strategies and learner autonomy in classroom conditions. Wrocław (1997). 169 pp.

Dr hab. Mikołajczak-Matyja, Nawoja: Hierarchiczna struktura leksykonu umysłowego. Relacje

semantyczne w leksykonie widzących i niewidomych użytkowników języka. Poznań (2009). [Ability of reconstructing hierarchical semantic structures by blind and sighted language users]

Dr hab. Niżegorodcew, Anna: Interactional discourse and second language communicative

competence. Kraków (1991). 115 pp. Dr hab. Piasecka, Liliana: Psycholinguistic and socio-cultural perspectives on native and foreign

reading. Opole (2009). Dr hab. Piechurska-Kuciel, Ewa: High school students' fear of language. Opole (2009). Dr hab. Siek-Piskozub, Teresa: Games, play and simulations in the glottodidactic process. Poznań

(1995). 159 pp. Dr hab. Turewicz, Kamila: Applicability of cognitive grammar as a foundation of pedagogical/

reference grammar. Poznań (2000). Dr hab. Wenzel, Ryszard: A general theory of language education. Gdańsk (1995). 166 pp. Dr hab. Woytowicz-Neymann, Monika: The English language of economics at university level.

Warsaw (1979). 196 pp. Dr hab. Wysocka, Maria: The development of speaking and writing skills in English. Katowice (1988).

140 pp. Dr hab. Zalewski, Jan: Epistemology of the writing process: The writing in English for general

academic purposes. Opole (2005). Dr hab. Zybert, Jerzy: Errors in foreign language learning: The case of Polish learners of English.

Poznań (2000). Dr hab. Żytko, Małgorzata: Pisanie―żywy język dziecka. Warsaw5 (2007). [Writing―a lively (vivid)

language of the child]

223 Doctoral Dissertations (1971-2009) Alphabetically arranged

3 Dr cross-listed with Linguistics bibliography Dr Adams-Tukiendorf, Małgorzata: The influence of time as a task-difficulty factor on accuracy,

fluency and complexity in writing. Opole (2003). (Promotor/dissertation advisor: Anna Michońska-Stadnik).

Dr Anczewski, Jarosław: Success in the learning of English as a foreign language: The role of

individual learner variables. Institute of Educational Research (1985). (Hanna Komorowska). Dr Awad, Mohamed Hamid: The comparative effectiveness of three pre-reading instructional

strategies for activating students' background knowledge of English texts in the United Arab Emirates. Poznań (2000). (Stanisław Puppel).

22

Dr Badecka-Kozikowska, Monika: An analysis of the methodical workshop of English language teachers in senior high schools of the Tri-city [Gdańsk, Gdynia & Sopot]. Gdańsk (2007). (Halina Stasiak).

Dr Balas, Anna: Repopulating vowel space: English diphthong production by Polish learners of

English. Poznań (2007). (Katarzyna Dziubalska-Kołaczyk). Dr Banach, Bożena: Cultural contents in textbooks of English and their use in Anglicists' work.

Katowice (2000). (Maria Michalewska). Dr Bandura, Ewa: Developing intercultural competence in the teaching of English as a foreign

language. Warsaw (2005). (Hanna Komorowska). Dr Baran-Łucarz, Małgorzata: Field independence as a predictor of success in foreign language

pronunciation acquisition and learning. Wrocław (2004). (Anna Michońska-Stadnik). Dr Bartnicki, Stanisław: Techniques of teaching English as a second or foreign language: A

comparative study in England, Poland and Nigeria. Poznań (1989). 348 pp. (Waldemar Marton).

Dr Bączkowska, Anna: Vocabulary in conversational data of Polish advanced EFL learners. Łódź

(2000). (Barbara Lewandowska-Tomaszczyk). Dr Bąk-Średnicka, Anna: The development of the reading drill in the secondary school. Warsaw

(2004). (Jerzy Zybert). Dr Benisz, Lucjan: The influence of didactic film on the formation of pronunciation habits (the

phonetic image of language) among students beginning to learn a foreign language: On the example of English. Poznań (1973). Part I, 276 pp.; part II, 265 pp. (Jacek Fisiak).

Dr Berry, Roger: Teaching the English articles: An exercise in pedagogic grammar. Poznań (1990).

198 pp. (Waldemar Marton). Dr Bestrzyński, Wiesław: Individual success determinants in the learning of English by Poles. Poznań

(1994). 215 pp. (Waldemar Marton). Dr Będkowska-Obłąk, Marzena: The efficiency of bilingual education in Poland. Katowice (2003).

(Jan Iluk). Dr Białek, Magdalena: Intercultural teaching-learning in language education. Wrocław (2008).

(Roman Lewicki). Dr Biedroń, Adriana: Attribution related affects as a function of perceived causality of academic

success or failure among successful foreign language learners. Poznań (2003). (Krystyna Droździał-Szelest).

Dr Bielska, Joanna: On the relationship between psychological type, language learning strategies and

second language achievement. Katowice (2002). (Janusz Arabski). Dr Bielski, Marek: The application of pragmatic conceptions to a syllabus of teaching English.

Katowice (1979). 170 pp. (Janusz Arabski). Dr Bogusławska-Tafelska, Marta: Learning a foreign language: The trichotomous “maximal-optimal-

minimal model” of the language learner. Poznań (2005). (Stanisław Puppel).

23

Dr Brchaňová, Magdalena: Individual and social aspects of learner autonomy in EFL. Poznań (2005). (Krystyna Drożdział-Szelest).

Dr Brzeziński, Marek: A linguistic analysis of utterances produced by monolingual and bilingual

persons in the context of the structure of values. Gdańsk (1986). 225 pp. (Tomasz Krzeszowski).

Dr Buczowska, Ewa: The acquisition of temporal systems in English as a native language and English

as a foreign language. Poznań (1989). 109 pp. (Waldemar Marton). Dr Butkiewicz, Anna: Integrative English language teaching of children affected by brain stroke.

Gdańsk (2002). (Halina Stasiak). Dr Chmiel, Piotr: The programming of foreign language teaching in the light of lexical minimum

research. Wrocław (1977). (Nobert Morciniec). Dr Chodkiewicz, Halina: Developing mature reading skills in a foreign language: Intentional and

incidental learning. Lublin (1982). 259 pp. (Walerian Świeczkowski). Dr Cieślicka-Ratajczak, Anna: Psycholinguistic aspects of language processing in adult bilingual

Polish speakers of English: The case of lexical representation and processing in the Polish students of English. Poznań (1997). 320 pp. (Stanisław Puppel).

Dr Cirocki, Andrzej: Extensive reading approach to literature in the EFL secondary school classroom:

A qualitative study. Poznań (2008). (Teresa Siek-Piskozub). Dr Czajka, Piotr: Academic discourse in axiological perspective as found in textbooks of linguistics.

Wrocław (1999). (Zdzisław Wąsik). Dr Czwartos, Barbara: The influence of anticipation on efficiency of developing selected language

skills. Katowice (2001). (Jan Iluk). Dr Czwenar, Irena: Spoken English fluency development of English philology students at inter-

mediate and advanced levels. Łódź (2008). (Barbara Lewandowska-Tomaszczyk). Dr Dakowska, Maria: Functions of linguistics in glottodidactic models and processes. Lublin (1982).

208 pp. (Franciszek Grucza). Dr Daszkiewicz, Michał: The assessment of second-language reading and writing skills according to

Karl Popper's model of language functions. Gdańsk (2006). (Bolesław Niemierko). Dr Dąbrowska, Małgorzata: Strategies of foreign language learning and use: The educational value of

strategy training in teaching English to adult learners. Warsaw (2008). (Hanna Komorowska). Dr Debaene, Ewelina: Choosing a coursebook. Theory and practice in the evaluation of English

language teaching materials. Warsaw (2005). (Hanna Komorowska). Dr Derenowski, Marek: Dialogue journal as a means of developing the teacher's reflective awareness.

Poznań (2004). (Krystyna Droździał-Szelest). Dr Dobrowolska, Jolanta: The gradation of grammatical materials in basic course English teaching.

Warsaw (1979). 125 pp. (Franciszek Grucza). Dr Domas, Oskar: The influence of elaboration processes on developing selected language skills.

Katowice (2003). (Jan Iluk).

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Dr Donesch-Jeżo, Ewa: Presentation of the grammatical system and grammatical exercises in didactic materials for the teaching of English and Russian in medical universities. The present-day state and the prospects of optimization. Akademia Pedagogiczna. Kraków (2004). (Janusz Henzel).

Dr Dronia, Iwona: The language of political correctness and special educational needs . Katowice

(2008). (Rafał Molencki). Dr Droździał, Krystyna: A critical analysis of Caleb Gattegno’s "The Silent Way." Poznań (1983). 179

pp. (Waldemar Marton). Dr Dziemianko, Anna: Verb syntax in monolingual English learners' dictionaries: A study of user-

friendliness. Poznań (2004). (Arleta Adamska-Sałaciak). Dr Dziubalska-Kołaczyk, Katarzyna: A theory of second language acquisition within the framework

of natural phonology: A Polish-English contrastive study. Poznań (1987). 163 pp. (Jacek Fisiak).

Dr Ekiert, Małgorzata: Investigating the role of learner training in effective English language teaching

aimed at the development of learning strategies and learner autonomy. Poznań (2006). (Krystyna Drożdział-Szelest).

Dr Ellis, Melanie: Developing speaking skills. Designing, implementing and evaluating language

courses in teacher education. Warsaw (2005). (Hanna Komorowska). Dr Ewert, Anna: Teaching English to young children: Input, processing and capacity limitations.

Poznań (1998). 328 pp. (Hanna Komorowska). Dr Fijaś, Jerzy: The teaching of English at Polish schools between 1918 and 1939. Studium Języków

Obcych Kraków (1977). (Kamilla Mrozowska). Dr Foster, Monika: Foreign language teacher education models: A comparative approach. Poznań

(1999). (Teresa Siek-Piszkozub). Dr Frankowska, Agnieszka: Culture sensitive methodologies. Sociocultural components in curricula

and textbooks for the teaching of English as a foreign language. Warsaw (2005). (Hanna Komorowska).

Dr Frysztacka-Szkróbka, Urszula: Developing communicative competence of English as a foreign

language through creative thinking. Katowice (1995). 247 pp. (Hanna Komorowska). Dr Gajek-Kawecka, Elżbieta: The use of computers and multimedia programs in the teaching of

languages (on the example of English): Theoretical framework and experimental research. Warsaw (2002). (Jan Rusiecki).

Dr Gałkowski, Błażej: Rules, words, and prefabs: Making sense of formulaicity in foreign language

teaching. Warsaw (2006). (Romuald Gozdawa-Gołębiowski). Dr Gładysz, Jolanta: The efficiency of early school foreign language teaching. Katowice (2006). (Jan

Iluk). Dr Głowacka-Ziajka, Aleksandra: The influence of age on the choice of memory strategies in the

acquisition and teaching of foreign language vocabulary. Wrocław (2005). (Anna Michońska-Stadnik).

25

Dr Grabarczyk, Zenon: Legal texts in the process of teaching English at the university level. Poznań (1985). (Aleksander Szwedek).

Dr Hoffman, Ewa: Intensive language teaching at stationary courses: Experimental work with adults.

Lublin (1976). 211 pp. (Walerian Świeczkowski). Dr Horak, Karolina: Socjolingwistyczne i psycholingwistyczne aspekty interakcji w kontekście klasy.

Katowice (2008). (Danuta Gabryś-Barker). [Sociolinguistic and psycholinguistic aspects of foreign language classroom discourse] [also 8/9]

Dr Hryniuk, Katarzyna: Vocabulary acquisition of professional discourse. The case of business texts.

Warsaw (2007). (Maria Dakowska). Dr Jaglińska, Anna: Idiomaticity in learner language: A study of the use of prefabs in the writing of

Polish advanced EFL learners. Lublin (2005). 344 pp. (Halina Chodkiewicz). Dr Jancewicz, Zofia: The use of film in teaching English to intermediate students. Poznań (1968). 178

pp. (Ludwik Zabrocki). Dr Jankojć, Zbigniew: Individual factors in the student’s success in EFL. Szczecin (2002). (Kazimierz

Wenta). Dr Jankowska, Aleksandra: Directed listening at the advanced level of foreign language learning.

Poznań (1990). 217 pp. (Waldemar Marton). Dr Jaroszek, Marcin: Factors determining the development of discourse competence in advanced

learners of English. Katowice (2009). (Maria Wysocka). Dr Jaroszewska, Anna: Foreign language teaching of children―development of children`s multi-

cultural awareness. Warsaw (2006). (Elżbieta Zawadzka-Bartnik). Dr Jaworska, Mariola: Self-evaluation in the process of learning and teaching―application of the

European language portfolio in foreign language teacher`s education. Warsaw (2008). (Elżbieta Zawadzka-Bartnik).

Dr Jedynak-Klimczak, Małgorzata: Critical period revisited: The impact of age on ultimate attainment

in the pronunciation of a foreign language. Wrocław (2004). (Anna Michońska-Stadnik). Dr Kaczmarski, Stanisław: The use of grammatical transformation in foreign language teaching based

on English materials. Warsaw (1976). 225 pp. (Franciszek Grucza). Dr Kamińska, Patrycja: Mnemonic devices in the development of phrasal verbs in English. Poznań

(2002). (Krystyna Drożdział-Szelest). Dr Karwowska-Struczyk, Małgorzata: Developing the discourse of preschool children. Instytut Badań

Pedagogicznych. Mazowiecka (1978). Dr Karpeta-Peć, Beata: Open forms of learning and teaching of foreign languages. Warsaw (2007).

(Elżbieta Zawadzka-Bartnik). Dr Karska, Teresa: Collocations as a linguistic phenomenon of potential language errors: A contrastive

study based on the secondary school handbooks of English in Poland. Kraków (1988). 198 pp. (Aleksander Szulc).

26

Dr Kasprzyk, Maria: The effectiveness of the technology of programming in the process of teaching English in Polish secondary schools. Poznań (1971). 168 pp. [plans + text] (Ludwik Bandura).

Dr Kaszubski, Przemysław: Selected aspects of lexicon, phraseology and style on the writing of Polish

advanced learners of English: A contrastive, corpus-based study. Poznań (2000). (Włodzi-mierz Sobkowiak).

Dr Kębłowska, Magdalena: The changing role of the teacher in the process of language learning and

teaching. Poznań (1999). (Krystyna Droździał-Szelest). Dr Kierczak, Anna: The knowledge of English for special purposes in medical university graduates.

Katowice (2002). (Maria Wysocka). Dr Kiełb-Starczewska, Ewa: Multimedia effectiveness in teaching-learning English and individual

traits of students. Poznań (2007). (Wacław Strykowski). Dr Kiliańska-Przybyło, Grażyna: The picture of an unsuccessful learner. Katowice (2000). (Maria

Wysocka) Dr Kiss, Tamás: The influence of programs for training practicum supervisors and their influence on

the formation of teachers’ system of values and attitudes in EFL. Warsaw (2006). (Jerzy Zybert).

Dr Klimas, Anna: Goal setting as a motivating factor in foreign language learning. Wrocław (2009).

(Anna Michońska-Stadnik). Dr Kobyłecka, Anna: Autoregulation in a foreign language. Warsaw (2006). (Jerzy Zybert). Dr Komorowska, Hanna: Types of presentations of morphosyntactical material in teaching English:

An issue in interference. Warsaw (1972). 198 pp. (Wincenty Okoń). Dr Konieczna, Ewa: Early stages of development of morphology and syntax in a child's Polish and

English: Diagnostic studies in time. KUL (2006). (Anna Malicka-Kleparska). Dr Konik, Tomasz: A contrastive analysis of Polish and English epistemic expressions: Translatoric

and glottodidactic implications. Warsaw2 (1992). 321 pp. (Franciszek Grucza). Dr Korosadowicz, Maria: The differential effect of the technique of interlingual contrasts:

A psycholinguistic experiment in teaching the sequence of English tenses to Polish secondary school students. Kraków (1980). 323 pp. (Ruta Nagucka).

Dr Korpaczewska, Iwona: CLT and the learning of English in high schools. Szczecin (2000).

(Krystyna Iwan). Dr Korytowska, Grażyna: Creating a model of teaching ESP. Poznań (2000). (Krystyna Droździał-

Szelest). Dr Kowalewski, Józef: An alternative ESP educational course for Polish maritime colleges: A design.

Poznań (1995). 233 pp. (Stanisław Puppel). Dr Krajka, Jarosław: The Internet as a coursebook in EFL. Poznań (2002). (Włodzimierz

Sobkowiak). Dr Krakowian, Bogdan: An attempt to analyse the efficiency of communication in teaching faster

reading in English. Poznań (1974). 186 pp. (Jacek Fisiak).

27

Dr Krakowian, Dagmara: Natural translation as a skill of bilingual children of pre- and early-school age. Łódź (2001). (Barbara Lewandowska-Tomaszczyk).

Dr Krakowian, Przemysław: Reliability and validity of language tests applications of dedicated

computer software in language test construction and evaluation. Łódź (2003). (Barbara Lewandowska-Tomaszczyk).

Dr Król, Barbara: Understanding grammar instruction in the EFL classroom―the teacher's

perspective. Lublin (2005). 296 pp. (Halina Chodkiewicz). Dr Krzyżanowski, Henryk: The optimal format of cognitively-based programmed materials for

learning English grammar: Theoretical analysis and an empirical verification. Poznań (1981). 261 pp. (Waldemar Marton).

Dr Kubiak, Bogusław: Specialist language and its glottodidactic implications. Wrocław (2005).

(Norbert Morciniec). Dr Kurek, Malgorzata: Developing functional alphabetization in a foreign language at above

secondary school level with computer-aided teaching. Opole (2009). (Tadeusz Piotrowski). Dr Kuriata, Jan: Intercultural competence in the education of foreign language teachers exemplified on

French. Instytut Filologii Romańskiej. Poznań (2002). (Weronika Wilczyńska). Dr Kurtyka, Andrzej: The role of intercultural communication theory in the teaching of English for

business needs. Kraków (2003). (Elżbieta Muskat-Tabakowska). Dr Kulczyńska, Agnieszka: The influence of knowledge of culture and textual schemes on the

understanding and the memorizing of a narrative text in a foreign language. Warsaw2 (2007). (Maria Dakowska).

Dr Kusiak, Monika: The effect of metacognitive strategy training on reading comprehension and

metacognitive knowledge. Kraków (2000). (Anna Niżegorodcew). Dr Latkowska, Jolanta: The influence of the foreign language of the native language: A study of L1

competence in Polish university students and teachers of English as a foreign language. Katowice (1998). 215 pp. (Maria Wysocka).

Dr Leńko-Szymańska, Agnieszka: The structure of the mental lexicon and its implications for teaching

foreign language vocabulary. Łódź (1997). 225 pp. (Barbara Lewandowska-Tomaszczyk). Dr Leśniewska, Justyna: The collocational aspects of advanced EFL learners' competence. Kraków

(2003). (Anna Niżegorodcew). Dr Levin, Magdalena: Odbiór angielskich głosek zwartoszczelinowych i szczelinowych przez

Polaków. Łódź (2004). (Barbara Lewandowska-Tomaszczyk). [The perception of English affricates by Polish learners of English]

Dr Lewicka-Mroczek, Ewa: Oral errors and their correction from the teacher’s and learner’s

perspective of Polish secondary schools. Warsaw (2005). (Jerzy Zybert). Dr Lewińska, Joanna: The application of an interactive reading model in a second language

classroom. Poznań (2002). (Jacek Fisiak).

28

Dr Lipińska, Ewa: Proces stawania się dwujęzycznym. Studium przypadku polskiego chłopca w Australii. Kraków (2002). (Władysław Miodunka). [The process of becoming bilingual. A case study of a Polish boy in Australia]

Dr Lipińska-Derlikowska, Magdalena: A glottodidactic evaluation of the Callan Method, an alternative

method of teaching English as a foreign language. Warsaw (2008). (Maria Dakowska). Dr Loranc-Paszylk, Barbara: The international CLIL and ways of enhancing its effectiveness.

Katowice 2008. (Jan Iluk). [Content and language integrated learning] Dr Łęska-Chabrowska, Krystyna: Teacher’s use of interaction patterns and its influence on learners’

fluency in English. Wrocław (2005). (Anna Michońska-Stadnik). Dr Łęska-Drajerczak, Iwona: Polish EFL teachers’ self-perception of job-related motivation: A social

constructivist perception. Poznań (2006). (Teresa Siek-Piskozub). Dr Łuczak, Aleksandra: Teaching English for specific purposes: Syllabus design and evaluation.

Warsaw (2006). (Hanna Komorowska). Dr Łukaszewicz, Beata: Phonological analysis of reduction and assimilation processes in the

acquisition of English and Polish. Warsaw (2000). (Jerzy Rubach). Dr Maciejewska, Anna: Idiomaticality in a student's language: An examination of idioms in written

texts of Polish students learning English at the advanced level. Kraków (2006). (Halina Chodkiewicz).

Dr Majer, Halina: Teaching English two-word verbs at the advanced level: A study in pedagogic

grammar. Poznań (1982). 228 pp. (Waldemar Marton). Dr Majer, Jan: A study of foreign language learner’s lexical borrowings. Poznań (1982). 263 pp.

(Aleksandra Szwedka). Dr Malec, Wojciech: The impact of item format of test performance in criterion-based assessments of

collocations. KUL (2007). Dr Malesa, Katarzyna: Progression of grammatical material and a student's autonomization. Poznań

(2007). (Izabela Prokop). Dr Markiewicz-Pławecka, Elżbieta: Syntactic mistakes of nonnatives learning Polish as a foreign

language. Wrocław (2009). (Anna Dąbrowska). Dr Marzec-Stawiarska, Małgorzata: The influence of summarising on developing selected language

skills. Katowice (2007). (Jan Iluk). Dr Mendelius, Cezary: Code learning vs. learning for communicative competence: A pedagogical

experiment. Poznań (1979). 118 pp. (Waldemar Marton). Dr Michońska-Stadnik, Anna: Basic theoretical principles for an English beginners’ course in Poland

and their practical applications. Wrocław (1988). 157 pp. (Jan Rusiecki). Dr Mitchel-Masiejczyk, Alisa: Error treatment and the adult learner: A study of error awareness and

error gravity in foreign language teachers and students. Warsaw (2008). (Romuald Gozdawa-Gołębiowski).

29

Dr Monkiewicz, Anna: A contrastive analysis of English prepositions and their Polish equivalents and its pedagogical application. Poznań (1979). 303 pp. (Waldemar Marton). [also 3/19a]

Dr Morawski, Wiesław: The English lexical element in the language of Polish emigrants to the USA

and Canada. Gdańsk (1987). 426 pp. (Władysław Kupiszewski). Dr Możejko, Zbigniew: Language awareness as a factor in foreign language learning and teaching (as

exemplified by the learning and teaching of English). Warsaw (2002). (Jan Rusiecki). Dr Muńko, Hanna: Optimal teaching to students of English with sensory disabilities and/or with a light

intellectual deficit in general and special educational institutions. Gdańsk (2007). (Roman Kalisz).

Dr Musiał, Anna: Teacher trainees' personal theories of EFL teaching and learning. Kraków (2004).

(Anna Niżegorodcew). Dr Nijakowska, Joanna: Teaching English as a foreign language to Polish dyslexic students. Łódź

(2004). (promotor unknown). Dr Niżegorodcew, Anna: Some second language learning effectiveness factors in secondary school

learners. Kraków (1979). 188 pp. + 60 pp. appendix. (Maria Przetacznikowa). Dr Nowacka, Dorota: Communication strategies in the process of adult second language development.

Poznań (2000). (Krystyna Droździał-Szelest). Dr Nowacka, Marta: Phonetic competence of students of English philology at Polish universities and

language colleges: A study of articulation and perception. Lublin (2008). (Jolanta Szpyra-Kozłowska).

Dr Nowak-Mazurkiewicz, Marta: Defining the concept of fluency on the basis of research in the

differences of this ability in the language of persons learning English. Katowice (2004). (Janusz Arabski).

Dr Nowicka, Agnieszka: Dialogic signals and argumentative actions in the discussions of learners of

English as a foreign language. Developing communicative independence by negotiating. Poznań (2002). (Izabela Prokop).

Dr Olpińska-Szkiełko, Magdalena: Bilingual upbringing of children: A conception for the Polish

kindergarten. Warsaw2 (2000). (Franciszek Grucza). Dr Osman, Anwar Mohammed: Impact of instructional methods of EFL: Acquisition in the United

Arab Emirates. The case of reading and spoken Skius. Poznań (1997). 243 pp. (Stanisław Puppel).

Dr Osuchowska, Dorota: Collocational information in foreign learner's dictionaries: Lexicographic

description and reception. Rzeszów (2005). (Igor Burchanow). Dr Otwinowska-Kasztelanic, Agnieszka: A study of the lexico-semantic and grammatical influence of

English on the Polish of the younger generation of Poles (19-35 years of age). Warsaw (2000). (Jan Rusiecki).

Dr Pamuła, Małgorzata: An integrated approach to teaching of foreign languages to very young

learners. Pedagogiczna im. Komisji Edukacji Narodowej. Kraków (2000). (Teresa Siek-Piskozub).

30

Dr Pastuszek-Lipińska, Barbara: The influence of music education and training on second language acquisition. Poznań (2008). (Katarzyna Dziubalska-Kołaczyk).

Dr Petrus, Paulina: Learning languages of various degrees of transparency and the reading skills of

children at early school age. Gdańsk (2009). (Marta Bogdanowicz). Dr Piasecka, Liliana: Strategies of vocabulary acquisition on the example of Poles learning English.

Opole (1999). 254 pp. (Hanna Komorowska). Dr Piątkowska, Katarzyna: Didactic applications of cognitive linguistics to teaching the English

articles to adults. Poznań (2008). (Teresa Siek-Piskozub). Dr Piechurska-Kuciel, Ewa: The influence of language awareness training on the acquisition of

English articles. Opole (1996). (Hanna Komorowska). Dr Piotrowski, Tadeusz: Towards a theory of bilingual lexicography: Basic issues. Wrocław (1990).

253 pp. (Jan Miodki). Dr Polok, Krzysztof: Pedagogical implications of the process of acculturation during a second

language acquisition: From theory to practice. Katowice (2002). (Piotr Kakietek). Dr Poluszyński, Bartosz: The use of pedagogical dictionaries in English language study in Polish

higher-secondary schools. The empirical research. Opole (2006). (Tadeusz Piotrowski). Dr Porzuczek, Andrzej: The acquisition of the vocalic component of English in advanced Polish

learners. Katowice (1998). 161 pp. (Janusz Arabski). Dr Poszytek, Paweł: Testing language proficiency in the Polish secondary education in the context of

examination and certification standards of the Council of Europe and the European Union. Warsaw (2007). (Hanna Komorowska).

Dr Potocka, Dorota: Developing professional competence in the process of pre- and in-service teacher

education. Warsaw (2006). (Hanna Komorowska). Dr Puppel, Joanna: The role of nonverbal elements of communication in the process of communication

on the example of didactic communication in English in the light of the Social Exchange Theory and the Theory of Social Influence. Poznań (2003). (Jacek Fisiak).

Dr Remiszewski, Michał: Language attitudes and their socio-psychological determinants: The case of

Polish students' attitudes towards English. Poznań (2001). (Stanisław Puppel). Dr Roda, Magdalena: Developing reading comprehension skills in the first, second and foreign

language contexts: A cross-cultural perspective. Warsaw (2008). (Hanna Komorowska). Dr Rokita-Jaśkow, Joanna: Lexical development in early language acquisition. Kraków (2005). (Anna

Niżegorodcew). Dr Rokoszewska, Katarzyna: Comparing selected modern methods of teaching English to young

learners in various aspects of foreign language acquisition. Wrocław (2007). (Anna Michońska-Stadnik).

Dr Ronowicz, Edmund: The language laboratory as an aid in increasing the effectiveness of foreign

language instruction. Warsaw2 (1977). 126 pp. (Franciszek Grucza).

31

Dr Rozwadowska, Ligia: Foreign language teaching in the Soviet Union from the Revolution till World War II. Poznań (1978). 140 pp. (Waldemar Marton).

Dr Rumianowska, Agnieszka: Contemporary pop-culture in the teaching and learning of foreign

languages―musical video clip. Warsaw (2006). (Elżbieta Zawadzka-Bartnik). Dr Rych-Kok, Mikołaj: General education approach to the teaching of a foreign language. Gdańsk

(2006). (Ryszard Wenzel). Dr Ryan, Fiona: TEMPUS Phase 1 (1990-1994): English language teacher training programmes in

Poland. Poznań (1997). 180 pp. (Jacek Fisiak). Dr Rybarczyk, Renata: A monolingual or a bilingual textbook for learning a foreign language? An

attempt at comparative evaluation. Poznań (2001). (Czesław Karolak). Dr Rysiewicz, Jacek: Language aptitude as a predictor of success for foreign language learning.

Poznań (2004). (Krystyna Drożdział-Szelest). Dr Salski, Łukasz: Contrastive rhetoric and the teaching of writing in English. Łódź (2008). (Jan

Majer). Dr Scheuer, Sylwia: Interference-motivated pronunciation errors in Polish students of English:

A corpus-based study. Poznań (1998). 199 pp. (Włodzimierz Sobkowiak). Dr Serwański, Jacek: Morphology of English loanwords in the Polish language of American Poles.

Poznań (1985). 213 pp. (Jacek Fisiak). Dr Sharwood-Smith, Michael: Aspects of future reference in a pedagogical grammar of English.

Poznań (1974). 137 pp. (Jacek Fisiak). Dr Siarkiewicz-Bivand, Ewa: The efficiency of language laboratory use in university departments of

English in Poland. Poznań (1977). 181 pp. (Waldemar Marton). Dr Sicińska, Maria: Adults and their choice and use of second language learning strategies. Poznań

(2000). (Krystyna Droździał-Szelest). Dr Siek-Piskozub, Teresa: Individualized foreign language instruction to non-faculty students from the

point of view of syllabi, materials and methods. Poznań (1984). 228 pp. (Waldemar Marton). Dr Sienicki, Maciej: Reading aloud as an element of reading comprehension in English as a foreign

language. Wrocław (1999). (Anna Michońska-Stadnik). Dr Sitarek, Adam: A glottodidactic analysis of “true” and “false translator's friends” with regard to

teaching a second foreign language on the example of language combination L1 Polish, L2 English, L3 German). Łódź (2006). (Roman Sidziński).

Dr Skřivánek, Hanna: Self-evaluation as a means of interactivity growth in exo-linguistic communi-

cation at the advanced level. Exampled on informal discussion. Poznań (2008). (Weronika Wilczyńska).

Dr Skowrońska-Gromek, Kamila: Testing and evaluating oral proficiency in secondary schools

―heading towards new matura. Wrocław (2004). (Anna Michońska-Stadnik). Dr Skowroński, Witold: Translation as a technique of teaching the productive skills to advanced

learners of English as a foreign language. Poznań (1982). 291 pp. (Waldemar Marton).

32

Dr Smolik, Marcin: Investigating scoring validity: A study of the nowa matura speaking exam in English at the basic level. Lublin (2008). (Halina Chodkiewicz).

Dr Sobkowiak, Paweł: Issues in ESP: Designing a model for teaching English for business purposes.

Poznań (2000). (Krystyna Droździał-Szelest). Dr Stawna, Mirosława: The communicative approach to foreign language teaching: An attempt at

evaluation and proposals for the application. Poznań (1984). 315 pp. (Waldemar Marton). Dr Strzałka, Agnieszka: Elements of culture of English speaking countries in teaching English as

a foreign language. Katowice (2001). (Maria Wysocka). Dr Stygares, Janusz: Developmental trends in the acquisition of syntactic and textual maturity by

Polish intermediate learners of English. Kraków (1987). 314 pp. (Irena Kłuża). Dr Styszyński, Jan: Contextual and glottodidactic requirements of materials for the learning of foreign

languages. Warsaw2 (2000). (Franciszek Grucza). Dr Suchecka, Ewa: Howard Gardner's manifold intelligences and the achievements in the learning of

English. Instytut Badań Edukacyjnych: Mazowiecka (2008). (Małgorzata Karwowska-Struczyk).

Dr Surdyk, Augustyn: Role-playing games in an EFL academic classroom and the student's

autonomization. Poznań (2003). (Izabela Prokop). Dr Szczepaniak, Renata: An empirical study into the use of a monolingual learner's dictionary: The

effects on the comprehension of idiom variation for advanced students of English). Poznań (2004). (Arleta Adamska-Sałaciak).

Dr Szcześniak, Konrad: Semantic competence in native speakers: Some mechanisms of its

development. Katowice (2003). (Janusz Arabski). Dr Szecówka, Michał: Factors determining group motivation as perceived by EFL students. Wrocław

(2008). (Anna Michońska-Stadnik). Dr Szeffler, Paweł: Reflexivisation phenomena in English and Polish: Theoretical analyses and

empirical studies in second language acquisition. Poznań (2000). (Tadeusz Zabrocki). Dr Szłapka, Hanna: The cognitive code learning theory and the effectiveness of the educational

process on the example of the teaching of English as a foreign language. Wrocław (1988). 211 pp. (Hanna Komorowska).

Dr Szmerdt, Dominika: Evaluating the speaking skill. Theoretical models and the practice of testing

spoken language in ELT in Poland. Warsaw (2006). (Hanna Komorowska). Dr Szpotowicz, Magdalena: Vocabulary acquisition in the primary context. Warsaw (2004). (Hanna

Komorowska). Dr Szulc-Kurpaska, Katarzyna: The influence of learning strategies on the acquisition of foreign

language by children age 9 years. Wrocław (2001). (Anna Michońska-Stadnik). Dr Szumilewicz, Benedykt: The place and role of computer programs in didactics: On the basis of

TEFL. Poznań (1990). 158 pp. (Jan Zaniewski).

33

Dr Szymankiewicz, Krystyna: Educational discourse in the foreign language classroom. Warsaw (2004). (Elżbieta Zawadzka).

Dr Szymańska-Czaplak, Elżbieta: A textbook for learning a foreign language as an element developing

a student's cultural competence in a foreign language). Opole (2008). (Tadeusz Piotrowski). Dr Ścibior-Gajewska, Anna: Acceptability and the teaching of English grammar (verb syntax). Kraków

(2009). (Adam Pasicki). Dr Ślęzak-Świat, Agnieszka: Components of strategic competence in advanced foreign language

users. Katowice (2009). (Maria Wysocka). Dr Tarantowicz-Gasiewicz, Monika: Student-modeling in intelligent computer-assisted language

learning: Pedagogical issues. Wrocław (2001). (Tadeusz Piotrowski). Dr Targońska, Joanna: Przyswajanie czasu przeszłego Prefekt przez polskich uczniów na lekcji

drugiego języka obcego (niemieckiego jako L3 po angielskim jako L2). Olsztyn (2003). (Halina Stasiak). [22]

Dr Torenc, Marta: Intercultural teaching―implications of glottodidactics. Warsaw (2004). (Elżbieta

Zawadzka). Dr Trawiński, Mariusz: Individual vocabulary teaching and learning strategies used by advanced

learners of English. Katowice (2002). (Maria Wysocka). Dr Trepczyńska, Magdalena: Self- and peer-evaluation in writing: Examination of the effects of

evaluation training on the development of writing skills of Polish advanced learners of English. Lublin (2009). (Halina Chodkiewicz).

Dr Turska, Katarzyna: The role of Universal Grammar in language acquisition. A contrastive study of

setting of the null subject parameter in first and second language acquisition. Poznań (2001). (Stanisław Puppel).

Dr Turula, Anna: Language anxiety and classroom dynamics: Teacher, peers and learning environ-

ment as inhibiting factors. Katowice (2002). (Maria Wysocka). Dr Wach, Aleksandra: The effects of foreign language songs on foreign language vocabulary

acquisition with special reference to ELF. Poznań (2003). (Teresa Siek-Piskozub). Dr Walat, Maria: Culture in a foreign language classroom. Poznań (2003). (Krystyna Droździał-

Szełest). Dr Wenzel, Ryszard: Teaching modern languages on the basis of complex linguistic structures:

A proposal for a syllabus design and a teaching method within the framework of the cognitive-code approach to language teaching. Poznań (1985). 178 pp. (Waldemar Marton).

Dr Werbińska, Dorota: A profile of an effective Polish teacher of English―a qualitative approach.

Poznań (2003). (Krystyna Droździał-Szelest). Dr Wiazowski, Jarosław: The use of computer-aided instruction of foreign languages in teaching

English and the social rehabilitation of blind students. Łódź (2002). (Barbara Lewandowska-Tomaszczyk).

Dr Wiśniewska, Danuta: Introducing autonomy in the foreign language classroom: Qualitative

research on teachers’ practice and problems. Poznań (2003). (Teresa Siek-Piskozub).

34

Dr Witalisz, Ewa: An analysis of the written English produced by Polish EFL learners applying to the English Department of the Jagiellonian University. Kraków (2004). (Anna Niżegorodcew).

Dr Włosowicz, Teresa: The impact of the first and second language on the understanding of texts in a

third language: A cognitive-pragmatic approach. Katowice (2009). (Piotr Kakietek). Dr Wolski, Przemysław: Autonomy in the process of foreign language learning. Warsaw (2008).

(Elżbieta Zawadzka-Bartnik). Dr Wrembel, Magdalena: Phonological metacompetence in the acquisition of second language

phonetics. Poznań (2005). (Katarzyna Dziubalska-Kołaczyk). Dr Wysocka, Hanna: Temporal and spatial location in first and second language acquisition. Poznań

(2004). (Katarzyna Dziubalska-Kołaczyk). Dr Wysocka, Maria: Comparative advance organizers and communicative exercises in the teaching of

English syntactic structures to Polish learners: A glottodidactic experiment. Katowice (1979). 186 pp. (Janusz Arabski).

Dr Wysocka, Marzena: Stages of fossilization in advanced learners and users of English. A

longitudinal diagnostic study. Katowice (2009). (Maria Wysocka). Dr Wysoczański, Józef: A pedagogical model for teaching Polish adult learners of English how to

express modality: Theory and practice. Poznań (1993). 316 pp. (Waldemar Marton). Dr Zabor, Lech: Language aptitude and foreign language aptitude testing. Wrocław (1990). 120 pp.

(Michał Post). Dr Zawacka-Najgeburska, Marta: Adaptations of the communicative behaviour of primary caretakers

to the growing linguistic-communicative competence of the child in the first year of life: A case study. Poznań (2007). (Stanisław Puppel).

Dr Zawodniak, Joanna: An evaluation of vocabulary syllabus for primary school learners of EFL

Poznań (2002). (Teresa Siek-Piskozub). Dr Zięba-Plebankiewicz, Monika: The acquisition of English intonation by Polish adult learners.

Poznań (2007). (Katarzyna Dziubalska-Kołaczyk). Dr Ziobro, Ryszard: Psycholinguistic basis for mastering a foreign language. Wyższa Szkoła

Filologiczna. Wrocław (1983). (Norbert Morciniec). Dr Zydorowicz, Paulina: English and Polish morphonotactics in first language acquisition. Poznań

(2008). (Katarzyna Dziubalska-Kołaczyk). Dr Zygmunt, Tomasz: Strategies of learning foreign languages by adults and their glottodidactic

implications. Lublin (1985). 314 pp. + 23 pp. append. (Jerzy Brzeziński).

35

21. ERROR ANALYSIS, PEDAGOGICAL GRAMMAR & LINGUISTIC ISSUES (1951-2009)

2 Dr habs. (both solo)

27 Drs. (16 solo; 11 cross-listed) 762 MAs (523 solo; 239 cross-listed)

Dr hab. Arabski, Janusz: Errors as indications of the development of interlanguage. Poznań (1978).

179 pp. [also 20] Dr hab. Zybert, Jerzy: Errors in foreign language learning: The case of Polish learners of English.

Poznań (2000).

************ Dr Komorowska, Hanna: Types of presentations of morphosyntactical material in teaching English:

An issue in interference. Warsaw (1972). 198 pp. (Wincenty Okoń). Dr Sharwood-Smith, Michael: Aspects of future reference in a pedagogical grammar of English.

Poznań (1974). 137 pp. (Jacek Fisiak). [also 3] Dr Kaczmarski, Stanisław: The use of grammatical transformation in foreign language teaching: based

on English materials. Warsaw (1976). 225 pp. (Franciszek Grucza). Dr Dobrowolska, Jolanta: The gradation of grammatical materials in basic course English teaching.

Warsaw (1979). 125 pp. (Franciszek Grucza). Dr Monkiewicz, Anna: A contrastive analysis of English prepositions and their Polish equivalents and

its pedagogical application. Poznań (1979). 303 pp. (Waldemar Marton). [also 3/19a] Dr Korosadowicz, Maria: The differential effect of the technique of interlingual contrasts: A

psycholinguistic experiment in teaching the sequence of English tenses to Polish secondary school students. Kraków (1980). 323 pp. (Ruta Nagucka). [also 8]

Dr Krzyżanowski, Henryk: The optimal format of cognitively-based programmed materials for

learning English grammar: Theoretical analysis and an empirical verification. Poznań (1981). 261 pp. (Waldemar Marton).

Dr Majer, Halina: Teaching English two-word verbs at the advanced level: A study in pedagogic

grammar. Poznań (1982). 228 pp. (Waldemar Marton). Dr Majer, Jan: A study of foreign language learner’s lexical borrowings. Poznań (1982). 263 pp.

(Aleksandra Szwedka) [also 22] Dr Serwański, Jacek: Morphology of English loanwords in the Polish language of American Poles.

Poznań (1985). 213 pp. (Jacek Fisiak). [also 2] Dr Morawski, Wiesław: The English lexical element in the language of Polish emigrants to the USA

and Canada. Gdańsk (1987). 426 pp. (Władysław Kupiszewski). Dr Stygares, Janusz: Developmental trends in the acquisition of syntactic and textual maturity by

Polish intermediate learners of English. Kraków (1987). 314 pp. (Irena Kłuża). Dr Buczowska, Ewa: The acquisition of temporal systems in English as a native language and English

as a foreign language. Poznań (1989). 109 pp. (Waldemar Marton).

36

Dr Berry, Roger: Teaching the English articles: An exercise in pedagogic grammar. Poznań (1990). 198 pp. (Waldemar Marton).

Dr Konik, Tomasz: A contrastive analysis of Polish and English epistemic expressions: Translatoric

and glottodidactic implications. Warsaw2 (1992). 321 pp. (Franciszek Grucza). [also 15/19a] Dr Latkowska, Jolanta: The influence of the foreign language of the native language: A study of L1

competence in Polish university students and teachers of English as a foreign language. Katowice (1998). 215 pp. (Maria Wysocka).

Dr Piechurska-Kuciel, Ewa: The influence of language awareness training on the acquisition of

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advanced learners of English: A contrastive, corpus-based study. Poznań (2000). (Włodzimierz Sobkowiak). [also 5/16/19]

Dr Szeffler, Paweł: Reflexivisation phenomena in English and Polish: Theoretical analyses and

empirical studies in second language acquisition. Poznań (2000). (Tadeusz Zabrocki). [also 3/19a]

Dr Dziemianko, Anna: Verb syntax in monolingual English learners' dictionaries: A study of user-

friendliness. Poznań (2004). (Arleta Adamska-Sałaciak). [also 4/16/32] Dr Wysocka, Hanna: Temporal and spatial location in first and second language acquisition. Poznań

(2004). (Katarzyna Dziubalska-Kołaczyk). Dr Wrembel, Magdalena: Phonological metacompetence in the acquisition of second language

phonetics. Poznań (2005). (Katarzyna Dziubalska-Kołaczyk). [also 1/26] Dr Lewicka-Mroczek, Ewa: Oral errors and their correction from the teacher’s and learner’s

perspective of Polish secondary schools. Warsaw (2005). (Jerzy Zybert). Dr Solska, Ewa: Duch liberalizmu a projekt europejskiej przestrzeni edukacyjnej. Lublin (2006). (Jan

Pomorski). [The spirit of liberalism and European Educational Spectrum project] Dr Mitchel-Masiejczyk, Alisa: Error treatment and the adult learner: A study of error awareness and

error gravity in foreign language teachers and students. Warsaw (2008). (Romuald Gozdawa-Gołębiowski).

Dr Markiewicz-Pławecka, Elżbieta: Syntactic mistakes of nonnatives learning Polish as a foreign

language. Wrocław (2009). (Anna Dąbrowska). Dr Ścibior-Gajewska, Anna: Acceptability and the teaching of English grammar (verb syntax). Kraków

(2009). (Adam Pasicki).

************ Ropelewska, Jadwiga: Two problems of English grammar from the Polish point of view. Warsaw

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37

Krzysztoporska, Joanna: Some common mistakes in English made by Polish students: Contrastive analysis and remedial drills. Łódź (1969). 47 pp. + append.

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students’ papers. Warsaw (1971). 55 pp. [also 20] Domurat-Spytkowska, Elżbieta: Typical mistakes made by Polish learners in the structure and order of

adverbials: An analysis of students’ papers. Warsaw (1971). 34 pp. Kuchna, Zofia: Typical mistakes made by Polish learners in the order of the main clause elements: An

analysis of students’ papers. Warsaw (1971). 52 pp. Pawliszak, Teresa: Tense and aspect in Polish and English: A study of uses and misuses with

suggestions for teachers. Lublin (1971). 95 pp. [also 3/19a] Baranowska-Bogdan, Renata: Typical lexical errors made by Polish learners: An analysis of students’

papers. Warsaw (1972). 38 pp. Boczar, Teresa: Interpretation of mistakes in the use of some adverbial modifiers by Polish learners of

English: A study based on students’ papers. Lublin (1972). 90 pp. Cholewska, Ewa: The notions of style and register in advanced teaching of English. Kraków (1972).

51 pp. [also 5] Gorayska, Barbara: Conditional sentences in a course of English for beginners: A survey of the

different approaches to selection, grading, and presentation. Warsaw (1972). 57 pp. Koźmińska, Iwona: Indirect speech in a course of English for beginners: Grading, presentation, and

drill―a survey of a number of textbooks. Warsaw (1972). 64 pp. [also 32] Kwiatkowska, Krystyna: Common mistakes in the noun phrase made by Polish learners: An analysis

of student papers. Warsaw (1972). 49 pp. Ostrowska, Teresa: Ways of expressing futurity in English: Problems of selection, grading, and

presentation―a survey of a number of textbooks. Warsaw (1972). 58 pp. [also 32] Rzepkowska, Elżbieta: English modal verbs and the Polish learner. Łódź (1972). 51 pp. Sławińska, Maria: The teaching of English weak forms to the Polish learner. Warsaw (1972). 61 pp. Stachura, Ewa: Relative clauses in a course for beginners: A survey of the different approaches to

grading, presentation, and drill. Warsaw (1972). 58 pp. Suchanecka, Ewa: Some problems of interference in the use of prepositions by English-speaking

Poles: A study based on students’ papers. Lublin (1972). 47 pp. Szczepańczyk, Elżbieta: The first four English tenses in a course for beginners: Selection, grading,

presentations―a survey of approaches. Warsaw (1972). 75 pp. Kraśniewska, Elżbieta: Teaching the English articles: A survey of the different approaches to grading,

presentation, and drill. Warsaw (1973). 62 pp.

38

Mickiewicz, Barbara: A study of learners’ errors in the use of the present tense, past simple and past perfect. Warsaw (1973). 51 pp.

Moczoń, Wiesława: The treatment of morphophonology in elementary courses of English. Warsaw

(1973). 41 pp. Rabiega, Barbara: A study of errors made by Polish learners in English verb complementation patterns

and some hypotheses concerning their origin. Warsaw2 (1973). 74 pp. Starska, Zofia: Drills and exercises for teaching English tenses to a Polish learner. Łódź (1973). 80 pp. Waltz, Janusz: The teaching of the English simple past tense and present perfect tense to Polish

learners: Theoretical considerations and practical solutions. Warsaw2 (1973). 40 pp. Więcławek, Izabella: An application of some findings of transformational grammar to the teaching of

English as a foreign language. Kraków (1973). 49 pp. Żurakowska, Barbara: An application of some findings of structural linguistics to the teaching of

English as a foreign language. Kraków (1973). 80 pp. Bartczak, Jadwiga: Errors in the graphic system of English: A corpus study. Warsaw (1974). 87 pp.

[also 20] Kasper, Barbara: English phrasal verb exercises for Polish learners. Poznań (1974). 66 pp. Leszczyńska, Beata: Errors which are not obviously the result of native language interference:

A corpus study. Warsaw (1974). 53 pp. Lewicka, Maria: The problem of interference in the determiner systems of English and Polish. Poznań

(1974). 45 pp. [also 3/19a] Masiulanis, Józef: English phrasal verbs and their Polish equivalents: A contrastive study with

pedagogical implications. Poznań (1974). 147 pp. [also 3/19a] Olędzka, Anna: Teaching English interrogative structure to Polish learners. Warsaw2 (1974). 51 pp. Siedlaczek, Stanisław: Errors in word order made by Polish learners of English. Lublin (1974). 40 pp. Walkowiak, Włodzimierz: Comparison of the corresponding semantic areas in English and Polish, and

its pedagogical implication: Field―tourism. Poznań (1974). 59 pp. [also 4/19a] Bartosiewicz, Elżbieta: The progressive aspect: Grammatical background and the survey of

approaches by textbook writers and methodologists. Warsaw (1975). 64 pp. [also 3/32] Brodowski, Paweł: “Errors of avoidance” in the English gerundive nominals as used by Polish

students. Warsaw2 (1975). 64 pp. [also 20] Brzozowska, Ewa: Problems of teaching certain forms strange to Polish speakers and the interference

of the native language. Kraków (1975). 58 pp. Bytnar Jelen, Ewa: A study of errors made by advanced learners of English in secondary school.

Warsaw2 (1975). 50 pp. [also 20] Kobylańska, Monika: A study of the variables related to Polish advanced learners’ functional

knowledge of some specific English word combinations. Poznań (1975). 93 pp.

39

Korosadowicz-Strużyńska, Maria: Contrastive analysis in the classroom as a means of counteracting mother-tongue interference: Theoretical analysis and empirical validation. Poznań (1975). 130 pp. [also 19b]

Kuberska-Pacuda, Anna: A study of errors in English question formation by Polish learners. Warsaw

(1975). 80 pp. Obiała, Jadwiga: An analysis of Polish learners’ errors in written English with regard to

communication efficiency. Warsaw2 (1975). 44 pp. Roehr, Barbara: Teaching English tense and aspect to Polish beginners. Warsaw2 (1975). 43 pp. Saciuk, Jan: English verb valences: Practical exercises for Polish learners of English. Poznań (1975).

39 pp. Siudyła, Krzysztof: The present perfect in a system of teaching English. Warsaw (1975). 72 pp. Studzińska-Balant, Zofia: Comparison of the corresponding semantic areas in Polish and English and

its pedagogical implications: International commerce and trade. Poznań (1975). 40 pp. [also 4/17/19a]

Woźniak, Elżbieta: Presentation of grammatical information in textbooks of varying aims. Warsaw

(1975). 66 pp. [also 32] Babińska, Paulina: A study of transfer from Polish into English in learning question forms:

Contributions of contrastive studies and error analysis. Kraków (1976). 91 pp. [also 20] Chodorowska, Joanna: Grammatical errors: Source and significance to second language teaching.

Warsaw (1976). 93 pp. [also 20] Droździał, Krystyna: A survey of teaching English grammar in Polish secondary schools. Poznań

(1976). 81 pp. Dworzecka-Humięcka, Krystyna: The definite article: Theories and contrastive usage―FLT and

translation. Warsaw2 (1976). 22 single-spaced pp. [also 2/15] Gieysztor-Stanisz, Jadwiga: The commonest errors made by Polish learners. Wrocław (1976). 42 pp.

[also 20] Graczyk, Hanna: An experimentally defined format of pedagogical grammar for self-instruction in

English. Poznań (1976). 51 pp. Hincke, Elżbieta: An experimentally defined format of pedagogical grammar for self-instruction in

English. Poznań (1976). 62 pp. Jacoby, Grażyna: A comparative study of a Polish learner’s difficulties in the acquisition of another

Slavonic language, a non-Slavonic Indo-European language and a non-Indo-European language. Warsaw2 (1976). 68 pp.

Jasińska, Danuta: An experimentally defined format of pedagogical grammar for self-instruction in

English. Poznań (1976). Jendrych, Barbara: A survey of teaching English grammar in Polish secondary schools. Poznań

(1976).

40

Joachimiak, Wiesława: Survey of teaching English grammar in Polish secondary schools. Poznań (1976). 51 pp.

Joźwiak, Anna: A survey of teaching English grammar in Polish secondary school. Poznań (1976). Kolasińska-Mordyńska, Hanna: The treatment of modal verbs in courses of English as a foreign

language: The grammatical background. Warsaw (1976). 67 pp. Łuczak, Teresa: A survey of teaching English grammar in Polish secondary schools. Poznań (1976). Mierzejewska, Irena: Positive and negative transfer in learning English as a second language with

special reference to the use of articles. Kraków (1976). 96 pp. Myrta, Margot: A survey of teaching English grammar in Polish secondary schools. Poznań (1976). 66

pp. Szutowicz, Grażyna: An experimentally defined format of pedagogical grammar for self-instruction in

English. Poznań (1976). 83 pp. Załęcka, Jadwiga: Teaching Polish learners the English question structures containing the auxiliary do.

Kraków (1976). 80 pp. Zyskind, Małgorzata: Teaching conditional clauses with if to Polish learners. Kraków (1976). 64 pp. Bennich, Violetta: Teaching the English tenses: Selection, gradation, techniques. Poznań (1977). 44

pp. Bieszke, Honorata: A programmed module for self-instruction in English as a second language: The

use of the passive voice. Poznań (1977). 44 pp. Bjelkhagen, Teresa: Interlingual interference in the acquisition of a second foreign language. Warsaw2

(1977). 110 pp. Blachnicka, Elżbieta: Interference and foreign language learning. Łódź (1977). 59 pp. Chromcewicz, Witold: An evaluation of the role of phonology and phonetics in language teaching.

Warsaw (1977). 43 pp. Dobrzyńska, Joanna: The expression of quality in English: The grammatical background and a survey

of approaches in language courses and books of language teaching methodology. Warsaw (1977). 60 pp.

Dulowska, Gabriela: Imperatives and commands in English: The grammatical and functional

background and a survey of approaches in language courses and books of language teaching methodology. Warsaw (1977). 40 pp.

Dynak-Hosowicz, Danuta: Structural grading in the early stages of English language teaching. Kraków

(1977). 63 pp. Gawrońska, Barbara: Situational and contrastive grammar exercises for Polish learners of English:

Active voice questions. Poznań (1977). 75 pp. Grzelak, Wiesław: A programmed module for self-instruction in English as a foreign language:

English modal verbs. Poznań (1977). 27 pp.

41

Gołębiowska, Aleksandra: Teaching English at the advanced level: A survey of the field. Warsaw (1977). 80 pp. [also 28]

Hrycow, Lidia: Language errors in first and second language learning. Łódź (1977). 64 pp. Jakubowska, Małgorzata: A programmed module for self-instruction in English as a foreign language:

Expressing present time in English. Poznań (1977). 98 pp. Jakubowska, Mirosława: Approaches to learner’s errors in foreign language teaching. Lublin (1977).

62 pp. Kasprzycka, Magdalena: The expression of space in English, grammatical background, and the survey

of approaches in courses of English. Warsaw (1977). 37 pp. [also 4] Kisiel, Janusz: An error analysis of free compositions written by the Polish students of the third year

of English at the University of Silesia in Katowice. Katowice (1977). 47 pp. [also 20] Kowalska, Joanna: English question structures and the Polish learner: Reporting research project.

Lublin (1977). 57 pp. Krawczyk, Elżbieta: An error analysis of free compositions written by the Polish students of the

second year of English at the University of Silesia in Katowice. Katowice (1977). Łosińska, Hanna: Programmed module for self-instruction in English: The elements of direct and

indirect speech. Poznań (1977). 42 pp. Mempel, Joanna: The sequencing of teaching tenses in English. Łódź (1977). 51 pp. Michalak, Jolanta: A programmed learning module for Polish students of English: The articles.

Poznań (1977). 52 pp. Müldner-Nieckowska, Małgorzata: A programmed module for self-instruction in English as a foreign

language: Expressing the present tense in English. Poznań (1977). 52 pp. Milewska, Mirosława: Vocabulary teaching and presentation in English as a foreign language:

Psychological analysis of current techniques and procedures. Poznań (1977). 47 pp. Poinc, Iwona: Reported speech: A detailed survey of the grammatical background and its use in ELT

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a number of courses of English as a foreign language and handbooks of teaching English―presentation, exemplification, grammar notes, drills and exercises. Warsaw (1977). 107 pp. [also 32]

Ptasińska, Grażyna: Teaching more efficient reading. Łódź (1977). 62 pp. Sierociuk, Bolesław: A programmed module for self-instruction in English as a foreign language:

Expressing futurity in English. Poznań (1977). 59 pp. Siuda, Janusz: An analysis of English composition errors made by the third year students of secondary

school. Katowice (1977). 57 pp.

42

Sobańska, Beata: The teaching of the past perfect tense: A detailed survey of TEFL courses and handbooks―presentation, exemplification, drills and exercises. Warsaw (1977). 82 pp. [also 32]

Stachurska, Ewa: Asking questions: Grammatical basis, functional analysis and applications for

language teaching. Warsaw (1977). 38 pp. Suchocka, Anna: Variety of exercise types as a factor in the learning of foreign language grammatical

structures. Poznań (1977). 68 pp. Szczepaniak, Zofia: A programmed module for self-instruction in English as a foreign language:

English modal verbs. Poznań (1977). 39 pp. Szyłkiewicz, Anna: The teaching of the simple past tense: A detailed survey of a number of courses of

English as a foreign language―presentation, exemplification, drills, exercises. Warsaw (1977). 62 pp.

Ujma, Krystyna: How to teach reported speech to non-English learners. Kraków (1977). 51 pp. Wojciechowski, Maciej: Some pedagogical implications of transformational grammars. Kraków

(1977). 75 pp. Woryna, Bronisława: The teaching of some modals to Polish learners of English. Kraków (1977). 96

pp. [auxiliary (helping) verbs] Zenderowska, Małgorzata: The teaching of the present perfect tense: A detailed survey of a number of

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Bujewska, Jadwiga: Cognitive grammar exercises for intermediate learners of English as a foreign

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Kraków (1978). 72 pp. Iwaszkiewicz, Dorota: Cognitive grammar exercises for intermediate learners of English as a foreign

language: Expressing requests, wishes, orders, and suggestions in English. Poznań (1978). 49 pp.

Jankowska, Aleksandra: Cognitive grammar exercises for intermediate learners of English as a foreign

language: Expressing attitude toward what the speaker is saying. Poznań (1978). 49 pp. Kasper, Tomasz: Cognitive grammar exercises for intermediate learners of English as a foreign

language: Identification of people, objects and events. Poznań (1978). 44 pp. Kotwica, Elżbieta: Teaching English grammar to adult learners. Łódź (1978). 53 pp.

43

Kozińska, Elżbieta: The role of error in first language acquisition and in second language learning. Warsaw (1978). 50 pp. [also 20]

Krzykała, Małgorzata: Origin and pedagogic treatment of errors in English competition written test

held in Lublin in 1978. Lublin (1978). 61 pp. Krzyżanowska, Teresa: Cognitive grammar exercises for intermediate learners of English as a foreign

language: Reported speech. Poznań (1978). 36 pp. Łobodzińska, Mirosława: Cognitive grammar exercises for intermediate learners of English as

a foreign language: Expressing definiteness and indefiniteness. Poznań (1978). 58 pp. Malczyk, Joanna: Acquisitions of inflectional endings in Polish and English: Nouns and verbs.

Warsaw (1978). 55 pp. Malesa, Joanna: Can and could: A detailed survey of the grammatical background and its use in ELT

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116 pp. Mik, Jerzy: An analysis of interlanguage: Fourth-year students of Polish secondary schools. Katowice

(1978). 62 pp. + append. Moroniewicz, Janina: Problems of teaching English prepositions to Polish learners. Kraków (1978). 62

pp. + append. Moss, Maria: Cognitive grammar exercises for intermediate learners of English as a foreign language:

Verb complementation. Poznań (1978). 43 pp. Mruk, Ewa: An inquiry into the relevance of the learners’ linguistic background for foreign language

acquisition: On the basis of observations of Arab students and Polish students learning English. Warsaw2 (1978). 129 pp.

Nadstoga, Zbigniew: Cognitive grammar exercises for advanced learners of English as a foreign

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implications for language teaching. Warsaw (1978). 58 pp. [also 6] Ostaszewska, Irena: Cognitive grammar exercises for intermediate learners of English as a foreign

language: Expressing futurity. Poznań (1978). 33 pp. Pawałowska, Urszula: Cognitive grammar exercises for intermediate learners of English as a foreign

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Topicalization in English. Poznań (1978). 50 pp. Rapf, Magdalena: Cognitive grammar exercises for intermediate learners of English as a foreign

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44

Rogozińska, Barbara: May and might: A detailed survey of the grammatical background and its use in ELT textbooks. Warsaw (1978). 73 pp. [also 32]

Rozwadowska, Teresa: Teaching English weak forms to Polish students. Poznań (1978). 41 pp. Stachurka, Alicja: The expression of obligation: A detailed survey of grammars, articles and courses

of English as a second language. Warsaw (1978). 90 pp. Sztaba, Ewa: Teaching techniques for gerund-infinitive constructions. Gdańsk (1978). 70 pp. Teleżyńska, Irena: Cognitive grammar exercises for intermediate learners of English as a foreign

language: Expressing contingency and doubt in English. Poznań (1978). 44 pp. Urbańczak, Lucyna: Cognitive grammar exercises for intermediate learners of English as a foreign

language: Expressing the past time. Poznań (1978). 33 pp. Więcław, Elżbieta: Certain uses of the English passive voice and their teaching to foreign students.

Poznań (1978). 93 pp. Wojtyna, Urszula: A programmed module for self-instruction in English as a second language:

Expressing futurity. Poznań (1978). 80 pp. Zembrzuska, Hanna: The teaching of negation in English: A detailed survey of selected courses of

English as a foreign language. Warsaw (1978). 53 pp. Zimowska, Iwona: Cognitive grammar exercises for intermediate learners of English as a foreign

language: Expressing the present time in English. Poznań (1978). 46 pp. Bielski, Marek: The acquisition of the temporal senses of English propositions. Katowice (1979). 83

pp. Bieńko, Hanna: The expression of agreement and disagreement in English: A detailed survey of

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articles on language teaching methodology. Warsaw (1979). 65 pp. [also 32]

45

Krupa, Mirosława: Testing grammar constructions. Katowice (1979). 44 pp. Maron-Kasperek, Irena: Teaching English progressive tenses to Poles. Katowice (1979). 67 pp. Młynarska, Joanna: The teaching of inversion: A detailed survey of courses of EFL and handbooks

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English as a second language. Warsaw (1979). 77 pp. Naumowska, Aleksandra: An analysis of interlingual interference and possibilities for its reduction

with respect to teaching English to Polish students. Katowice (1979). 65 pp. Pakalska, Emilia: Communication exercises in teaching the passive voice. Gdańsk (1979). 75 pp. Pawłowska, Katarzyna: Methods and techniques of teaching English grammar in Polish secondary

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handbooks of methodology and English teaching textbooks. Warsaw (1979). 93 pp. [also 32] Wojtacka, Iwona: Word formation and its pedagogical aspect. Łódź (1979). 37 pp. + append. [also 2] Wojtal, Jolanta: The nature of prepositions and the teaching of prepositions of place. Warsaw (1979).

87 pp. Zalesińska, Małgorzata: The teaching of temporal adverbials: A detailed survey of grammars,

handbooks on methodology and ELT textbooks. Warsaw (1979). 75 pp. [also 32] Barcz, Elżbieta: Variety of exercise types as a factor in the learning of grammatical structures in

English as a foreign language. Poznań (1980). 84 pp. Błaszczyk, Zofia: The use of prepositions in the written English of the Polish secondary school pupils.

Łódź (1980). 41 pp. Cicharska, Barbara: The use of articles in the elementary course of English. Łódź (1980). 46 pp. Domżalska, Ewa: Development of pragmatic relations in the acquisition of Polish. Poznań (1980). 72

pp. Gąska, Jadwiga: Teaching infinitival constructions to Polish learners. Katowice (1980). 43 pp.

46

Gieryga, Ewa: The acquisition of tense and aspect in English: Some syntactic considerations. Poznań (1980). 55 pp.

Kiełbasa-Rutkowska, Wiesława: Errors and foreign language teaching and learning. Łódź (1980). 60

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(1980). 72 pp. Maciak, Ksawera: The teaching of the present perfect tense and the simple past tense: The audio-

lingual approach and cognitive theory in English as a foreign language in Poland. Warsaw (1980). 67 pp.

Międzybrodzki, Zygmunt: Teaching a choice of it-subject sentences to elementary school pupils.

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Poznań (1980). 46 pp. Miotli ński, Adam: A programmed module for self-instruction in English as a second language: The

use of the present progressive tense. Poznań (1980). 38 pp. Pancer, Anna: The teaching of conditionals to Polish secondary students: Ćwiczenia sytuacyjne i

kontrastywne. Gdańsk (1980). 63 pp. [Situational and contrastive exercises] Pawlak, Dorota: The use of polite requests by the native speakers of American English: A field study

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present tenses made by native speakers of Polish at Polish secondary school. Warsaw (1980). 74 pp. [also 20]

Staszak, Ireneusz: The teaching of grammar and vocabulary: An experiment with new teaching

materials. Gdańsk (1980). 64 pp. Stawicka, Jolanta: The development of remote temporal references in the acquisitions of Polish as

a native language. Poznań (1980). 54 pp. [also 27] Szałecka, Jolanta: Techniques of teaching grammar to pre-school children. Łódź (1980). 70 pp. Wyrembak, Irena: Teaching conventional collocations. Łódź (1980). 37 pp. Zajder-Zacharska, Lucyna: Teaching English conventional syntagmatic constructions in Polish

grammar schools: Evaluation and comments on making the teaching process more effective. Gdańsk (1980). 60 pp.

Zawada, Małgorzata: The degree of difficulty in learning negation in Polish secondary school. Gdańsk

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47

Grabowska, Danuta: Cognitive grammar exercises in modal auxiliary verbs can/may, must/need for Polish learners of English: Contrastive approach. Gdańsk (1981). 78 pp.

Klimczak, Lidia: The expression of commands, requests and questions in English: The grammatical

background and a survey of approaches in language courses and books on language teaching methodology―the functional approach. Warsaw (1981). 134 pp.

Romaniak, Krystyna: The perception of English word stress patterns by Polish students. Poznań

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approaches in language courses and books of language teaching methodology. Warsaw (1982). 87 pp.

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48

Dopiera-Łakowicz, Anna: A pedagogical grammar for secondary school learners: The passive voice. Poznań (1983). 50 pp.

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49

Horak, Małgorzata: A contrastive study of conditional sentences in Polish and English with pedagogical implications. Opole (1985). 75 pp. [also 3/19a]

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Baranowski, Henryk: Error analysis of common pronunciation mistakes made by Polish learners of

English: Consonants. Bydgoszcz (1986). 41 pp. [also 20] Bernacka-Woś, Zofia: The quality of mistakes made by Polish high school graduates in written

English. Katowice (1986). 60 pp. (M. Wysocka). Cebulska, Bożena: Teaching English sibilants to Polish learners. Kraków (1986). 97 pp. Chmielowiec, Danuta: An attempt at accounting for the phenomenon of teaching and testing

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50

Lewicka, Ewa: The acquisition of the demonstratives this and that and the spatial adverbs here and there by English and Polish speaking children: A contrastive study. Warsaw (1986). 127 pp. [also 19a]

Lorek, Wiesław: Remedial teaching of the present perfect tense. Poznań (1986). 71 pp. Szczegot, Ewa: Pre-communicative and communicative activities in teaching English passive voice to

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made by Polish secondary school learners of English. Wrocław (1986). 40 pp. [also 20] Zalewska, Teresa: The cognitive model of introducing and practicing English grammatical material for

Polish learners. Katowice (1986). 44 pp. Bordzio, Adam: Teaching English articles in Polish schools: A critical evaluation of Smólska’s and

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structures: Present perfect tense. Bydgoszcz (1987). 69 pp. Piecha, Magdalena: Teaching infinitival constructions to Polish learners. Katowice (1987). 85 pp. Różańska, Barbara: Sources of errors in the examination papers of the English Department second and

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pp. [also 24] Augustyniak-Smoczyńska, Anna: The use of films in foreign language teaching. Łódź (1988). 36 pp. Cierpich, Renata: The acquisition of the lexicon by children. Wrocław (1988). 57 pp. [also 27] Krasnodębska, Urszula: Transfer in the acquisition of syntax by Polish learners. Warsaw (1988). 53

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[also 20]

51

Nawrocka, Iwona: The analysis of the errors in the use of the English modal auxiliaries made by Polish secondary school pupils. Opole (1988). 71 pp. + append. [also 20]

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as an aid in teaching German to English native speakers and English to German learners. Wrocław (1989). 45 pp. [also 3/19b]

Marszałek, Beata: The teaching of English grammar in Polish secondary schools: Analysis of

instructional procedures and suggestions for their modification. Poznań (1989). 76 pp. Niemczyk, Joanna: Grammatical correctness in spoken texts produced by more capable students.

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pp. [also 20] Kubiak, Barbara: Grammatical categories in the teaching of foreign languages to pre-school children.

Katowice (1990). 78 pp. Puszer-Naillon, Joanna: Difficulties in the acquisition of the English articles by Polish students.

Katowice (1990). 95 pp. Robaczewska, Barbara: The importance of error in the learning process: A study of transfer of

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(1990). 82 pp.

52

Czaplińska, Anita: Pedagogical grammar for learners of EFL: Reported speech. Wrocław (1991). 47 pp.

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Krzyszkowska, Krystyna: Teaching the past progressive to Polish secondary school learners: An

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Spławska, Dagmara: A critical look at the presentation of grammar in I Learn English by Michalska

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(1992). 55 pp. + append. Piasna, Iwona: The accessibility hierarchy and the acquisition of relative clauses in Polish as a second

language. Łódź (1992). 74 pp. + append. Puczyłowska, Iwona: First language interference: Lexical errors observed in the process of learning

English as a second language by Polish learners. Warsaw (1992). 63 pp.

53

Romańczuk, Agnieszka: The role of linguistic input in the acquisition of syntax. Warsaw2 (1992). 84 pp.

Sierocińska, Dorota: The sequence of acquisitions of selected English morphemes by Polish learners

of English. Warsaw (1992). 59 pp. Steuden, Wojciech: Teaching the use of the article. Wrocław (1992). 93 pp. Szela, Jacek: Testing grammar at the advanced level. Wrocław (1992). 60 pp. [also 25] Zawadzka, Iwona: The hierarchy of difficulty in the acquisition of nouns, verbs and adjectives among

university students of English. Katowice (1992). 68 pp. + append. Broniecka, Agnieszka: Attitudes towards error correction among EFL students in Polish secondary

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(1993). 68 pp. Gronert, Lucyna: Making English grammar more alive to Polish secondary school students. Poznań

(1993). 93 pp. Kajoch, Agnieszka: Teaching questions in an EFL classroom. Wrocław (1993). 89 pp. Krakowian, Przemysław: Stages in acquisition of interrogatives for English as a foreign language.

Łódź (1993). 65 pp. + append. Lenkiewicz-Szydło, Alicja: An analysis of common spoken errors among Polish learners of English.

Wrocław (1993). 71 pp. Puczyłowska, Małgorzata: Error correction in foreign language teaching: Implications for pedagogical

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[also 1] Scheffler, Paweł: The interpretation of English reflexives by Polish learners and the universal

grammar hypothesis. Poznań (1993). 89 pp. Srebro, Monika: The communicative approach and grammar teaching in Polish schools. Kraków

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pp.

54

Filec, Małgorzata: Intralingual errors in the performance of Polish secondary school EFL learners. Wrocław (1994). 64 pp.

Fyda, Mariola: The role of grammar in teaching English to children. Wrocław (1994). 71 pp. [also 27] Górska, Magdalena: Learners’ evaluation of error correction techniques in communicative teaching.

Warsaw2 (1994). 66 pp. [also 20/24] Kłosowski, Adam: Testing the English tenses. Wrocław (1994). 109 pp. [also 25] Kruk, Agata: Teaching techniques eliminating interference errors. Wrocław (1994). 63 pp. Kudlińska, Elżbieta: Grammar teaching. Poznań (1994). 57 pp. Kwaśna, Bożena: Teaching grammar in a communicative context. Poznań (1994). 84 pp. MacGregor, Martyna: Differences in parameter settings in Polish and English and their implications

for second language learning. Wrocław (1994). 84 pp. [also 19a] Możdżeń, Bogdan: Teaching reference skills in English to Polish secondary school learners. Poznań

(1994). 77 pp. Możejko, Zbigniew: The parametrized binding theory: A study in the acquisition of anaphors and

pronouns. Warsaw (1994). 74 pp. + append. Mysłakowska, Agata: Spoken errors at the elementary level of English and remedial practice.

Wrocław (1994). 88 pp. [also 20] Papka, Wacław: Occurrence, correlation and mutual dependence of some verbal and nonverbal signals

during the teaching-learning process. Katowice (1994). 74 pp. [also 24] Przybyła-Piątek, Joanna: Mistakes made by first-year students at the English Department at the

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Ratman, Izabela: Assessment of error analysis suitability for the determination of interlanguage.

Katowice (1994). 68 pp. [also 20] Rogala, Ewa: The need for visual presentation of grammatical items to secondary school students.

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[also 20] Sornek, Katarzyna: Inductive and deductive approaches to teaching grammar and their relation to

students’ motivation to learn English: A case study of first form secondary school students. Katowice (1994). 43 pp.

Sradomska, Katarzyna: The correlation of learners’ interlanguage stage and their ability to recognize

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56 pp. Wiacek, Marzena: Teaching grammar: Motivating the teenage learner. Poznań (1994). 91 pp.

55

Wróblewska-Czelusta, Małgorzata: Interference: A case study. Łódź (1994). 53 pp. + 30 pp. append. + audio cassette.

Cierniak, Anna: Teacher’s attitude to student errors and mistakes: Ways of correcting. Katowice

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English relative clauses. Katowice (1995). 132 pp. Krywult, Przemysław: Face as a pedagogical device: The role of the nonverbal behaviour of the

teacher in teaching a foreign language to advanced adult learners. Poznań (1995). 64 pp. [also 9/30]

Kuncewicz, Magdalena: The consciousness raising approach as a new way to teaching the passive and

articles in English. Wrocław (1995). 66 pp. Łata, Aleksandra: Inductive and deductive methods of teaching grammar on the basis of selected

grammatical items and coursebooks. Katowice (1995). 92 pp. [also 32] Łukaszewska, Aleksandra: Teacher induced errors in teaching English as a foreign language. Łódź

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students. Wrocław (1995). 122 pp. Misiak, Alicja: The effectiveness of grammar exercises in foreign language learning and teaching.

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Wrocław (1995). 124 pp. Tratkiewicz, Wiktor: Teaching English grammar by computer. Poznań (1995). 56 pp. [also 30] Tenerowicz, Mirella: Lexical errors and mistakes made by advanced high school learners. Kraków

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56

Zubrzycka, Katarzyna: The relationship between errors and the contextual variability in SLA. Wrocław (1995). 90 pp.

Zygnerska, Jolanta: Error correction: Attitudes and techniques of Polish EFL teachers. Poznań (1995).

70 pp. [also 20] Bajdo, Anna: Teaching grammar explicitly and implicitly in English as a foreign language. Łódź

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monolingual groups. Warsaw (1996). 87 pp. Ciupik, Joanna: Teaching comparatives and superlatives to teenagers in the communicative approach.

Poznań (1996). 66 pp. Fójcik, Elwira: Typical grammatical errors of Polish learners of English and their correction. Poznań

(1996). 72 pp. [also 20] Głowaczewska, Danuta: Errors in second language acquisition and teaching techniques in eliminating

them. Poznań (1996). 79 pp. [also 20] Grajper, Monika: The role of the language transfer. Poznań (1996). 63 pp. Jelska, Agnieszka: A linguistic and pedagogical study of the treatment of the meaning and use of tense

in some of the popular grammar books, collections of grammar exercises, and courses of English for beginners and intermediate learners in the 1980s and 1990s: Analysis, assessment, and proposals for alternative solutions. Warsaw (1996). 132 pp.

Krajewska, Monika: The significance of error analysis for practical foreign language teaching. Łódź

(1996). 57 pp. [also 20] Malik, Beata: Types of procedures of introducing selected syntactic structures to Polish students of

different level[s] of advancement: Case study. Katowice (1996). 91 pp. (M. Wysocka). Morawska, Dorota: Teaching and learning grammar in Polish secondary schools. Opole (1996). 82 pp. Olejniczak, Maria: The role of grammar and vocabulary tests in developing learners’ achievement in

English as a foreign language. Łódź (1996). 81 pp. [also 22/25] Sej-Furmanek, Dorota: Explicit teaching of grammar: Adult learners. Poznań (1996). 66 pp. Smus, Małgorzata: The acquisition of some selected inflectional morphemes in the native language: A

replica of J. Berko’s study of Polish children aged 7-9. Kraków (1996). 81 pp. [also 8/27] Soboń, Agnieszka: The influence of formal instruction on students’ acquisition of interrogatives.

Poznań (1996). 63 pp. Staszkiewicz, Agnieszka: Preferences for inductive and deductive grammar instruction in a foreign

language classroom: A questionnaire study. Kraków (1996). 119 pp. Targowska, Ewa: Techniques of teaching English grammar to primary school learners. Łódź (1996).

79 pp.

57

Wodała-Turkiewicz, Magdalena: Vocabulary or grammar: The new place for vocabulary in the structural world of language learning. Poznań (1996). 62 pp. [also 22]

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22. PRONUNCIATION, GRAMMAR, VOCABULARY (1969-2009)

4 Dr habs. (2 solo & 2 cross-listed) 37 Drs. (23 solo & 14 cross-listed)

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A corpus-based study. Poznań (1998). 199 pp. (Włodzimierz Sobkowiak). [also 20] Dr Piasecka, Liliana: Strategies of vocabulary acquisition on the example of Poles learning English.

Opole (1999). 254 pp. (Hanna Komorowska). [also 30] Dr Bączkowska, Anna: Vocabulary in conversational data of Polish advanced EFL learners. Łódź

(2000). (Barbara Lewandowska-Tomaszczyk).

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Dr Łukaszewicz, Beata: Phonological analysis of reduction and assimilation processes in the acquisition of English and Polish. Warsaw (2000). (Jerzy Rubach). [also 1/19a]

Dr Otwinowska-Kasztelanic, Agnieszka: A study of the lexicosemantic and grammatical influence of

English on the Polish of the younger generation of Poles (19-35 years of age). Warsaw (2000). (Jan Rusiecki).

Dr Turska, Katarzyna: The role of Universal Grammar in language acquisition. A contrastive study of

setting of the null subject parameter in first and second language acquisition. Poznań (2001). (Stanisław Puppel). [also 10/28]

Dr Kamińska, Patrycja: Mnemonic devices in the development of phrasal verbs in English. Poznań

(2002). (Krystyna Drożdział-Szelest). Dr Możejko, Zbigniew: Language awareness as a factor in foreign language learning and teaching (as

exemplified by the learning and teaching of English). Warsaw (2002). (Jan Rusiecki). Dr Zawodniak, Joanna: An evaluation of vocabulary―syllabus design for young children learning

English as a FL. Poznań (2002). (Teresa Siek-Piskozub). [also 27] Dr Leśniewska, Justyna: The collocational aspects of advanced EFL learners' competence. Kraków

(2003). (Anna Niżegorodcew). Dr Targońska, Joanna: Przyswajanie czasu przeszłego Prefekt przez polskich uczniów na lekcji

drugiego języka obcego (niemieckiego jako L3 po angielskim jako L2). Olsztyn (2003). (Halina Stasiak).

Dr Wach, Aleksandra: The effects of foreign language songs on foreign language vocabulary

acquisition with special reference to ELT. Poznań (2003). (T. Siek-Piskozub). Dr Donesch-Jeżo, Ewa: Presentation of the grammatical system and grammatical exercises in didactic

materials for the teaching of English and Russian in medical universities. The present-day state and the prospects of optimization. Akademia Pedagogiczna im. Komisji Edukacji Narodowej. Kraków (2004). (Janusz Henzel).

Dr Levin, Magdalena: Odbiór angielskich głosek zwartoszczelinowych i szczelinowych przez

Polaków. Łódź (2004). (Barbara Lewandowska-Tomaszczyk). [The perception of English affricates by Polish learners of English]

Dr Nowak-Mazurkiewicz, Marta: Defining the concept of fluency on the basis of research in the

differences of this ability in the language of persons learning English. Katowice (2004). (Janusz Arabski).

Dr Szczepaniak, Renata: An empirical study into the use of a monolingual learner's dictionary: The

effects on the comprehension of idiom variation for advanced students of English). Poznań (2004). (Arleta Adamska-Sałaciak). [also 16/32]

Dr Szpotowicz, Magdalena: Vocabulary acquisition in the primary context. Warsaw (2004). (Hanna

Komorowska). Dr Król, Barbara: Understanding grammar instruction in the EFL classroom―the teacher's

perspective. Lublin (2005). 296 pp. (Halina Chodkiewicz). Dr Osuchowska, Dorota: Collocational information in foreign learner's dictionaries: Lexicographic

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79

Dr Rokita-Jaśkow, Joanna: Lexical development in early language acquisition. Kraków (2005). (Anna Niżegorodcew).

Dr Gałkowski, Błażej: Rules, words, and prefabs: Making sense of formulaicity in foreign language

teaching. Warsaw (2006). (Romuald Gozdawa-Gołębiowski). Dr Maciejewska, Anna: Idiomaticality in a student's language: An examination of idioms in written

texts of Polish students learning English at the advanced level. Kraków (2006). (Halina Chodkiewicz).

Dr Sitarek, Adam: A glottodidactic analysis of “true” and “false translator's friends” with regard to

teaching a second foreign language on the example of language combination L1 Polish, L2 English, L3 German). Łódź (2006). (Roman Sidziński).

Dr Balas, Anna: Repopulating vowel space: English diphthong production by Polish learners of

English. Poznań (2007). (Katarzyna Dziubalska-Kołaczyk). Dr Zięba-Plebankiewicz, Monika: The acquisition of English intonation by Polish adult learners.

Poznań (2007). (Katarzyna Dziubalska-Kołaczyk). [also 1] Dr Nowacka, Marta: Phonetic competence of students of English philology at Polish universities and

language colleges: A study of articulation and perception. Lublin (2008). (Jolanta Szpyra-Kozłowska).

Dr Piątkowska, Katarzyna: Didactic applications of cognitive linguistics to teaching the English

articles to adults. Poznań (2008). (Teresa Siek-Piskozub). Dr Zydorowicz, Paulina: English and Polish morphonotactics in first language acquisition. Poznań

(2008). (Katarzyna Dziubalska-Kołaczyk). [also 1/10] Dr Wysocka, Marzena: Stages of fossilization in advanced learners and users of English.

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Fidelska-Wójcik, Elżbieta: The evolution of phonetic notation for teaching purposes in Poland.

Warsaw (1970). 57 pp. Ostrowska, Bożena: Choice of accent for teaching English in Poland. Warsaw (1970). 60 pp. Barlińska, Maria: The English and Polish consonant phonemes: A contrastive study―an analysis of

some difficulties of Polish learners. Warsaw2 (1971). 92 pp. [also 1/19a] Hennek, Marie-Nelly: The choice of main allophones for practical teaching of English to Polish

learners. Warsaw (1972). 65 pp. [also 1] Król, Janusz: Methods of teaching English back vowels to Polish learners. Kraków (1972). 56 pp. Maciejczyk, Jan: Methods of teaching English front vowels to Polish learners. Kraków (1972). 62 pp.

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Przybył, Tamara: Social and cultural background in courses of English for beginners: A survey of different approaches. Warsaw (1972). 83 pp. [also 32]

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[also 1/19b] Świątnicka, Elżbieta: "The Beach of Falesa": A short story by R. L. Stevenson―simplified version for

schools with introduction and notes. Łódź (1972). 44 pp. Popławska-Gorzelak, Maria: Teaching vocabulary on elementary and intermediate levels: A survey of

problems and approaches. Warsaw (1973). 87 pp. Przybylski, Krzysztof: Some aspects of teaching English intonation to Polish learners. Warsaw2

(1973). 39 pp. + 28 pp. questionnaire with raw data. Sampławski, Piotr: The phonetic transcriptions used in teaching English in Poland: A critical survey

from the point of view of phonological theory and language teaching methods. Warsaw (1973). 73 pp.

Stankiewicz, Zofia: The linguistic basis for teaching English consonants to the Polish learner. Warsaw

(1973). 69 pp. Janic, Lena: Types of phonetic exercises: Their application and value. Warsaw (1974). 62 pp. Roszko, Bibianna: Some phonetic and phonological problems of teaching English pronunciation to

Poles. Warsaw (1974). 45 pp. Cieslińska, Maria: Lexical exercises for Polish advanced learners of English transportation and travel.

Poznań (1975). 78 pp. Kroenke, Elżbieta: Lexical exercises for Polish learners of technical English based on the TV course

The Scientist Speaks. Poznań (1975). 123 pp. Moss, Katarzyna: Lexical exercises for Polish advanced learners of English: Radio news. Poznań

(1975). 79 pp. Oberenkowska, Urszula: Lexical exercises for Polish advanced students of English: Life in a big city.

Poznań (1975). 62 pp. Romanczuk, Anna: Lexical exercises for Polish advanced learners of English: Entertainments. Poznań

(1975). 80 pp. Sowińska, Halina: English consonants: Problems of pronunciation for Polish learners. Wrocław

(1975). 52 pp. [also 1] Barski, Jerzy: Teaching English intonation to Polish learners: Selected problems. Łódź (1976). 73 pp. Kozikowska, Jolanta: Techniques of introducing foreign language vocabulary: A didactic experiment.

Poznań (1976). 50 pp. Rogosz, Renata: The teaching of pronunciation in Polish schools: An investigation. Kraków (1976). 72

pp. Wołoszyn, Jarosław: Analytical approach to teaching vocabulary in secondary schools. Łódź (1976).

57 pp. + 32 pp. append.

81

Chirkowska, Beata: Vocabulary teaching and learning in English as a foreign language in Polish secondary schools. Poznań (1977). 42 pp.

Chojnacka, Maria: Vocabulary in selected English and Polish textbooks of English as a foreign

language. Warsaw (1977). 54 pp. [also 32] Dobrowolski, Tadeusz: Lexical exercises for Polish intermediate learners of English: Political news.

Poznań (1977). 78 pp. Jakubowska, Renata: Lexical exercises for the advanced learners of English: Chemistry. Poznań

(1977). 65 pp. Latoszek, Marta: Lexical exercises for Polish advanced learners of English: Automobile English.

Poznań (1977). 57 pp. Paris-Hendzel, Małgorzata: Lexical items for Polish advanced learners of English: The language of

aviation. Poznań (1977). 95 pp. Piekarska, Anna: Vocabulary teaching and learning in English as a foreign language: A psycho-

linguistic analysis of current techniques and procedures. Poznań (1977). 31 pp. [also 8] Romańska, Anna: Lexical exercises for Polish advanced or intermediate learners of English. Poznań

(1977). 44 pp. Scott, Barbara: Some problems of vocabulary learning and presentation. Kraków (1977). 57 pp. Rytlewska, Katarzyna: Vocabulary testing in English as a foreign language. Poznań (1977). 35 pp.

[also 25] Sieniarska, Elżbieta: The justification of phonetic symbols used for diphthongs in English and Polish,

and their relevance to teaching English and Polish. Kraków (1977). 54 pp. Sierakowski, Zdzisław: English as a foreign language in Polish secondary schools: Teaching

pronunciation. Poznań (1977). 53 pp. Żak, Wanda: Techniques of vocabulary presentation and learning. Poznań (1977). 38 pp. Arcab, Zofia: Lexical exercises for Polish advanced learners of English: Ships and seaborne trade.

Poznań (1978). 83 pp. Glińska, Maria: Teaching English vowels to Polish students. Poznań (1978). 106 pp. Konarzewska, Blanka: The problem of vocabulary learning. Warsaw (1978). 52 pp. Kuśmierowska-Gillert, Barbara: Techniques of introducing foreign language vocabulary: A didactic

experiment. Poznań (1978). 64 pp. Leszczyńska, Ewa: The acquisition of lexis through the use of paraphrase and L2 explanation as

opposed to the acquisition of lexis through the use of Polish equivalents. Katowice (1978). 83 pp.

Łyszcz, Jolanta: Lexical exercises for Polish advanced or intermediate learners of English: Medical

sciences. Poznań (1978). 84 pp.

82

Matyśkiewicz, Maria: Teaching English intonation to Polish learners: questions. Poznań (1978). 40 pp.

Poszywak, Robert: Acquisition of English vowels. Katowice (1978). 63 pp. Wilczewska, Grażyna: Lexical have: A detailed survey of grammars, articles and courses of English as

a second language. Warsaw (1978). 81 pp. [also 4] Wisznicka, Maria: Lexical exercises for the advanced students of English “rubber industry.” Poznań

(1978). 99 pp. Czajczyńska, Jadwiga: Teaching vocabulary. Łódź (1979). 62 pp. Dubrawska, Maria: The acquisition of lexis by means of Polish equivalents as opposed to the

acquisition of lexis through self-explanatory sentences. Katowice (1979). 76 pp. Kusztal, Izabela: Selected problems of interlanguage at the phonological level. Katowice (1979). [also

1/20] Morlewska, Anna: The interference of Polish and English phonological rules. Lublin (1979). 57 pp.

[also 1] Pittner, Krystyna: The acquisition of lexis through the use of self-explanatory sentences as opposed to

the acquisition of lexis through the use of L2 paraphrase. Katowice (1979). 32 pp. + 50 pp. append.

Rosicka, Barbara: Introducing new vocabulary at an advanced level. Łódź (1979). 49 pp. Szarafińska-Panfil, Anna: Lexical exercises for Polish advanced learners of English. Poznań (1979).

65 pp. Szymczak, Krzysztof: Difficulties in learning the pronunciation of L2 and ways of overcoming them.

Katowice (1979). 88 pp. Tarnowska, Grażyna: Foreign language vocabulary building in the process of foreign language

teaching. Warsaw2 (1979). 45 pp. Bernacka-Lechowicz, Magdalena: A tentative study of English-Polish cognates in connection with

both advantages and dangers of their use by teachers of English. Kraków (1980). 51 pp. + 178 pp. glossary.

Bili ńska-Dźwierzyńska, Barbara: Techniques of introducing new vocabulary. Katowice (1980). Grzyb, Nina: Lexical exercises for Polish advanced students of English: Astronomy and space

research. Poznań (1980). 45 pp. Jóźwiak, Mirosława: The role of vocabulary in the development of communicative competence: A

survey of basic textbooks used in Polish secondary schools―approach to teaching vocabulary. Gdańsk (1980). 60 pp. [also 32]

Kaniak, Dorota: Weak and strong forms in English: Some phonological and pedagogical aspects.

Kraków (1980). 68 pp. [also 1] Majka, Janusz: A contrastive approach in teaching English vocabulary in Polish secondary school: The

presentation and manipulation stage. Gdańsk (1980). 50 pp.

83

Mamczarz-Lewandowska, Justyna: Approaches and strategies for teaching of vocabulary in the course of English as a foreign language in the Polish secondary school. Warsaw (1980). 87 pp.

Milczarek, Grzegorz: The acquisition of consonantal processes in Polish and English. Warsaw (1980).

77 pp. [also 1/19a] Przybylska, Elżbieta: Methods and techniques of teaching vocabulary. Łódź (1980). 57 pp. + append. Skotnicka, Anna: Vocabulary in teaching English. Łódź (c. 1980). 46 pp. Wieczorek, Ewa: Strategies for the teaching of English language phonemes nonexistent in Polish to a

non-English speaking population in the new ten year school. Warsaw (1980). 68 pp. Biedrzycki, Marek: Koreans’ difficulties in learning English pronunciation. Warsaw (1981). 70 pp.

[also 1] Fedorczuk, Jolanta: Teaching English fricative consonantal phonemes to Polish learners. Wrocław

(1981). 35 pp. Górecka, Regina: Vocabulary selection in a general elementary course of English as a foreign

language: A reassessment of the problem. Warsaw (1981). 112 pp. Grochola, Barbara: The possible use of cognates in early and intermediate stages of English language

teaching: With a provisional annotated glossary of English-Polish cognates. Kraków (1981). 94 pp. + 206 pp. glossary.

Kobylińska, Hanna: A critical discussion of the use of phonetic transcription in teaching English as a

foreign language: With an analysis of a number of elementary courses. Warsaw (1981). 103 pp.

Łęska, Iwona: The production of English intonation patterns by Polish students. Poznań (1981). 64 pp. Podbilska-Pająk, Janina: Voiced and voiceless consonants in English and Polish: A contrastive

analysis and pedagogical implications. Kraków (1981). 44 pp. [also 1/19a] Radziszewska, Danuta: Teaching English to Polish students: Meaningful exercises in teaching

vocabulary. Gdańsk (1981). 59 pp. Zabrocka, Anna: The production of English consonant clusters by Polish children. Poznań (1981). 49

pp. [also 27] Bajor, Iwona: Teaching English plosives and affricatives to Polish secondary school pupils. Wrocław

(1982). 48 pp. Ignatowicz-Ottaviano, Anna: Lexical exercises in teaching reading. Łódź (1982). 76 pp. Sławińska, Alina: Lexical exercises for Polish learners of English. Poznań (1982). 150 pp. Smakowska, Małgorzata: The methods and techniques of teaching English words to Polish learners.

Wrocław (1982). 38 pp. Sosnowska, Bożena: The role of pronunciation in the teaching of English. Łódź (1982). 50 pp. Ślaska, Anna: Teaching English vowels to Polish learners. Wrocław (1982). 43 pp.

84

Winnicka, Małgorzata: Role play activities in developing communicative competence. Katowice (1982). 61 pp.

Zjawińska, Jolanta: Why teach pronunciation?―the theoretical and practical justification. Warsaw

(1982). 57 pp. Kopydłowska, Grażyna: Cognitive teaching techniques for English vocabulary in Polish secondary

schools. Katowice (1983). Kułaga, Jolanta: The consequences of selecting American English in teaching English pronunciation

to Poles. Katowice (1983). Rogaczewska-Wiśniewska, Anna: Teaching English idioms in Polish secondary schools. Katowice

(1983). 62 pp. Dałek, Katarzyna: Teaching and testing vocabulary to primary school children. Katowice (1984). 86

pp. Drożdź, Krystyna: A study of lexical resources of university students of English. Poznań (1984). 39

pp. Fischer, Danuta: Teaching vocabulary in the secondary school. Katowice (1984). 55 pp. Kosonocka, Bożena: Teaching strategies used in introducing and practicing vocabulary in Polish high

schools. Katowice (1984). 41 pp. Krajewska, Elżbieta: The influence of the formal presentation of new vocabulary on retention. Poznań

(1984). 41 pp. Kwarciak, Mirosława: An assessment of techniques used in the teaching of foreign language

vocabulary. Katowice (1984). Lepiarczyk, Danuta: Teaching of vocabulary in Polish secondary schools. Katowice (1984). 42 pp. Malec, Barbara: Teaching specific vocabulary at the university level. Katowice (1984). 57 pp. [also

29] Medwecka, Danuta: Teaching vocabulary in secondary schools. Katowice (1984). Perłowska, Anna: The influence of memorization practice on vocabulary recall. Poznań (1984). 37 pp. Pryga, Mirosława: Teaching vocabulary by means of the demonstrative technique. Katowice (1984).

83 pp. Przybindowska, Małgorzata: Teaching idioms in a functional syllabus. Kraków (1984). 108 pp. Szymańska-Góra, Ita: Selection and presentation of new lexical units for beginners. Gdańsk (1984). 82

pp. Dyba, Julita: The use of phonetic transcription in teaching listening comprehension. Łódź (1985). 52

pp. Gąsior, Barbara: Organization of lessons devoted to teaching lexical system in Polish high schools.

Katowice (1985). 56 pp.

85

Grecko-Wajs, Wiesława: The influence of the formal presentation of foreign language vocabulary on lexical retention. Poznań (1985). 42 pp.

Kluczka, Halina: Introducing vocabulary by means of two techniques and testing to see how much of

the introduced material is retained. Katowice (1985). 89 pp. Grzesikowska, Alicja: Teaching specific vocabulary to students of economics. Katowice (1985). 49

pp. (M. Wysocka). [also 29] Kowalska, Irena: Vocabulary testing: An analysis of an entrance examination vocabulary test and

related issues. Kraków (1985). Ebłowski, Zbigniew: Aspects of teaching English phonetics to Polish secondary school students

including visually handicapped learners. Lublin (1986). 55 pp. Karpowicz, Małgorzata: Cognate words: Implications for vocabulary teaching. Łódź (1986). 88 pp. Erbel, Barbara: Teaching vocabulary. Warsaw (1987). 135 pp. Kowalczyk, Jolanta: The errors in pronunciation committed by the Polish high school learners.

Katowice (1987). 53 pp. [also 20] Makowska, Beata: British and American English in English teaching in Poland. Warsaw (1987). 93

pp. [also 13] Marcinkiewicz, Bogumiła: Teaching English pronunciation to children and adults. Katowice (1987).

54 pp. (M. Wysocka). [also 27] Mijal, Katarzyna: Types of mediators applied by advanced high school learners as learning strategy

for memorizing words and word combinations. Katowice (1987). 72 pp. + append. Norberczak, Mariusz: A contrastive analysis of English and Polish vocalic systems: Some pedagogical

applications. Bydgoszcz (1987). 55 pp. [also 1/19a] Partyka, Małgorzata: Lexical functions as developed in the meaning <=> text model and their possible

application to foreign language teaching. Warsaw (1987). 101 pp. [also 4/6] Płonka, Anna: Teaching English vocabulary to primary school children. Katowice (1987). 65 pp. [also

27] Rosa, Agnieszka: The acquisition of dimensional adjectives (big, little, long, short, tall, short, high,

low, wide, narrow) by English and Polish speaking children: A contrastive study. Warsaw (1987). 104 pp. [also 19a]

Soja, Anna: The knowledge of situational idioms represented by secondary school graduates.

Katowice (1987). 51 pp. Stasio, Dorota: Traditional vs. computer-assisted vocabulary teaching. Łódź (1987). 73 pp. [also 30] Wiszowska, Małgorzata: Some semantic problems of second language vocabulary acquisition.

Wrocław (1987). 44 pp. Witkowska, Agata: The use of English collocations by Polish learners. Kraków (1987). 79 pp.

86

Zięba, Lucyna: Communicative exercises in teaching specific/technical vocabulary to intermediate and advanced learners. Katowice (1987). 52 pp.

Dziurkowska, Joanna: Retention of foreign language lexical material in two teaching approaches.

Kraków (1988). 80 pp. + append. Porzuczek, Andrzej: The choice of allophones for practical teaching of English vowels and

semivowels to the speakers of the Upper Silesian dialect of Polish. Katowice (1988). 57 pp. Rudnicka, Renata: The role of context in the comprehension of deceptive words in Polish and English:

The Polish learners of English perspective. Wrocław (1988). 36 pp. Gracz, Izabela: Vocabulary acquisition. Katowice (1989). 60 pp. Koniusz, Marzena: The quality of lexical mistakes made by more capable learners: Primary school

children. Katowice (1989). 48 pp. Kurkowska, Mariola: Typical English pronunciation features represented by Polish secondary school

students. Katowice (1989). 63 pp. Majkowska, Agnieszka: The optimal model for teaching vocabulary in Polish secondary school.

Poznań (1989). 101 pp. Marzec, Gabriela: Teaching English vocabulary and grammar to pre-school children. Katowice (1989).

81 pp. Miernik, Piotr: Comprehension of British English and American English by fourth year students of

English. Kraków (1989). 69 pp. [also 13] Nawrocka, Małgorzata: Teaching vocabulary and developing language creativity. Katowice (1989). 99

pp. + append. Sipa, Jadwiga: Teaching idioms. Katowice (1989). 57 pp. + append. Wiąk, Iwona: Meaningful vocabulary learning and teaching instructions among more capable foreign

language learners. Katowice (1989). 70 pp. Będkowska, Aleksandra: Explanations concerning word building as a technique for memorizing

lexical items by more capable students. Katowice (1990). 65 pp. + append. Kulińska, Iwona: Varying vocabulary instruction in a foreign language classroom. Łódź (1990). 106

pp. Lisowska, Grażyna: Teaching vocabulary to early school children. Katowice (1990). 56 pp.

(M. Wysocka). Ostaszewska, Ewa: Learners’ difficulty in vocabulary acquisition. Katowice (1990). 58 pp. + question-

naire. Śliz, Dariusz: Formulaic expressions in English: Pedagogical implications. Łódź (1990). 82 pp. Górski, Piotr: A study of phonological interference: The critical overview on the basis of Polish and

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87

Kapica, Joanna: Innovative ways of teaching vocabulary to young children. Łódź (1991). 83 pp. Kirkiewicz, Agata: Influence of Polish on the acquisition of English vocabulary. Warsaw (1991). 71

pp. Kowalska, Małgorzata: Interference in the acquisition of the English sound system: Children and

adults in a formal setting. Warsaw (1991). 137 pp. Łukasiewicz-Smyła, Małgorzata: Retention of foreign language material in three approaches to

vocabulary presentation: Mnemonic, semantic, rote-repetition. Katowice (1991). 39 pp. Nejman, Anna: A study of lexical errors committed by Polish intermediate learners of English. Poznań

(1991). 67 pp. [also 20] Rozmiarek, Danuta: Techniques of teaching English vocabulary in Polish secondary schools: An

empirical study. Poznań (1991). 82 pp. Szpryngiel, Przemysław: Teaching vocabulary at the beginners’ level. Wrocław (1991). 51 pp. Będkowska, Wioletta: The role of the native language in foreign vocabulary learning and teaching.

Kraków (1992). 86 pp. Borończyk, Alicja: Memory and vocabulary teaching in selected foreign language teaching methods.

Wrocław (1992). 50 pp. Chudy, Przemysław: Measuring the learner’s lexicon. Łódź (1992). 47 pp. Delekta, Ilona: Vocabulary problems of adult students. Katowice (1992). 37 pp. + questionnaire. Łópatniuk, Przemysław: Vocabulary learning at an advanced foreign language level. Warsaw2 (1992).

78 pp. Radajewska, Anna: The acquisition of first language phonology: The case of consonants―a

longitudinal study of two Polish children. Poznań (1992). 118 pp. Stanek, Joanna: The role of brain mechanisms in the acquisition of the lexicon by children. Poznań

(1992). 78 pp. Chrzęstek, Małgorzata: The lexical errors of the Silesian secondary students acquiring English.

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students. Katowice (1993). 82 pp. + questionnaire. Matusiak, Małgorzata: Techniques and procedures in teaching vocabulary. Gdańsk (1993). 62 pp. Przybyła, Edyta: Introducing a new lexical subsystem (formal and informal idioms) to advanced

learners of English by means of graphic presentation. Katowice (1993). 53 pp. + questionnaire.

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88

Stelmach, Anna: Teaching vocabulary: Introducing a learner centered approach. Poznań (1993). 51 pp. Stepaniuk, Aldona: Teaching vocabulary to Polish learners at the intermediate level. Wrocław (1993).

73 pp. Szymaniuk, Dorota: Having fun in teaching/learning English vocabulary in primary schools in Poland.

Poznań (1993). 72 pp. Bogucka, Elżbieta: The role of the Polish language in English vocabulary learning and teaching.

Katowice (1994). 56 pp. Brygman, Anna: Phonic interference in bilingualism: The case of Polish spoken by children born to

Polish and Polish-English parent in Great Britain. Poznań (1994). 90 pp. [also 27] Drotkiewicz, Katarzyna: Semantic relations and vocabulary teaching. Lublin (1994). 82 pp. [also 4] Durczewska, Hanna: Two contemporary approaches to vocabulary and their applications to foreign

language teaching. Poznań (1994). 131 pp. Jaroszuk, Agniszka: Teaching vocabulary: Text-centered presentation vs. situational context pre-

sentation. Gdańsk (1994). 61 pp. Mikołajczyk, Agnieszka: Teaching English vocabulary at the pre-intermediate level. Łódź (1994). 72

pp. Obrębski, Michał: Faux amis: A difficulty in language learning, interpreting and translating. Warsaw2

(1994). 47 pp. + 112 pp. append. [also 9/15] [False cognates] Przybyła, Julita: Using visual aids in teaching vocabulary. Poznań (1994). 124 pp. [also 30] Pyszka, Zbigniew: Native language influence on and lexical richness of the language of advanced

learners of English. Łódź (1994). 40 pp. + append. Rataszewska-Gorczyńska, Agata: Learning and teaching vocabulary: Some practical steps. Poznań

(1994). 55 pp. Tkacz, Arkadiusz: The influence of spelling on the teaching of English pronunciation to Polish high

school learners. Poznań (1994). 82 pp. Wiejak, Agnieszka: The study on word selection for teaching EFL adult beginners. Wrocław (1994).

63 pp. Bogusławski, Bernard: Strategies used in vocabulary test taking. Wrocław (1995). 79 pp. [also 25] Buch-Gasz, Katarzyna: Memory and written storage in vocabulary learning: Implications for the

teachers and learners. Katowice (1995). 107 pp. + append. Dudek, Małgorzata: The role of context in vocabulary use in a foreign language. Wrocław (1995). 90

pp. Gajos, Agniszka: Testing techniques at the level of particular language subsystems: A case study.

Katowice (1995). Gomuła, Andrzej: Enriching vocabulary with computer-aided techniques. Wrocław (1995). 66 pp.

89

Jachimek, Renata: British and American English as a standard in teaching English as a foreign language in Poland: A case study. Warsaw2 (1995). 126 pp.

Janas, Magdalena: Dictionary use in teaching vocabulary at intermediate and advanced level. Poznań

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Wrocław (1995). 48 pp. [also 32] Oleksa, Katarzyna: Lexical transfer as a sign of bilingualism in Polish students of English. Poznań

(1995). 72 pp. Pasierbek, Agnieszka: Some aspects of teaching and learning foreign language vocabulary. Katowice

(1995). 91 pp. + append. Rozynek, Wioletta: The initial stages of vocabulary teaching. Poznań (1995). 49 pp. Sroka, Katarzyna: The pronunciation of English consonants among Polish high school graduates.

Kraków (1995). 104 pp. + append. Szczyrbowska, Mirosława: Secondary school graduates’ performance of English phrasal verbs.

Katowice (1995). 71 pp. Tatarczyk, Joanna: Interference in acquisition of vowels in the case of Polish learners of English.

Opole (1995). Tenerowicz, Mirella: Lexical errors and mistakes made by advanced high school learners. Kraków

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pp. Zabor, Lucyna: The effect of discourse mode and planning time on variability in L2 production.

Wrocław (1995). 91 pp. [also 7/24] Brajczewska, Agnieszka: Practicing vocabulary and evaluating learners’ knowledge in the lexical

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90

Kopeć, Ewa: Vocabulary for the upper-intermediate and advanced learners of English. Łódź (1996). 89 pp.

Lazaru, Anna: Aspects of vocabulary teaching. Poznań (1996). 62 pp. Markowska, Agnieszka: Memory strategies training and vocabulary acquisition at the intermediate

level. Wrocław (1996). 79 pp. Mitura, Magdalena: A lexical view of language: Implications for foreign language teaching. Lublin

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vocabulary from the outside-class sources. Poznań (1996). 64 pp. Ogonowska, Beata: Types of dictionaries and their didactic applications in teaching vocabulary.

Katowice (1996). 77 pp. [also 22] Olejniczak, Maria: The role of grammar and vocabulary tests in developing learners’ achievement in

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students of Polish secondary schools. Poznań (1996). 54 pp. Pawlikowski, Romuald: Perception of second language speech sounds by hearing impaired listeners.

Poznań (1996). 60 pp. [also 31] Rajtko, Małgorzata: Techniques for presenting new vocabulary items: Their effectiveness in foreign

language teaching. Katowice (1996). 116 pp. Sachaj, Przemysław: Evaluation of phonological materials in selected English coursebooks. Poznań

(1996). 60 pp. [also 32] Sawicka, Walentyna: Teaching vocabulary to teenagers. Poznań (1996). 62 pp. Setkowicz, Violetta: New Polish and English focal and nonfocal colour terms formed by Polish

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popular grammar books, collections of grammar exercises, and courses of English for beginners, intermediate and advanced learners: Analysis, assessment, and proposals for alternative solutions. Warsaw (1996). 145 pp.

Szydłowska-Lis, Sylwia: Vocabulary teaching through skill focused activities. Poznań (1996). 78 pp. Szymczyk, Katarzyna: Introducing affective activities into ESL adult education: An action research

project. Poznań (1996). 74 pp. Wachowicz, Monika: Learning strategies used by Polish secondary school students in acquiring

English vocabulary. Poznań (1996). 59 pp. [also 30] Widili ński, Jarosław: The pronunciation of Polish learners of English: A classroom study. Łódź

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91

Aksamitek, Marta: Vocabulary teaching techniques and exercises applied by English language teachers. Katowice (1997). 54 pp. (M. Wysocka).

Angulska, Barbara: The influence of learning styles and strategies on learning vocabulary. Poznań

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pp. Chmielarz, Grażyna: The use of monolingual dictionaries in second language learning and teaching.

Poznań (1997). 70 pp. [also 32] Dawidziak, Wioletta: Effectiveness of mnemonic strategies for learning foreign language vocabulary.

Poznań (1997). 62 pp. Dąbrowska, Gabriela: Learner strategies in vocabulary learning. Warsaw (1997). 70 pp. [also 30] Galor, Agnieszka: Teaching vocabulary at the intermediate level. Łódź (1997). 47 pp. Garbiak, Joanna: Teaching English colour expressions and idioms. Warsaw (1997). 122 pp. Gąsiorek, Sylwia: Teaching vocabulary in Polish technical secondary schools. Poznań (1997). 85 pp.

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(1997). 102 pp. Jakubiak, Agnieszka: The importance of vocabulary practice in English language teaching. Łódź

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pp. Packo, Marzena: The influence of proficiency level and hemispheric specialization on vocabulary

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pp. [also 28]

92

Sobół, Małgorzata: Selected techniques of teaching vocabulary in reading comprehension. Poznań (1997). 60 pp.

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(L. Zabor). Olszewska, Joanna: Traditional and innovative techniques in teaching English pronunciation. Wrocław

(2008). (M. Jedynak). Pękala-Jakubowska, Edyta: The influence of perceptual modalities on foreign language vocabulary

acquisition by young learners. Wrocław (2008). (L. Zabor). Piekutowska, Zuzanna: The effect of linguistic and methodological training on vocabulary strategy

use. Poznań (2008). (D. Nowacka). [also 30] Przywarczyk, Katarzyna: Improving vocabulary retention by means of vocabulary games. Opole

(2008). (L. Piasecka). [also 28] Robecka, Agnieszka: Inductive vs. deductive teaching of grammar. Bydgoszcz (2008).

(T. Goncharova). [also 21] Salamończyk, Anna: Lexical transfer-errors made by Polish learners of English. Warsaw (2008).

(J. Zybert). [also 21/28] Sawicka, Małgorzata: Language learning strategies and foreign language attainment of twelfth grade

learners of English as a foreign language: A correlational study. Poznań (2008). Schock, Jason: Implicit/explicit instruction in learning appropriate use of dishonesty when writing

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121

Stabryła, Regina: Teaching vocabulary in secondary school. Bydgoszcz (2008). (T. Goncharova). Sowińska, Jolanta: Phonetic accuracy: Problems and solutions. KUL (2008). (A. Bloch-Rozmej). Suchowierska, Sylwia: Personality and gender as factors determining vocabulary learning strategies

among Polish learners of English. Warsaw2 (2008). (J. Lewkowicz). [also 30] Szczepanowska, Olga: Developing vocabulary learning strategies in primary and lower secondary

school in Poland. Warsaw2 (2008). (J. Lewkowicz). Szeraj, Katarzyna: Long-term effects of selected vocabulary teaching techniques. Szczecin (2008).

(M. Stawna). Tekiela, Aniela: Measuring the effectiveness of vocabulary acquisition by means of standard

vocabulary tasks and vocabulary-oriented writing tasks. Opole (2008). (M. Adams-Tukiendorf).

Todryk, Agnieszka: The effect of grammar correction on students’ writing. Szczecin (2008).

(P. Kamińska). [also 23] Trendak, Olga: Investigating the impact of form-focused instruction of intermediate English learners.

Łódź (2008). (J. Majer). Uzdowska, Katarzyna: The impact of out-class practice on L2 vocabulary acquisition in young

learners. Wrocław (2008). (M. Jedynak). [also 27] Wieteska, Joanna: Mind mapping in teaching foreign language vocabulary. Wrocław (2008).

(L. Zabor). Wiewiórska, Barbara: The relationship between learning styles, vocabulary teaching techniques and

vocabulary recall. Opole (2008). (L. Piasecka). [also 26] Wojciech, Sabina: Metacognitive strategies in foreign language vocabulary acquisition. Wrocław

(2008). (L. Zabor). Wolańczuk, Marcin: Teaching grammar through the lexical approach. KUL (2008). (A. Bloch-

Rozmej). Wolewicz, Ewa: The grammar of a noun phrase―theoretical and pedagogical considerations. Warsaw

(2008). (R. Gozdawa-Gołębiowski). [also 10/21] Wons-Łukasik, Aleksandra: The range of activities for pronunciation practice. English vocalic

expressions in the speech of upper-primary school learners. KUL (2008). (A. Bloch-Rozmej). Wujkowska, Karolina: Vocabulary learning strategies and learner autonomy―a study of lower

secondary school learners of English. Warsaw (2008). (J. Zybert). [also 30] Zabłocka, Anna: The influence of imagery mnemonics on vocabulary acquisition at the begining level.

Wrocław (2008). (L. Zabor). Ziegenhagen, Anna: The importance of teaching pronunciation after puberty. Szczecin (2008).

(P. Kamińska). Zielińska, Joanna: Effective ways of learning and teaching foreign language vocabulary to Polish

learners of English. Warsaw (2008). (J. Zybert).

122

Zmyślona, Kamila: Lexical collocations in teaching English as a foreign language. Bydgoszcz (2008). (A. Bączkowska).

Żmuda, Andrzej: The role of sound discrimination in developing listening skills in a foreign language.

Wrocław (2008). (L. Zabor). Babiarz, Natalia: The keyword method in teaching English as a foreign language. Kraków (2009).

(J. Leśniewska). Bartczak, Aleksandra: Factors influencing grammar teaching in Polish senior high schools. Poznań

(2009). Białek, Anna: Teaching pronunciation in middle schools in Poland. Wrocław (2009). 72 pp.

(R. Lewicki). Bronowicz, Kamil: Lexical transfer errors―a study of Polish pre-intermediate learners of English.

Warsaw (2009). (J. Zybert). [also 20/21] Czechura, Kinga: An analysis of vocabulary exercises in FCE result. Warsaw (2009). (M. Dakowska). Czuluk, Edyta: The choice of techniques for teaching grammar to secondary school students. Szczecin

(2009). (M. Stawna). Dalmata, Katarzyna: Aspects of vocabulary teaching: Introduction and practice. KUL (2009).

(A. Bloch-Rozmej). Gałązka, Aleksandra: The influence of the mother tongue on the processing of the English

phonothemes by the Polish speakers of English as a foreign language. Wrocław (2009). 258 pp. (M. Lubańska).

Garncarz, Katarzyna: Heritage language maintenance and its influence on the acquisition of second

language vocabulary―research among the children of Polish immigrants in England. Wrocław (2009). 69 pp. (A. Michońska-Stadnik).

Gradowska, Barbara: Approaches to teaching vocabulary. KUL (2009). (A. Bloch-Rozmej). Grubczyńska, Malwina: False friends as a problematic issue for proficient foreign language users.

Katowice (2009). (U. Wieczorek). [False cognates] Grzywacz, Anna: The usage of songs in teaching vocabulary in the classroom. Szczecin (2009).

(P. Kamińska). [also 30] Hałas, Izabela: Teaching grammar as a skill in the senior high school. Poznań (2009). Jałowiec, Agnieszka: Teacher’s successful ways of developing good pronunciation in selected FL

methods―self-observation. Katowice (2009). (M. Wysocka). [also 24] Jarzembska, Natalia: A study of lexical inferencing while reading in TEFL. Warsaw (2009).

(M. Dakowska). Józefacka, Natalia: The influence of age factor on the effectiveness of explicit and implicit grammar

instruction. Wrocław (2009). 68 pp. (A. Michońska-Stadnik). Kaczmarek, Anna: Using grammar games in teaching English as a foreign language to adults. Poznań

(2009).

123

Kaczmarek, Jacek: Teaching grammar inductively and deductively throughout different ages and stages of language proficiency. Wrocław (2009). 42 pp. (R. Lewicki).

Kałziak, Katarzyna: Teaching grammar to high school learners. Poznań (2009). Kamińska, Paulina: Enhancing vocabulary learning through testing. Warsaw (2009). (J. Zybert). [also

25] Komorowska, Magdalena: The growth of formulaic competence in L1 acquisition and FL learning.

A contrastive analysis. Warsaw (2009). (R. Gozdawa-Gołębiowski). [also 21] Konieczka, Joanna: Teaching vocabulary through creative activities in Humanistic L2 Education and

the Spaced Repetition method with SuperMemo. Wrocław (2009). 65 pp. (W. Sullivan). Korczak, Aleksandra: The role of EFL coursebooks in the process of integrating language skills in the

primary school context. Warsaw (2009). (H. Komorowska). [also 32] Kosowska, Marta: Effective language learning strategies in learning vocabulary and using a second

language. Szczecin (2009). (P. Kamińska). [also 30] Kotas, Magdalena: Learning vocabulary through false friends. Szczecin (2009). (P. Kamińska). [False

cognates] Kozak, Katarzyna: Increasing intrinsic motivation when teaching vocabulary through games to

primary school children. Bydgoszcz (2009). (T. Goncharova). [also 27] Krent, Aleksandra: The influence of memory strategy training on vocabulary retention by elderly

learners. Wrocław (2009). 81 pp. (A. Michońska-Stadnik). [also 30] Królak, Michalina: Exploring options in form-focused instruction in TEFL. Warsaw (2009).

(M. Dakowska). Krzan, Ewelina: The influence of personality dimensions on receptive and productive vocabulary

acquisition in a foreign language. Wrocław (2009). 71 pp. + append. (L. Zabor). Latała, Agnieszka: The effectiveness of grammar teaching. KUL (2009). (A. Bloch-Rozmej). Lelewski, Tomasz: Acquisition of casual speech processes by L2 learners within the framework of

natural phonology. Poznań (2009). Lesińska, Aleksandra: Flashcard games in teaching vocabulary to young learners. Szczecin (2009).

(P. Kamińska). [also 27] Lis, Joanna: A grammar-based approach towards the metaphorical language of fear. Toruń (2009).

(A. Strugielska). Łaput, Łukasz: Reducing text anxiety levels with special reference to grammar and vocabulary.

Szczecin (2009). (M. Stawna). [also 26] Łaszewska, Agnieszka: First language acquisition as a social process. The importance of verbs in early

grammar development. Toruń (2009). (A. Strugielska). Magac, Małgorzata: The role of learning styles in teaching and learning vocabulary. Szczecin (2009).

(M. Stawna). [also 26]

124

Makara, Sylwia: The relationship between impulsive/refective cognitive style and success in grammar acquisition in English as a foreign language. Wrocław (2009). (A. Michońska-Stadnik). [also 26]

Miazgowski, Jakub: Computer games and vocabulary teaching. Szczecin (2009). (P. Kamińska). [also

30] Michalska, Anna: Multiple intelligences and memory strategies in foreign language vocabulary

learning. Wrocław (2009). 95 pp. (L. Zabor). [also 26] Mitek, Jarosław: Abductive reasoning and constructivist foreign language grammar teaching

procedure in Na und?, a German language handbook. Wrocław (2009). 66 pp. (R. Lewicki). [also 32]

Modzelewska, Marianna: The formation of the phonological system in L2 and the role of

metaknowledge in this process. Poznań (2009). Mosak, Kamila: Vocabulary learning strategies―a study of primary school Polish learners of English.

Warsaw (2009). (J. Zybert). [also 30] Niedziela, Katarzyna: Teaching English grammar in lower-secondary schools in Poland. Wrocław

(2009). 67 pp. (R. Lewicki). Nowak, Maria: Various ways of teaching and learning vocabulary in an English classroom. Bydgoszcz

(2009). (T. Goncharova). Olejnik, Małgorzata: Research on communication strategies used by the students of secondary school.

Poznań (2009). Pazio, Monika: Blended learning and its potential in expanding vocabulary knowledge. Kraków

(2009). (A. Niżegorodcew). [also 30] Pędzisz, Patrycja: Explaining grammar to Polish students of English. Poznań (2009). (A. Jankowska). Piskorz, Patrycja: Vocabulary explanations in teaching English as a foreign language in a Polish

school. Poznań (2009). (A. Jankowska). Płaksej, Anna: The influence of brain EEG biofeedback stimulation on vocabulary retention of teenage

English students with mild mental retardation. Wrocław (2009). 52 pp. (A. Michońska-Stadnik).

Prus, Magdalena: Learning L2 lexis in the primary school context. A case study. Warsaw (2009).

(R. Gozdawa-Gołębiowski). Rumianowska, Joanna: Ambiguity tolerance and its influence on language transfer in L2 writing.

Wrocław (2009). 72 pp. (L. Zabor). Rumińska, Agnieszka: A constructivist approach to language teaching: The case of phrasal verbs.

Toruń (2009). (A. Strugielska). [also 3/4/10a] Rutynowska, Izabela: Teaching English vocabulary to young and adolescent learners. Bydgoszcz

(2009). (T. Goncharova). Skubiszewska, Monika: Mnemonics as teachers’ tools to foreign language teaching. Wrocław (2009).

58 pp. (R. Lewicki).

125

Sładkiewicz, Monika: Mnemonics in teaching vocabulary towards the basic level of the matura exam. Szczecin (2009). (P. Kamińska). [also 30]

Staś, Kinga: Bilingualism in language learning. KUL (2009). (T. Derkacz-Padiasek). [also 28] Stępień, Dorota: The effect of age on EFL pronunciation. Łódź (2009). (E. Waniek-Klimczak). [also

26] Szałęga, Karolina: Teaching grammar by principles. Wrocław (2009). 88 pp. (R. Lewicki). Tyszer, Witold: Influence of extensive listening on the range of active vocabulary. Szczecin (2009).

(P. Kamińska). [also 23] Wojculewicz, Magda: The phenomenon of polysemy in the second language teaching. Gdańsk (2009).

(T. Danilewicz). Zasada-Wielińska, Joanna: Bilingualism and L3 phonetics: Examining the interplay between the level

of bilingualism and the perception of L3 sounds. Poznań (2009). [also 26] Żółcińska, Agnieszka: Selected techniques in vocabulary teaching. Warsaw (2009). (H. Komorowska).

23. TEACHING EFL SKILLS (LISTENING, READING, SPEAKING, WRITING) (1951-2009)

6 Dr habs. (all solo)

27 Drs. (23 solo & 4 cross-listed) 748 MAs (535 solo & 213 cross-listed)

Dr hab. Wysocka, Maria: The development of speaking and writing skills in English. Katowice (1988).

140 pp. Dr hab. Cieślicka, Anna: On processing figurative language: Towards a model of idiom

comprehension in foreign language learners. Poznań (2004). Dr hab. Zalewski, Jan: Epistemology of the composing process: Writing in English for general

academic purposes. Opole (2005). Dr hab. Karpiński, Maciej: Struktura i intonacja polskiego dialogu zadaniowego. Poznań (2007). [The

structure and intonation of Polish task-oriented dialogues] Dr hab. Żytko, Małgorzata: Pisanie―żywy język dziecka. Warsaw (2007). Wydział Pedagogiczny;

Katedra Edukacji Początkowej. [Writing―a lively (vivid) language of the child] Dr hab. Piasecka, Liliana: Psycholinguistic and socio-cultural perspectives on native and foreign

reading. Opole (2009).

************ Dr Krakowian, Bogdan: An attempt to analyse the efficiency of communication in teaching faster

reading in English. Poznań (1974). 186 pp. (Jacek Fisiak). Dr Chodkiewicz, Halina: Developing mature reading skills in a foreign language: Intentional and

incidental learning. Lublin (1982). 259 pp. (Walerian Świeczkowski).

126

Dr Karska, Teresa: Collocations as a linguistic phenomenon of potential language errors: A contrastive study based on the secondary school handbooks of English in Poland. Kraków (1988). 198 pp. (Aleksander Szulc). [also 32]

Dr Jankowska, Aleksandra: Directed listening at the advanced level of foreign language learning.

Poznań (1990). 217 pp. (Waldemar Marton). Dr Cieślicka-Ratajczak, Anna: Psycholinguistic aspects of language processing in adult bilingual

Polish speakers of English: The case of lexical representation and processing in the Polish students of English. Poznań (1997). 320 pp. (Stanisław Puppel). [also 8]

Dr Sienicki, Maciej: Reading aloud as an element of reading comprehension in English as a foreign

language. Wrocław (1999). (Anna Michońska-Stadnik). Dr Awad, Mohamed Hamid: The comparative effectiveness of three pre-reading instructional

strategies for activating students' background knowledge of English texts in the United Arab Emirates. Poznań (2000). (Stanisław Puppel).

Dr Kusiak, Monika: The effect of metacognitive strategy training on reading comprehension and

metacognitive knowledge. Kraków (2000). (Anna Niżegorodcew). Dr Czwartos, Barbara: The influence of anticipation on efficiency of developing selected language

skills. Katowice (2001). (Jan Iluk). Dr Lewińska, Joanna: The application of an interactive reading model in a second language

classroom. Poznań (2002). (Jacek Fisiak). Dr Adams-Tukiendorf, Małgorzata: The influence of time as a task-difficulty factor on accuracy,

fluency and complexity in writing. Opole (2003). (Anna Michońska-Stadnik). Dr Domas, Oskar: The influence of elaboration processes on developing selected language skills.

Katowice (2003). (Jan Iluk). Dr Bąk-Średnicka, Anna: The development of the reading drill in the secondary school. Warsaw

(2004). (Jerzy Zybert). Dr Witalisz, Ewa: An analysis of the written English produced by Polish EFL learners applying to the

English Department of the Jagiellonian University. Kraków (2004). (Anna Niżegorodcew). Dr Ellis, Melanie: Developing speaking skills. Designing, implementing and evaluating language

courses in teacher education. Warsaw (2005). (Hanna Komorowska). Dr Jaglińska, Anna: Idiomaticity in learner language: A study of the use of prefabs in the writing of

Polish advanced EFL learners. Lublin (2005). 344 pp. (Halina Chodkiewicz). Dr Daszkiewicz, Michał: The assessment of second-language reading and writing skills according to

Karl Popper's model of language functions. Gdańsk (2006). (Bolesław Niemierko). Dr Szmerdt, Dominika: Evaluating the speaking skill. Theoretical models and the practice of testing

spoken language in ELT in Poland. Warsaw (2006). (Hanna Komorowska). [also 25] Dr Kulczyńska, Agnieszka: The influence of knowledge of culture and textual schemes on the

understanding and the memorizing of a narrative text in a foreign language. Warsaw2 (2007). (Maria Dakowska). [also 32]

127

Dr Marzec-Stawiarska, Małgorzata: The influence of summarising on developing selected language skills. Katowice (2007). (Jan Iluk).

Dr Cirocki, Andrzej: Extensive reading approach to literature in the EFL secondary school classroom:

A qualitative study. Poznań (2008). (Teresa Siek-Piskozub). Dr Roda, Magdalena: Developing reading comprehension skills in the first, second and foreign

language contexts: A cross-cultural perspective. Warsaw (2008). (Hanna Komorowska). Dr Salski, Łukasz: Contrastive rhetoric and the teaching of writing in English. Łódź (2008). (Jan

Majer). Dr Skřivánek, Hanna: Self-evaluation as a means of interactivity growth in exo-linguistic

communication at the advanced level. Exampled on informal discussion. Poznań (2008). (Weronika Wilczyńska).

Dr Jaroszek, Marcin: Factors determining the development of discourse competence in advanced

learners of English. Katowice (2009). (Maria Wysocka). Dr Trepczyńska, Magdalena: Self- and peer-evaluation in writing: Examination of the effects of

evaluation training on the development of writing skills of Polish advanced learners of English. Lublin (2009). (Halina Chodkiewicz).

Dr Włosowicz, Teresa: The impact of the first and second language on the understanding of texts in a

third language: A cognitive-pragmatic approach. Katowice (2009). (Piotr Kakietek).

************ Ter-Oganjan, Leon: English conversation teaching. Warsaw (1951). Krawczyk, Anna: The techniques of teaching reading. Łódź (1971). 43 pp. Maczulewicz, Barbara: The place of reading in foreign language instruction. Warsaw2 (1973). 49 pp. Mejro-Stroulger, Krystyna: The teaching of reading: A linguistic analysis. Warsaw (1973). 68 pp. Połczyńska, Wiesława: Developing communicative skills in spoken and written English: Problems and

procedures. Warsaw2 (1973). 84 pp. Jankowski, Ryszard: Adaptation of English literary and other texts for the purposes of teaching

reading skills to Polish learners. Poznań (1974). 167 pp. Komorowska, Krystyna: Teaching writing in a course of English as a foreign language. Warsaw

(1974). 45 pp. Prejzner, Małgorzata: Teaching reading in a course of English as a foreign language. Warsaw (1974).

65 pp. Nawrocka, Bożenna: Teaching English through dialogues. Łódź (1975). 45 pp. Tar, Małgorzata: Introducing elements of realistic language communication in the second stage of

English language teaching. Warsaw2 (1975). 63 pp. Kobusińska, Halina: Techniques of teaching writing skills. Łódź (1976). 70 pp.

128

Wysocka, Danuta: Techniques in teaching English reading to Polish secondary school pupils. Łódź (1976). 53 pp.

Andrzejczyk, Grażyna: Classroom techniques for the development of the speaking skill in teaching

English as a foreign language. Łódź (1977). 58 pp. Barszczewska, Halina: Some exercises for improving listening comprehension. Kraków (1977). 78 pp. Fitas, Barbara: English as a foreign language in Polish secondary schools: Teaching the receptive

skills. Poznań (1977). 45 pp. Hankiewicz, Beata: Functions of reading in foreign language teaching. Łódź (1977). 50 pp. Honicka, Dorota: Teaching foreign language skills at the intermediate level. Łódź (1977). 49 pp. Kozikowska, Małgorzata: An evaluation of the material for teaching reading in a number of English as

a foreign language courses. Warsaw (1977). 45 pp. Lech, Joanna: Using inference-making in teaching listening and reading comprehension. Kraków

(1977). 78 pp. Maślanka, Hanna: Developing writing skills in English as a foreign language: Goals, techniques,

procedures. Poznań (1977). 58 pp. Nowicka, Dorota: The place of oral reading in foreign language instruction. Łódź (1977). 49 pp. Pankowski, Adam: Teaching listening comprehension in English as a foreign language: Goals,

techniques, procedures. Poznań (1977). 40 pp. Pausz, Joanna: Communicative exercises developing speaking ability in English. Katowice (1977). 90

pp. + 4 b/w sketches. Przeradzka, Agnieszka: An analysis of teaching writing in a number of audio-lingual courses of

English as a foreign language and suggestions for their improvement. Warsaw (1977). 83 pp. Przyłęcka, Stefania: Developing the writing skill in teaching English as a foreign language. Łódź

(1977). 68 pp. Rosiecka, Jolanta: The use of dialogue in language teaching materials: Theoretical background and a

survey of textbooks. Warsaw (1977). 70 pp. [also 32] Seferyńska, Bożenna: English as a foreign language in Polish secondary schools: Teaching the

speaking skill. Poznań (1977). 52 pp. Wiśniewska, Grażyna: Teaching English as a foreign language in Polish secondary schools: Teaching

productive skills. Poznań (1977). 47 pp. Giedroyć, Barbara: Emphasizing the teaching of aural comprehension at the lyceum level. Kraków

(1978). 67 pp. Kolasa, Maria-Anna: Reading skill in foreign language instruction. Warsaw2 (1978). 45 pp. Majewska, Grażyna: The four skills: A comparison of emphasis in language teaching materials.

Warsaw (1978). 63 pp.

129

Mazurkiewicz, Anna: The development of the reading and writing skills in the foreign language teaching process. Lublin (1978). 62 pp.

Nowicka, Jolanta: Achieving communicative competence. Łódź (1978). 61 pp. Pawłowicz, Zbigniew: Classroom techniques for developing the speaking skill in English as a foreign

language in Polish secondary schools. Poznań (1978). 40 pp. Boguszewska, Zofia: Teaching listening comprehension. Łódź (1979). 42 pp. Hanc, Katarzyna: An analysis of the reading texts in a wide variety of English language teaching

textbooks and some recent developments in the teaching of reading. Warsaw (1979). 65 pp. [also 32]

Mikołajczak, Adam: An observational analysis of teaching English at the advanced level: Speaking

skill. Poznań (1979). 43 pp. Orzechowski, Tadeusz: English as a foreign language in Polish secondary schools: Teaching the

receptive skills. Poznań (1979). 57 pp. Piątkowska, Hanna: Teaching reading in a foreign language. Katowice (1979). Rogozińska, Anita: Techniques in teaching language communication in English. Łódź (1979). 64 pp. Szewczykiewicz, Lilia: Dialogues in selected English handbooks for Polish students. Poznań (1979).

48 pp. [also 32] Szymańska, Ewa: The reading skill and its development in the manuals for the Polish secondary

schools. Łódź (1979). 55 pp. [also 32] Zelent, Irena: The development of the writing skill in teaching English as a foreign language.

Warsaw2 (1979). 42 pp. Żak-Przepolska, Małgorzata: The role of dialogue in foreign language teaching. Katowice (1979). 43

pp. Cieślak, Iwona: Teaching the receptive skills in English. Łódź (1980). 44 pp. Gałdecka, Ewa: Techniques used in teaching listening comprehension in the pre-speaking period. Łódź

(1980). 43 pp. Gierłowska-Surin, Ewa: Teaching reading in English. Łódź (1980). 41 pp. Hanczak, Elżbieta: The use of dialogues in foreign language teaching. Łódź (1980). 32 pp. Kuczyńska, Bożena: Pre-reading activities in the first-level elementary English as a foreign language

course for seven- and eight-year-old children in the Polish elementary school, first and second forms. Warsaw (1980). 65 pp.

Lipińska, Magdalena: Language skill development in a first-level elementary EFL course for seven-

and eight-year-old children in the Polish elementary first and second forms. Warsaw (1980). 73 pp.

Schwartz, Krystyna: The development of oral and silent reading skill in English as a foreign language.

Poznań (1980). 36 pp.

130

Szałkiewicz, Janina: The use of dialogue in English language teaching. Kraków (1980). 71 pp. Szychowska, Ewa: Advanced reading in foreign language instruction. Łódź (1980). 56 pp. Wilczyńska, Weronika: Interlanguage skills, their methodology and their pedagogical implications.

Poznań (1980). 57 pp. Wojciechowska, Wanda: Testing the speaking skill. Łódź (1980). 72 pp. [also 25] Kopeć, Małgorzata: Written exercises: Their shape and role in foreign language teaching. Lublin

(1981). 50 pp. Łuczywek, Inez: Teaching speaking to elementary school children. Łódź (1981). 86 pp. Sobańska, Zofia: Teaching English speaking skill at the advanced level. Łódź (1981). 50 pp. Sobczyk, Sylwia: Teaching the speaking skill. Łódź (1981). 98 pp. Wilczek, Daniel: Practice and evaluation of teaching written English in Polish high schools. Katowice

(1981). 74 pp. Ambroziak, Elżbieta: Simplified versions of texts in teaching reading. Łódź (1982). 49 pp. + append. Banaszkiewicz, Dorota: Reading in foreign language teaching: Theoretical background and a survey

of approaches in courses of English for Polish learners. Warsaw (1982). 77 pp. Baurowicz, Hanna: Psycholinguistic aspects of teaching reading comprehension skill. Katowice

(1982). 95 pp. Giegżno, Rymwid: The taxonomy of exercises used in developing speaking skills. Katowice (1982).

80 pp. (R. Bajoński). Jurek, Anna: From guided conversation to free expression: Theoretical background and a survey of

approaches in a number of courses of English as a foreign language for beginners. Warsaw (1982). 73 pp.

Kosoń, Lidia: The role of dialogue in the developing of the speaking skill. Łódź (1982). 58 pp. Leosz, Hanna: Transfer of language skills in foreign language instruction. Łódź (1982). 57 pp. Makowska, Barbara: Lexical exercises in teaching listening comprehension. Łódź (1982). 61 pp. Maruszewski, Marek: Teaching techniques in teaching aural comprehension. Łódź (1982). 58 pp. Stanisławska, Magdalena: Integrated exercises in listening comprehension for individualized study.

Łódź (1982). 55 pp. Truszkowska, Patrycja: Communicative approach to teaching written English to lyceum learners.

Kraków (1982). 58 pp. Winnicka, Małgorzata: Role play activities in developing communicative competence. Katowice

(1982). 61 pp. [also 22] Dybała, Iwona: An evaluation of the ESP reading comprehension skill represented by Polish technical

university students. Katowice (1983). 74 pp. [also 29]

131

Jabłońska, Olga: Simplified readers: Their role in developing the reading skill in teaching English as foreign language. Warsaw (1983). 58 pp. [also 30]

Kuplowska, Liliana: The development of the skill of speaking in advanced students. Katowice (1983).

71 pp. Łoza-Kulczyńska, Katarzyna: Methodological aspect of developing reading comprehension skill in

adult learners. Katowice (1983). 82 pp. (M. Wysocka). Ruczyńska, Maria: Teaching language skills in Polish secondary schools: An evaluation of the official

teaching programme based on a mini-experiment. Bydgoszcz (1983). 47 pp. + append. Szewczyk, Eleonora: Communicative activities in a foreign language classroom. Łódź (1983). 68 pp. Arkuszyńska, Ewa: Presentation techniques in teaching listening comprehension. Łódź (1984). 79 pp. Braszczyńska, Krystyna: Techniques developing technical schools students’ reading comprehension

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a foreign language. Wrocław (2008). (R. Lewicki). Strycharz, Małgorzata: Assessment of spoken English: Quantitative measures vs. human judgement.

Kraków (2008). (E. Witalisz). [also 25] Syroka, Beata: Teaching language learning strategies to upper primary students in developing reading

comprehension skills. Warsaw (2008). (J. Zybert). [also 30] Szajny, Bernadeta: The influence of collaborative writing through writing group projects on the usage

of writing skills such as spelling, word order, grammar and text organization. Opole (2008). (M. Adams-Tukiendorf).

Szmidt, Elżbieta: Developing dictionary skills in business English writing. Opole (2008). (M. Adams-

Tukiendorf). [also 32] Szwedek, Kamila: Teaching integrated skills through literature. Bydgoszcz (2008). (A. Bączkowska).

[also 30] Szmigiel, Dorota: Teaching writing in English as a second language to an autistic learner on the basis

of the case study research. Opole (2008). (M. Adams-Tukiendorf). [also 31] Szumowska, Aleksandra: Authentic materials in teaching integrated skills to upper-intermediate

students. KUL (2008). (A. Bloch-Rozmej). [also 30] Szybiak, Joanna: Reflection-impulsivity and the reading skill in the foreign language. Wrocław

(2008). 78 pp. + append. (L. Zabor). [also 26]

164

Todryk, Agnieszka: The effect of grammar correction on students’ writing. Szczecin (2008). (P. Kamińska). [also 22]

Tomys, Ilona; Preparing the student for matura writing tasks: Case study. Opole (2008). (M. Adams-

Tukiendorf). Wojdyńska, Sylwia. Teaching English in mixed-ability classes. Katowice (2008). Wojtkiewicz, Barbara: Students' preferences for methods of writing assessment in different age

groups. Opole (2008). (M. Adams-Tukiendorf). [also 25] Wolna-Rumin, Magdalena: Does extensive reading improve the writing skill? Opole (2008).

(L. Piasecka). Zielińska, Katarzyna: Enhancing oral communicative competence in intermediate English students.

Łódź (2008). (J. Majer). Zioło, Marta: Meeting needs of specific group of learners making syllabus for writing component.

Opole (2008). (M. Adams-Tukiendorf). [also 23] Zubek, Ewelina: The correlation between brain hemisphere dominance and a reading skill in foreign

language. Wrocław (2008). (L. Zabor). Bednarzak, Marcelina: The influence of reading extra-curricular materials on the level of students’

motivation for learning English in the secondary school. Wrocław (2009). 64 pp. (A. Michońska-Stadnik).

Duda, Agnieszka: Improving young learners’ oral performances in English. KUL (2009). (A. Bloch-

Rozmej). Groszek, Ewa: Metacognitive strategy training in teaching reading in an EFL secondary classroom.

Kraków (2009). (M. Jodłowiec). Hajduk, Anna: Developing speaking skills in the teaching of English as a foreign language. Warsaw

(2009). (H. Komorowska). Ignaszak, Katarzyna: The effectiveness of monolingual and bilingual dictionaries in incidental

vocabulary acquisition through reading by teenage learners of English. Poznań (2009). [also 32]

Jągowska, Karolina: The influences of anxiety lowering technique on students’ results in listening

comprehension tasks. Wrocław (2009). 82 pp. (A. Michońska-Stadnik). Jerzabek, Iwona: Applying multiple intelligences theory in the English language classroom: An

investigation of interlingual errors in learners' compositions. Warsaw2 (2009). (J. Lewkowicz).

Kalińska, Agata: Language learning strategy training in listening comprehension with learners of

English as a second language. Szczecin (2009). (P. Kamińska). [also 30] Karaszewska, Monika: Listening strategies and the development of listening comprehension skills.

Polish learners of English in the lower secondary context. Warsaw (2009). (J. Zybert). Król, Anna: New technology in developing the receptive skills in English. KUL (2009). (A. Bloch-

Rozmej). [also 30]

165

Kułaczkowska, Anna: Effective ways of teaching speaking in English. Bydgoszcz (2009). (T. Goncharova).

Lemańska, Emilia: Metacognitive instruction in listening comprehension for lower secondary school

learners of English. Białystok (2009). 63 pp. (D. Potocka). Lodowska, Ewelina: Creative writing in EFL classrooms. KUL (2009). (T. Derkacz-Padiasek). Madejska, Daria: Learning-to-learn and authentic materials in developing listening comprehension

skills. Warsaw (2009). (J. Zybert). [also 30] Matwiejuk, Elżbieta: Reading materials and the development of junior high school students’

comprehensive ability. KUL (2009). (A. Bloch-Rozmej). Maziarz, Wioletta: The influence of selected communication strategies training on oral task

performance. Kraków (2009). (M. Jodłowiec). Mioduszewska, Urszula: Graded readers as a tool to improve reading skills in teaching young learners.

Białystok (2009). 75 pp. (E. Lewicka-Mroczek). Morek, Katarzyna: The application of authentic materials in the teaching of reading and listening to

older teenagers in the EFL context. Białystok (2009). 68 pp. (D. Potocka). [also 30] Naskręt, Marta: Effectiveness of graded readers in a foreign language classroom. Katowice (2009).

(D. Gabryś-Barker). Neścior, Żaneta: Effective teaching of speaking skills to children. Bydgoszcz (2009). (T. Goncharova). Rzyska, Magdalena: Skimming and scanning in the reading skill development in a foreign language.

Wrocław (2009). 68 pp. + append. (L. Zabor). Serafin, Jolanta: Reading strategies of EFL students in middle school. Kraków (2009).

(J. Leśniewska). Szewczyk, Sylwia: Top down and bottom up processing training in a foreign language listening

comprehension. Wrocław (2009). 96 pp. (L. Zabor). Szłyk, Radosław: Developing reading skill by the use of language learning strategies. Szczecin (2009).

(M. Stawna). Śladowska, Magdalena: Developing listening comprehension skills at intermediate level. Katowice

(2009). (D. Gabryś-Barker). Titz, Joanna: Reading strategies of EFL adolescent learners at three different proficiency levels

(a questionnaire survey). Katowice (2009). (D. Gabryś-Barker). [also 30] Tyszer, Witold: Influence of extensive listening on the range of active vocabulary. Szczecin (2009).

(P. Kamińska). [also 22] Wons, Aleksandra: Successful ways of developing fluency in one-to-one context―self-observation.

Katowice (2009). (M. Wysocka). Wyrzykowska, Małgorzata: Approaching extensive reading in the ELS classroom: A case study based

on Nick Hornby’s Slam. Warsaw2 (2009). (J. Lewkowicz). [also 30]

166

Zakrzewski, Paweł: Memory strategies in learning second language vocabulary. Szczecin (2009). (P. Kamińska). [also 30]

24. TEACHER TRAINING, LESSON PLANNING,

CLASSROOM INTERACTION (1976-2009)

2 Dr habs. (both solo) 16 Drs. (14 solo & 2 cross-listed)

559 MAs (452 solo & 107 cross-listed) Dr hab. Niżegorodcew, Anna: Interactional discourse and second language communicative

competence. Kraków (1991). 115 pp. Dr hab. Majer, Jan: Interactive cooperative discourse in foreign language lessons. Lódź (2004).

************ Dr Dzięgielewska-Pecyńska, Zuzanna: Microteaching and training of foreign language teachers.

Warsaw2 (1982). (Franciszek Grucza). Dr Ryan, Fiona: TEMPUS Phase 1 (1990-1994): English language teacher training programmes in

Poland. Poznań (1997). 180 pp. (Jacek Fisiak). Dr Foster, Monika: Foreign language teacher education models: A comparative approach. Poznań

(1999). (Teresa Siek-Piskozub). Dr Kębłowska, Magdalena: The changing role of the teacher in the process of language learning and

teaching. Poznań (1999). (Krystyna Droździał-Szelest). Dr Turula, Anna: Language anxiety and classroom dynamics: Teacher, peers and learning

environment as inhibiting factors. Katowice (2002). (Maria Wysocka). [also 26] Dr Werbińska, Dorota: A profile of an effective Polish teacher of English―a qualitative approach.

Poznań (2003). (Krystyna Droździał-Szelest). Dr Derenowski, Marek: Dialogue journal as a means of developing the teacher's reflective awareness.

Poznań (2004). (Krystyna Droździał-Szelest). Dr Musiał, Anna: Teacher trainees' personal theories of EFL teaching and learning. Kraków (2004).

(Anna Niżegorodcew). Dr Łęska-Chabrowska, Krystyna: Teacher’s use of interaction patterns and its influence on learners’

fluency in English. Wrocław (2005). (Anna Michońska-Stadnik). Dr Kiss, Tamás: The influence of programs for training practicum supervisors and their influence on

the formation of teachers’ system of values and attitudes in EFL. Warsaw (2006). (Jerzy Zybert).

Dr Łęska-Drajerczak, Iwona: Polish EFL teachers’ self-perception of job-related motivation: A social

constructivist perception. Poznań (2006). (Teresa Siek-Piskozub). Dr Potocka, Dorota: Developing professional competence in the process of pre- and in-service teacher

education. Warsaw (2006). (Hanna Komorowska).

167

Dr Badecka-Kozikowska, Monika: An analysis of the methodical workshop of English language teachers in senior high schools of the Tri-city [Gdańsk, Gdynia and Sopot]. Gdańsk (2007). (Halina Stasiak).

Dr Horak, Karolina: Socjolingwistyczne i psycholingwistyczne aspekty interakcji w kontekście klasy.

Katowice (2008). (Danuta Gabryś-Barker). [Sociolinguistic and psycholinguistic aspects of foreign language classroom discourse] [also 8/9]

Dr Jaworska, Mariola: Self-evaluation in the process of learning and teaching―application of the

European language portfolio in foreign language teacher`s education. Warsaw (2008). (Elżbieta Zawadzka-Bartnik).

Dr Klimas, Anna: Goal setting as a motivating factor in foreign language learning. Wrocław (2009).

(Anna Michońska-Stadnik).

************ Malendowicz, Ewa: Some ways of overcoming the limitations of the classroom situation in English

language teaching. Kraków (1976). 74 pp. Nowak, Krystyna: The effect of language code shift upon expressed language content, studied in cases

of coordinate bilinguals. Warsaw2 (1976). 69 pp. + append. [also 9] Mąkosa, Iwona: Controlled observation of successful English teacher. Poznań (1977). 27 pp. Ostrowska, Stefania: The role of the teacher in organized foreign language instruction: Historical

perspective and the prospect. Poznań (1977). 37 pp. Sokołowska, Elżbieta: A successful foreign language teacher. Poznań (1977). 23 pp. Wojciechowska, Jadwiga: Making use of some personal characteristics of the pupils in the teaching of

English as a foreign language. Kraków (1977). 90 pp. Garbarska, Zofia: The retroversion technique: An exercise in performance analysis. Warsaw (1978).

56 pp. Kornakiewicz, Wincenty: The role of the teacher in organized FL instruction: An historical

perspective and prospect. Poznań (1978). 156 pp. Lindner, Ewa: The teacher in foreign language instruction. Łódź (1978). 50 pp. Wideryńska, Iwona: A successful foreign language teacher. Łódź (1978). 57 pp. Rozlach, Ewa: The teacher’s role in the motivation of students of English as a second language.

Katowice (1979). 47 pp. + append. Sypiańska, Bożena: An observational analysis of teaching English at the advanced level: The speaking

skills. Poznań (1979). 61 pp. Wawrzonek, Marek: Pupil evaluation as a teaching tool. Łódź (1979). 52 pp. Bieniecka, Joanna: Teacher preparation and lesson planning. Łódź (1980). 60 pp. Dominiak, Eugenia: The techniques of activating the student in the classroom. Poznań (1980). 65 pp. Kokijewska, Elżbieta: Maintaining interest and activity in large classes. Kraków (1980). 119 pp.

168

Konys, Edward: The successful foreign language teacher. Poznań (1980). 31 pp. Piasna, Beata: Methodology of teaching practice English to first-year students in the Institutes of

English in Poland. Poznań (1980). 42 pp. Watrakiewicz, Elżbieta: An overall examination of the teaching methodology emphasizing the direct

object in the teaching of English to Polish learners: A survey of textbooks. Warsaw (1980). 64 pp. [also 32]

Barczyk, Jolanta: The role of teachers in evoking high school pupils’ motivation to learning English.

Katowice (1982). 43 pp. + append. [also 26] Wieconkowska, Barbara: Performance analysis of intermediate students. Poznań (1982). 70 pp. Zawadzki, Jerzy: Aspects of code-switching in bilingual speech communities. Poznań (1982). 108 pp.

[also 9] Zdunek, Danuta: Simplification and intralanguage interference in Poles learning English. Katowice

(1982). 60 pp. Iwanicka, Anna: Performance analysis of intermediate students: The present simple tense and the

present continuous tense. Poznań (1983). 53 pp. Frejgandt-Nicpoń, Katarzyna: Perseverance and language teaching analysis. Bydgoszcz (1984). 52 pp.

+ 2 questionnaires. Janiszewska, Barbara: The teacher’s linguistic behaviour in the classroom situation. Łódź (1984). 52

pp. Kostarz, Anna: The role of conversational techniques in developing the speaking skill. Lublin (1984).

72 pp. [also 23] Kusibad, Ewa: The contribution of the classroom interaction to the development of communicative

competence. Kraków (1984). 129 pp. Migas, Elżbieta: Techniques for teaching and classroom management. Łódź (1984). 73 pp. Nitschke, Krystyna: Performance analysis of Polish secondary school learners of English. Poznań

(1984). 52 pp. + 61 pp. append. Obukowicz-Szwaja, Elżbieta: Performance analysis of intermediate students: The passive voice.

Poznań (1984). 55 pp. Skrzypek, Barbara: Providing the optimal input for learning a foreign and a second language in a

classroom. Łódź (1984). 65 pp. Kosiarz, Anna: Teacher’s questions at two levels of foreign language proficiency. Kraków (1985). 71

pp. + append. Kwaśniewska, Anna: Promoting cooperation in a foreign language classroom. Łódź (1985). 74 pp. Słoniewska-Cisek, Katarzyna: Performance analysis of Polish secondary learners of English: Reported

speech. Poznań (1985). 57 pp. + 75 pp. append.

169

Strączyńska, Hanna: Group teaching in the process of developing language creativity. Katowice (1985). 52 pp. + append. [also 26]

Borkowska, Renata: Teacher-student speaking ratio and its consequences for the development of

foreign language skills. Katowice (1986). 84 pp. Klimas, Bożena: Objectives of the teacher-training course. Łódź (1986). 78 pp. Michalik, Bożena: Stress situations in the FL classroom: Their impact on lesson participation and

students’ performance. Katowice (1986). 81 pp. + append. Dymon, Dorota: Polish teachers’ responses to their learners’ written compositions. Kraków (1987). 85

pp. Gomoła, Maria: Teaching styles and registers to students of English in Polish high schools. Katowice

(1987). 76 pp. (M. Wysocka). Konieczko, Janusz: Teaching the pronunciation of English sounds to Polish secondary school learners.

Kraków (1987). 80 pp. Lewandowicz, Maria: The role of the teacher’s personality in the process of foreign language teaching.

Poznań (1987). 76 pp. Rutkowska, Ewa: Teaching adults: The necessity of creating an atmosphere of security. Katowice

(1987). 61 pp. Staroń, Małgorzata: Feedback in the foreign language classroom: The educational value of discrete

point testing and integrative language testing. Katowice (1987). 60 pp. Stawicka, Monika: Teachers’ priorities in correcting learners’ oral errors in secondary school English

classes. Kraków (1987). 75 pp. [also 23] Wolińska, Ewa: Parameters of language teachers’ evaluation: A study in error gravity. Łódź (1987). 40

pp. [also 21] Chojowska, Katarzyna: Classroom situations provoking teacher talk. Katowice (1988). 65 pp. Czerniak, Anna: Mixing languages as one of the modern strategies in the teaching of reading in

English as a foreign language. Łódź (1988). 69 pp. Czyż, Iwona: Nonverbal communication in the foreign language classroom: The teacher’s perspective.

Katowice (1988). 60 pp. Derol-Dziwak, Katarzyna: Developing strategic competence: The teachabilitiy of communication

strategies. Poznań (1988). 72 pp. [also 28] Drygalska-Skitaniak, Urszula: The frequency and context of teacher talk. Katowice (1988). 56 pp. Fijał, Beata: Classroom-oriented research and its relevance for teaching English in Polish schools.

Kraków (1988). 71 pp. Gońda, Bożena: The frequency and context of student talk. Katowice (1988). 59 pp. Jondra-Zając, Iwona: Classroom situations provoking student talk. Katowice (1988). 74 pp.

170

Krupa, Krystyna: Pupils’ reactions to teacher talk. Katowice (1988). 59 pp. Kurek, Małgorzata: Usefulness of English studies for EFL teachers in Polish secondary schools:

Teachers’ views. Poznań (1988). 105 pp. + 69 pp. append. [also 28] Michalska, Iwona: Time and amount of teacher talk in the English language classroom. Katowice

(1988). 67 pp. Pająk, Mirosława: Time and amount of student talk in the foreign language classroom. Katowice

(1988). 62 pp. Profaska, Barbara: Functions of student talk across levels and ability groups. Katowice (1988). 77 pp. Syguła, Barbara: Structure of the English lesson in Polish secondary schools: An empirical study.

Poznań (1988). 70 pp. Wedler, Małgorzata: The role of the teacher’s input in the spoken and written output of the learners.

Poznań (1988). 134 pp. Gorol, Ewa: Teacher initiated interaction vs. student initiated interaction. Katowice (1989). 73 pp. Kajko, Sławomir: Basic teacher-student interaction pattern. Katowice (1989). 61 pp. Kozak, Małgorzata: Advanced learners’ interlanguage as reflected in communication strategies. Łódź

(1989). 60 pp. + append. Nowak, Aneta: EFL teacher training course: An attempt at evaluation. Kraków (1989). 68 pp. +

append. Zabczyńska, Hanna: The art of teaching. Gdańsk (1989). 56 pp. Cieślicka, Anna: Nonverbal behavior research and its implications for the language classroom. Poznań

(1990). 50 pp. Kaliściak, Dorota: Lesson structure and organization and the students’ difficulties. Katowice (1990).

68 pp. Knapik-Jach, Mirosława: Classroom behaviour of more capable students. Katowice (1990). 59 pp. +

questionnaire. Paradysz, Maryla: Nonverbal communication: Teacher’s talk. Katowice (1990). 53 pp. Rak, Joanna: Classroom management and control at the foreign language lesson. Katowice (1990). 68

pp. + tables. Klotz, Alina: The influence of the teacher’s characteristics on language learning results. Poznań

(1991). 60 pp. Latkowska, Jolanta: Ways of expressing approval and encouragement by FL teachers in Polish

schools. Katowice (1991). 65 pp. Muszyńska, Katarzyna: Foreign language teaching in an interactive classroom. Łódź (1991). 79 pp. Szklarczyk, Katarzyna: An ideal language teacher: Dream and reality. Kraków (1991). 90 pp.

171

Terlecka, Aleksandra: Teachers’ language-related prejudices in Polish primary schools. Poznań (1991). 57 pp.

Warzecha, Magdalena: Teacher-learner interaction with good and bad students in foreign language

teaching. Katowice (1991). 52 pp. Zagrodzka, Monika: Dramatizing the work of the teacher. Gdańsk (1991). 74 pp. [also 28] Dąbrowska, Marta: The characteristic features of language used by the English students. Kraków

(1992). 87 pp. Drapińska, Lidia: Developing cross-cultural understanding in FLT classroom. Warsaw2 (1992). 76 pp.

[also 32] Gawron, Piotr: Students’ and teachers’ reception of small group work. Kraków (1992). 109 pp. + 35

pp. append. Gomola, Aleksander: Problems and solutions in introducing democracy into English classes in Poland.

Poznań (1992). 110 pp. Kubot, Aleksander: The teacher expectancy effect and its influence on achievement in foreign

language learning. Poznań (1992). 49 pp. Maliszewska, Beata: Feedback in the classroom and its role in second language acquisition. Katowice

(1992). 43 pp. + append. Matecka, Anna: Simplified codes and second language acquisition. Łódź (1992). 70 pp. Osojca, Hanna: Organizing a democratic foreign language class. Poznań (1992). 66 pp. Rasińska-Woźniak, Anna: Issues and problems in the evaluation of an English lesson. Łódź (1992). 62

pp. Smułek, Paweł: Distinguishing intrasentential code-switching and lexical borrowing in bilingual

discourse. Łódź (1992). 76 pp. [also 7] Szymkowicz, Lidia: Enhancing interaction in the secondary English classroom in Poland. Poznań

(1992). 170 pp. Whyatt, Bogusława: Caretaker-learner interactions and their influence on first language acquisition:

Linguistic and nonlinguistic aspects. Poznań (1992). 116 pp. Zielasko, Andrzej: The impact of cooperative learning method on achievement. Wrocław (1992). 80

pp. Blajet, Joanna: Planning and preparing classes: Lesson planning and teachers of English in Polish

secondary schools. Poznań (1993). 97 pp. Bujacz, Iwona: Discipline in an EFL classroom. Wrocław (1993). 64 pp. Gajda, Jolanta: Teaching oral communication in large classes. Poznań (1993). 111 pp. Orszulik, Ewa: Teachers’ opinions on the use of the native language in the foreign language teaching-

learning process. Katowice (1993). 54 pp.

172

Sadowska, Mariola: Approval and disapproval in the foreign language classroom: Implications for the teaching of English as a foreign language. Warsaw (1993). 81 pp.

Solarska, Małgorzata: Introducing Mr. Professor: An example of teacher development through action

research. Poznań (1993). 42 pp. Śmieszek, Iwona: Reward and punishment applied by an English teacher to adolescents. Katowice

(1993). 48 pp. + questionnaire. Walewska, Anna: Verbal interaction patterns in the foreign language classroom: Implications for

individualization processes. Warsaw (1993). 84 pp. Wójcik, Dorota: On maintaining interest and activity in English classes. Opole (1993). 90 pp. Andrzejewska, Agnieszka: Teachers’ use of the student mother tongue in the foreign language

classroom. Kraków (1994). 104 pp. Brzostek, Joanna: Teacher talk: Evidence from Polish classrooms. Łódź (1994). 66 pp. + 99 pp.

append. Franków, Bożena: Code-switching in bilinguals: Linguistic abilities of translators. Poznań (1994). 62

pp. [also 15] Górska, Magdalena: Learners’ evaluation of error correction techniques in communicative teaching.

Warsaw2 (1994). 66 pp. [also 20/21] Kurman-Grzybko, Ewa: Student-student interaction. Warsaw (1994). 79 pp. Majchrzycka, Aleksandra: Promoting meaningful classroom interaction: The role of the teacher.

Poznań (1994). 83 pp. Papka, Wacław: Occurrence, correlation and mutual dependence of some verbal and nonverbal signals

during the teaching-learning process. Katowice (1994). 74 pp. [also 21] Salski, Łukasz: The learner-centered approach: A way to improve large class EFL instruction in Polish

secondary schools. Poznań (1994). 72 pp. Sankowska, Anna: The correlation between interactive aspects of the classroom and successful second

language learning. Wrocław (1994). 93 pp. Szlachta, Anita: Selective procedures of teacher preparation to various kinds of foreign language

lessons. Katowice (1994). 98 pp. + append. Szulc, Małgorzata: The study of self-repair procedure at the upper intermediate level of proficiency.

Wrocław (1994). 45 pp. Tkaczyk, Dominika: Spontaneity and authenticity in speaking English in the classroom. Gdańsk

(1994). 82 pp. Więcko, Sonia: Roles of teacher and learners. Warsaw (1994). 69 pp. + 25 pp. append. Adam, Monika: Role of the teacher in communicative activities. Poznań (1995). 69 pp. Antoszczyszyn, Ilona: Classroom management variables. Wrocław (1995). 76 pp.

173

Atherton, Monika: Teacher’s attitude towards students’ knowledge about British and American life and institutions as a motivating factor: A case study. Katowice (1995). 76 pp. + append.

Bąk, Beata: Maintaining the interest of learners. Poznań (1995). 50 pp. Bialik, Ewa: The development of teacher’s language abilities (post-graduation work): A case study.

Katowice (1995). 67 pp. Brenda, Maria: The role of native speakers of English in foreign language teaching at the university

level. Poznań (1995). 58 pp. Brzezińska, Lucyna: Factors evoking stress during the English language lesson. Kraków (1995). 66 pp.

+ two questionnaires. [Polish & English versions] Franek, Krzysztof: Fluency or accuracy: Teacher and student preferences. Katowice (1995). 58 pp. Gieysztor, Agnieszka: Teacher’s feedback in classroom language teaching. Wrocław (1995). 57 pp. Hytry, Joanna: The role of microteaching in teacher training. Wrocław (1995). 52 pp. Janicki, Dariusz: Classroom management in a communicative context. Poznań (1995). 60 pp. Kalitta-Łukowska, Lucyna: Activating students in the learning process: The development of learner

autonomy. Poznań (1995). 66 pp. Janiszewska, Barbara: A detailed questionnaire for teachers on their approaches to low-aptitude

students. Katowice (1995). Kalyta, Agnieszka: Teacher professional training. Katowice (1995). 61 pp. + questionnaire. Kelm, Joanna: Classroom processes and their effects on language teaching and learning. Wrocław

(1995). 72 pp. Kieres, Ewa: The presence of the halo effect among foreign language teachers. Kraków (1995). 60 pp.

+ append. Kowalska, Alicja: Teachers’ attitude toward communicative language teaching (CLT). Katowice

(1995). 74 pp. Kuc, Katarzyna: Teacher’s and learner’s roles during conversation classes: Interaction analysis.

Katowice (1995). 70 pp. + append. Kukuła, Przemysław: Stress among foreign language teachers. Katowice (1995). 58 pp. + append. Lendzioszek, Anna: The role of the teacher-student interaction in students’ success. Poznań (1995). 66

pp. Leszczyńska, Halina: The distribution of teacher’s roles in the classroom. Wrocław (1995). 71 pp. Nettmann, Kinga: Peer-correction―support or discouragement? The perception of peer-correction by

a correctee research conducted at the School of English of Adam Mickiewicz University. Poznań (1995). 64 pp.

Pawlak, Mirosław: Interaction in the classroom and the teaching of speaking skills. Poznań (1995). 90

pp. [also 23]

174

Oejer, Jarosław: The role of the teacher in error correction. Wrocław (1995). 64 pp. [also 20/ 21] Saran, Diane: Classroom interaction between native speakers and nonnative speaker learners. Łódź

(1995). 66 pp. + 23 pp. append (two transcripts). Strzyżewska, Dorota: The role of foreign and teacher talk in the acquisition of Polish. Wrocław

(1995). 103 pp. Szynkarek, Dorota: Teacher’s nonverbal behaviour and her effectiveness in the language classroom.

Wrocław (1995). 48 pp. Świerczyna, Beata: A good foreign language teacher and his role in a teaching process. Katowice

(1995). 70 pp. + append. Woźniak, Anna-Maria: Native and nonnative English teachers’ attitudes towards the treatment of oral

errors. Poznań (1995). 60 pp. Wyczałkowska, Agnieszka: Teacher talk in the classroom. Wrocław (1995). 45 pp. Zabor, Lucyna: The effect of discourse mode and planning time on variability in L2 production.

Wrocław (1995). 91 pp. [also 7/22] Bakalarz, Piotr: Effective group work. Łódź (1996). 95 pp. Ciemięga, Renata: Exploring classroom interaction: Distribution of talk and the occurrence of

negotiating behavior. Kraków (1996). 109 pp. Dec, Krzysztof: The person of the teacher in the process of the developmental change with special

emphasis on the first lessons of a foreign language with new students: A case study. Katowice (1996). 91 pp.

Janicka, Katarzyna: The study of classroom discourse in teacher centered and small group work.

Wrocław (1996). 109 pp. Kiliańska, Grażyna: Teacher’s attitude towards more capable students. Katowice (1996). 64 pp. Kowalska, Ewa: Action research: Teacher initiated classroom research―an anarchy, utopia, or

practical politics: A questionnaire survey. Kraków (1996). 108 pp. Kurczabińska, Justyna: Creating understanding and enabling successful cooperation between native

and nonnative speaker teachers. Gdańsk (1996). 68 pp. Kwiatkowski, Wojciech: Teacher’s attitude towards less capable students. Katowice (1996). 59 pp. Lipińska, Joanna: Teacher-student interaction in a Polish foreign language classroom. Łódź (1996). 80

pp. Mordecka, Ewa: Argumentative discourse in the classroom setting. Poznań (1996). 92 pp. Oleszek, Beata: A linguistic and pedagogical study of the treatment and meaning of voice in some of

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175

Olszewska, Edyta: Teachers’ opinions on the ways of developing students’ knowledge of British and American life and institutions. Katowice (1996). 74 pp.

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concessions native speakers make when they talk to nonnative speakers. Poznań (1996). 64 pp.

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79 pp. Filipczyk, Aleksandra: Foreign language teacher frustrations. Katowice (1997). 76 pp. Grzebelec, Anna: Destroying the authoritarian teacher: Creating the autonomous learner―a case

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176

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186

Józefowicz, Katarzyna: Some aspects of gender differences in classroom interaction. Poznań (2003). (B. Paflin). [also 9/9a/26]

Matraszek, Małgorzata: The influence of teaching styles on primary learners' communication

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[also 7/28] Paszenda, Agnieszka: Revision lessons with gimnazjum students at the beginning level. Katowice

(2003). (E. Krawczyk-Neifar). Piątkiewicz, Ilona: Disruptive behaviour as a result of dysfunctional family. Katowice (2003).

(D. Gabryś-Barker). Ratajczak, Leszek: Investigating teachers' perceptions of their roles in the Callan Method. Poznań

(2003). (K. Droździał-Szelest). [also 28] Suchocka, Renata: Classroom management in foreign language teaching: Implications for teaching

English to adolescents in the secondary context. Białystok (2003). 78 pp. (H. Komorowska). Wojciechowska, Agata: The role of nonverbal communication in foreign language teaching. Poznań

(2003). (S. Puppel). [also 8/28] Wysocka, Marzena: A syllabus proposal for developing cultural awareness in a FL classroom.

Katowice (2003). [also 32] Broszkiewicz, Anna: Teacher-student interaction: Teacher questions in a foreign language classroom.

Poznań (2004). (A. Jankowska). Cybulska, Małgorzata: Techniques to deal with discipline problems applied by Polish primary and

lower-secondary school teachers of English. Toruń (2004). (T. Siek-Piskozub). Czarkowska, Magdalena: The effect of different group arrangements on oral proficiency in task-based

learning. Wrocław (2004). (A. Michońska-Stadnik). Dydak, Joanna: Selected aspects of succesful verbal classroom interactions on the example of junior

high school students. Wrocław (2004). (P. Chruszczewski). Gawrysiak, Aneta: Spoken teacher-student interaction in a foreign language classroom. Poznań

(2004). (B. Paflin). Gierejko, Robert: Student-centered approach to class management in secondary school. Warsaw2

(2004). (M. Sicińska). Głowacka, Katarzyna: Native and nonnative teachers in the classroom. Łódź (2004). (B. Krakowian). Grzecznowska, Dagmara: Coping with incoherency in the classroom. Poznań (2004). (B. Paflin). Gryzło, Anna: Experienced and inexperienced teacher talk. Wrocław (2004). (L. Zabor). Hamryszak, Marta: The comparison of the effectiveness of visual and verbal techniques on vocabulary

acquisition in young learners. Wrocław (2004). 64 pp. (A. Michońska-Stadnik).

187

Janeczek-Presz, Aneta: The role of reflection in the process of becoming a competent teacher. Poznań (2004). (D. Nowacka).

Janiak, Agata: Teachers’ creativity in explaining grammar to primary school children. Katowice

(2004). (J. Latkowska). [also 22] Jarzębska, Katarzyna: Classroom management and young learners’ foreign language education.

Poznań (2004). (D. Nowacka). Jedynak, Agnieszka: Successful teacher talk in the foreign language classroom. Łódź (2004).

(H. Majer). Jędrej, Agnieszka: The teachers’ perspectives on the assessment process in foreign language teaching.

Warsaw (2004). (H. Komorowska). Kaczmarczyk, Magdalena: The influence of lesson planning and classroom management on verbal

interaction in a classroom. Katowice (2004). (G. Kiliańska-Przybyło). Kaźmierska, Monika: Language learning strategies as perceived by EFL teachers. Kraków (2004).

(A. Niżegorodcew). [also 30] Kielar, Agata: Rewards and punishments in a FL classroom. Katowice (2004). (D. Gabryś-Barker). Kurto, Mariola: The role of the foreign language teacher in creating positive classroom atmosphere.

Kraków (2004). (A. Strzałka). Kuszmarz, Dominika: The importance of discipline in the English language classroom. Poznań

(2004). (K. Droździał-Szelest). Łaksa, Dominika: Psychological factors affecting classroom communication in small groups.

Katowice (2004). (J. Latkowska). Ławrynowicz-Drewek, Aleksandra: The teacher's personality and the efficiency of learning English by

teenagers. Łódź (2004). (B. Krakowian). Łochowska, Magdalena: The significance of classroom interaction for teaching a foreign language.

Katowice (2004). (D. Gabryś-Barker). Moll, Maria: The role of the teacher in motivating the unmotivated. Łódź (2004). (B. Krakowian). Ranke, Barbara: Humanistic activities and their role in the process of changing students' attitudes

towards language learning, towards themselves and their classmates. Poznań (2004). (M Kębłowska). [also 28]

Ratajczak, Katarzyna: The change of the foreign language teacher role and its impact on the learner

role in the Polish reformed school. Poznań (2004). (M. Kębłowska). Rybczyńska, Anna: The influence of cooperative and competitive classroom teaching on children's

achievement in SLA. Wrocław (2004). (A. Michońska-Stadnik). [also 27] Słaby, Joanna: The advantages and disadvantages of native and nonnative teachers of English.

Katowice (2004). (A. Porzuczek). Strojna, Katarzyna: The influence of multiple intelligences on teaching style. Wrocław (2004).

(A. Michońska-Stadnik). [also 26]

188

Szlanga, Grzegorz: Personal development through observation in the high school context. Poznań (2004). (K. Droździał-Szelest).

Tomeczek, Agnieszka: Strategy training in teaching foreign language writing at the elementary level.

Katowice (2004). [also 27] Adamczak, Maciej: The role of the teacher in motivating high school students and making them

autonomous in the foreign language classroom. Poznań (2005). (M. Kębłowska). [also 26] Batyńska, Justyna: Appropriate questioning techniques as a way of reducing teacher’s talking time.

Szczecin (2005). (P. Kamińska). Brodacka, Agnieszka: Sources of discipline problems in a language classroom: Teachers' and students'

attitudes. Łódź (2005). (H. Majer). Bursy, Aleksandra: Influence of written teacher feedback on students' motivation for writing in

English. Opole (2005). (M. Adams-Tukiendorf). [also 23] Gapińska, Anna: Optimists and pessimists in the language classroom: Applying learned helplessness

theory in foreign language education. Poznań (2005). (D. Nowacka). [also 26] Hryckiewicz, Olga: The implications for the context-embedded instruction in the EFL classroom.

Poznań (2005). (D. Nowacka). [also 28] Kaźmierczak, Agnieszka: Teacher stress in a foreign language classroom. Łódź (2005). (H. Majer). Kiciński, Adam: The role of teacher’s enthusiasm. Katowice (2005). (E. Krawczyk-Neifar). Konkol, Anna: Various interactive patterns as a means of enhancing students’ communicative skills in

foreign language classroom of secondary school learners. Toruń (2005). (T. Siek-Piskozub). Kraska, Joanna: Teacher talk at the pre-school level: Evidence from the kindergarten classroom. Łódź

(2005). (H. Majer). Krawczyk, Malgorzata: Teacher’s self-evaluation: Balanced roles of teachers in a foreign language

classroom. Katowice (2005). (M. Wysocka). Kulik, Zbigniew: Reinstating the status of lesson planning with the lexical approach. Szczecin (2005).

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(H. Majer). Nikołajew, Zuzanna: English teacher self-evaluation. Liberal vs. authoritarian teacher. Katowice

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(K. Ciepiela).

189

Pańska, Aleksandra: Becoming a teacher―problems faced by novice teachers of English in the first years of their teaching careers. Poznań (2005). (A. Jankowska).

Pawłowska, Magdalena: English language teachers’ self-evaluation: Extrovert and introvert teachers

developing speaking skills. Katowice (2005). Perczyńska, Iwona: Discipline problems in the EFL classroom. Poznań (2005). (D. Wiśniewska). Pieczulis, Aurelia: Classroom management in foreign language education. The foreign language

teacher as educator. Białystok (2005). 75 pp. (H. Komorowska). Podolska, Marta: English teacher self-evaluation: Developing sociocultural competence. Katowice

(2005). Sekuła, Kamila: The role of the first language in the contemporary foreign language classroom.

Poznań (2006). (M. Kębłowska). Sobiegraj, Hanna: Teachers' questions―an interactional analysis. Wrocław (2005). (L. Zabor). Świerc, Katarzyna: Approaches to writing applied by teachers at secondary school level. Opole

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perspective. Kraków (2005). (M. Jodłowiec). Wojdyga, Justyna: Teaching mixed-ability groups in the upper-secondary school context. Warsaw

(2005). (H. Komorowska). Wojtyna, Magdalena: Foreign language teachers’ capabilities in constructing and evaluating various

types of tests. Katowice (2005). (M. Wysocka). [also 25] Czubak, Paulina: The role of L1 in preparing the intermediate learners for L2 interaction. Wrocław

(2006). (R. Lewicki). Drążela, Emilia: Teaching English to children and discipline problems. Bydgoszcz (2006).

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Katowice (2006). (M. Wysocka). Górzyńska, Matylda: The patterns and functions of code-switching employed in short messages by

students of the English Department of the Jagiellonian University. Kraków (2006). (M. Dąbrowska).

Hoponiuk, Małgorzata: Teachers’ opinions on the value of the cultural context of primary school

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intermediate level. Katowice (2006). (D. Gabryś-Barker). [also 24] Iwanyniuk, Anna: The influence of teaching style on the nature of interactionally-modified input.

Wrocław (2006). (R. Lewicki).

190

Jaśko, Patrycja: FL teachers’ behaviour affecting FL class management. Katowice (2006). (M. Wysocka).

Juszkiewicz-Grzyb, Anna: Teachers’ evaluation of teacher’s books. Katowice (2006). (M. Wysocka).

[also 32] Kasprzak, Paulina: A comparison of turn-talking mechanisms in lesson conducted by native and

nonnative teachers of English. Poznań (2006). (A. Kiełkiewicz-Jankowiak). [also 9] Kowolik, Iwona: The role of the teacher in the development of project work in a foreign language

classroom. Katowice (2006). (D. Gabryś-Barker). [also 28] Kściuczyk, Justyna: The teachers’ perspective on pair work and group work in communicative

language teaching. Katowice (2006). (J. Latkowska). Malajka, Katarzyna: Teacher’s conceptualization of professional development. A comparative study of

novice and experienced FL teachers. Katowice (2006). (G. Kiliańska-Przybyło). Mazurkiewicz, Malwina: The role of teacher's behaviour in promoting effective classroom

communication. Poznań (2006). (D. Wiśniewska). Nowak, Magdalena: A stereotype of a teacher among gymnasium students. Wrocław (2006).

(A. Skrzypiec). Oryl, Alicja: Discourse functions of code-switching by bilinguals. Gdańsk (2006). 68 pp. (R. Kalisz).

[also 28] Stawicka, Dominika: Native and nonnative teachers coping with pronunciation errors made by young

learners. Wrocław (2006). (R. Lewicki). [also 21] Wąs, Olga: Transactional self in educational discourse (a study based on classroom research

conducted among third-grade students of a junior high school in Jelenia Góra). Poznań (2006). (Z. Wąsik). [also 9/28]

Bil-Walerowicz, Beata: Changes in teacher-pupil interactions in and out of the classroom. Warsaw2

(2007). (A. Duszak). Botwin, Agnieszka: Classroom discipline in teaching English at the lower secondary school level.

Wrocław (2007). (R. Lewicki). Busz, Emilia: English language teacher self-assessment as a device for professional development.

Poznań (2007). (D. Wiśniewska). Cyba, Anna: The importance of planning and modifying foreign language lesson plans: Self-

observation. Katowice (2007). (M. Wysocka). Cichocka, Karolina: The role of reflection in foreign language teacher development. Poznań (2007).

(D. Wiśniewska). Dąbrowska, Izabela: Action research in in-service teaching. Poznań (2007). (D. Wiśniewska). Fu, Xianmei: Pre-service English language teacher training in China and Poland: A comparative study.

Łódź (2007). (J. Majer).

191

Galant, Justyna: The teacher of English in the lower primary school in Poland. Wrocław (2007). (R. Lewicki).

Glamowski, Karol: Taking advantage of the Internet in teacher self-development. Poznań (2007).

(T. Siek-Piskozub). [also 30] Golda, Anna: L2 teachers as learners of another foreign language. Wrocław (2007). (A. Michońska-

Stadnik). [also 28] Górecka, Agnieszka: Nonverbal and verbal techniques of dealing with discipline problems in EFL

classroom. Toruń (2007). (T. Siek-Piskozub). Konieczna, Dagmara: Learning about EFL learners: Evaluation of different methods of data collection.

Poznań (2007). (D. Wiśniewska). [also 28] Kozera, Magdalena: Teacher development through the Internet. Poznań (2007). (D. Wiśniewska).

[also 30] Kryszkiewicz, Anna: Teachers' beliefs vs. students' expectations. Warsaw2 (2007). (J. Lewkowicz). Kuśnierz, Grzegorz: The influence of Diamond Way Buddhism on subjective stress and happiness

levels of school teachers in Poland. Opole (2006). (M. Adams-Tukiendorf). Lebiedziejewska, Mariola: Teachers' choices as for teaching writing in primary school: Survey study.

Opole (2007). (M. Adams-Tukiendorf). [also 23] Lewszyk, Agnieszka: Nonnative and native teachers of English in Poland. Wrocław (2007).

(R. Lewicki). Paprocka, Magdalena: Teachers' perception of u-shape accuracy development in English: Survey

study. Opole (2007). (M. Adams-Tukiendorf). Pawlak, Katarzyna: EFL teacher development in Poland: theory vs. practice. Kraków (2007).

(E. Witalisz). Pułka, Sabina: Discipline problems as a way to teacher’s development. Szczecin (2007). (M. Stawna). Repczyńska, Irena: Towards teacher autonomy. Poznań (2007). (D. Wiśniewska). Skalska, Kamila: The use of self-evaluation techniques in English language teacher professional

development. Lublin (2007). (H. Chodkiewicz). Stasiuk, Kamil: Issues of mixed ability and differential success teaching English in the lower

secondary context. Warsaw (2007). (H. Komorowska). [also 28] Taratuta, Anna: Foreign language learning beliefs in (junior high) school students and teachers. Opole

(2007). (E. Piechurska). Tomicka, Joanna: Introducing reflective practice into second language teaching. Poznań (2007).

(D. Wiśniewska). Tymińska, Aneta: Behaviour in the language classroom. Warsaw2 (2007). (J. Lewkowicz). Wasielewska, Martyna: Unnatural interaction in foreign language classroom: Self-observation.

Katowice (2007).

192

Widźgowska, Marta: Politeness and impoliteness strategies employed in teacher-student interaction. Poznań (2007). (R. Kopytko). [also 7/9]

Wierzańska, Monika: Nonverbal communication in a foreign language classroom in the age of media.

Warsaw2 (2007). (E. Gajek). Zawadka, Agnieszka: The effect of teacher interpersonal behaviour on students' motivation. Warsaw2

(2007). (J. Lewkowicz). Bittner, Małgorzata: Cultural aspects in teaching English to young learners through television

programs: Muzzy, Sesame Street and Mr. Dress up. Warsaw2 (2008). (E. Gajek). [also 30/32] Borucińska; Roma: The influence of nonverbal communication on classroom discipline. Bydgoszcz

(2008). (A. Bączkowska). [also 28] Cebula, Dorota: Polish secondary school teachers of English and task-based teaching. Kraków (2008).

(A. Niżegorodcew). Cybulska, Małgorzata: Selected aspects of nonverbal communication in a second language classroom.

Gdańsk (2008). 60 pp. (T. Danilewicz). Dziubek, Justyna: Teachers’ problems with evaluation of students’ progress: Self-observation.

Katowice (2008). (M. Wysocka). [also 25] Felka, Angelika: Reasons why English teachers do not teach writing: Survey study of two cultural

groups. Opole (2008). (M. Adams-Tukiendorf). Giżyńska, Joanna: Expression of anxiety through nonverbal communication in learning a foreign

language (English). Bydgoszcz (2008). (A. Bączkowska). [also 28] Gładysz, Iwona: Discipline in classroom management. KUL (2008). (A. Bloch-Rozmej). Gwiazda, Elżbieta: Effective classroom management strategies for teaching EFL students. Łódź

(2008). (J. Majer). Janiga, Marta: Teachers' knowledge of assessment practices and procedures: An investigation on the

example of Online tools. Warsaw2 (2008). (J. Lewkowicz). [also 30] Janiurek, Katarzyna: Teacher anxiety at a secondary school in Poland. Wrocław (2008). (M. Jedynak). Kawalec, Monika: Lockstep pair work and group work in a large class―self-observation. Katowice

(2008). (M. Wysocka). Klos, Katarzyna: The professional development of a foreign language teacher in the light of his

traditional and new roles in the didactic process. Warsaw2 (2008). (E. Gajek). Kłys, Anna: Planning and modifying different types of foreign language lessons in one-to-one

teaching context―self-observation. Katowice (2008). (M. Wysocka). Kołaska, Magdalena: The importance of teacher-to-student and student-to-student interaction at

different stages of foreign language education. Poznań (2008). (D. Nowacka). Kostecka, Anna: Teachers' burnout syndrome. Warsaw2 (2008). (E. Gajek).

193

Kozdra, Cezary: The teacher of the future on the eTwinning example. Warsaw2 (2008). (E. Gajek). [also 30]

Łukasiewicz, Tomasz: Evaluation of teachers’ perception of their roles in the foreign language

classroom. Katowice (2008). (M. Wysocka). Mazur, Katarzyna: Learner autonomy in theory and practice as seen by high school English teachers.

Wrocław (2008). (R. Lewicki). [also 30] Mirowska, Małgorzata: Teaching English, nonverbal communication and discipline problems.

Bydgoszcz (2008). (A. Bączkowska). [also 28] Mnich, Monika: Building classroom discipline. Problems and solutions. KUL (2008). (A. Bloch-

Rozmej). Mosoń, Magdalena: Teacher's corrective feedback in classroom interactions in native and nonnative

teachers. Wrocław (2008). (L. Zabor). Nowaczyńska, Karolina: The effect of prior learning experience on approaches to current language

learning of adults. Warsaw2 (2008). (J. Lewkowicz). [also 28] Olczyk, Emilia: Awareness of the problem of dyslexia among teachers and teacher trainees. Łódź

(2008). (J. Majer). [also 31] Sendecka, Justyna: Teacher/student code-switching between Polish and English in the EFL classroom.

Szczecin (2008). (P. Kamińska). Stasiak, Magdalena: A beginning foreign language teacher facing beginning learners: Self-obser-

vation. Katowice (2008). Steuer, Monika: Features of teacher talk in a Polish teacher of English: Self-observation. Katowice

(2008). Świerżewska, Marta: Factors shaping L2 interaction in language classroom. Warsaw2 (2008).

(J. Lewkowicz). Widelska, Małgorzata: Motivation―relative problems and remedial strategies in teaching English at

the grammar school. KUL (2008). (A. Bloch-Rozmej). [also 26] Wrzosek, Malwina: Action research as a tool in the development of autonomous teachers. Wrocław

(2008). (R. Lewicki). Żerańska, Katarzyna: Teaching English to mixed ability classes in the upper secondary school context.

Warsaw (2008). (H. Komorowska). Berger, Joanna: The influence of native speaker teachers’ type of feedback on learners’ motivation.

Wrocław (2009). 98 pp. (A. Michońska-Stadnik). Biel, Dominika: Teachers' and learners' difficulties in the language classroom. Warsaw (2009).

(H. Komorowska). Cyganek, Agnieszka: Stress perceived by secondary language teachers: A comparative study.

Katowice (2009). (K. Kowalczyk-Twarowski).

194

Czechowska, Malwina: Error correction in the Polish ELT classroom. Wrocław (2009). 95 pp. (R. Lewicki).

Globisz, Sylwia: Professional stress among teachers of English language in Polish system of

education. The notion of age and years of experience as variable conditioning the causes and results of teacher stress. Katowice (2009). (G. Kiliańska-Przybyło).

Grabińska, Katarzyna: Foreign language teachers’ achievements: Exercises developing student

creativity in senior high school. Katowice (2009). (M. Wysocka). Hałuszczyk, Agata: Teacher’s role in fostering discipline and motivation in mixed ability classes.

Szczecin (2009). (P. Kamińska). Jałowiec, Agnieszka: Teacher’s successful ways of developing good pronunciation in selected FL

methods―self-observation. Katowice (2009). (M. Wysocka). [also 22] Jarmuż, Paulina: The influence of teacher personality on foreign language learning. Warsaw (2009).

(J. Zybert). Józefowicz, Edyta: Influencing learner motivation through metacognitive strategy training. Poznań

(2009). (M. Kębłowska). Juś, Marta: Polish and Spanish students’ beliefs regarding different roles of the EFL teacher. Wrocław

(2009). 64 pp. (A. Michońska-Stadnik). Kozak, Katarzyna: The importance of learner motivation in the Polish ELT classroom. Wrocław

(2009). 108 pp. (R. Lewicki). Kruszewski, Emil: Lesson structure in the teaching of English in the upper primary context. Warsaw

(2009). (H. Komorowska). Kujath, Karolina: Learner autonomy in teaching English as a foreign language: Teacher and learner

perspectives. Poznań (2009). Langner, Danuta: The influence of teacher-learner rapport on the process of learning English language

in high school. Poznań (2009). (T. Siek-Piskozub). Libner, Filip: Learning styles―how teachers of English view them. Wrocław (2009). 46 pp. + append.

(R. Lewicki). [also 26] Mazur, Magdalena: Assessment of teachers in second language teaching. KUL (2009). (T. Derkacz-

Padiasek). Mrozkowiak, Marta: The influence of the Socratic method on questioning patterns in EFL classroom.

Poznań (2009). (A. Jankowska). Napieraj, Anna: Foreign language teachers' needs and competences in the context of the common

European framework of reference for languages: Learning, teaching, assessment. Warsaw (2009). (H. Komorowska).

Noga, Dagmara: Facilitating group dynamics in an FL classroom. Katowice (2009). (D. Gabryś-

Barker). Oktaba, Joanna: Language teacher training aimed at senior learners. Wrocław (2009). 58 pp.

(R. Lewicki).

195

Oleksiuk, Katarzyna: Teaching English in mixed-ability groups. KUL (2009). (A. Bloch-Rozmej). Osowski, Michał: Teaching styles and the teacher. Wrocław (2009). 46 pp. (R. Lewicki). Paduch, Kamila: The impact of teacher’s feedback on the improvement of writing skills of the

adolescent learner. Katowice (2009). (G. Kiliańska-Przybyło). [also 21] Paśko-Jarosik, Katarzyna: The influence of group dynamics on student participation in a foreign

language. Wrocław (2009). 69 pp. (L. Zabor). Pietrowska, Katarzyna: Critical incidents in teacher development. Katowice (2009). (D. Gabryś-

Barker). Pomykała, Łukasz: The use of L1/L2 in teacher talk in a foreign language classroom. Wrocław (2009).

112 pp. (L. Zabor). Salwa, Martyna: The teacher: Roles, skills, and personality profiles optimal for working with primary

school children and junior high school students. KUL (2009). (A. Bloch-Rozmej). Skowrońska, Marta: Gender differences in teacher-student interaction. Wrocław (2009). 92 pp.

(L. Zabor). Szymańska, Aleksandra: Problems of a novice language teacher. Katowice (2009). (M. Wysocka). Snopek, Anna: The influence of open and closed tasks on meaning negotiation in an EFL classroom.

Poznań (2009). (A. Jankowska). Szymankiewicz, Artur: Control in phases. Poznań (2009). Tyburska, Barbara: Classroom interaction patterns in Polish secondary schools. Wrocław (2009). 86

pp. + append. (R. Lewicki). Wencławska, Kamila: Class anxiety as a specific problem in foreign language learning by adults. Łódź

(2009). (E. Waniek-Klimczak). Witkowska, Anna: Examining the effectiveness of peer and teacher response to students’ written

works. Szczecin (2009). (P. Kamińska). Czajkowska, Marta: Techniques of oral error correction and their effectiveness in the eyes of EFL

teachers. Poznań (2002). (K. Droździał-Szelest). [also 21] Witkowski, Dariusz: The role of recasts in teaching English. Poznań (2005). (A. Jankowska). [also 21] Siwińska, Ewa: The role of L1 in the EFL classroom in the light of relevance theory. Poznań (2007).

(T. Siek-Piskozub). [also 7/10/21]

196

25. LANGUAGE TESTING/ASSESSMENT (1971-2009)

10 Drs. (8 solo & 2 cross-listed) 237 MAs (178 solo & 61 cross-listed)

Dr Krakowian, Przemysław: Reliability and validity of language tests applications of dedicated

computer software in language test construction and evaluation. Łódź (2003). (Barbara Lewandowska-Tomaszczyk).

Dr Rysiewicz, Jacek: Language aptitude as a predictor of success for English language learning.

Poznań (2004). (Krystyna Drożdział-Szelest). Dr Skowrońska-Gromek, Kamila: Testing and evaluating oral proficiency in secondary schools

―heading towards new matura. Wrocław (2004). (Anna Michońska-Stadnik). Dr Witalisz, Ewa: An analysis of the written English produced by Polish EFL learners applying to the

English Department of the Jagiellonian University. Kraków (2004). (Anna Niżegorodcew). Dr Malec, Wojciech: The impact of item format of test performance in criterion-based assessments of

collocations. KUL (2007). Dr Gładysz, Jolanta: The efficiency of early school foreign language teaching. Katowice (2006). (Jan

Iluk). [also 27] Dr Szmerdt, Dominika: Evaluating the speaking skill. Theoretical models and the practice of testing

spoken language in ELT in Poland. Warsaw (2006). (Hanna Komorowska). [also 23] Dr Poszytek, Paweł: Testing language proficiency in the Polish secondary education in the context of

examination and certification standards of the Council of Europe and the European Union. Warsaw (2007). (Hanna Komorowska).

Dr Czwenar, Irena: Spoken English fluency development of English Philology students at intermediate

and advanced levels. Łódź (2008). (Barbara Lewandowska-Tomaszczyk). Dr Smolik, Marcin: Investigating scoring validity: A study of the nowa matura speaking exam in

English at the basic level. Lublin (2008). (Halina Chodkiewicz).

************ Mańko-Pratzer, Maria: Problems of testing in a course of English as a second language. Warsaw

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skills of potential employees in Poland. Warsaw2 (2008). (J. Lewkowicz). Strycharz, Małgorzata: Assessment of spoken English: Quantitative measures vs. human judgement.

Kraków (2008). (E. Witalisz). [also 23] Szopa; Agata: Mixed ability classes and their preferred writing assessment techniques. Opole (2008).

(M. Adams-Tukiendorf). [also 28/31] Więkiewicz, Agnieszka: Testing oral skills in primary school. Szczecin (2008). (M. Stawna). Wilk, Krzysztof: Developing, piloting, and validating TUNJO―a Polish adaptation of the Modern

Language Aptitude Test. Poznań (2008). (J. Rysiewicz). Wojtkiewicz, Barbara: Students' preferences for methods of writing assessment in different age

groups. Opole (2008). (M. Adams-Tukiendorf). [also 23] Wójcik, Izabela: The role of intelligence and language analytic ability of foreign language aptitude in

foreign language achievement. Poznań (2008).

208

Wójcik, Magdalena: The role of assessment techniques in the preparation of primary school learners for Cambridge Young Learners' Examinations. Warsaw (2008). (H. Komorowska).

Zacharewicz, Justyna: Assessment in teaching English to young learners. Bydgoszcz (2008).

(A. Bączkowska). Adamczyk, Jakub: Testing grammar and vocabulary in the process of teaching English in secondary

schools in Poland. Wrocław (2009). 62 pp. (R. Lewicki). Hałupka, Małgorzata: Formative and summative assessment in teaching English. Wrocław (2009). 57

pp. (R. Lewicki). Kamińska, Paulina: Enhancing vocabulary learning through testing. Warsaw (2009). (J. Zybert). [also

22] Kania, Aneta: The role of nonlinguistic factors in testing listening comprehension. Katowice (2009).

(G. Kiliańska-Przybyło). Karman, Paulina: An analysis of grammar presentation in the selected coursebooks to the CPE exam.

Poznań (2009). [also 32] Kowalska, Anna: Testing students’ language skills in view of the new matura exam. Bydgoszcz

(2009). (T. Goncharova). Lubas, Natalia: Evaluation of junior high school students with a special focus on testing. KUL (2009).

(A. Bloch-Rozmej). Szymanik, Milena: The motivational role of testing in teaching English to Polish learners in the

primary context. Warsaw (2009). (J. Zybert). [also 26] Wojdyło, Anna: Testing vocabulary in second language teaching. KUL (2009). (T. Derkacz-Padiasek).

26. INDIVIDUAL FACTORS, BILINGUALISM (1948-2009)

2 Dr habs. (both solo) 22 drs. (19 solo & 3 cross-listed)

694 mgr. (501 solo & 193 cross-listed)

Dr hab. Karwowska-Struczyk, Małgorzata: Ecological niches and child development. Warsaw5 (2001).

Dr hab. Piechurska-Kuciel, Ewa: High school students' fear of language. Opole (2009).

************ Dr Siek-Piskozub, Teresa: Individualized foreign language instruction to non-faculty students from the

point of view of syllabi, materials and methods. Poznań (1984). 228 pp. (Waldemar Marton). Dr Anczewski, Jarosław: Success in the learning of English as a foreign language: The role of

individual learner variables. Institute of Educational Research (1985). (Hanna Komorowska). Dr Zabor, Lech: Language aptitude and foreign language aptitude testing. Wrocław (1990). 120 pp.

(Michał Post).

209

Dr Bestrzyński, Wiesław: The individual success determinants in the learning of English by Poles. Poznań (1994). 215 pp. (Waldemar Marton).

Dr Frysztacka-Szkróbka, Urszula: Developing communicative competence of English as a foreign

language through creative thinking. Katowice (1995). 247 pp. (Hanna Komorowska). Dr Kiliańska-Przybyło, Grażyna: The picture of an unsuccessful learner. Katowice (2000). (Maria

Wysocka). Dr Olpińska-Szkiełko, Magdalena: Bilingual upbringing of children: A conception for the Polish

kindergarten. Warsaw2 (2000). (Franciszek Grucza). Dr Krakowian, Dagmara: Natural translation as a skill of bilingual children of pre- and early-school

age. Łódź (2001). (Barbara Lewandowska-Tomaszczyk). Dr Remiszewski, Michał: Language attitudes and their socio-psychological determinants: The case of

Polish students' attitudes towards English. Poznań (2001). (Stanisław Puppel). Dr Jankojć, Zbigniew: Individual factors in the student’s success in EFL. Szczecin (2002). (Kazimierz

Wenta). Dr Lipińska, Ewa: Proces stawania się dwujęzycznym. Studium przypadku polskiego chłopca w

Australii. Kraków (2002). (Władysław Miodunka). [The process of becoming bilingual. A case study of a Polish boy in Australia]

Dr Turula, Anna: Language anxiety and classroom dynamics: Teacher, peers and learning

environment as inhibiting factors. Katowice (2002). (Maria Wysocka). [also 24] Dr Będkowska-Obłąk, Marzena: The efficiency of bilingual education in Poland. Katowice (2003).

(Jan Iluk). [also 28] Dr Biedroń, Adriana: Attribution related affects as a function of perceived causality of academic

success or failure among successful foreign language learners. Poznań (2003). (Krystyna Droździał-Szelest).

Dr Baran-Łucarz, Małgorzata: Field independence as a predictor of success in foreign language

pronunciation acquisition and learning. Wrocław (2004). (Anna Michońska-Stadnik). Dr Jedynak-Klimczak, Małgorzata: Critical period revisited: The impact of age on ultimate attainment

in the pronunciation of a foreign language. Wrocław (2004). (Anna Michońska-Stadnik). Dr Wrembel, Magdalena: Phonological metacompetence in the acquisition of second language

phonetics. Poznań (2005). (Katarzyna Dziubalska-Kołaczyk). [also 1/21] Dr Kobyłecka, Anna: Autoregulation in a foreign language. Warsaw (2006). (Jerzy Zybert). Dr Konieczna, Ewa: Early stages of development of morphology and syntax in a child's Polish and

English: Diagnostic studies in time. KUL (2006). (Anna Malicka-Kleparska). Dr Suchecka, Ewa: Howard Gardner's manifold intelligences and the achievements in the learning of

English. Instytut Badań Edukacyjnych: Mazowiecka (2008). (Małgorzata Karwowska-Struczyk).

Dr Szecówka, Michał: Factors determining group motivation as perceived by EFL students. Wrocław

(2008). (Anna Michońska-Stadnik).

210

Dr Ekert-Centowska, Anna: Przewidywanie kosztów przełączania się między językami u osób wielojęzycznych. Poznań (2009). (Anna Cieślicka). [Predictions of the cost of switching languages by multilingual people]

************

Arabski, Michał: Intelligence: Its abstract and practical aspects and their educational value. Kraków (1948).

Nowak, Zofia: A correlation between pupils’ intelligence and their language skills: An experimental

study. Łódź (1971). 56 pp. + append. Kukułka, Danuta: The problem of motivation to learn a foreign language at school: A report on work

done in an experimental class. Warsaw2 (1973). 33 pp. Jaworowska, Ewa: A study of the attitudes and motivation of learners of English in Polish secondary

schools. Poznań (1974). 41 pp. Knap, Stefan: A study of the attitudes and motivation of learners of English in Polish secondary

schools. Poznań (1974). 47 pp. Krzyżyński, Janusz: A study of the attitudes and motivation of learners of English in Polish secondary

schools. Poznań (1974). 66 pp. Poźlewicz, Kalina: A study of the attitudes and motivation in Polish secondary schools. Poznań

(1974). 44 pp. Stasica, Barbara: The learners’ aims and motivation in a course of English as a foreign language with

special reference to teaching English in Poland. Warsaw (1974). 61 pp. Gradowski, Mieczysław: An analysis of attitudes and motivation of the Polish adult learners of

English. Poznań (1975). 43 pp. Kocięcka, Renata: The role of attitudes in second language acquisition. Warsaw (1975). 53 pp. Koteras, Krystyna: Motivation and attitudes of Polish learners of English in secondary schools.

Poznań (1975). 43 pp. Król, I.: Age factor in foreign language teaching and learning. Warsaw (1975). Politowska, Iwona: Discovering particular abilities and aptitudes useful in individualized instruction.

Kraków (1976). 156 pp. [Includes 31 tables and 2 figures]. Popowicz, Alicja: Evaluation of the textbook English? Yes! by L. Szkutnik and W. Marton. Poznań

(1976). 63 pp. [also 32] Serdecka-Mokanek, Wiesława: A study of Polish students’ attitudes and motivation in learning

English. Wrocław (1976). 45 pp. Beck, Małgorzata: Motivational aspects of courses of ESL: A survey. Warsaw (1977). 52 pp. Fusano, Katarzyna: Motivation as a significant factor in natural and classroom language learning

situations. Kraków (1977). 87 pp. Mainka, Mikołaj: Foreign language aptitude testing. Katowice (1977). 57 pp.

211

Morawska, Anna: Focusing on the learner’s needs, motives and aims in second language learning. Kraków (1977). 102 pp.

Pyszczyńska, Grażyna: Developing learner’s motivation for studying English as a foreign language.

Poznań (1977). 28 pp. Rozalska, Wanda: Motivation in foreign language learning: A survey and criticism of different

approaches. Warsaw2 (1977). 41 pp. Tanana, Małgorzata: Improving students’ motivation toward learning English as a foreign language.

Poznań (1977). 37 pp. Trzetrzewińska, Krystyna: Some individual psychological and physiological characteristics

contributing to motivation in foreign language learning. Kraków (1977). 65 pp. Wojdyła, Anna: Methods of shaping learners’ positive attitudes towards the subject in the process of

foreign language teaching. Łódź (1977). 50 pp. Górecka, Grażyna: Attitudes to native and acquired languages. Warsaw2 (1978). 43 pp + append. Grochowska, Barbara: The influence of motivation, emotions and attitudes on success in foreign

language learning and teaching. Warsaw (1978). 66 pp. Skarzyńska, Anna: The role of individualization in foreign language learning. Warsaw (1978). 59 pp. Konieczna, Jolanta: Learner’s motivation as a factor in planning and choosing the appropriate methods

of teaching English in secondary schools. Gdańsk (1979). 64 pp. Krupska-Brauhoff, Krystyna: Individualizing foreign language teaching. Katowice (1979). 78 pp. Kwapińska, Elżbieta: The motivation and attitudes of English Department students. Katowice (1979).

54 pp. Laskowska, Danuta: Developing the learner’s motivation for studying English as a foreign language.

Łódź (1979). 51 pp. Mikosz, Anna: Motivation in the process of foreign language acquisition. Lublin (1979). 41 pp. Wałęga, Halina: The problem of language aptitude in learning and teaching. Warsaw (1979). 67 pp. Górnikowska, Joanna: Individualization in foreign language teaching. Katowice (1981). 50 pp. Jarzmińska, Hanna: The importance of attitude in foreign language learning. Katowice (1981). 61 pp. Pogorzelska-Bonikowska, Małgorzata: Prognostic measures of foreign language learning and the

problem of language aptitude. Warsaw (1981). 128 pp. Barczyk, Jolanta: The role of teachers in evoking high school pupils’ motivation to learning English.

Katowice (1982). 43 pp. + append. [also 24] Frąckowska, Aleksandra: Attitudes and motivation: Their role in second language acquisition.

Bydgoszcz (1982). 32 pp. + two questionnaires. Kulas, Ewa: A study of the attitudes of Polish learners of English in secondary school towards British

and American English. Poznań (1982). 68 pp.

212

Monteith, Maria: Attitudinal factors in foreign language learning of secondary school learners. Kraków (1982). 54 pp.

Pawluk, Anna: The influence of motivation on efficiency in foreign language learning. Łódź (1982).

54 pp. Biegała, Jolanta: Ways of individualization of foreign language instruction in a large class. Katowice

(1983). 37 pp. Blitek-Dłbrowska, Alina: Motivating factors in teaching English to children, ages 5-6. Kraków (1983).

75 pp. Kowalik-Chelewka, Jolanta: Instructions in native language in the development of language creativity

in high school learners. Katowice (1983). 87 pp. Pruska, Jolanta: Individualization of a foreign language instruction: Techniques for high school

learners. Katowice (1983). 75 pp. Zdych-Trzebińska, Danuta: Motivation in learning English in two Polish secondary schools: An

empirical study. Poznań (1983). 78 pp. Iwanciw, Dagmara: Motivational and attitudinal aspects of foreign language learning: Some practical

implications. Bydgoszcz (1984). 62 pp. Karim, Krystyna: Individualized English language teaching in secondary schools. Łódź (1984). 70 pp. Krztoń, Bożena: Individualized instructions in developing language creativity in high school learners.

Katowice (1984). 46 pp. Achremczyk, Renata: A study of the attitude and motivation of learners of English in Polish secondary

schools. Poznań (1985). 41 pp. Cisłak, Halina: Measurement of the level of language creativity in Polish high school graduates.

Katowice (1985). 78 pp. Nowak, Anna: Motivational factors vs. learning strategies: A questionnaire analysis. Katowice (1985).

61 pp. + questionnaire. Orłowska, Aurelia: Individualization as a means of increasing motivation in secondary school learners

of English. Bydgoszcz (1985). 81 pp. Pierzchała, Anna: Age factor in the acquisition of a nonnative accent in neurolinguistic perspective:

Some implications for EFL teaching. Kraków (1985). 84 pp. + append. Rybicka, Elżbieta: Individualized foreign language instruction: An experimental study in small group

work. Kraków (1985). 135 pp. Strączyńska, Hanna: Group teaching in the process of developing language creativity. Katowice

(1985). 52 pp. + append. [also 24] Kluczka, Aleksander: Individual differences in the foreign language classroom: The problem of the

slow learner. Katowice (1986). 59 pp. + questionnaire. Seweryn, Lidia: Motivational patterns in foreign language acquisition. Katowice (1986). 107 pp. +

append.

213

Szczuka, Dorna: Individualizing foreign language teaching in Polish secondary schools. Poznań (1986). 72 pp.

Szczygieł, Barbara: Temperament in second language learners: An empirical study of Polish

successful learners of English. Poznań (1986). 66 pp. Zaczkowska-Adamus, Anna: Individualization in the foreign language classroom: activities for bright

learners. Katowice (1986). 86 pp. + append. Bukal, Piotr: “Split personality” among foreign language learners. Kraków (1987). 72 pp. Czajka, Marzena: Personality variables in foreign language teaching. Łódź (1987). 63 pp. Labiś, Zbigniew: Individualization in English language teaching in Polish secondary schools on the

basis of suggested changes in the obligatory textbook We Learn English and in the teacher’s approach to the student. Katowice (1987). 48 pp. [also 32]

Pawelska, Urszula: Adult FLL with respect to FI and FD cognitive functioning and growth:

A comparative, non-experimental research design. Kraków (1987). 66 pp. + 24 append. [FI & FD: field independence & field dependence]

Piecha, Bogusława: The role of age in acquisition of vocabulary. Katowice (1987). 37 pp. (J.

Arabska). Sitek, Agnieszka: Cognitive style and foreign language learning. Łódź (1987). 86 pp. Szopińska, Małgorzata: The individualization of the teaching process in Polish secondary schools.

Gdańsk (1987). 48 pp. Szyndler-Zielińska, Małgorzata: Affective variables in foreign language acquisition. Łódź (1987). 44

pp. Janusz, Zuzanna: Bright learners’ initiated interactions in the classroom situation. Katowice (1988). 59

pp. Kazimierska, Anna: Assessing language aptitude in secondary school learners of English. Łódź (1988).

60 pp. Rzekiecka-Seweryn, Beata: Motivation and attitudes of primary and secondary school learners of

English. Łódź (1988). Borucka, Edyta: Individual learner differences and foreign language learning. Warsaw (1989). 75 pp. Dombrowska, Romana: Motivating primary school learners of English. Łódź (1989). 77 pp. Marszałek, Maria: Motivation and attitudes concerning the teaching profession as exhibited by

students of English philology. Kraków (1989). 80 pp. Młyńska, Marlena: Teaching English to intelligent students. Gdańsk (1989). 60 pp. Paradowska, Maria: The motivation of students PWSM in Gdynia as a factor in choosing teaching

methods. Gdańsk (1989). Sosnowska, Agnieszka: Positive thinking: Psychological techniques used in language learning to

improve the learner’s performance. Łódź (1989). 72 pp.

214

Więcek, Joanna: Group work as the way of individualizing instruction. Gdańsk (1989). 67 pp. Gogola, Zdzisława: Age differences in foreign language learning: Aptitude, motivation and

personality. Poznań (1990). 104 pp. Jarosz, Barbara: Inhibition in foreign language speech. Katowice (1990). 43 pp. Muszyńska, Ewa: Testing oral proficiency. Łódź (1990). 74 pp. Suszańska, Elżbieta: Motivating factors in the process of teaching English to secondary school

learners. Kraków (1990). 94 pp. Adamczak, Danuta: The problem of age in second language acquisition. Poznań (1991). 76 pp. Adamczyk, Marek: Age and personality variables and success in second language learning. Łódź

(1991). 38 pp. Grabowska, Anna: Foreign language learner variables and foreign language acquisition. Warsaw2

(1991). 74 pp. Kachniarz, Teresa: Motivation and age as factors in second language acquisition. Warsaw (1991). 57

pp. Haluch, Aleksandra: Problems in L2 acquisition among less capable secondary learners: L1

interference errors and inability to organize a written text in English. Katowice (1991). 43 pp. [also 21]

Karczewska, Beata: The importance of the affective domain in foreign language teaching. Poznań

(1991). 71 pp. Knapiński, Piotr: Affective factors in foreign language teaching: An experimental study of Polish

learners. Poznań (1991). 79 pp. Kubik, Katarzyna: The influence of individual differences and personality factors on the process of

foreign language learning: Extroversion and introversion. Poznań (1991). 49 pp. Kulawiak, Ewa: Motivation and attitudes of secondary school learners towards English. Łódź (1991).

91 pp. Kusiak, Monika: Secondary school students’ and teachers’ assessment of individualization in teaching

English. Kraków (1991). 122 pp. Matusiak, Agata: Personal determinants in achieving foreign language proficiency. Łódź (1991). 55

pp. Napieralska-Ciesielkiewicz, Anna: Individualization of instruction in teaching English as a second

language. Łódź (1991). 53 pp. Paluch, Małgorzata: Less capable learners: Attitudes to foreign language learning. Katowice (1991).

71 pp. Warczyk, Elżbieta: Cognitive styles and success in foreign language learning. Łódź (1991). 60 pp. Wileńska, Alicja: Factors evoking stress among foreign language learners. Katowice (1991). 49 pp. +

append. (M. Wysocka).

215

Wojdat, Anna: Motivation and personality in learning English by Poles. Warsaw (1991). 74 pp. Barker, Beata: How to emotionally engage students in learning a foreign language. Gdańsk (1992). Charewicz, Beata: The idea and practical implications of attitude consciousness in foreign language

teaching. Gdańsk (1992). 52 pp. Cholewa, Anna: Individualization in the foreign language classroom: Differences among learners―the

problem of less capable learners and teaching strategies designed for them. Katowice (1992). 61 pp.

Granowska, Joanna: The effects of second language acquisition on attitudes and motivation. Wrocław

(1992). 91 pp. Jakubiec, Joanna: Factors inhibiting the process of second language acquisition in different age

groups. Katowice (1992). 76 pp. + append. Miodońska-Sulima, Beata: Foreign language learning anxiety: The relationship between social anxiety

and foreign language learning apprehension. Warsaw (1992). 57 pp. Orłowska-Świtka, Barbara: The importance of attitude and motivation in foreign language learning.

Katowice (1992). (J. Arabski). 80 pp. Orłowski, Dariusz: The effects of field dependence/independence and ambiguity tolerance on

classroom foreign language learning. Wrocław (1992). 92 pp. Pietrowicz, Magdalena: Motivation: High school students in Poland―a comparative study. Poznań

(1992). 107 pp. Piotrowski, Jacek: Attitudes and personal variables in second language learning: Polish primary school

context. Łódź (1992). 68 pp. Strona, Małgorzata: The teacher’s influence on motivation to learn a foreign language. Kraków (1992).

96 pp. + 28 pp. append. Szaraniec, Beata: A study of attitudes toward British and American English and German. Poznań

(1992). 41 pp. [also 19b/28] Trojanowska, Maria: Child-adult differences in the affective domain of foreign language learning.

Kraków (1992). 76 pp. [also 27] Baszczyńska-Spied, Beata: The factor of age in language acquisition. Łódź (1993). 85 pp. Chrulkiewicz, Beata: Personality and cognitive factors in second language acquisition. Warsaw

(1993). 81 pp. Dziwik-Kamińska, Monika: Sex differences in linguistic behaviour: Possible implications for second

and foreign language teaching. Kraków (1993). 50 pp. + append. [also 9] Foremska, Agnieszka: Investigating students’ attitudes to classroom activities: An action research

project. Poznań (1993). 67 pp. Kresak, Iwona: Developing motivation for learning English in secondary school students. Wrocław

(1993). 61 pp.

216

Michalik, Agata: An ideal language teacher. Katowice (1993). 58 pp. + questionnaire. Spychalska, Beata: Individual variables in FL learning: Implications for the development of speaking

skills. Warsaw (1993). 81 pp. Szpotowicz, Magdalena: Learning styles in second language acquisition. Warsaw (1993). 93 pp. Brzezińska-Minta, Renata: The influence of emotion and motivational factors on the quality of second

language acquisition. Wrocław (1994). 64 pp. Dembina, Izabela: Students’ inhibition to speak and how to cope with it. Gdańsk (1994). 97 pp. Deptuła, Marzena: Educational implications of field-independence and category width in foreign

language learning. Wrocław (1994). 128 pp. Frankiewicz, Monika: Attitudes to foreign language learning: The role of the target language. Poznań

(1994). 63 pp. Jordanek, Beata: The role of age factor in spoken error production. Wrocław (1994). 48 pp. [also 20] Kaptur, Katarzyna: Explanations for differential success among second language learners with main

regard to “age” and “motivation”. Katowice (1994). 94 pp. + 26 pp. append. Kul, Joanna: Pedagogical implications of a hierarchy of motivational types. Gdańsk (1994). 59 pp. Latko, Renata: Language and negotiation training: An investigation into requirements and methods of

satisfying them in business English teaching materials. Kraków (1994). 75 pp. [also 29] Lizak, Aleksandra: Correlation of the age factor and aptitude in second language acquisition. Wrocław

(1994). 48 pp. Mentel, Joanna: Personality and its components: Studies on personality formation. Katowice (1994).

82 pp. Niżyńska, Joanna: The correlations between students’ learning styles and their use of language

strategies. Wrocław (1994). 64 pp. [also 30] Papas-Rotko, Ekaterini: Motivating factors in teaching English to children, age 5-6. Katowice (1994).

63 pp. Pietruszewska-Rynkiewicz, Zofia: Individualization and self-study techniques in second language

learning. Łódź (1994). 42 pp. + append. Pławecka, Anna: Investigating creativity through literature in ELT: Storytelling, poetry and drama.

Poznań (1994). 78 pp. [also 30] Przygocka, Magdalena: Personality factors and second language acquisition. Łódź (1994). 36 pp. +

append. Rataj, Agnieszka: Psycholinguistic factors in foreign language learning: Implications for language

pedagogy in the primary school. Warsaw (1994). 103 pp. [also 8] Suska, Justyna: Sex differences in learning strategy use in second language acquisition at the

beginner’s level. Wrocław (1994). 87 pp.

217

Zając, Beata: The role of age and motivation factors in second language acquisition. Poznań (1994). 52 pp.

Żmuda, Karina: The importance of attitude in foreign language learning. Katowice (1994). 62 pp. Adamska, Justyna: Affective factors in foreign language learning: Focus on anxiety. Poznań (1995).

75 pp. Bogacka, Danuta: Probing student motivation. Gdańsk (1995). 84 pp. Bogusz, Marta: The influence of sex differences on interactional behaviour of second language

learners. Wrocław (1995). 75 pp + cass. video. Breguła, Karina: A teacher in the process of teaching and learning a foreign language with special

reference to his/her attitude to coursebooks: A case study. Katowice (1995). 88 pp. [also 32] Ekiert, Małgorzata: Individualisation in the classroom: Working with the good students. Poznań

(1995). 70 pp. Góralska, Dorota: The correlation between learning styles and attitudes towards autonomous learning.

Wrocław (1995). 68 pp. Jatkowska, Małgorzata: Learners’ learning profiles and success in second language learning. Łódź

(1995). 46 pp. Kantecka-Kędziora, Monika: The impact of the motivation factor on the acquisition of specialized

vocabulary in highly motivated and nonmotivated students. Poznań (1995). 59 pp. Litwicka, Dorota: Integrative and instrumental motivation among secondary school graduates.

Katowice (1995). 74 pp. + append. Łukasz, Alina: Motivating through music and song. Poznań (1995). 55 pp. Markowicz, Anetta: The influence of self-esteem on the level of monitoring in the second language.

Wrocław (1995). 69 pp. Michalski, Dominik: Learners’ attitudes and motivation in second language acquisition. Łódź (1995).

57 pp. Mróz, Krystyna: Learner autonomy and motivation in different teaching methods and techniques.

Wrocław (1995). 75 pp. [also 30] Napieralska, Joanna: The effect of cognitive style on second language acquisition. Wrocław (1995).

114 pp. Pałka-Banyś, Anna: Anxiety and errors in second language acquisition. Wrocław (1995). 87 pp. [also

20/21] Podczaszy, Anna: Second language learner’s personality and classroom interactions. Wrocław (1995).

58 pp. Przybylska, Agnieszka: Psychological factors in second language acquisition. Warsaw (1995). 40 pp.

+ append.

218

Różak, Joanna: Reflection-impulsivity and the use of monitor in second language production. Wrocław (1995). 61 pp.

Tukałło, Aleksandra: Language attitudes in a psycholinguistic framework. Poznań (1995). 57 pp. [also

8] Wilkiewicz, Małgorzata: Ways of maintaining and creating learners’ motivation. Poznań (1995). 43

pp. Witczyńska, Ewa: The age factor in foreign language learning: Who is the best learner? Katowice

(1995). 57 pp. + append. Wnęk, Marek: Anxiety and competitiveness in SLA. Wrocław (1995). 70 pp. Adamska, Joanna: Field independence as a source of variance in vocabulary tests. Wrocław (1996). 93

pp. [also 4] Bednarski, Urban: Learner differences in learning English in Polish secondary schools. Łódź (1996).

66 pp. Bojan, Adam: Developing creativity in the learning sphere. Gdańsk (1996). 119 pp. Cejmer, Wiesława: Learning styles and their effect on instructed SLA. Wrocław (1996). 120 pp. [also

8] Cieślarczyk, Magdalena: The age factor and the acquisition of foreign language pronunciation. Poznań

(1996). 103 pp. [also 8] Cejmer, Wiesława: Learning styles and their effect on instructed SLA. Wrocław (1996). 120 pp. [also

8] Cieślarczyk, Magdalena: The age factor and the acquisition of foreign language pronunciation. Poznań

(1996). 103 pp. [also 8] Duda, Robert: Factors influencing motivation in learning English as a foreign language. Poznań

(1996). 66 pp. Kapela, Justyna: Psychological factors and success in learning English as a foreign language. Łódź

(1996). 52 pp. Kopańska, Joanna: Individualization of language instruction as a way to success in primary school

teaching. Łódź (1996). 98 pp. Ksel, Iwona: Personality factors and success in foreign language learning. Łódź (1996). 62 pp. Listkiewicz, Arkadiusz: The age factor and the acquisition of L2 grammar. Łódź (1996). 84 pp. Łacińska, Izabella: Individualism as a factor of successful foreign language teaching. Łódź (1996). 133

pp. Muzyczuk, Ewa: Individual differences and learning strategies as factors influencing second language

acquisition. Warsaw (1996). 85 pp. Radom, Katarzyna: Motivation and personality factors in second language learning. Warsaw (1996).

68 pp.

219

Sikora, Monika: Motivation as a factor of success in primary school English teaching. Łódź (1996). 84 pp.

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teacher's attribution of those students' success and failure. Opole (2007). (E. Piechurska-Kuciel).

Newlin-Łukowicz, Sebastian: The influence of musical ability on intonation in second language

acquisition. Poznań (2007). (K. Dziubalska-Kołaczyk). [also 1/10] Niziołek, Monika: The impact of motivation on developing learner autonomy. Investigating

intermediate adult learners of English. Warsaw (2007). (J. Zybert). [also 30] Noskowicz, Edyta: From instrumental into integrative: The fluctuating character of motivation among

the students of junior high school. Opole (2007). (E. Piechurska-Kuciel). Pabich, Adriana: The role of L1 language learning strategies and strategy training in the process of L2

vocabulary learning. Katowice (2007). Piotrowska, Kamila: Gender differences in intrinsic motivation in the case of secondary learners of

English as a foreign language. Opole (2007). (E. Piechurska-Kuciel). Przybylska, Barbara: Teaching English to adult EFL learners taking into account their individual

differences. Kraków (2007). (E. Witalisz). Przybył, Iwona: The influence of bilingualism on children's cognitive development. Poznań (2007).

(A. Ewert). [also 2/27] Przydryga, Ewa: The influence of teenage perceptual learning styles on their metacognitive strategy

choice in the foreign language classroom. Poznań (2007). (K. Droździał-Szelest). [also 7/30] Skotnicka, Ewa: The influence of the extraversion/introversion personality type on learners' success in

reading comprehension. Wrocław (2007). (A. Michońska-Stadnik). Skóra, Marta: The role of age in the acquisition of writing in second language among beginners. Opole

(2007). (M. Adams-Tukiendorf). Supel, Anna: Motivation and the age factor in foreign language learning: Elementary and upper

secondary school learners. Warsaw (2007). (J. Zybert). Szabunia, Kamila: Developing linguistic and spatial intelligences in adult language learners. Szczecin

(2007). (P. Kamińska). Szastok, Maciej: Factors that have an impact on students’ motivation to take part in classroom

interaction. Katowice (2007).

241

Szkudlarska, Monika: Acculturation process and identity development: The influence of the Big Five personality traits on the acculturation process and the identity development among students of the American elementary and middle school in Gdynia. Poznań (2007). (A. Ewert).

Szyld, Piotr: How does affect affect bilingual? Evidence from taboo lexical decision and surprise free

recall tasks. Poznań (2007). (A. Cieślicka). [also 2/3/8/9] Świątek, Dorota: Language learning autonomy and the age factor―pre- and post-pubertal Polish

learners of English. Warsaw (2007). (J. Zybert). [also 30] Tomczuk, Joanna: The influence of personality factors on successful FL development of adult

learners. Łódź (2007). (H. Majer). Waliczek, Izabela: Teaching collocations for new matura exam. Katowice (2007). [also 25] Wegner, Iwona: Effect of L2 on L1: Perception of lexical innovations by bilinguals and monolinguals.

Poznań (2007). (A. Ewert). [also 9/21] Wieczorek, Anna: The role of inhibition and self-esteem in learning pronunciation by teacher training

college students. Katowice (2007). Wójcik, Anna: Foreign language anxiety and ways of reducing it among adult learners: Self-

observations. Katowice (2007). Zawada, Joanna: The influence of brain hemisphericity on students' type of motivation in L2 learning

process. Wrocław (2007). (A. Michońska-Stadnik). Zduniak, Katarzyna: Individual variables affecting choice of L2 learning strategies. Gdańsk (2007). 94

pp. (T. Danilewicz). [also 30] Adamczyk, Patrycja: The effect of the age variable on foreign language learning. Łódź (2008).

(J. Majer). Anioł, Magdalena: Pragmatic competence transfer: Requesting and apologizing by Polish and Spanish

EFL students. Poznań (2008). [also 7] Bagińska, Elżbieta: The influence of the cognitive style of impulsivity/reflectivity on the choice of

communication strategies in the EFL classroom environment. Wrocław (2008). (R. Lewicki). Blat-Fletcher, Aleksandra: The attitudes of Polish-English bilinguals from the Birmingham area

towards Polish and English languages. Kraków (2008). (M. Dąbrowska). Bocianowska, Agata: Cerebral asymmetries in bilingual processing. Poznań (2008). [also 10a] Bogucka, Elżbieta: Code-switching of figurative language in Polish-English bilinguals as

a communicative strategy. Poznań (2008). Budel, Dominika: The influence of anxiety on achievement test results in a foreign language. Wrocław

(2008). (L. Zabor). [also 25] Drozdowska, Joanna: The role of multiple intelligence(s) in teaching English in junior high school.

Bydgoszcz (2008). (A. Bączkowska). Duczemińska, Anna: The influence of age and gender on ESL Polish learners' motivation. Wrocław

(2008). (M. Jedynak).

242

Dudek, Katarzyna: The influence of language aptitude and motivation on the final success in learning a foreign language in classroom conditions. Wrocław (2008). (M. Jedynak).

Fabjałska, Anna: The influence of bilingualism on children’s cognitive development. Poznań (2008). Herba, Ewa: Gender differences in reading comprehension: A replication of Brantmeier's study in

primary school. Opole (2008). (L. Piasecka). [also 23] Kaszuba, Barbara: The influence of introversion/extroversion on vocabulary retention and retrieval.

Wrocław (2008). (A. Michońska-Stadnik). [also 22] Kędziora, Marzena: Implications of Gardner's multiple intelligences theory for the teaching of English

in the upper secondary school context. Warsaw (2008). (H. Komorowska). Kleszcz, Karolina: Lexical ambiguity in L2: Homonymy and polysemy among Polish-English

bilinguals. Poznań (2008). [also 22] Kłosińska, Justyna: Child bilingualism. Bydgoszcz (2008). (A. Bączkowska). Kordecka, Aneta: Implementing Gardner’s multiple intelligences theory in teaching English to young

Polish adolescents: An action research project. Kraków (2008). (M. Jodłowiec). Kraśnicka, Angelika: The influence of anxiety on students' speaking and listening performance in

formal settings. Wrocław (2008). (L. Zabor). [also 23] Lenda, Justyna: The influence of stress on memory processes in bilingual individuals. Poznań (2008). Łopuszyńska, Małgorzata: Psychological factors that affect language learning. KUL (2008). (A.

Bloch-Rozmej). Ludwiczak-Odziemska, Marta: Motivational structure of learners of English as a second language in

various educational contexts. Poznań (2008). (J. Rysiewicz). Marciniak, Agata: The impact of age on test anxiety in written English. Wrocław (2008).

(M. Jedynak). [also 25] Moroziewicz, Anna: The relationship between child development and the second language learning

process. KUL (2008). (A. Bloch-Rozmej). [also 27] Mrozińska, Karolina: Motivational differences among secondary school learners of English. Łódź

(2008). (J. Majer). Opalińska, Mariola: The age factor in computer-assisted foreign language vocabulary learning:

Software evaluation. Opole (2008). (J. Zalewski). [also 30] Orłowska, Daria: Anxiety and its influence on reading comprehension. Opole (2008). (L. Piasecka). Orzyłowska, Maria: The role of age and motivation in second language acquisition in the upper

secondary context. Warsaw (2008). (J. Zybert). Permus, Marta: Different types of motivation developed by adult learners of English as a foreign

language. Wrocław (2008). (M. Jedynak). Piechocka, Agnieszka: Influence of collaborative writing on the level of motivation towards writing in

general among students of gymnasium. Opole (2008). (M. Adams-Tukiendorf). [also 23]

243

Piasecka, Alicja: Student’s motivation to learn a foreign language at technical secondary school. Katowice (2008).

Plichta, Małgorzata: The influence of field dependence/independence on foreign language reading

success. Wrocław (2008). (R. Lewicki). Pospieszyńska, Anna: Learner strategies and gender. Szczecin (2008). (P. Kamińska). [also 30] Pruchnik, Magdalena: Motivation to learn English: The case of high school students vs. adults.

Bydgoszcz (2008). (A. Bączkowska). Prukop, Monika: Application of Gardner's multiple intelligence theory in teaching writing in English

as a foreign language: Survey study. Opole (2008). (M. Adams-Tukiendorf). Rosołowska, Karolina: Motivating junior high school students to learn English. Bydgoszcz (2008).

(T. Goncharova). Rzeszutek, Katarzyna: The influence of learning strategy training on learner autonomy and the results

of learning. Katowice (2008). Stanke, Joanna: Motivation and intelligence vs. achievement in the learning of English as a second

language by eight grades. A correlational study. Poznań (2008). (J. Rysiewicz). Szybiak, Joanna: Reflection-impulsivity and the reading skill in the foreign language. Wrocław

(2008). 78 pp. + append. (L. Zabor). [also 23] Wiącek, Alicja: Cross-linguistic influence of L3 acquisition: A study of English acquisition in

Spanish-Basque bilinguals. Poznań (2008). Widelska, Małgorzata: Motivation―relative problems and remedial strategies in teaching English at

the grammar school. KUL (2008). (A. Bloch-Rozmej). [also 24] Wiewiórska, Barbara: The relationship between learning styles, vocabulary teaching techniques and

vocabulary recall. Opole (2008). (L. Piasecka). [also 22] Wójcik, Izabela: The role of intelligence and language analytic ability of foreign language aptitude in

foreign language achievement. Poznań (2008). (J. Rysiewicz). Zachara, Katarzyna: Analysis of self-perception and attributional profile of senior secondary school

students. Wrocław (2008). (M. Jedynak). Zakrzewska, Justyna: Motivational profiles of Polish and Spanish L2 students of English. Poznań

(2008). (J. Rysiewicz). Zielińska, Aleksandra: The role of motivation in teaching English to students of junior high schools

from urban and rural areas. Bydgoszcz (2008). (A. Bączkowska). Bal, Jakub: Motivation and attitude as factors contributing to the effects of secondary school context.

Warsaw (2009). (J. Zybert). Charęza, Marlena: Monolingual vs. bilingual first language acquisition. Szczecin (2009).

(J. Sadownik). [also 8/10] Ciesielska, Katarzyna: Single or separate system in bilingual children. Szczecin (2009). (J. Sadownik).

[also 8/10]

244

Czechowska, Natalia: Perception of motion by monolinguals and bilinguals: The case of multicompetence. Poznań (2009).

Drzewiecka, Anna: Sources of motivation among primary school, junior high school and high school

pupils. Szczecin (2009). (P. Kamińska). Dutkiewicz, Katarzyna: The impact of personality types on students’ reaction in various

communicative tasks. Katowice (2009). (D. Gabryś-Barker). Dziekońska, Justyna: Eliciting and sustaining motivation in the teaching of English in the upper

secondary school context. Warsaw (2009). (H. Komorowska). Faszczewska, Aneta: The role of selected personality factors in the FL learning process. Warsaw

(2009). (J. Zybert). Figalska, Aleksandra: The relevance of age to the development of attitudes in foreign language

learning. Warsaw (2009). (J. Zybert). Fima, Katarzyna: Comprehension strategies of unfamiliar English idioms used by advanced EFL

learners. Kraków2 (2009). (A. Strzałka). Flasińska, Paulina: The theory of multiple intelligences and its significance in a foreign language

classroom. KUL (2009). (A. Bloch-Rozmej). Gerowska, Dorota: Causes of EFL inhibitions in Polish primary school. A qualitative study. Poznań

(2009). Grzywna, Katarzyna: The development of L2 figurative language comprehension in L2 learners.

Poznań (2009). Grabowska, Ewelina: Motivation and chosen personality factors as determinants of success in second

language acquisition. Warsaw (2009). (J. Zybert). Kaniewska, Katarzyna: The age factor in first and second language acquisition. Re-examining the

Critical Period Hypothesis. Warsaw (2009). (R. Gozdawa-Gołębiowski). Kazyszka, Małgorzata: Motivation as a key to achieve effectiveness in learning a second language.

Bydgoszcz (2009). (T. Goncharova). Kindeusz, Justyna: Exploring anxiety in selected communicative activities at the pre-inter-mediate

level of TEFL. Warsaw (2009). (M. Dakowska). Kołakowski, Janusz: The role of age factor in language acquisition. Gdańsk (2009). (T. Danilewicz). Kramarska, Sylwia: “I guess I have already heard that word”: Speech perception and memory for

spoken words in bilinguals. Poznań (2009). Kwiatkowska, Małgorzata: Motivation to learn the English language among children living in town

and in village. Bydgoszcz (2009). (T. Goncharova). Kosieradzka, Karolina: Motivation: stimulating activities in teaching English to young learners. KUL

(2009). (A. Bloch-Rozmej). Kossobudzka, Dorota: The understanding and usage of the multiple intelligence theory in the ESL

classroom: Teacher’s perspective. Wrocław (2009). 70 pp. (R. Lewicki).

245

Kozłowska, Katarzyna: Self-esteem as a factor influencing the process of foreign language acquisition by very young learners. Łódź (2009). (E. Waniek-Klimczak).

Krężołek, Aneta: The analysis of motivation in different age groups. KUL (2009). (A. Bloch-Rozmej). Libner, Filip: Learning styles―how teachers of English view them. Wrocław (2009). 46 pp. + append.

(R. Lewicki). [also 24] Łaput, Łukasz: Reducing text anxiety levels with special reference to grammar and vocabulary.

Szczecin (2009). (M. Stawna). [also 22] Łoboda, Urszula: Code-switching as a strategy of language alternation employed by multilinguals in

multilingual dynamic community. Gdańsk (2009). (T. Danilewicz). [also 9b] Magac, Małgorzata: The role of learning styles in teaching and learning vocabulary. Szczecin (2009).

(M. Stawna). [also 22] Makara, Sylwia: The relationship between impulsive/refective cognitive style and success in grammar

acquisition in English as a foreign language. Wrocław (2009). (A. Michońska-Stadnik). [also 22]

Malisz, Aneta: Helping adolescent students to overcome their anxiety connected with speaking in

a foreign language classroom. Katowice (2009). (G. Kiliańska-Przybyło). Markowska, Agnieszka: Psychological factors involved in foreign language learning. KUL (2009).

(M. Bloch-Trojnar). Michalska, Anna: Multiple intelligences and memory strategies in foreign language vocabulary

learning. Wrocław (2009). 95 pp. (L. Zabor). [also 22] Morena, Katarzyna: Foreign language anxiety in adult learners. Kraków (2009). (E. Witalisz). Mrozkowiak, Marta: The influence of the Socratic method on questioning patterns in EFL classroom.

Poznań (2009). (A. Jankowska). Pietrusewicz, Kaja: Voicing processes in the speech of Polish-English bilingual children. Poznań

(2009). Płachta, Małgorzata: Gender differences among adolescents in learning English grammar. Szczecin

(2009). (P. Kamińska). Raczyńska, Magdalena: Diagnosing anxiety in speaking English as a foreign language. Warsaw

(2009). (M. Dakowska). Sobol, Magdalena: Methods of prognostication of success in foreign language learning. Wrocław

(2009). 85 pp. (L. Zabor). [also 28] Stępień, Dorota: The effect of age on EFL pronunciation. Łódź (2009). (E. Waniek-Klimczak). [also

22] Stępień, Sabina: Musical aptitude as a predicative factor of success in second language learning.

Warsaw (2009). (J. Zybert). Szymanek, Jagoda: The perception of emotional valence of swear and taboo words by Polish-English

bilinguals. Evidence from a questionnaire study. Poznań (2009). [also 21]

246

Szymanik, Milena: The motivational role of testing in teaching English to Polish learners in the primary context. Warsaw (2009). (J. Zybert). [also 25]

Szwed, Agnieszka: The influence of linguistic and mathematical-logical intelligence on the choice and

frequency of use of memory strategies. Wrocław (2009). 95 pp. (A. Michońska-Stadnik). Wilk, Justyna: Handedness and language lateralization in the bilingual brain. Poznań (2009) Witkowska, Monika. The role of learning styles and multiple intelligences in the interaction between

the teacher and the learner. Warsaw (2009). (Z. Możejko). Xi, Xiao: The comparisons of anxiety in learning English among students in China and Poland.

Wrocław (2009). 51 pp. (A. Michońska-Stadnik). Zagubień, Katarzyna: Success in overcoming students’ inhibitions―self-observation. Katowice

(2009). (M. Wysocka). Zaremba, Karolina: Bilingual mediation for problem solving activities. Poznań (2009). Zasada-Wielińska, Joanna: Bilingualism and L3 phonetics: Examining the interplay between the level

of bilingualism and the perception of L3 sounds. Poznań (2009). [also 22]

27. TEACHING CHILDREN (1971-2009)

10 Drs. (7 solo & 3 cross-listed) 297 MAs (191 solo & 104 cross-listed)

Dr Karwowska-Struczyk, Małgorzata: Developing the discourse of pre-school children. Instytut Badań

Pedagogicznych: Mazowiecka (1978). Dr Ewert, Anna: Teaching English to young children: Input, processing and capacity limitations.

Poznań (1998). 328 pp. (Hanna Komorowska). Dr Pamuła, Małgorzata: An integrated approach to teaching of foreign languages to very young

learners. Pedagogiczna im. Komisji Edukacji Narodowej. Kraków (2000). (Teresa Siek-Piskozub).

Dr Szulc-Kurpaska, Katarzyna: The influence of learning strategies on the acquisition of foreign

language by children age 9 years. Wrocław (2001). (Anna Michońska-Stadnik). Dr Zawodniak, Joanna: An evaluation of vocabulary―syllabus design for young children learning

English as a FL. Poznań (2002). (Teresa Siek-Piskozub). [also 22] Dr Jaroszewska, Anna: Foreign language teaching of children―development of children`s

multicultural awareness. Warsaw (2006). (Elżbieta Zawadzka-Bartnik). [also 32] Dr Gładysz, Jolanta: The efficiency of early school foreign language teaching. Katowice (2006). (Jan

Iluk). [also 25] Dr Rokoszewska, Katarzyna: Comparing selected modern methods of teaching English to young

learners in various aspects of foreign language acquisition. Wrocław (2007). (Anna Michońska-Stadnik).

247

Dr Zawacka-Najgeburska, Marta: Adaptations of the communicative behaviour of primary caretakers to the growing linguistic-communicative competence of the child in the first year of life: A case study. Poznań (2007). (Stanisław Puppel).

Dr Petrus, Paulina: Learning languages of various degrees of transparency and the reading skills of

children at early school age. Gdańsk (2009). (Marta Bogdanowicz).

************ Szmigiel-Geremek, Anna: Teaching English to pre-school age children. Poznań (1971). 45 pp. Trzaska, Hanna: Teaching English to pre-school children: Theory and practice. Warsaw (1971). 57 pp. Cytowska, Wanda: Grammar development in children: American approach. Warsaw (1973). 72 pp. Ronowicz, Julia: Teaching methods and teaching materials for young learners: The transitional stage.

Warsaw2 (1973). 54 pp. Heksel, Grażyna: Teaching English to children of pre-school age and junior elementary school age:

Problems of methods and materials. Warsaw2 (1974). 62 pp. Kudryńska, Grażyna: Foreign language learning in age group from 6 to 9. Warsaw2 (1974). 70 pp. Auleytner, Monika: Comparison of intensity and kind of connotative meaning in first and second

language at various stages of acquisition of the latter. Warsaw2 (1976). 43 pp. + append. Łepki-Miąsik, Wanda: Teaching English to Polish children age 4-7: An experiment in method leading

to a tentative curriculum. Kraków (1976). 69 pp. Puziewicz, Barbara: The teaching of spoken English to children. Wrocław (1976). 42 pp. Dąbrowska, Wanda: Teaching English as a foreign language to children aged 7-12. Poznań (1977). 38

pp. Zaremba, Elżbieta: Teaching English as a foreign language to pre-adolescent school-age children.

Warsaw (1977). 67 pp. Heyduk, Andrzej: Child language acquisition. Wrocław (1978). 70 pp. Próchniak, Elżbieta: Differentiation in the speech of a five-six year old child depending on situation

and talking partner: A sociolinguistic approach. Warsaw2 (1978). 83 pp. + 146 pp. append. [also 9]

Bargiełowska-Prussak, Ksawera: The study of language learning of children between one and three

years of age. Warsaw (1980). 75 pp. Białas, Hanna: Language acquisition: A survey of criticism. Warsaw (1980). 90 pp. Stawicka, Jolanta: The development of remote temporal references in the acquisitions of Polish as a

native language. Poznań (1980). 54 pp. [also 21] Singer, Irena: The acquisition of the first language by children and learning a foreign language by

adults. Katowice (1980). Wilska, Julita: Teaching English as a foreign language to children 7-12 years old in Polish primary

schools. Poznań (1980). 28 pp.

248

Wiśniewska, Monika: English in primary schools in Poland: Achievements and problems. Poznań (1980). 41 pp.

Maksymowicz-Gogacz, Tatiana: Teaching English to pre-school children. Gdańsk (1981). 48 pp. Niewolik, Beata: The role of play in teaching English to young children. Katowice (1981). 89 pp. Oleksyn, Urszula: Teaching English to children aged five and six. Katowice (1981). 89 pp. Zabrocka, Anna: The production of English consonant clusters by Polish children. Poznań (1981). 49

pp. [also 22] Biskup, Elżbieta: Subordinate bilingualism: Implications for foreign language teaching and learning.

Łódź (1982). 51 pp. Krukowska, Katarzyna: The child’s acquisition of negation. Warsaw (1982). 104 pp. Stańczuk-Klimek, Maria: Some attempts to activate the process of teaching English to beginning

children. Warsaw2 (1982). 81 pp. Jarczak, Elżbieta: Teaching foreign languages to pre-school children. Poznań (1983). 48 pp. Rembisz, Alicja: Methodology of teaching English as a foreign language in kindergartens in Poland.

Poznań (1983). 50 pp. Ślisińska, Ewa: The relationship between first language acquisition and second language learning in

teaching children. Łódź (1983). 68 pp. Topolska, Jolanta: The development of questions in the speech of the child. Warsaw (1983). 61 pp.

[also 21] Okońska-Kulik, Małgorzata: Negation in the English of Polish speaking children. Kraków (1984). 107

pp. [also 19a] Rakowicz, Wiesława: First vs. second language acquisition: A comparison. Poznań (1985). 94 pp. Sikora, Maria: Conditions of teaching/learning foreign languages in primary school. Katowice (1986).

50 pp. Zorga-Śwuderska, Olimpia: First language acquisition and teaching children English as a foreign

language. Łódź (1986). 88 pp. Dula, Katarzyna: Child vs. adult strategies of communication in the process of learning English. Łódź

(1987). [also 28] Kotarska, Urszula: Children as story tellers: The development of narrative structure and expressive

techniques. Warsaw (1987). 84 pp. Lewandowska, Dorota: Teaching foreign languages to young children, 6-9 years of age. Warsaw

(1987). 84 pp. Marcinkiewicz, Bogumiła: Teaching English pronunciation to children and adults. Katowice (1987).

54 pp. (M. Wysocka). [also 22]

249

Płonka, Anna: Teaching English vocabulary to primary school children. Katowice (1987). 65 pp. [also 22]

Sender, Gabriela: Child-adult differences in second language acquisition. Łódź (1987). 76 pp. +

append. [also 28] Traczewska, Ewa: First language acquisition, second language learning: Similar or different

processes? Łódź (1987). 50 pp. Wierzbicka, Beata: The acquisition of before and after by English and Polish children: A contrastive

study. Warsaw (1987). 80 pp. [also 19a] Cierpich, Renata: The acquisition of the lexicon by children. Wrocław (1988). 57 pp. [also 22] Górska, Iwona: Early English instruction and the attainment of speaking proficiency. Kraków (1988).

88 pp. + append. Harbi-Jaros, Katarzyna: The acquisition of Polish: The early stages. Łódź (1988). 41 pp. + append. Morawska, Irena: Foreign language teaching materials for children. Gdańsk (1989). 33 pp. Piekiewicz, Małgorzata: Teaching English to children: Teaching by playing. Gdańsk (1989). 65 pp. Sosnowska, Ewa: Similarities and differences between children and adults in second language

acquisition and their pedagogical implications. Warsaw (1989). 65 pp. Świerczyńska, Justyna: Teaching foreign languages at the pre-school level. Łódź (1989). 39 pp. Fiłonowicz, Janina: The acquisition of phonology and syntax by children at the age 3 to 10. Gdańsk

(1990). 42 pp. Marczewska, Beata: The teacher’s impact on children’s (8-11 years) motivation in learning English as

a foreign language. Kraków (1990). 99 pp. Nedjari, Fatma-Zohra: A diachronic and synchronic study of bilingualism in Algeria. Łódź (1990). 46

pp. Podhajna, Maria: Cognitive growth and its implications for teaching English to children. Katowice

(1990). 52 pp. Brasińska, Renata: Basic psycholinguistic aspects of second language acquisition. Wrocław (1991).

125 pp. [also 8] Gilis, Beata: Language learning tasks in teaching English to children. Gdańsk (1991). 32 pp. Pawlak, Katarzyna: A syllabus for teaching English as a foreign language to Polish children. Warsaw

(1991). 55 pp. Rybak-Ruiz, Monika: Cross-linguistic influence in bilingual L1 acquisition. Warsaw (1991). 80 pp. Cyburt, Joanna: Second language acquisition in young children: A case study. Łódź (1992). 110 pp. Duńko, Dorota: Comparing two approaches to the teaching of English―TPR and CLL―to elementary

school children. Poznań (1992). 94 pp. [also 28]

250

Fenc, Małgorzata: Teaching children from the point of view of foreign language methodology. Gdańsk (1992).

Halbina, Mirosława: Towards successful teaching of English to 5-6 year old children. Kraków (1992).

91 pp. + append. Konieczna, Ewa: Teaching foreign languages to pre-school children. Katowice (1992). 70 pp. Kuźnicka, Katarzyna: The impact of bilingualism on language competence and cognitive

development: A study of Polish immigrant children in the United Kingdom. Warsaw (1992). 95 pp.

Machoy, Beata: Contemporary foreign language teaching techniques in teaching young children.

Poznań (1992). 91 pp. Majta, Agnieszka: Games in teaching English to pre-school children, aged 5-6. Kraków (1992). 63 pp. Smyka, Anna: Bilingualism and cognitive development of a child. Łódź (1992). 63 pp. Sosnowska, Joanna: Teaching English vocabulary to children. Poznań (1992). 87 pp. [also 23] Trojanowska, Maria: Child-adult differences in the affective domain of foreign language learning.

Kraków (1992). 76 pp. [also 26] Zajączkowska, Izabela: Designing a syllabus for kindergarten children. Łódź (1992). 85 pp. Gutkowska, Sylwia: Drama techniques in teaching English to children. Warsaw (1993). 92 pp. Hundsdorff, Anna: Problems and solutions in the teaching of English to Polish elementary school

children. Poznań (1993). 161 pp. Sobieraj, Małgorzata: The role of L2 input from the teacher in teaching English as a foreign language

to the very young. Poznań (1993). 53 pp. Strzyżewska, Ewa: Bilingualism: Some educational implications. Poznań (1993). 72 pp. [also 28] Breza, Anna: Foreign language vocabulary: Approaches to teaching adults and children. Poznań

(1994). 56 pp. [also 28] Brygman, Anna: Phonic interference in bilingualism: The case of Polish spoken by children born to

Polish and Polish-English parent in Great Britain. Poznań (1994). 90 pp. [also 22] Fyda, Mariola: The role of grammar in teaching English to children. Wrocław (1994). 71 pp. [also 21] Kowalczyk, Anna: The development of communicative abilities in pre-speech children. Poznań

(1994). 91 pp. Mackiewicz, Joanna: Verbal-gestural behaviour of mothers of pre-verbal children: A case study of

Natalya and her mother. Poznań (1994). 75 pp. [also 9] Marriott, Ewa: Theories of negation development in early child language. Poznań (1994). 81 pp. [also

9] Sendur, Agnieszka: A book in the teaching of English to pre-school children. Kraków (1994). 110 pp.

251

Strzewiczek, Brygida: An early start in foreign language learning and its impact on the attainment of language proficiency. Katowice (1994). 51 pp. + append.

Wochelska, Anna: The application of Freinet’s techniques in teaching English to children. Poznań

(1994). 84 pp. Żmigrodzka, Izabella: Readiness of 9 and 11-year olds to start learning in an organized way. Katowice

(1994). 84 pp. Błaszków, Alicja: Conventional and unconventional ways of assessing grammatical knowledge in

children. Wrocław (1995). 68 pp. Cesarz, Joanna: Factors evoking stress during a foreign language lesson and ways to overcoming it.

Katowice (1995). 108 pp. + append. Chmielowska, Anna: The dependence of speech production upon speech perception in children in

second language acquisition: The case of the English lexicon. Poznań (1995). 77 pp. [also 23] Kołkowska, Joanna: A case study of a group of Polish children learning English as a second language.

Gdańsk (1995). 77 pp. Nowak, Barbara: The natural sequence of acquisition of interrogatives in the first and second language

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second language learning: Implications for the teaching of English to primary school children. Warsaw (1995). 116 pp.

Sarna, Ewa: Piaget and Chomsky: Constructivist vs. nativist approaches to first language acquisition.

Poznań (1995). 54 pp. Strybel, Agnieszka: The role of fun and game in teaching English to young children. Poznań (1995).

52 pp. Szafrańska-Blank, Katarzyna: Parent-child interaction in the development of language skills of

bilingual children. Warsaw (1995). Wilk, Agnieszka: Teaching English to children with special consideration of age characteristics. Opole

(1995). 105 pp. Wosińska, Dorota: Acquisition of second language grammar in the case of children and adults. Opole

(1995). 60 pp. [also 21] Budner, Barbara: Sexism and self-concept in the language of children: A comparative study. Poznań

(1996). 73 pp. [also 8/9] Dąbkiewicz, Agnieszka: First language transfer in the phonological performance of Polish primary

school learners. Poznań (1996). 69 pp. Głuch, Małgorzata: The relative utility of implicit instruction in teaching young learners. Wrocław

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252

Konarska, Anna: The multi-sensory approach in the primary foreign language classroom. Wrocław (1996). 90 pp.

Landowska, Agnieszka: The neurological realization of speech comprehension in bilinguals: Pros and

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children. Poznań (1996). 68 pp. Smus, Małgorzata: The acquisition of some selected inflectional morphemes in the native language: A

replica of J. Berko’s study of Polish children aged 7-9. Kraków (1996). 81 pp. [also 8/21] Talaga, Agnieszka: The development of child’s second language in the multi-sensory approach to

teaching. Łódź (1996). 87 pp. Bobula, Monika: Second language acquisition in childhood: A survey of theory and research. Kraków

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(1997). 91 pp. Przyklęk, Agnieszka: The influence of environment on child language development. Poznań (1997).

58 pp. Sójka, Renata: Child-adult differences in second language acquisition (learner’s age). Poznań (1997).

47 pp. [also 8/28] Świtalska, Daria: Use of English by Polish children learning English as a foreign language on low-

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language proficiency. Poznań (1997). 69 pp. Bober, Katarzyna: Foreign languages in primary school teaching to children from socially deprived

homes. Warsaw (1998). 108 pp. Bogacz, Daria: Teaching English to young learners through song and music. Katowice (1998). 64 pp.

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253

Gabrysiak, Agnieszka: Children’s characteristics and their significance in teaching English to young learners. Poznań (1998). 97 pp.

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Pasierbek, Beata: Behaviour and learning problems in teaching English to children aged 5-9. Katowice

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process. KUL (2008). (A. Bloch-Rozmej). [also 26] Nawrocka, Kamila: Stories and storytelling techniques as a means of increasing motivation in teaching

English to children. Wrocław (2008). (R. Lewicki). Nowok, Małgorzata: Evaluation of English as a second language teaching software for very young

learners. Opole (2008). (J. Zalewski). [also 30] Pawelszczak, Sylwia: Teaching English to primary school learners: The case of first, second and third

graders. Bydgoszcz (2008). (A. Bączkowska). Rusin, Małgorzata: The use of stories in teaching English as a foreign language to young learners.

Katowice (2008). Smolarczyk, Joanna: Second language acquisition: Parental expectations vs. children's progress.

Warsaw2 (2008). (J. Lewkowicz). Szmania, Beata: Motivating pre-school children to learn English. Bydgoszcz (2008). (A. Bączkowska).

262

Tułodziejska, Joanna: Teacher-parents communication and achieving success in teaching: The case of first grade primary school learners. Bydgoszcz (2008). (A. Bączkowska).

Uzdowska, Katarzyna: The impact of out-class practice on L2 vocabulary acquisition in young

learners. Wrocław (2008). (M. Jedynak). [also 22] Ziobronowicz, Katarzyna: The Chatterbox Way―a creative method of teaching English to preschool

children. Bydgoszcz (2008). (T. Goncharova). [also 28] Bara, Roma: Storytelling in teaching English to very young learners. Szczecin (2009). (P. Kamińska).

[also 30] Baraniak, Natalia: Teaching grammar to young learners. Poznań (2009). Dorsz, Magdalena: Principles of language teaching and learning in primary school. Bydgoszcz (2009).

(T. Goncharova). Jamróz, Jan: The influence of rhythmic refrains in stories on vocabulary retention in 7-8 year-old

learners. Kraków (2009). (M. Jodłowiec). [also 30] Koc, Karolina: A study of receptive vocabulary in Polish and English in bilingual kindergarten

children. Warsaw (2009). (M. Dakowska). Kozak, Katarzyna: Increasing intrinsic motivation when teaching vocabulary through games to

primary school children. Bydgoszcz (2009). (T. Goncharova). [also 22] Lesińska, Aleksandra: Flashcard games in teaching vocabulary to young learners. Szczecin (2009).

(P. Kamińska). [also 22] Maciejewska, Marta: Classroom language in Helen Doron’s method as a natural and effective way of

teaching children. Szczecin (2009). (P. Kamińska). Pikur, Joanna: Task-based approach in teaching English to very young learners. Katowice (2009).

(G. Kiliańska-Przybyło). Szostak, Marzena: First steps in English-teaching a foreign language to young beginners. KUL (2009).

(A. Bloch-Rozmej). Duch, Tamara: Overgeneralization as a factor influencing the formation of interlanguage in

elementary students of English. Warsaw2 (no date). 56 pp. + 13 pp. append. [also 20] Więcko, Krystyna: Some aspects of child language in the natural setting. Warsaw2 (no date). 60 pp.

[also 8]

263

28. THEORETICAL ISSUES, APPROACHES, METHODS, TECHNIQUES (1952-2009)

9 Dr habs. (7 solo & 2 cross-listed) 46 Drs. (40 solo & 6 cross-listed)

1,081 MAs (877 solo & 206 cross-listed)

Dr hab. Marton, Waldemar: The maximization of meaningful learning in language didactics in the secondary school. Poznań (1974). 155 pp.

Dr hab. Komorowska, Hanna: Success and failure in English language learning. Warsaw (1978). 238

pp. Dr hab. Siek-Piskozub, Teresa: Games, play and simulations in the glottodidactic process. Poznań

(1995). 159 pp. Dr hab. Wenzel, Ryszard: A general theory of language education. Gdańsk (1995). 166 pp. Dr hab. Dakowska, Maria: Models of language use and language learning in the theory of language

didactics. Warsaw2 (1996). 156 pp. Dr hab. Gorzelańczyk, Edward: Memory, awareness, language: The application of algorithm opti-

mizing intervals of repetitions in foreign language glottodidactics. Poznań (2000). Dr hab. Krakowian, Bogdan: Selected principles in teaching English as a foreign language to children

and adults. An initial model. Łódź (2000). Dr hab. Turewicz, Kamila: Applicability of cognitive grammar as a foundation of pedagogical /

reference grammar. Poznań (2000). [also 22] Dr hab. Piotrowska, Maria: Proces decyzyjny tłumacza. Podstawy metodologii nauczania prze-kładu

pisemnego. Kraków (2008). Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej. [Decisive process of a translator. Teaching translation methodology] [also 15]

************ Dr Kasprzyk, Maria: The effectiveness of the technology of programming in the process of teaching

English in Polish secondary schools. Poznań (1971). 168 pp. [plans + text] (Ludwik Bandura). Dr Hoffman, Ewa: Intensive language teaching at stationary courses: Experimental work with adults.

Lublin (1976). 211 pp. (Walerian Świeczkowski). Dr Chmiel, Piotr: The programming of foreign language teaching in the light of lexical mini-mum

research. Wrocław (1977). (Nobert Morciniec). Dr Fijaś, Jerzy: The teaching of English at Polish schools between 1918 and 1939. Studium Języków

Obcych Kraków (1977). (Kamilla Mrozowska). Dr Rozwadowska, Ligia: Foreign language teaching in the Soviet Union from the Revolution till

World War II. Poznań (1978). 140 pp. (Waldemar Marton). Dr Bielski, Marek: The application of pragmatic conceptions to a syllabus of teaching English.

Katowice (1979). 170 pp. (Janusz Arabski).

264

Dr Mendelius, Cezary: Code learning vs. learning for communicative competence: A pedagogical experiment. Poznań (1979). 118 pp. (Waldemar Marton).

Dr Niżegorodcew, Anna: Some second language learning effectiveness factors in secondary school

learners. Kraków (1979). 188 pp. + 60 pp. appendix. (Maria Przetacznikowa). Dr Wysocka, Maria: Comparative advance organizers and communicative exercises in the teaching of

English syntactic structures to Polish learners: A glottodidactic experiment. Katowice (1979). 186 pp. (Janusz Arabski).

Dr Dakowska, Maria: Functions of linguistics in glottodidactic models and processes. Lublin (1982).

208 pp. (Franciszek Grucza). Dr Skowroński, Witold: Translation as a technique of teaching the productive skills to advanced

learners of English as a foreign language. Poznań (1982). 291 pp. (Waldemar Marton). Dr Droździał, Krystyna: A critical analysis of Caleb Gattegno’s "The Silent Way." Poznań (1983). 179

pp. (Waldemar Marton). Dr Ziobro, Ryszard: Psycholinguistic basis for mastering a foreign language. Wyższa Szkoła

Filologiczna. Wrocław (1983). (Norbert Morciniec). Dr Stawna, Mirosława: The communicative approach to foreign language teaching: An attempt at

evaluation and proposals for the application. Poznań (1984). 315 pp. (Waldemar Marton). Dr Wenzel, Ryszard: Teaching modern languages on the basis of complex linguistic structures:

A proposal for a syllabus design and a teaching method within the framework of the cognitive-code approach to language teaching. Poznań (1985). 178 pp. (Waldemar Marton).

Dr Zygmunt, Tomasz: Strategies of learning foreign languages by adults and their glottodidactic

implications. Lublin (1985). 314 pp. + 23 pp. append. (Jerzy Brzeziński). Dr Brzeziński, Marek: A linguistic analysis of utterances produced by monolingual and bilingual

persons in the context of the structure of values. Gdańsk (1986). 225 pp. (Tomasz Krzeszowski).

Dr Szłapka, Hanna: The cognitive code learning theory and the effectiveness of the educational

process on the example of the teaching of English as a foreign language. Wrocław (1988). 211 pp. (Hanna Komorowska).

Dr Michońska-Stadnik, Anna: Basic theoretical principles for an English beginners’ course in Poland

and their practical applications. Wrocław (1988). 157 pp. (Jan Rusiecki). Dr Bartnicki, Stanisław: Techniques of teaching English as a second or foreign language:

A comparative study in England, Poland and Nigeria. Poznań (1989). 348 pp. (Waldemar Marton).

Dr Wysoczański, Józef: A pedagogical model for teaching Polish adult learners of English how to

express modality: Theory and practice. Poznań (1993). 316 pp. (Waldemar Marton). Dr Osman, Anwar Mohammed: Impact of instructional methods of EFL: Acquisition in the United

Arab Emirates. The case of reading and spoken Skius. Poznań (1997). 243 pp. (Stanisław Puppel).

265

Dr Styszyński, Jan: Contextual and glottodidactic requirements of materials for the learning of foreign languages. Warsaw2 (2000). (Franciszek Grucza).

Dr Turska, Katarzyna: The role of Universal Grammar in language acquisition. A contrastive study of

setting of the null subject parameter in first and second language acquisition. Poznań (2001). (Stanisław Puppel). [also 10/22]

Dr Kuriata, Jan: Intercultural competence in the education of foreign language teachers exemplified on

French. Instytut Filologii Romańskiej. Poznań (2002). (Weronika Wilczyńska). Dr Nowicka, Agnieszka: Dialogic signals and argumentative actions in the discussions of learners of

English as a foreign language. Developing communicative independence by negotiating. Poznań (2002). (Izabela Prokop).

Dr Polok, Krzysztof: Pedagogical implications of the process of acculturation during a second

language acquisition: From theory to practice. Katowice (2002). (Piotr Kakietek). Dr Będkowska-Obłąk, Marzena: The efficiency of bilingual education in Poland. Katowice (2003).

(Jan Iluk). [also 26] Dr Biedroń, Adriana: Attribution related affects as a function of perceived causality of academic

success or failure among successful foreign language learners. Poznań (2003). (Krystyna Droździał-Szelest).

Dr Puppel, Joanna: The role of nonverbal elements of communication in the process of communication

on the example of didactic communication in English in the light of the Social Exchange Theory and the Theory of Social Influence. Poznań (2003). (Jacek Fisiak). [also 7/9b]

Dr Surdyk, Augustyn: Role-playing games in an EFL academic classroom and the student's

autonomization. Poznań (2003). (Izabela Prokop). [also 30] Dr Szcześniak, Konrad: Semantic competence in native speakers: Some mechanisms of its

development. Katowice (2003). (Janusz Arabski). Dr Szymankiewicz, Krystyna: Educational discourse in the foreign language classroom. Warsaw

(2004). (Elżbieta Zawadzka). Dr Torenc, Marta: Intercultural teaching―implications of glottodidactics. Warsaw (2004). (Elżbieta

Zawadzka). Dr Bogusławska-Tafelska, Marta: Learning a foreign language: The trichotomous “maximal-optimal-

minimal model” of the language learner. Poznań (2005). (Stanisław Puppel). Dr Maj, Anna: Podróżowanie jako specyficzne doświadczenie percepcyjne w perspektywie

komunikacyjnej. Katowice (2006). (Tadeusz Miczka). [Travelling as a specific perceptual experience in communication perspective]

Dr Rych-Kok, Mikołaj: General education approach to the teaching of a foreign language. Gdańsk

(2006). (Ryszard Wenzel). Dr Karpeta-Peć, Beata: Open forms of learning and teaching of foreign languages. Warsaw (2007).

(Elżbieta Zawadzka-Bartnik). Dr Kiełb-Starczewska, Ewa: Multimedia effectiveness in teaching-learning English and individual

traits of students. Poznań (2007). (Wacław Strykowski). [also 30]

266

Dr Malesa, Katarzyna: Progression of grammatical material and a student's autonomization. Poznań (2007). (Izabela Prokop).

Dr Martinez Najar, Juan: Teatr―narzędzie w nauczaniu języka hiszpańskiego jako języka obcego w

świetle historii metodyki nauczania i uczenia się języków obcych oraz doświadczeń współczesnej dydaktyki. Warsaw (2007). (Urszula Aszyk-Bangs). [Theatre–a tool in teaching Spanish as a foreign language in light of the history of foreign language teaching and learning methodology and experience of contemporary didactics]

Dr Dronia, Iwona: The language of political correctness and special educational needs. Katowice

(2008). (Rafał Molencki). Dr Lipińska-Derlikowska, Magdalena: A glottodidactic evaluation of the Callan Method, an alternative

method of teaching English as a foreign language. Warsaw (2008). (Maria Dakowska). Dr Młynarczyk, Anita: Edukacja historyczna w liceach pedagogicznych w latach 1944-1970. Kraków

(2008). (Elżbieta Wójcik-Leese). [Historical education in pedagogical high schools in the years 1944-1970]

Dr Pastuszek-Lipińska, Barbara: The influence of music education and training on second language

acquisition. Poznań (2008). (Katarzyna Dziubalska-Kołaczyk). Dr Ślęzak-Świat, Agnieszka: Components of strategic competence in advanced foreign language

users. Katowice (2009). (Maria Wysocka). [also 30]

************

Retman, Roman: English language teaching problems. Warsaw (1952). 41 pp. Utrat-Milecka, Urszula: Modern linguistic argumentation of teaching English as a foreign language by

sentence patterns method on the example of anomalous finites. Warsaw (1968). 62 pp. Czapla, Jadwiga: Some aspects of language acquisition device in teaching English as a foreign

language. Kraków (1971). 51 pp. Dąbrowska-Iwańska, Jolanta: Drills and exercises in teaching English as a foreign language. Warsaw

(1971). 55 pp. Huszcza, Iwona: Soviet methodologists on the teaching of English at English departments of Soviet

universities: Advanced courses. Warsaw2 (1971). 99 pp. Kowalczyk, Halina: Programmed instruction and teaching English as a foreign language. Warsaw

(1971). 46 pp. Nowicka, Aldona: The uses and abuses of transformational-generative grammar in teaching English as

a foreign language. Warsaw (1971). 37 pp. Rucińska, Maria: Activating the use of English during summer courses for adult students based on the

experience of a language instructor. Warsaw (1971). 60 pp. Jaworska, Ewa: Language drills in teaching English. Łódź (1972). 42 pp. Christoff, Ewa: A survey of drills and exercises in teaching English as a second language: Theoretical

background and practical application. Warsaw (1973). 63 pp.

267

Grochowska, Elżbieta: A battery of drills and exercises for teaching English compound and complex sentences. Łódź (1973). 54 pp.

Grudzień, Elżbieta: An inquiry into the relevance of contrastive analysis and statistical analysis for

foreign language teaching: Based on a study of the use of the simple past tense and the present perfect tense in written English by Polish learners. Warsaw2 (1973). 48 pp.

Majewska, Romana: Main trends in teaching English in People’s Poland, 1945-1971. Warsaw (1974).

67 pp. Marszał, Elżbieta: The relevance of linguistics to foreign language teaching. Łódź (1974). 85 pp. Wituszyńska, Hanna: Trends in teaching English in Poland in the years 1918-1945: Their linguistic

and psychological backgrounds. Warsaw (1974). 57 pp. Gierałtowska, Lidia: Translation exercises for Polish learners of English: Political news. Poznań

(1975). 54 pp. Jodłowska, Ewa: Questions in foreign language teaching. Warsaw (1975). 53 pp. Kulawińska, Joanna: Trends in the teaching of English in Poland in the years 1945-1973:

Psychological and linguistic background. Warsaw (1975). 51 pp. Mańkowska, Anna: An experiment to compare the success of imitatory and explanatory teaching of

English phonemes to Polish adult learners. Kraków (1975). 50 pp. Michalska, Bożenna: Trends in the psychology of foreign language teaching. Warsaw (1975). 50 pp. Siemkowicz, Monika: The function of the native language in foreign language learning. Poznań

(1975). 54 pp. Szczerbińska, Barbara: Contemporary views on foreign language teaching in the Soviet Union.

Poznań (1975). 45 pp. Błachowicz, Ewa: Programmed learning. Poznań (1976). 59 pp. Bożek, Grażyna: The influence of content material and its manner of presentation in pupils’

motivation in the teaching of English as a foreign language. Kraków (1976). 105 pp. Chmielewska, Krystyna: Methods and techniques applied in teaching speaking. Łódź (1976). 67 pp. Grajek, Elżbieta: A comparison of audiolingual and cognitive approaches to the teaching of restrictive

relative clauses with who, whom, whose, which, that. Kraków (1976). 84 pp. Hordyska, Ewa: The role and value of retranslation as a teaching device in training translators.

Warsaw2 (1976). 59 pp. Korościk, Ewa: Evaluation of teaching materials for English as a second language. Poznań (1976). 85

pp. Nowojewska-Veit, Anna: An outline comparison of the teaching of English in Poland (Warsaw) and

Switzerland (Zürich). Warsaw (1976). 64 pp. Podgórska, Grażyna: The role and value of language games in foreign language teaching. Warsaw2

(1976). 41 pp.

268

Sędek, Ewa: The notional syllabus: Discussion of the proposal, and its prospects. Warsaw (1976). 54 pp.

Wawrzkowicz-Drozd, Grażyna: English songs, games and poems as teaching aids. Wrocław (1976).

62 pp. August, Ewa: Situational approach to foreign language teaching: Analysis based on English material.

Lublin (1977). 54 pp. Bunio, Michał: Advances in theoretical linguistics and the teaching of foreign languages. Łódź (1977).

57 pp. Cebulska, Renata: A critical comparison of the Dalton plan and some more recent forms of

individualized instruction. Kraków (1977). 82 pp. Dąbrowska, Grażyna: Individualized foreign language instruction in Polish secondary schools:

Assessment of possibilities. Poznań (1977). 22 pp. Depa, Grażyna: The non-textbook period in teaching English to Polish learners. Lublin (1977). 48 pp. Dłużniewska, Małgorzata: The use of programmed instruction in teaching foreign language. Łódź

(1977). 50 pp. Domagała, Ewa: Teaching English as a foreign language to adult learners. Poznań (1977). 52 pp. Gołębiowska, Aleksandra: Teaching English at the advanced level: A survey of the field. Warsaw

(1977). 80 pp. [also 21] Groszewski, Konrad: The time factor in foreign language teaching and learning: Starting age, duration

and intensity of the course, length of lesson―a survey of [the] literature. Warsaw (1977). 53 pp.

Janicka, Ewa: English language teaching individual instruction. Poznań (1977). 31 pp. Jastrzębska, Alicja: New advances in psycholinguistics and teaching English as a foreign language.

Poznań (1977). 33 pp. [also 8] Jaśniewicz, Aleksandra: Sociolinguistics and teaching English as a foreign language. Poznań (1977).

50 pp. [also 9] Kapłon, Janina: The role of imagination in the learning and teaching of English as a foreign language:

Theoretical foundations and practical applications. Kraków (1977). 68 pp. Knitter, Ewa: Problems and procedures in teaching English in Polish high schools with the extended

English program. Poznań (1977). 51 pp. Koreywo, Hanna: Language teaching vs. language training: A survey of recent approaches. Warsaw

(1977). 44 pp. Kornacka, Agnieszka: A psycholinguistic basis for foreign language teaching. Poznań (1977). 35 pp.

[also 8] Kryńska, Teresa: Schools with an extended syllabus of English: An evaluation. Warsaw2 (1977). 43

pp.

269

Lubelska, Ewa: New advances in theoretical linguistics and teaching English as a foreign language. Poznań (1977). 46 pp.

Mazurek, Ewa: The importance of auditory perception in teaching English as a foreign language.

Kraków (1977). 77 pp. Mielczarek, Małgorzata: Teaching English to Polish learners at intensive courses: An analysis of

procedures, techniques and effects. Łódź (1977). 24 pp. Moczarska, Bogdana: Theories of memory and the memory component of learning in connection with

foreign language teaching. Kraków (1977). 127 pp. Modelska, Aleksandra: Sociolinguistics and teaching English as a foreign language: Sociolinguistic

rules. Poznań (1977). 50 pp. [also 9] Mondrak, Jerzy: Psycholinguistics and foreign language teaching methods. Łódź (1977). 69 pp. [also

8] Münnick, Jerzy: Techniques of improving the process of teaching English to advanced learners. Łódź

(c. 1977). 71 pp. Nowak, Barbara: Correlation of a model for teaching with the type of memory possessed by the

learner. Kraków (1977). 51 pp. Ocetek, Anna: Modern theories of second language teaching and learning. Łódź (1977). 63 pp. Osiecka, Anna: The relevance of child language acquisition to foreign language teaching. Warsaw

(1977). 41 pp. Ozimek, Zofia: A psycholinguistic basis for foreign language teaching. Poznań (1977). 41 pp. [also 8] Perchel, Maria: English as a foreign language in Polish secondary schools. Poznań (1977). 36 pp. Pietruszewska, Barbara: Teaching English as a foreign language to Polish adults attending general

courses. Warsaw (1977). 44 pp. Przybyłowska-Lichwa, Teresa: The uses of programmed instruction in teaching English as a second

language. Poznań (1977). 41 pp. Rewerska, Krystyna: The use of the mother tongue in teaching English as a foreign language. Poznań

(1977). 50 pp. Samolewska, Wiesława: A programmed module for self-instruction in English as a foreign language:

Achieving communicative competence in English sociolinguistic rules and stereotypes. Poznań (1977). 35 pp. [also 9]

Stecke, Joanna: The interconnections between current theories of language learning, first language

acquisition and second language learning. Kraków (1977). 84 pp. Styrcz, Andrzej: The use of native language in foreign language teaching. Łódź (1977). 51 pp. Styrcz, Barbara: The use of translation in foreign language teaching. Łódź (1977). 51 pp. Sumińska, Barbara: Language games for English as a foreign language in Polish high schools. Poznań

(1977). 36 pp.

270

Szałkowska, Krystyna: Analysis of language teaching in secondary schools: The causes of failure in teaching English in Polish secondary schools. Poznań (1977). 26 pp.

Szymańska, Elżbieta: Sociolinguistics and teaching English as a foreign language. Poznań (1977). 38

pp. [also 9] Szymichowski, Leonard: The uses of songs in teaching English. Warsaw (1977). 71 pp. Tasopulu, Anna: Teaching English as a foreign language at the advanced level: Theoretical analysis of

the issues and practical suggestions for the teacher. Poznań (1977). 28 pp. Warchoł, Bożena: A psycholinguistic basis for the preparation of English as a foreign language:

Instructional materials. Poznań (1977). 29 pp. [also 8] Wenzel, Ryszard: An interdisciplinary approach to bilingualism. Poznań (1977). 67 pp. Weres, Maria: Poznań Summer Seminars for university students majoring in English: A general

survey and an evaluation. Poznań (1977). 41 pp. Wojciechowska, Grażyna: The problem of homework in foreign language teaching and learning.

Warsaw2 (1977). 81 pp. Wojciechowska, Irena: The role of the mother tongue in teaching English in Polish high schools.

Poznań (1977). 36 pp. Wojtowicz, Joanna: English as a foreign language in Polish secondary school: The use of the native

language. Poznań (1977). 46 pp. Wostal, Danuta: A comparison of aims, means and other factors involved in first language acquisition

and second language learning. Kraków (1977). 102 pp. Wrońska, Joanna: Communication and second language teaching. Łódź (1977). 52 pp. Branecka, Agnieszka: Recent views on syllabus design: A survey and critical assessment. Warsaw2

(1978). 47 pp. Jańczuk, Ewa: Sociolinguistics and a foreign language teaching presentation of some sociolinguistic

exercises. Poznań (1978). 36 pp. [also 9] Kęsik, Ewa: The role of translation in foreign language teaching. Warsaw2 (1978). 36 pp. Lipińska, Elżbieta: Linguistics, sociolinguistics and psycholinguistics and their value for foreign

language teaching. Warsaw (1978). 56 pp. [also 8/9] Pasternak-McBride, Barbara: Institute entrance examination in relation to prognosis of success in the

first-year practical English examination. Kraków (1978). 83 pp. [also 25] Popkowicz, Liliana: Communicative competence and its implication for language teaching. Warsaw

(1978). 68 pp. Ryciak, Bożena: Games and songs in teaching English as a foreign language to elementary school

children: Ages 9-12. Warsaw (1978). 66 pp. Sadoczyńska, Dorota: Various aids in teaching English to Polish pre-school children. Łódź (1978). 68

pp.

271

Skrzyńska, Grażyna: The role of memorization in the audio-lingual and the cognitive code-learning

approaches. Warsaw (1978). 60 pp. Stawna, Mirosława: Dramatisation in teaching a foreign language: A didactic experiment. Poznań

(1978). 100 pp. Szarowicz, Grażyna: The role of attitudes and motivation in learning English: Comparison of two

groups of learners. Katowice (1978). 53 pp. + append. Turek, Helena: The implications of linguistic relativity for teaching English as a foreign language.

Warsaw (1978). 51 pp. Błaszczyk, Anna: The significance of studies in bilingualism for foreign language teaching. Warsaw

(1979). 63 pp. Cienkus, Grażyna: Role playing and simulation in the classroom. Warsaw (1979). 72 pp. Dojnikowska, Anna: The notional-functional syllabus and its value for foreign language teaching.

Warsaw (1979). 72 pp. Dybko, Grzegorz: The use of dialogues in materials for TEFL: A survey. Warsaw (1979). 52 pp. Kadzińska, Kalina: Memory and foreign language learning. Poznań (1979). 56 pp. Klisiewicz, Alina: Approaches to developing communicative competence. Katowice (1979). 68 pp. Massak, Ewa: First year students’ progress in practical English as far as can be revealed through an

analytic comparison between the university entrance examination 1975 and the end of the year examination 1976. Katowice (1979). 83 pp.

Matula, Małgorzata: The use of translation in language teaching. Łódź (1979). 82 pp. Michalska, Elżbieta: Language drills. Łódź (1979). 56 pp. Obrycka, Grażyna: First language acquisition and second and foreign language learning. Poznań

(1979). 66 pp. Ochnicka, Ewa: The role of games in English language teaching. Łódź (1979). 66 pp. Pączkowska, Zofia: Sociolinguistic patterns in the classroom: Teacher oriented study. Poznań (1979).

64 pp. [also 9] Przybylak, Piotr: Some aspects of neurolinguistics and language teaching. Poznań (1979). 35 pp. Siemieńska, Anna: Sociolinguistic rules in the English of secondary school students. Poznań (1979).

46 pp. [also 9] Wnętrzycka-Kania, Elżbieta: Teaching techniques in the audio-lingual method vs. the cognitive

method. Katowice (1979). 57 pp. Bukowska, Małgorzata: Contemporary glottodidactic trends in Poland. Poznań (1980). 49 pp. Druszkiewicz, Olga: Pedagogic advantages of integrating music and songs into teaching English in

Polish lyceum. Kraków (1980). 78 pp. + text of 167 songs.

272

Dudzińska, Maria: Newest tendencies in foreign language teaching. Łódź (1980). 41 pp. Gąsiorkiewicz-Kozłowska, Ilona: Michael West’s ideas about foreign language teaching. Łódź (1980).

57 pp. Giernatowska, Małgorzata: Harold Palmer and his method of teaching foreign languages. Łódź (1980).

35 pp. Jędrzejczyk, Ewa: A description of English as a foreign language in adult education and adult basic

education in the United States. Warsaw (1980). 60 pp. Kacperski, Wiesław: The role of the native language in foreign language learning and teaching.

Poznań (1980). 37 pp. Kociołkowska, Mirosława: Polish methodologists. Łódź (1980). 51 pp. Konieczy, Jan: The optimization of the role play technique at the intermediate level. Poznań (1980).

33 pp. Korkiewicz, Anna: Teaching foreign languages to adult learners. Łódź (1980). 27 pp. Korzekwa, Janina: The presentation and identification of the reinforcement theory of learning as

applied to foreign language learning. Warsaw (1980). 47 pp. Kosch, Lucyna: Situational teaching and teaching through situations naturally occurring and

improvised. Kraków (1980). 67 pp. Kozieł, Jacek: Translation in teaching English to Polish learners. Lublin (1980). 36 pp. Krauze, Ewa: The activation of the teaching process of the English language in the Polish high school.

Warsaw2 (1980). 76 pp. Kuklińska, Barbara: The use of kinesics in foreign language teaching. Kraków (1980). 133 pp. Lewoc, Krzysztof: Communicative competence: Implications for foreign language teaching. Łódź

(1980). 43 pp. Pawłowska, Janina: Syllabus design. Łódź (1980). 58 pp. Robińska, Katarzyna: Methodology of teaching English in the second grade of Polish secondary

school. Poznań (1980). 39 pp. Siciarek, Małgorzata: Programming in foreign language instruction. Łódź (1980). 50 pp. Smarzyk, Ewa: Success in foreign language teaching. Łódź (1980). 60 pp. Stachowicz-Nasiadek, Urszula: A role-based course in English as a foreign language for telephone

operators. Warsaw (1980). 52 pp. Stefanowska, Urszula: Language games and their application to teaching of English as a foreign

language in Polish secondary school. Warsaw (1980). 99 pp. Zapała, Marta: Theory and practical utility of programmed learning. Katowice (1980). 82 pp.

273

Dynowska, Barbara: Methodology of teaching English in the third grade of Polish secondary school. Poznań (1981). 45 pp.

Kiepuszewski, Rafał: Language transfer as a factor in the formation of interlanguage in elementary

students of English. Warsaw2 (1981). 64 pp. + append. Radomska, Elżbieta: The teaching of register and style in general courses for beginners. Warsaw

(1981). 94 pp. Ruszkowska, Ewa: The role of games in foreign language teaching. Lublin (1981). 46 pp. Brodziak, Małgorzata: Jespersen’s views on teaching language. Łódź (1982). 134 pp. Drobniuch, Marzenna: Speech act theory and teaching foreign languages. Bydgoszcz (1982). 62 pp. Działecka, Jolanta: Learning a foreign language in a self-instructed course. Łódź (1982). 73 pp. Ferenc, Maria: Translation in teaching a foreign language. Wrocław (1982). 39 pp. Gałązka, Agata: New and unconventional ways of language teaching: Community language learning,

the Silent Way, suggestopedy―a critical assessment. Warsaw (1982). 66 pp. Gatner, Joanna: Methodology of teaching English as a foreign language to fifth graders in primary

schools in Poland. Poznań (1982). 48 pp. Gras, Alina: Minor foreign language teaching methods. Łódź (1982). 50 pp. Kołata, Barbara: Using dictation in the process of English teaching in Polish secondary schools.

Katowice (1982). Kozalska, Ewa: Methodology of teaching English in the first grade of secondary school. Poznań

(1982). 43 pp. Kubczak, Emilia: Intensive language teaching. Łódź (1982). 66 pp. Muszyńska, Elżbieta: Theoretical justification for the introduction of a “pre-speaking period” at the

early stages of foreign language instruction. Łódź (1982). 54 pp. Missala, Mirosława: Some theoretical and practical aspects of a functional-notional approach to

language teaching process. Katowice (1982). 72 pp. Nuzikowska, Izabela: The communicative approach to language teaching. Poznań (1982). 45 pp. Skarbek, Aleksandra: Micro-sociolinguistics: An overview and some pedagogical implications.

Poznań (1982). 49 pp. [also 9] Starownik, Beata: The use of games in foreign language teaching. Wrocław (1982). 60 pp. Antoszewska, Małgorzata: Some aspects of adult second language acquisition and teaching adults.

Katowice (1983). 81 pp. Charąźka, Małgorzata: Comenius’ ideas concerning the teaching of foreign languages. Łódź (1983). 42

pp. [Jan Amos Komeński] Choińska, Zofia: Success in foreign language learning. Łódź (1983). 43 pp.

274

Grygiel, Magdalena: The role of translation in foreign language teaching. Katowice (1983). 55 pp. Hornung, Magdalena: Formal correctness or global communications: Teacher’s dilemma. Warsaw

(1983). 70 pp. Kamińska, Barbara: The use of the mother tongue in teaching English as a foreign language. Warsaw

(1983). 66 pp. Kędzior, Laura: The beginning course of the foreign language for the elementary school pupils: The

communicative approach. Bydgoszcz (1983). 83 pp. Koperniak, Jolanta: The role and significance of the native tongue in the acquisition of a foreign

language with special reference to teaching in secondary schools. Katowice (1983). Malarska, Dorota: The importance of the pre-textbook period in Polish high school conditions.

Katowice (1983). 109 pp. Milczarek-Marciniak, Halina: The reproductive-creative method in the teaching of English. Łódź

(1983). 60 pp. Mydlarczyk, Jolanta: Suggestology and suggestopedia in the system of foreign language teaching.

Kraków (1983). 123 pp. Rudowska, Westyna: Halliday’s approach to language and its implications for language teaching.

Warsaw (1983). 64 pp. Wojdała, Elżbieta: Grammatical translation exercise[s] in developing the skill of speaking in Polish

high schools. Katowice (1983). 48 pp. + append. [also 21] Zagórska, Grażyna: Teaching English in intensive courses. Kraków (1983). 93 pp. Bartnik-Mandziarz, Beata: Psychological factors in foreign language learning. Lublin (1984). 44 pp. Foltańska, Dorota: Harold E. Palmer’s theory of language teaching in the light of contemporary

language pedagogy. Poznań (1984). 102 pp. Frąckowiak, Iwona: Contemporary Soviet and Western views on language teaching: A comparison.

Poznań (1984). 64 pp. Helmer, Irena: The role of kinesics in acquiring the communicative competence. Bydgoszcz (1984). 50

pp. + 49 b/w photos. Jurkiewicz, Iwona: Role-play in developing communicative abilities in foreign language teaching.

Kraków (1984). 104 pp. Milczarek, Mirosław: Berlitz’s views on teaching foreign languages in the light of contemporary

language pedagogy. Poznań (1984). 58 pp. Orzechowska, Krystyna: Dramatic techniques in teaching English to intermediate students. Wrocław

(1984). 69 pp. Panek, Tadeusz: The social component in language teaching. Poznań (1984). 62 pp. Piotrowska, Małgorzata: Techniques of translating English collocations in the teaching of English in

secondary school. Kraków (1984).

275

Sobkowiak, Krystyna: Speaker judgement vs. speaker behaviour in a foreign language: An empirical study. Poznań (1984). 63 pp. [also 8]

Sobota, Anna: Psychological and linguistic difficulties in the acquisition of syntactic structures by

high school students. Kraków (1984). 38 pp. Strzemski, Krzysztof: Henry Sweet’s views on teaching foreign languages in the light of contemporary

language pedagogy. Poznań (1984). 82 pp. Sych, Michał: Otto Jespersen’s views on teaching foreign languages in the light of contemporary

language pedagogy. Poznań (1984). 47 pp. Szczepańska, Dorota: An outline of a role-based course in English for art gallery and museum guides:

A study in English for specific purposes. Warsaw (1984). 126 pp. Bartczak, Zdzisława: Teaching English outside school. Łódź (1985). 60 pp. Bilska, Renata: Monitoring in native and foreign languages. Łódź (1985). 56 pp. Gorzkowska, Aleksandra: The communicative approach in teaching English to Polish secondary

school students. Gdańsk (1985). 60 pp. Gosk, Hanna: The latest trends in humanizing the foreign language learning-teaching trend. Łódź

(1985). 59 pp. Kaźmierska, Izabela: The acquired and learned knowledge of an adult second language learner. Łódź

(1985). 52 pp. Korkus, Iwona: Dramatic activities in foreign language teaching. Katowice (1985). 76 pp. Krępski, Piotr: The role of student’s homework in the teaching of English in Polish secondary school:

An empirical study. Poznań (1985). 60 pp. Kulka, Aleksandra: Language acquisition and language learning: Psycholinguistic controversies.

Bydgoszcz (1985). 76 pp. Loga, Anetta: Native-like proficiency in foreign language learning. Łódź (1985). 84 pp. Łojek, Wojciech: Transfer: A myth or a real phenomenon. Gdańsk (1985). 48 pp. Pietrzyk-Jastrzębska, Ewa: The art of translation and its use in language teaching. Łódź (1985). 52 pp. Szychulska, Danuta: Communicative teaching of English as a foreign language at the pre-school level.

Bydgoszcz (1985). 89 pp. Urbańczyk, Marzena: Research on English proficiency among Polish secondary high school learners

using different grammar books. Katowice (1985). 54 pp. Batog, Magdalena: The role of translation in foreign language teaching. Katowice (1986). 55 pp.

(M. Wysocka). Copija, Ewa: Attention focusing variables in the FL classroom. Katowice (1986). 152 pp. Chmielowiec, Danuta: An attempt at accounting for the phenomenon of teaching and testing

grammatical structures of a foreign language. Katowice (1986). [also 21]

276

Dobrzyńska, Marzena: New trends in general education and their relevance to language teaching. Poznań (1986). 109 pp.

Duda, Barbara: Aspects of self-teaching in adult second language acquisition. Katowice (1986). 69 pp. Faron, Barbara: On the development of thinking in English while teaching the language to nonnative

speakers. Katowice (1986). 98 pp. Ossowska-Neuman, Małgorzata: The use of drama in teaching English as a foreign language. Gdańsk

(1985). 75 pp. Flasińska, Kinga: Some drama techniques in teaching English as communication. Kraków (1986). 112

pp. Hajdasz, Ewa: The natural approach and its application to the Polish secondary school. Poznań (1986).

64 pp. Jasiak, Urszula: Grammatical translation in teaching of selective syntactic structures to the Polish high

school learner. Katowice (1986). 94 pp. Markiewicz, Magdalena: Qualities of a successful foreign language learner. Łódź (1986). 97 pp. Piętka, Katarzyna: New methods in the teaching of English. Katowice (1986). Podgórska, Elżbieta: Similarities and differences in first and second language acquisition and their

relevance to second language teaching. Warsaw (1986). 74 pp. Rawska, Maria: Adults vs. children in second language learning. Katowice (1986). 61 pp. Rewers, Marzenna: Teaching the speaking skill to the students of the fourth grade in Polish high

school: An empirical study. Poznań (1986). 42 pp. Rzepka, Katarzyna: The methods of teaching: Total physical response, suggestopedia, silent way.

Katowice (1986). 80 pp. Brejnakowska, Ewa: Natural order of acquisition and language simplification. Łódź (1987). 50 pp. Cichońska-Koniewicz, Jolanta: Basic English and teaching English in school. Łódź (1987). 101 pp. Cyrana, Mirosława: The use of native language as a teaching strategy in the process of developing

foreign language competence. Katowice (1987). 114 pp. Czarnecka-Kaszuba, Arleta: The second language acquisition-learning controversy. Łódź (1987). 70

pp. Dula, Katarzyna: Child vs. adult strategies of communication in the process of learning English. Łódź

(1987). [also 27] Krepska, Anna: Some new trends in foreign language teaching/learning and the classroom. Warsaw2

(1987). 56 pp. Kubianka, Beata: Methods of teaching English in Polish schools in years 1918-1939. Kraków (1987).

86 pp. Kurasz, Milena: On communicative approach and its impact upon teaching and learning English in

Polish secondary schools. Warsaw2 (1987). 56 pp.

277

Mlonka, Magdalena: Techniques for the teaching of communicative competence. Warsaw (1987). 98

pp. Potocka-Kisielewska, Anna: Games and songs in teaching English to elementary and secondary school

pupils. Łódź (1987). 120 pp. Przybylak-Wołk, Bogna: The sociological and pedagogical aspects of teaching English as a second

language to the Inuit. Poznań (1987). 66 pp. Sender, Gabriela: Child-adult differences in second language acquisition. Łódź (1987). 76 pp. +

append. [also 27] Stępień, Iwona: Register in language teaching. Warsaw (1987). 86 pp. Stodołkiewicz, Ewa: The use of some newest FLT methods in Poland. Łódź (1987). 69 pp. Tomala, Zbigniew: The sociolinguistic rules and their application in teaching materials. Katowice

(1987). 88 pp. Żółkiewska, Aleksandra: The role of translation in teaching English syntax to Polish learners at the

secondary school level. Katowice (1987). 58 pp. (M. Wysocka). Barylska, Malgorzata: Applications of delayed oral practice in beginning foreign language instruction.

Łódź (1988). 59 pp. [also 23] Cieślakowska, Alicja: Translation exercises as the tool to develop the ability to construct business

letters. Katowice (1988). 53 pp. Derol-Dziwak, Katarzyna: Developing strategic competence: The teachabilitiy of communication

strategies. Poznań (1988). 72 pp. [also 24] Kurek, Małgorzata: Usefulness of English studies for EFL teachers in Polish secondary schools:

teachers’ views. Kraków (1988). 105 pp. + 69 pp. append. [also 24] Grzyb, Katarzyna: Cross-cultural differences reflected in Polish manuals for teaching English. Łódź

(1988). 39 pp. + append. [also 32] Michałkiewicz, Irena: The use of drama techniques in language learning. Łódź (1988). 73 pp. Młynarczyk, Ewa: Applications of role-playing in teaching foreign language communication. Łódź

(1988). 55 pp. Polański, Juliusz: Elements of community language learning at the adult level of English instruction.

Łódź (1988). 87 pp. Pomykoł, Katarzyna: The use of drama techniques in the teaching of conversational skills in English

to Polish secondary school learners. Poznań (1988). 89 pp. Rudnicka, Barbara: Telling a story as a teaching technique. Kraków (1988). 85 pp. [also 23] Ślęzak, Katarzyna: Translation as a teaching technique in extended courses of English in Polish

secondary grammar schools: A sample analysis and some postulates. Kraków (1988). 79 pp.

278

Antosik, Barbara: Elements of comprehension approach and total physical response in teaching English to young beginners. Łódź (1989). 56 pp.

Badziąg, Magdalena: The natural approach: A critique with some conclusions concerning the use of

the method in Polish secondary schools. Poznań (1989). 98 pp. Chajdas, Aleksandra: Psychological determinants of success in foreign language learning. Łódź

(1989). 51 pp. + append. Cichy, Dorota: Mnemonic devices as factors determining organizational learning strategies. Katowice

(1989). 48 pp. + append. Czosnyka, Ewa: On the use of translation in ELT/L process. Warsaw2 (1989). 107 pp. [English

language teaching/learning] Gorzkowska-Weinstein, Olga: Teaching English as a foreign language to the elderly. Gdańsk (1989).

57 pp. Grabarczyk, Maciej: Translation in language teaching. Warsaw (1989). 52 pp. Konieczko, Małgorzata: Mnemonic devices in foreign language vocabulary learning. Kraków (1989).

58 pp. Krawczuk, Elżbieta: Suggestopedia: A critique with some conclusions concerning the use of the

method in Polish secondary schools. Poznań (1989). 113 pp. Łukomska, Martyna: The use of the mother tongue in foreign language teaching. Warsaw2 (1989). 68

pp. Michałowski, Janusz: Language games and songs as a way to oral activity. Łódź (1989). 44 pp. +

append. Morawski, Paweł: Translation course in the University [of Gdańsk] curriculum of English studies.

Gdańsk (1989). 36 pp. Piwowarek, Bożena: Teaching communicative activities and their application to the secondary school.

Katowice (1989). 77 pp. Protalińska, Emilia: Acquisition of English by Polish adult learners in [a] naturalistic setting. Warsaw

(1989). 77 pp. Starczak-Nowak, Anna: Teachers’ instructions and learners’ procedures of gaining knowledge

concerning target language country. Katowice (1989). 66 pp. Śliwi ńska, Izabela: Community language learning: A critical analysis with some conclusions

concerning the use of the method in Polish secondary schools. Poznań (1989). 159 pp. Walczak, Bożena: On the possibility of developing communicative competence in the Polish

secondary school ELT/L process. Warsaw2 (1989). 99 pp. [English language teaching/learning]

Fiałkowska, Renata: Translation as a teaching aid in courses preparing for the certificate of

proficiency in English. Gdańsk (1990). 62 pp.

279

Filipowicz, Małgorzata: The role of drama activities in motivating secondary school beginners to learn foreign languages. Poznań (1990). 153 pp.

Kowalski, Krzysztof: The use of linguistic games in the communicative teaching of English to the

elementary age, beginning level students. Poznań (1990). 113 pp. Kuśmierska, Joanna: Second language acquisition in a classroom setting. Warsaw (1990). 53 pp. +

append. Kwiatkowski, Mirosław: Krashen’s monitor model: A critical analysis. Poznań (1990). 65 pp. Laskowski, Wojciech: The use of communicative techniques in teaching English to adult beginners.

Łódź (1990). 86 pp. Sewera, Danuta: Role-play: Its importance in developing communicative skills in FL learners.

Katowice (1990). 77 pp. Szyda, Anna: The Silent Way: A critique with some reflections on the application of the method to

Polish secondary schools. Poznań (1990). 65 pp. Tomicka, Anna: Speech community stereotyping: A contrastive study of teachers’ stereotypes. Poznań

(1990). 43 pp. Wolińska, Alina: Mother tongue in the foreign language classroom: A friend or a foe? Kraków (1990).

78 pp. Bajer, Marzena: Balanced way of organizing language teaching materials for intermediate students of

English by means of multifunctional passages. Gdańsk (1991). 76 pp. Biedrzycka, Mariola: Organizing English teaching materials for mono-educational schools and

courses. Gdańsk (1991). 49 pp. Błaszczyk, Anna: Sociocultural variables of EFL teaching in secondary schools in Poland. Łódź

(1991). 71 pp. Cieślicka, Anna: The cognitive model of second language acquisition and its pedagogical implication.

Poznań (1991). 201 pp. Cieślicka, Iwona: The audiolingual revisited: A critical analysis from a contemporary paradigm.

Poznań (1991). 130 pp. Głowacka, Maria: Communicative methodology, practical study of communicative competence in the

fourth grade pupils of Polish secondary schools. Katowice (1991). 49 pp. Kaczmarski, Piotr: The role of the mother tongue in foreign language teaching and learning: Towards

an independent bilingual approach. Warsaw2 (1991). 79 pp. Karaś, Marzanna: The role of formal instruction in secondary school teaching. Wrocław (1991). 109

pp. Kaźmierczak, Anna: Communicative activities in foreign language teaching. Łódź (1991). 50 pp. Kłodnicka, Magdalena: The psycho-stimulative method of language teaching: An evaluation and

possible utilization. Wrocław (1991). 67 pp.

280

Kouba-Krauze, Jadwiga: Sociolinguistic development of a child: A case study based on Grice’s model of cooperative principle. Poznań (1991). 98 pp. [also 9]

Krogulecka, Kinga: Situational content of an English beginners’ course in school conditions: An

analysis of learners’ communicative needs. Wrocław (1991). 79 pp. Krupowicz, Andrzej: Language games as a grammar teaching device. Wrocław (1991). 69 pp. Łubecka, Alina: The role of games in teaching English language skills. Wrocław (1991). 101 pp. Matuszkiewicz, Rajmund: Games, contests and puzzles as a motivating factor in English-vocabulary

learning. Wrocław (1991). 86 pp. Nowak, Agnieszka: The use of introspective methods in the study of foreign language learners’

translation strategies. Kraków (1991). 90 pp. + 51 pp. append. Ochocińska, Lucyna: Total physical response: A critical analysis with some conclusions concerning

the use of the method in Polish secondary schools. Poznań (1991). 92 pp. Pajak, Anna: The communicative approach to language teaching: An analysis with some practical

conclusions. Poznań (1991). 109 pp. Plisowska, Katarzyna: Drama activities as foreign language free practice. Poznań (1991). 92 pp. Ratajska, Małgorzata: The role of L1 in second language learning. Poznań (1991). 85 pp. Schabowska, Ewa: Bilingual schools’ experience in the teaching second language through content

subjects. Warsaw2 (1991). 49 pp. Stankiewicz, Justyna: The input hypothesis and interactive language teaching. Łódź (1991). 60 pp. Suchowilska-Geniusz, Alina: The role of communicative activities in the process of teaching English

in Polish high schools. Poznań (1991). 117 pp. Szymański, Robert: Teaching of vulgar language to foreign language students. Poznań (1991). 62 pp. Szyszkowiak, Alicja: Some basic principles of effective foreign language teaching. Poznań (1991). 72

pp. Świerzy, Jolanta: Initiating factors in second language learning. Poznań (1991). 84 pp. Zagrodzka, Monika: Dramatizing the work of the teacher. Gdańsk (1991). 74 pp. [also 24] Zboralska, Ewa: Some principles of effective language teaching. Poznań (1991). 78 pp. Adamska, Agata: The EFL curriculum: Relevant issues in designing a course for Polish adult learners.

Kraków (1992). 131 pp. Brzezińska, Grażyna: Some uses of the learners’ first language in the process of second language

teaching. Poznań (1992). 57 pp. Bubak, Małgorzata: Innovative methods of language teaching. Katowice (1992). 81 pp. Dal, Jacek: Karl R. Popper’s theory of objective knowledge and its practical implications in foreign

language teaching. Gdańsk (1992). 121 pp.

281

Duńko, Dorota: Comparing two approaches to the teaching of English―TPR and CLL―to elementary school children. Poznań (1992). 94 pp. [also 27]

Kaflińska, Agnieszka: Applying the elements of the natural approach in adult foreign language

teaching. Łódź (1992). 67 pp. Kamola, Katarzyna: Language games in teaching English vocabulary. Poznań (1992). 69 pp. Klimkowska, Monika: Development of linguistic and communicative competence of teachers’ training

college students: A study on the students’ progress during the first semester. Kraków (1992). 78 pp. + 46 pp. append.

Kowalczyk, Beata: Sociolinguistics in secondary schools: A comparison of the secondary grammar

school with the technical secondary school. Katowice (1992). 92 pp. + append. [also 9] Kubala, Katarzyna: Design and application of language games to develop FL oral skills. Warsaw2

(1992). 42 pp. + append. Leszczyńska, Anna: Positive transfer in learning English in Poland. Łódź (1992). 80 pp. Lis, Elżbieta: Evaluation of two techniques for the collection of foreign language learning data in

Polish primary school. Poznań (1992). 66 pp. Małyga, Iwona: The principle of teaching efficiency in a language course. Gdańsk (1992). 54 pp. Malinowska, Ewa: Self-study techniques in second language learning. Łódź (1992). 63 pp. Pacholska, Agnieszka: Memory processes and second language learning. Poznań (1992). 76 pp. Pawelec, Ewa: Cognitive grammar approach to prepositions. Łódź (1992). 46 pp. [also 21] Ratajczak, Anna: The role of formal instruction in classroom second language acquisition. Wrocław

(1992). 100 pp. Rogowicz-Korzeniak, Beata: Longitudinal and cross-sectional studies in second language acquisition:

A problem of adequacy. Łódź (1992). 39 pp. + append. Rudniak, Elżbieta: Fluency practice in teaching English in Polish technical schools. Poznań (1992). 64

pp. Skłodowska, Ewa: An intensive course of Polish as a foreign language to English speaking beginners:

Problems in syllabus design. Warsaw2 (1992). 101 pp. + questionnaire. Stępniak, Ewa: Helping Polish adult learners develop communicative abilities in English. Poznań

(1992). 96 pp. Szaraniec, Beata: A study of attitudes toward British and American English and German. Poznań

(1992). 41 pp. [also 19b/26] Szczurek, Monika: Memory in foreign language learning. Kraków (1992). 86 pp. + append. Szóstak, Wioletta: The role of formal instruction in second language development. Poznań (1992). 74

pp.

282

Winerowicz-Papp, Renata: Teaching how to learn English beyond the classroom. Poznań (1992). 109 pp.

Wlaźlak, Agnieszka: The critical period hypothesis and its relevance to first and second language

acquisition. Poznań (1992). 64 pp. Adamska, Katarzyna: Does English still belong to the English? Teaching English as an international

language. Poznań (1993). 61 pp. Frolików, Hanna: Some basic principles of efficient teaching of English in Polish secondary schools:

An eclectic approach. Poznań (1993). 89 pp. Gaca, Małgorzata: Teacher-student interaction. Warsaw (1993). 90 pp. Gojny, Izabela: Success and failure in foreign language teaching. Katowice (1993). 55 pp. +

questionnaire. Golankiewicz, Marianna: Games in foreign language teaching: Meeting the requirements of different

age groups. Poznań (1993). 76 pp. Kibort, Anna: Some theoretical and practical implications of second language acquisition research.

Gdańsk (1993). 78 pp. Kobielska, Joanna: Fluency in FL learners of English: Its components, characteristics and

development. Katowice (1993). 59 pp. Perz, Anetta: Communicative activities on the example of a role play. Poznań (1993). 78 pp. Puchała, Dorota: EFL classroom uses of Polish (L1) and English (L2) by nonnative teachers of

English. Kraków (1993). 105 pp. Róg, Iwona: Attitudes towards standard and nonstandard English. Poznań (1993). 78 pp. Skalska, Elżbieta: A pre-intermediate level syllabus for students taking part in cultural exchange

programmes. Wrocław (1993). 69 pp. [also 32] Srebro, Monika: The communicative approach and grammar teaching in Polish schools. Kraków

(1993). 50 pp. + 40 pp. append. [also 21] Strzyżewska, Ewa: Bilingualism: Some educational implications. Poznań (1993). 72 pp. [also 27] Wójcik, Edyta: A study of the variable competence model in classroom conditions. Wrocław (1993).

87 pp. Zorzycka, Beata: Within the T(err)AINs of the TAINed: Language games and the question of framing.

Katowice (1993). 99 pp. Beręsewicz, Paweł: Nonnative speakers’ comprehension of native and nonnative English: Comparison

and implications for SLA research. Warsaw (1994). 56 pp. Boczek, Bożena: The native language influence on second language acquisition at the beginner’s

level. Wrocław (1994). 52 pp. Breza, Anna: FL vocabulary: Approaches to teaching adults and children. Poznań (1994). 56 pp. [also

27]

283

Ciempiel, Małgorzata: Special procedures in teaching advanced students: Defossilizing techniques. Gdańsk (1994). 71 pp.

Doktorowicz, Iwona: Theoretical assessment of the problem of transfer. Katowice (1994). 85 pp. Fibakiewicz, Beata: Reconciling two seemingly opposite approaches: Teaching for communicative

competence and using translation. Poznań (1994). 61 pp. Kawalec, Lesław: Considerations on a modern and practical, nonextended English course for the

Polish secondary school learner. Katowice (1994). 89 pp. + append. Kieruczenko, Jacek: Teaching English at the intermediate level: Teaching Cambridge First Certificate

to Polish learners. Łódź (1994). 60 pp. Kowalczyk, Monika: Bilingualism and education: Recent Polish experiences and prospects for the

future. Łódź (1994). 60 pp. Kowalska, Ewa: Games for the primary classroom: Investigating teaching content. Poznań (1994). 56

pp. Krzyszkowska, Kinga: Mnemonic devices in second language acquisition: Emphasis on collocations

and idioms. Kraków (1994). 57 pp. Łuczak-Łomża, Aleksandra: Bridging pre-communicative and communicative activities: Implications

for the teaching of adults. Warsaw (1994). 102 pp. Łukasik, Magdalena: Global education concerns in ELT. Poznań (1994). 56 pp. Michalik, Katarzyna: The use of dialogue in English language teaching. Katowice (1994). 78 pp. [also

23] Nowicka, Beata: Teaching methods and teacher roles in Polish secondary schools: An analysis with

respect to communicative language teaching. Poznań (1994). 80 pp. Radke, Katarzyna: Why is language of most L2 learners fossilized? Poznań (1994). 72 pp. [also 20] Samol, Aleksandra: First language attrition in bilingualism: A study of English majors at the Adam

Mickiewicz University in Poznań. Poznań (1994). 80 pp. Szałamacha, Tadeusz: Learners of English and learner training in Poland. Poznań (1994). 57 pp. Szypuła, Katarzyna: Sexism in the speech of Polish learners of English. Poznań (1994). 45 pp. [also 9] Świergocka, Agnieszka: The communicative approach to language teaching: Implications for the

teaching of English as a foreign language. Warsaw (1994). 124 pp. Toe, Ray: English in Liberia: A social-psychological perspective. Warsaw (1994). 47 pp. Cieplińska, Iwona: The art of teaching: Selected aspects of language teaching pedagogy. Gdańsk

(1995). 127 pp. Czarnogórska, Elżbieta: Environmental factors in second language learning. Warsaw (1995). 64 pp. Dęblińska-Hajdas, Marzanna: The aspect of planning in the methodology of foreign language

teaching. Wrocław (1995). 82 pp.

284

Gierszewska, Bernadeta: How to apply elements of Dorothy Heathcote’s drama techniques in foreign language learning. Poznań (1995). 73 pp. + 44 pp. append.

Geremek-Sowińska, Monika: Project work: A way to develop creativity of foreign language learners.

Poznań (1995). 56 pp. Gorczyńska, Beata: Usefulness of games in a communicative approach to grammar practice. Poznań

(1995). 77 pp. Jakimowicz, Joanna: Suggestopedia as a holistic method of language learning and teaching. Kraków

(1995). 95 pp. Janas, Grażyna: Communicative language teaching in the learner-centered classes. Katowice (1995).

75 pp. + 32 pp. append. Janowska, Alicja: Communicative bilingualism vs. conscious bilingualism: Pedagogical implications

of this distinction. Gdańsk (1995). 74 pp. Kuc, Lidia: How to make learning and teaching a more holistic experience. Katowice (1995). 103 pp.

+ append. Lebida, Beata: Student stress and its determinants. Kraków (1995). 83 pp. + append. Motyl, Magdalena: The socio-economic background of L2 learners and their achievements in foreign

language learning. Wrocław (1995). 63 pp. Murzyn, Izabella: Success and failure of drama activities in the English language classroom: An action

research. Kraków (1995). 53 pp. + append. Radecka, Joanna: The influence of humanistic tasks on learners’ accuracy and fluency. Wrocław

(1995). 70 pp. Rusiłowski, Adam: Drama improvisations in teaching English as a foreign language. Gdańsk (1995).

102 pp. Surma, Martyna: Implementing learner training into a foreign language course. Poznań (1995). 62 pp. Śliwa, Elżbieta: The role of language games in developing oral communication. Poznań (1995). 49 pp.

[also 23] Tokarska, Iwona: Adult second language teaching in Canada: The ‘LINC’ curriculum. Poznań (1995).

89 pp. [Language Instruction for Newcomers to Canada] Trepka, Andrzej: The language and methodology of English: The way it is. Łódź (1995). 91 pp. + 26

pp. append. Uchmański, Zbigniew: Dictation in teaching English as a foreign language. Poznań (1995). 68 pp. Chojnacki, Jakub: The interface position and its implications for second language acquisition theory

and pedagogy. Łódź (1996). 80 pp. [also 8] Cioch, Agnieszka: The role of the mother tongue in foreign language teaching. Poznań (1996). 64 pp. Dorawa, Małgorzata: Design of a syllabus for a beginners’ course in Polish as a foreign language

taught on a one-to-one basis. Warsaw2 (1996). 70 pp.

285

Gwiazdecka, Katarzyna: The role of formal instruction in learning English as a foreign language. Łódź (1996). 52 pp.

Hryniewicz, Monika: The use, usefulness, and usage of drama technique in the foreign language

classroom: An attempt at evaluation. Kraków (1996). 103 pp. Janusz, Maciej: From monolingualism to multilingualism in the context of English as a global means

of communication. Poznań (1996). 61 pp. Jaślan, Wawrzyniec: Designing a syllabus for extramural students of the Cracow Academy of

Economics. Kraków (1996). 158 pp. Jezierska-Kotze, Dorota: The loss of language and the attempts to recover it: A case study. Łódź

(1996). 45 pp. [also 8] Kowalczyk, Agnieszka: Memory and information processing in foreign language school achievement.

Wrocław (1996). 61 pp. Kulesa, Jolanta: Adapting Prabhu’s procedural syllabus for teaching English to Polish intermediate

learners. Łódź (1996). 70 pp. Lach, Agnieszka: Teaching late acquired items in English as a second language. Łódź (1996). 87 pp. Makowska, Ewa: The use of task-based activities in teaching English to young adults in Poland. Łódź

(1996). 68 pp. Malus, Anna: Individual teaching of English as a foreign language to an advanced teenage learner.

Warsaw2 (1996). 128 pp. Matuszek, Julia: Cognitive abilities in classroom: Second language learning. Wrocław (1996). 100 pp. Mędrecka, Agnieszka: Psychical and environmental aspects conditioning learners’ second language

acquisition. Poznań (1996). 67 pp. Mitura, Magdalena: A lexical view of language: Implications for foreign language teaching. Lublin

(1996). 78 pp. [also 22] Morawska, Katarzyna: Whose language and culture should we teach to Polish learners? Poznań

(1996). 88 pp. Mróz, Michał: The role of translation in foreign language teaching. Warsaw2 (1996). 131 pp. Murawska, Anna: Accuracy and fluency games in teaching English as a foreign language. Lublin

(1996). 64 pp. Nowakowska, Katarzyna: The role of project work in teaching English to beginners. Łódź (1996). 76

pp. Omiecińska, Małgorzata: The use of drama techniques in teaching English as a foreign language. Łódź

(1996). 91 pp. + video cassette. Pisarczyk, Małgorzata: The use of native language in the teaching process depending on the level of

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286

Poteralska-Maxwell, Joanna: The use of communicative activities in Polish secondary schools. Poznań (1996). 73 pp. [also 23]

Pryszczepko-Kosińska, Anna: The eclectic approach to ESL & EFL teaching: Theoretical foundations

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pp. Sobczak, Iwona: Drama as a technique facilitating meaningful interaction in EFL. Poznań (1996). 111

pp. Stępień, Izabela: Implementing the total physical response in teaching English as a foreign language.

Łódź (1996). 89 pp. Wróblewski, Piotr: Role-play as a way of developing the speaking skill. Poznań (1996). 83 pp. Zwierzchlewska, Iwona: The influence of formal instruction on the sequence of acquisition of English

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61 pp. Brańska, Małgorzata: The use of communicative techniques in one-to-one instruction. Warsaw2

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second language acquisition. Warsaw2 (1997). 117 pp. Dobrucka, Katarzyna: Translation as a technique used in foreign language teaching. Wrocław (1997).

69 pp. [also 15] Dominik, Danuta: Teaching a foreign language for communication. Poznań (1997). 72 pp. Federak, Monika: The role of selected social factors in the process of foreign language learning in

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71 pp. Fusiarz, Jolanta: A motivating and demotivating role of language games in foreign language learning:

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287

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Warsaw2 (1997). 88 pp. Jakubczyk, Adam: The processes involved in translation: Some teaching recommendations. Łódź

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pp. Jonowski, Paweł: Teachers’ vs. students’ preferences of interaction patterns for specific activities.

Wrocław (1997). 50 pp. [also 24] Jurkiewicz, Krzysztof: Syllabus design for an EFL writing class. Kraków (1997). Kaczyńska, Marta: Developing students’ biculturalism. Gdańsk (1997). 78 pp. Karpińska, Izabela: Communicative activities in student-centered classrooms. Łódź (1997). 58 pp. Koszarna, Edyta: The comparison of fringe methods and the communicative approach. Łódź (1997).

50 pp. Krakowiak, Ewa: The role of formal instruction in second language acquisition. Opole (1997). 76 pp. Krzemińska, Maria: Cerebral dominance in adult Polish-English bilinguals and its influence on

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Warsaw2 (1997). 71 pp. Marczak, Mariusz: Natural sequences of second language acquisition: Implications for teaching. Łódź

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English: Interlinks among abstract vs. concrete words. Wrocław (1997). 89 pp. [also 8] Ostrowska, Dorota: Critical evaluation of “Early Bird” as a course for elementary level learners in

Polish primary schools. Poznań (1997). 100 pp. Packo, Marzena: The influence of proficiency level and hemispheric specialization on vocabulary

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288

Semczuk, Justyna: First and second language acquisition: Implications for foreign language teaching. Warsaw2 (1997). 58 pp. [also 8]

Skowrońska, Hanna: The role of multiple intelligence in vocabulary acquisition. Wrocław (1997). 78

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speaking exercises. Poznań (1997). 59 pp. [also 32] Słowińska-Żuk, Jolanta: Learning and meaning: A rule-governed process. Wrocław (1997). 66 pp. Smolarczyk, Beata: The role of formal instruction in second language acquisition. Łódź (1997). 60 pp. Sójka, Renata: Child-adult differences in second language acquisition (learner’s age). Poznań (1997).

47 pp. [also 8/27] Szymańska, Maria: Bridging pre-communicative and communicative activities: Implications for

teaching English to teenagers. Warsaw2 (1997). 92 pp. Tasak, Dorota: Games in teaching English to children 7-11. Kraków (1997). Trevena, Paulina: The mother tongue and the nonnative speaker in the monolingual direct method

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Poznań (1997). 150 pp. [also 22] Bąk, Joanna: Managerial role of a teacher in a foreign language classroom. Katowice (1998). 112 pp.

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Kupczyńska, Joanna: The influence of task-based learning in fluency in oral production. Wrocław

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290

Sokołowska-Katzer, Ewa: Stream of consciousness in a second language classroom. Gdańsk (1998). 82 pp.

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Polish educational system. Łódź (1999). 71 pp. Kondrak, Joanna: Student evaluation of “humanistic” tasks in teaching English as a foreign language:

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as a foreign language. Łódź (1999). 75 pp. Łątka, Ilona: Developing communicative competence in the language classroom. Toruń (1999). Merouani-Souiki, Nadia: Immersion programmes and second language acquisition. Łódź (1999). 82

pp. Metera, Ewelina: Sense of achievement in foreign language learning: Implications for classroom

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Warsaw (1999). 51 pp. Wojciechowska, Wioleta: The learner-centered approach: Beliefs, styles and strategies in learning.

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Katowice (2000). Olszewska, Anna: Language teaching methods and the role of the foreign language teacher in the

classroom. Poznań (2000). Pawlak, Karolina: Project work as a tool in developing foreign language skills. Wrocław (2000). 99

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Gabryel, Dorota: Cooperative learning in Polish secondary schools. Wrocław (2008). (R. Lewicki). Giżyńska, Joanna: Expression of anxiety through nonverbal communication in learning a foreign

language (English). Bydgoszcz (2008). (A. Bączkowska). [also 24] Gołda, Michał: English as a global language: Netspeak, the language of the Internet. Bydgoszcz

(2008). (A. Bączkowska). Gościński, Jan: The criticism of English teaching organization at Polish lower secondary schools.

Katowice (2008). (M. Wysocka). Górny, Marta: The European Language Portfolio and its influence on students' motivation for learning

English. Wrocław (2008). (A. Michońska-Stadnik). Karbownik, Maciej: Developing communicative competence as a goal of teaching English as a foreign

language in the secondary state school. Łódź (2008). (J. Majer). Kielbratowska, Małgorzata: The influence of the mother tongue on foreign language learning: The

case of Polish pupils learning English. Bydgoszcz (2008). (A. Bączkowska). Kita, Agata: Erasmus students’ experiences during the mobility period: An exploratory study. Kraków

(2008). (A. Niżegorodcew). Klara, Anna: Project work in junior high school as a way of developing intercultural communicative

competence in English as a foreign language. Kraków (2008). (A. Kurtyka). Klimecki, Lech: An analysis of intellectual capacities of students at the age of 14-16 in learning

English as FL. Łódź (2008). (K. Ciepiela). Kozak, Paulina: The concept of language and first language acquisition. A case study of selected

linguistic theories and nonlinguistic views. Toruń (2008). (P. Stalmaszczyk). [also 10/ 21] Kowalczyk, Monika: Foreign language instruction for kinesthetic learners. Kraków (2008).

(D. Gabryś-Barker). Kulczyński, Konrad: The influence of socioeconomic background on high school students'

achievements in learning English as a foreign language. Wrocław (2008). (L. Zabor). Kurhańska, Marta: Do more proficient language learners experience less language anxiety? Poznań

(2008). (J. Rysiewicz). Leksander, Aneta: Accuracy vs. fluency in developing language abilities in pre-intermediate groups:

Self-observation. Katowice (2008). (M. Wysocka). Leśniak, Anna: The influence of being paid for attending the English course on students’ motivation.

Wrocław (2008). (A. Michońska-Stadnik). Mętel, Magdalena: Improving learners’ communicative competence through task-based language

teaching. Szczecin (2008). (P. Kamińska). Mirowska, Małgorzata: Teaching English, nonverbal communication and discipline problems.

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(T. Goncharova).

317

Mołodyńska, Marta: Affective domain in adult foreign language performance―the role of structured tasks in promoting communication. Kraków (2008). (D. Gabryś-Barker).

Murak, Mieczysława: Role-playing technique and its influence on students' vocabulary acquisition.

Wrocław (2008). (A. Michońska-Stadnik). [also 22] Muszyńska, Marlena: The place of American English in the Polish school curriculum. Białystok

(2008). 65 pp. + append. (A Rozumko). Niewczas, Olga: The notion of cognitive script in second language education. Gdańsk (2008). 49 pp.

(T. Danilewicz). Nowacka, Anna: Communication strategies in oral foreign language production among adult beginner,

intermediate, and advanced learners. Poznań (2008). (D. Nowacka). Nowaczyńska, Karolina: The effect of prior learning experience on approaches to current language

learning of adults. Warsaw2 (2008). (J. Lewkowicz). [also 24] Pacholczyk, Lidia: Motivating learners by modifying evaluation methods. Poznań (2008).

(D Wiśniewska). Palikowski, Michał: English as a global language: Which of world Englishes should we teach.

Bydgoszcz (2008). (A. Bączkowska). Pałowska, Joanna: Enhancing spoken English among adult learners through tasks based on

neurolinguistic programming. Warsaw2 (2008). (J. Lewkowicz). Pieczyńska, Sylwia: Sexism in EFL coursebooks. Kraków (2008). (A. Kurtyka). [also 32] Piszczek, Jolanta: Task-based teaching evoking task motivation among foreign language learners:

Self-observation. Katowice (2008). Polak, Katarzyna: The adult learner of English and homework. Szczecin (2008). (P. Kamińska). Prekurat, Anna: Teaching English as a lingua franca. Warsaw (2008). (H. Komorowska). Przedziecka, Agnieszka: The use of humour in the foreign language classroom. Warsaw2 (2008).

(J. Lewkowicz). [also 4/7] Przywarczyk, Katarzyna: Improving vocabulary retention by means of vocabulary games. Opole

(2008). (L. Piasecka). [also 22] Pytlarz, Joanna: The influence of L1 and L2 on the perception of gender in L3. Wrocław (2008).

(M. Jedynak). Ratajska, Ewa: Teaching English to adults in small group and one-to-one contexts. Warsaw (2008).

(H. Komorowska). Salamończyk, Anna: Lexical transfer-errors made by Polish learners of English. Warsaw (2008).

(J. Zybert). [also 21/22] Sarna, Anna: Supplementary private language tuition for primary and secondary school students―free

choice or necessity. Warsaw2 (2008). (J. Lewkowicz).

318

Schmeling, Michalina: Irish post-primary school students’ attitudes and motivation in relation to the learning and use of the Irish language. Poznań (2008). (A. Kiełkiewicz-Janowiak).

Skotnicka, Kinga: Dealing with discipline problems in EFL classes. Katowice (2008). Socha, Katarzyna: The motivating function of drama in primary school. KUL (2008). (A. Bloch-

Rozmej). Strus, Aleksandra: Multisensory techniques in teaching English to primary school learners. Warsaw

(2008). (H. Komorowska). Strzałka, Patrycja: Teaching English as a foreign language to different age groups. Katowice (2008). Szczepańska, Anna: Online language instruction as an alternative to traditional classroom instruction:

Evaluation of an online language course. Opole (2008). (J. Zalewski). [also 30] Szopa, Agata: Mixed ability classes and their preferred writing assessment techniques. Opole (2008).

(M. Adams-Tukiendorf). [also 25/31] Szylko-Borowik, Ada: Creative teaching techniques in teaching English as a foreign language.

Bydgoszcz (2008). (A. Bączkowska). Tackowiak, Izabela: Drama in teaching and learning English. Gdańsk (2008). 49 pp. + append.

(T. Danilewicz). Till, Katarzyna: Correcting students' mistakes during fluency and accuracy work from the perspective

of second language teachers. Wrocław (2008). (R. Lewicki). Trudzik, Paulina: The effectiveness of language instruction in one-to-one and group lessons. Wrocław

(2008). (L. Zabor). Tyzo, Magdalena: Using games in English language teaching. Bydgoszcz (2008). (A. Bączkowska). Wolański, Krzysztof: Teaching English to adult beginners: A case study. Kraków (2008).

(E. Witalisz). Ziobronowicz, Katarzyna: The Chatterbox Way―a creative method of teaching English to preschool

children. Bydgoszcz (2008). (T. Goncharova). [also 27] Zioło, Marta: Meeting needs of specific group of learners making syllabus for writing component.

Opole (2008). (M. Adams-Tukiendorf). [also 27] Akhmetova, Aigerim: First language acquisition vs. foreign language learning. Selected issues.

Warsaw (2009). (R. Gozdawa-Gołębiowski). Banach, Magdalena: The practice of communicative teaching of English in the foreign language

classroom. Białystok (2009). 58 pp. (D. Potocka). Białczak, Agnieszka: Listening to the kids―the cultural impact of South Park and its audiovisual

transfer in Poland. Warsaw (2009). (B. Keane). [also 32] Bodnar, Iryna: The role of a foreign language teacher in the classroom. Bydgoszcz (2009).

(T. Goncharova).

319

Chałupczyńska, Ewa: Can ELT materials foster stereotypes? A case study. Poznań (2009). (T. Siek-Piskozub).

Chrobak, Marta: The role of nonverbal communication in ESL classroom. Wrocław (2009).

(R. Lewicki). Chustecka, Iwona: Approaches to curriculum construction for upper primary language. Warsaw

(2009). (H. Komorowska). Falkowska, Katarzyna The influence of the foreign language learning environment in learner errors.

Wrocław (2009). 62 pp. (L. Zabor). Furmańska-Tokarz, Jadwiga: The acquisition of the past tense: A case study of a Polish-English

bilingual child. Kraków (2009). (J. Leśniewska). Glezner, Anna: Humour in the language classroom. Szczecin (2009). (P. Kamińska). Hajduk, Beata: English speech acts of Polish learners of English―evaluation, adaptation and

supplementation. Katowice (2009). (J. Arabski). Imbiorowicz, Agnieszka: Negotiation of meaning in required and optional information gap tasks.

Poznań (2009). (A. Jankowska). Jesionowska, Magdalena: Acquisition of L2 as the process obtainable through successful language

learning. Gdańsk (2009). (T. Danilewicz). Kalicińska, Dorota: Selected aspects of linguistic obstacles Spanish students encounter while learning

the English language. Gdańsk (2009). (T. Danilewicz). Kałużna, Karolina: Surveying the attitudes of students toward the percentage scores system on the

basis of questionnaires. Wrocław (2009). 74 pp. (W. Sullivan). Kania, Monika: Project work as a means of developing sociocultural competence and communication

skills in a foreign language classroom. Katowice (2009). (G. Liliańska-Przybyło). Karpowicz, Katarzyna: The role of socio-psychological studies in the acquisition of pragmatic

elements in Polish as a foreign language. Wrocław (2009). 127 pp. (L. Zabor). Kędzierska, Justyna: Language games in an EFL classroom. KUL (2009). (A. Bloch-Rozmej). Kępska, Katarzyna: The effectiveness of storytelling in teaching English to young learners and their

attitude to the technique. Poznań (2009). Kijewska, Marta: Effectiveness of the cognitive approach to teaching and learning compound verbs

(on the examples of the particles in (out). Bydgoszcz (2009). (T. Goncharova). Kopalińska, Małgorzta: English influences on the language of young Poles: a blog-based analysis.

Warsaw (2009). (J. Wełna). Kosmalska, Joanna: Teaching English as a second language to immigrant primary pupils in Ireland.

Łódź (2009). (J. Majer). Krauzowicz, Aleksandra: Factors influencing success in EFL among junior high school learners.

Kraków (2009). (A. Kurtyka).

320

Krótki, Mateusz: Significance of drills in the development of communicative competence. Katowice (2009). (D. Gabryś-Barker).

Kujawska, Agnieszka: Criteria for evaluating language tasks. Designing tasks in primary schools.

Warsaw (2009). (H. Komorowska). Kuklo, Sylwia: The profile of a Polish learner of English in a secondary school for adults. Białystok

(2009). 78 pp. + append. (D. Potocka). Kułkiewicz, Beata: The use of role-play in teaching culture. Szczecin (2009). (P. Kamińska). [also 32] Kurzępa, Aneta: Total Physical Response and Suggestopedia as unconventional methods of teaching

English. KUL (2009). (T. Derkacz-Padiasek). Macal, Wioleta: Drama as a technique for developing fluency in speaking. Wrocław (2009).

(A. Michońska-Stadnik). Maciąg, Justyna: The correlation between brain hemisphere specialization and speech production

errors in a foreign language. Wrocław (2009). 92 pp. (L. Zabor). Mazur, Anna: Success in overcoming adult foreign language learners’ difficulties―self-observation.

Katowice (2009). (M. Wysocka). Mendrek, Dorota: Preparing students for the new oral matura exam in the light of pragmatic

competence theory. Kraków (2009). (A. Niżegorodcew). Michalak, Marta: Practical approaches to teaching translation. Warsaw (2009). (B. Keane). [also 15] Michalska, Małgorzata: Foreign and second language learning conceptions of adult English speaking

learners of Polish. Katowice (2009). (D. Gabryś-Barker). Mielczarek, Marta: The evolution of Stephen Krashen's acquisition framework: From the Monitor

Model to the Bilingual Education Program. Warsaw (2009). (R. Gozdawa-Gołębiowski). [also 10]

Mika, Katarzyna: Teaching English in multicultural classes. Szczecin (2009). (P. Kamińska). Mikosz, Sylwia: Success in explaining language material. Katowice (2009). (M. Wysocka). Mrozowska, Agata: Metaphor in education. A cross-sectional study of metaphor in educational

contexts. Toruń (2009). (A. Strugielska). [also 10a] Nowak, Dorota: Bilingual speech: A case study. Łódź (2009). (E. Waniek-Klimczak). Oszajca, Monika: Secondary school English learners and the development of the communicative

skills. KUL (2009). (A. Bloch-Rozmej). Pietrowicz, Paweł: Curriculum construction and syllabus design in the teaching of English in the

primary school context. Warsaw (2009). (H. Komorowska). Pożdzik, Grzegorz: Cognition, networks and notes: Mind maps as interpretation of beginning Danish.

Wrocław (2009). 73 pp. + append. (W. Sullivan).

321

Ratajczak, Anna: Raising students’ cultural awareness as a factor contributing to the development of communicative competence in the foreign language classroom. Szczecin (2009). (P. Kamińska). [also 32]

Rumińska, Agnieszka: A constructivist approach to language teaching: The case of phrasal verbs.

Toruń (2009). (A. Strugielska). [also 3/4/10a] Sikora, Katarzyna: Understanding the role of texts in modern language teaching at Polish schools.

Wrocław (2009). 89 pp. (R. Lewicki). Singer, Radosław: Bilingualism―a blessing or a curse? Szczecin (2009). (J. Sadownik). Skrzypczak, Marta: Task-based learning in the Polish ELT classroom. Wrocław (2009). 59 pp.

(R. Lewicki). Sobol, Magdalena: Methods of prognostication of success in foreign language learning. Wrocław

(2009). 85 pp. (L. Zabor). [also 26] Sochacka, Katarzyna: Learning to learn a foreign language in the upper secondary school context.

Warsaw (2009). (H. Komorowska). Sosna, Julia: The influence of socioeconomic status of a learner on the matura exam results. Szczecin

(2009). (P. Kamińska). Sosnowska, Joanna: Gender differences in attitudes to error correction in secondary school. Wrocław

(2009). 58 pp. (A. Michońska-Stadnik). Staś, Kinga: Bilingualism in language learning. KUL (2009). (T. Derkacz-Padiasek). [also 21] Surowiec, Agnieszka: Transfer of learning in a multicultural context of learning. Katowice (2009).

(D. Gabryś-Barker). Szatkowska, Anna: A cognitive linguistic approach to teaching a foreign language: The case of the

polysemous verb run. Toruń (2009). (A. Strugielska). [also 4/10a/16/21] Tadrzak, Marta: Parents-teachers relations as a crucial factor influencing students’ motivation to learn.

Wrocław (2009). 42 pp. (R. Lewicki). Walczak, Adriana: Designing drama activities for primary school students. Warsaw (2009).

(M. Dakowska). Weiss, Michalina: The evaluation of the language portfolio introduced to primary school students

during English lessons. Katowice (2009). (G. Kiliańska-Przybyło). Zysk, Daria: Developing metacognitive awareness as a way of facilitating constructivist education.

Toruń (2009). (A. Strugielska). [also 10a/21] Górska, Katarzyna: The sub-sublanguage of cable press dispatches in the aspect of translation.

Warsaw2 (no date). 62 pp. [also 15]

322

29. ESP: ENGLISH FOR SPECIFIC PURPOSES COURSES (1972-2009)

1 Dr hab. (solo) 9 Drs. (all solo)

200 MAs (163 solo & 38 cross-listed) Dr hab. Woytowicz-Neymann, Monika: The English language of economics at university level.

Warsaw (1979). 196 pp.

************ Dr Kowalewski, Józef: An alternative ESP educational course for Polish maritime colleges: A design.

Poznań (1995). 233 pp. (Stanisław Puppel). Dr Grabarczyk, Zenon: Legal texts in the process of teaching English at the university level. Poznań

(1985). (Aleksander Szwedek). Dr Korytowska, Grażyna: Creating a model of teaching ESP. Poznań (2000). (Krystyna Droździał-

Szelest). Dr Sobkowiak, Paweł: Issues in ESP: Designing a model for teaching English for business purposes.

Poznań (2000). (Krystyna Droździał-Szelest). Dr Kierczak, Anna: The knowledge of English for special purposes in medical university graduates.

Katowice (2002). (Maria Wysocka). Dr Kurtyka, Andrzej: The role of intercultural communication theory in the teaching of English for

business needs. Kraków (2003). (Elżbieta Muskat-Tabakowska). Dr Kubiak, Bogusław: Specialist language and its glottodidactic implications. Wrocław (2005).

(Norbert Morciniec). Dr Łuczak, Aleksandra: Teaching English for specific purposes: Syllabus design and evaluation.

Warsaw (2006). (Hanna Komorowska). Dr Hryniuk, Katarzyna: Vocabulary acquisition of professional discourse. The case of business texts.

Warsaw (2007). (Maria Dakowska).

************ Ronowicz, Edmund: An approach to the problems involved in foreign language teaching as applied to

a selection of structures characteristic of scientific English together with a teaching unit designed for scientists at the intermediate level. Warsaw2 (1972). 60 pp.

Bartkowski, Jan: An experiment in teaching English to shop assistants: A contribution to the study of

the problem of teaching restricted languages. Warsaw2 (1973). 29 pp. Klimczak, Elżbieta: Teaching a restricted form of the language: English for scientists and

technologists―a survey of the field. Warsaw (1974). 59 pp. Walkowiak, Włodzimierz. Comparison of the corresponding semantic areas in English and Polish, and

its pedagogical implication: Field―tourism. Poznań (1974). 59 pp. [also 4/19a/21] Bielski, Wojciech: English for science students. Łódź (1975). 62 pp.

323

Bryłowska, Wanda: Translation and interpretation exercises for Polish learners of English: The language of international commerce and trade. Poznań (1975). 60 pp.

Piechal, Anna: Proposals for a course in restrictive English for yachtsmen: Situations, grammar,

vocabulary. Warsaw (1975). 63 pp. Skwierawski, Grzegorz: An Olsztyn course of English for doctors: Language material and exercises.

Warsaw2 (1975). 126 pp. Grzybowska, Barbara: Proposals for a course in restricted English for use by tourist guides. Warsaw

(1976). 64 pp. Borzycki, Bolesław: Organization of teaching English nautical terminology to the midshipmen of the

Naval College. Poznań (1977). 63 pp. Gniewosz, Renata: Proposals for a course in restricted English for use by air hostesses. Warsaw

(1977). 45 pp. Janczewska, Anna: Proposals for a course of restricted English for au pairs. Warsaw (1977). 54 pp. Katarzyńska, Barbara: Teaching English nautical vocabulary to the students of the Merchant Marine

Academy in Gdynia. Poznań (1977). 40 pp. Król, Tadeusz: A proposal for a restricted course in commercial English for private use of state

businessmen working for Bumar foreign trade enterprise. Warsaw (1977). 58 pp. + exercises. Mieszkowska, Jadwiga: Teaching English for special purposes: Courses in English for medical

doctors. Warsaw (1977). 57 pp. Podwysocka, Beata: Teaching English in vocational schools in Poland: Theory and practice. Łódź

(1977). 52 pp. Rasińska, Bożena: The problem of teaching restricted languages. Warsaw2 (1977). 40 pp. + append. Romaniuk, Małgorzata: Teaching English as a foreign language for special purposes: A course for

airport personnel. Poznań (1977). 60 pp. Zyzik, Urszula: Teaching scientific English to students of Polish universities and technical colleges.

Kraków (1977). 54 pp. Dobek, Władysława: Lexical exercises for Polish learners of English: Economic geography. Poznań

(1978). 84 pp. Koraszweska, Barbara: English for the riding instructor. Katowice (1978). 147 pp. Lemieszek, Helena: Proposals for a restricted English course for Polservice doctors. Warsaw (1978).

72 pp. Strzałek, Maciej: A proposal for a change of restricted English for military personnel. Warsaw (1978).

58 pp. Czapla, Anna: The organization of a language course for students of automatics at Polish technical

universities. Warsaw (1979). 78 pp.

324

Kostro, Krystyna: Preparation of English teaching materials for medical students. Warsaw2 (1979). 43 pp. + 44 pp. append.

Kotula, Joanna: A proposal for restricted course of English for hotel receptionists. Warsaw (1979).

108 pp. Łyszkowski, Krzysztof: Teaching English of science and technology at technical universities. Gdańsk

(1979). 64 pp. Niewiadomska, Joanna: Teaching English for special purposes: A critical review of current theories

and practice. Warsaw2 (1979). 40 pp. de Prawdzic-Lewandowska, Barbara: Some suggestions concerning the need for and the organization

of specialized English writing courses in humanities classes at Polish secondary schools. Warsaw (1979). 88 pp.

Wiśniewska, Halina: A design for restricted English for air hostesses. Warsaw (1979). 70 pp. Czarnocka, Katarzyna: Methodology of teaching the English language of economics at academies of

economics. Poznań (1980). 25 pp. Czerwińska, Iwona: A role-based course in English as a foreign language for international telegram

operators. Warsaw (1980). 121 pp. Gawryś, Hanna: A role-based course in English as a foreign language for employees of foreign trade

agencies. Warsaw (1980). 82 pp. Lachcik, Krystyna: An elementary role-based course in EFL for car mechanics. Warsaw (1980). 89 pp. Latuch, Urszula: Role-based course of basic English as a second language for airport passport and

customs officers. Warsaw (1980). 48 pp. Szukała (Staniewska), Barbara: Proposals for a course in English as a foreign language for Polish

tourists visiting English-speaking countries. Warsaw (1980). 81 pp. Zastawnik, Anna: The role-based course of English as a foreign language for ticket managers and

reservation personnel for Polish Airlines LOT. Warsaw (1980). 37 pp. Duchowska, Teresa: Teaching English as a foreign language to the students of the School for Hotel

Personnel. Poznań (1981). 68 pp. Epel, Maria: A statistical analysis of the language of architecture for the purpose of designing a

teaching program. Wrocław (1981). 44 pp. [also 9] Polkowska, Maria: A statistical analysis of the language of pediatrics for the purposes of designing a

teaching programme. Wrocław (1981). 45 pp. Sicińska, Iwona: A statistical analysis of the language of computer science for the purpose of

designing a teaching program. Wrocław (1981). 73 pp. Czosnykowska, Dorota: English as a language of international communication: Implications for

teaching. Warsaw (1982). 66 pp. Kasjańska, Eunika: Teaching English for special purposes. Łódź (1982). 88 pp.

325

Kostrzewa, Jadwiga: English for specific purposes with reference to Polish students of chemistry. Lublin (1982). 42 pp.

Siemieniewska, Jolanta: A statistical analysis of the language of biochemistry for the purposes of

designing a teaching program. Wrocław (1982). 67 pp. Słotna-Stankiewicz, Bożena: Teaching English for specific purposes: A cognitive approach. Katowice

(1982). 71 pp. Dybała, Iwona: An evaluation of the ESP reading comprehension skill represented by Polish technical

university students. Katowice (1983). 74 pp. [also 23] Mamczur, Krzysztof: Special purpose courses: English for military personnel―course for officers in

the United Nations military missions. Kraków (1983). 61 pp. Braszczyńska, Krystyna. Techniques developing technical schools students’ reading comprehension

skills: advanced reading. Katowice (1984). 62 pp. [also 23] Malec, Barbara: Teaching specific vocabulary at the university level. Katowice (1984). 57 pp. [also

22] O’Donnell, Michael: ESP: Past, present and future. Poznań (1984). 107 pp. Pawlak, Michał: Lexical exercises for teaching English for special purposes. Poznań (1984). 70 pp. Syrewicz, Ruta: Language teaching and the handicapped children. Łódź (1984). 41 pp. Grzesikowska, Alicja: Teaching specific vocabulary to students of economics. Katowice (1985). 49

pp. (M. Wysocka). [also 22] Malec, Danuta: A syllabus for teaching English to students of postsecondary Hotel School. Poznań

(1985). 53 pp. Puchała, Ireneusz: Proposals for a course of restricted English for students of mathematics. Warsaw

(1985). 126 pp. Ciepaj, Grażyna: Translation as a technique applied for practicing specific words and phrases in

medical English. Katowice (1987). 63 pp. [also 15] Juruś, Barbara: A needs analysis of the course in English for specific purposes at the Cracow

Technical University: Teacher and student perceptions. Kraków (1987). 78 pp. + 43 pp. append.

Kaczyński, Krzysztof: ESP teaching at the foreign trade faculty of the Central School of Planning and

Statistics in Warsaw. Warsaw2 (1987). 57 pp. Madej, Agnieszka: ESP in the field of communicative language teaching: An EST course outline.

Kraków (1987). 100 pp. [English for science and technology] Przęczek, Jolanta: Teaching English in EAP courses. Kraków (1987). 95 pp. [English for academic

purposes] Waligórska, Katarzyna: Language for special purposes: Medical English. Poznań (1989). 45 pp.

326

Kowalewski, Józef: An occupational ESP course for Polish seafarers: A needs analysis and course description. Poznań (1990). 108 pp.

Wiewióra, Anna: On the ways of developing reading comprehension of EST student: On the example

of the faculty of Material Engineering at Warsaw Technical University. Warsaw2 (1990). 108 pp. [English for science & technology] [also 23]

Długozima, Beata: English for vocational schools: Economy and foreign trade. Gdańsk (1991). Łapuszek, Małgorzata: A course design in business English. Kraków (1991). 146 pp. Tykocińska, Halina: English for Polish medical doctors: Needs analysis and suggestions of materials

for teaching reading. Warsaw (1991). 52 pp. Bogdas, Rafał: English for special purposes: computer science English and its pedagogical

implications. Poznań (1992). 42 pp. Dziurkiewicz-Bajon, Katarzyna: Teaching business English in Poland. Poznań (1992). 107 pp. Szwarlik, Anna: Learning strategies employed by students of medical English. Katowice (1992). 66

pp. + questionnaire. [also 30] Kuklasińska, Justyna: Business English: The description and selection of business English courses in

Britain. Poznań (1993). 92 pp. Zająkała, Marek: Languages for specific purposes: The elements of business English. Poznań (1993).

65 pp. Gońda, Mirosław: The role of learner- and sponsor-related needs and expectations in ESP needs

analysis. Poznań (1994). 62 pp. Grzybowska, Joanna: Cross-cultural business communication training: An investigation into

requirements and methods of satisfying them in business English teaching materials with special reference to the Polish situation. Kraków (1994). 67 pp. + append. [also 9]

Jankowska, Anna: English for special purposes: Ecology-based English. Gdańsk (1994). Latko, Renata: Language and negotiation training: An investigation into requirements and methods of

satisfying them in business English teaching materials. Kraków (1994). 75 pp. [also 26] Lis, Izabela: The teaching of English for special purposes: Business English. Łódź (1994). 68 pp. +

append. Matłoka, Beata: Teaching ecology in English: A topic approach within the frame of ESP. Gdańsk

(1994). 197 pp. Meissner, Wiktor: Teaching clinical interviewing skills in English to Polish medical students: A skills-

based communicative syllabus. Poznań (1994). 75 pp. Wąsowska, Monika: Needs analysis and syllabus design in teaching general English to adults. Warsaw

(1994). 92 pp. + append. Małaczyński, Adam: The role of listening comprehension in teaching medical English. Poznań (1995).

52 pp. [also 23]

327

Maraszek, Marzena: Designing a syllabus for medical students. Poznań (1995). 68 pp. Uścinowicz, Agnieszka: Communication strategies in business correspondence. Warsaw2 (1995). 145

pp. Krzykała, Bartłomiej: General English vs. business English: Course objectives and their

implementation. Lublin (1996). 69 pp. Lankiewicz, Lech. A needs analysis for sheltered class program application: an alternative solution for

the English syllabus at the West Pomeranian Business College in Piła: Modern studies as a complement to regular language classes. Poznań (1996). 98 pp.

Smeja, Robert: Teaching biology in Polish-English education. Gdańsk (1996). 99 pp. Stępniewska, Elżbieta: Teaching business English to secondary school students of banking. Poznań

(1996). 54 pp. Ulfik, Anna: The role of formal instruction in teaching ESP. Katowice (1996). 85 pp. Ginter, Bogusław: Language pedagogy in vocational education: Implications for the teaching of

English in secondary technical schools. Warsaw (1997). 55 pp. & ils. Krawiec, Barbara: Designing an ESP course: A study in the hotel and tourist industry. Poznań (1997).

75 pp. & ils. Lisowska, Dorota: Language miscommunication as a source of aviation accidents. Poznań (1997). 77

pp. Nierubliszewska, Agnieszka: Topic-based approach in teaching nursery school children. Łódź (1997).

62 pp. & ils. Potoniec-Mędoń, Ursula: The native/nonnative speaker teacher dichotomy as perceived by the

students at the Higher Business School in Nowy Sąsz. Kraków (1997). Poźniak, Agata: In what ways do students of arts and sciences differ in their learning of vocabulary:

An investigation. Poznań (1997). 90 pp. Szczepaniak, Karolina: Lexical exercises for Polish high school students studying for the international

baccalaureate examination in biology. Poznań (1997). 123 pp. [also 22] Wieczorek, Ewa: Communicative activities in teaching business English. Kraków (1997). Depa, Elżbieta: Syllabus design in English for travel agents. Warsaw2 (1998). 90 pp. [also 28] Mejer, Magdalena: ESP in the process of FL learning. Warsaw (1998). 71 pp. Owczarek, Bogumiła: ESP: Teaching business English. Łódź (1998). 64 pp. Skarzyńska, Teresa: Designing an ESP course for guides and tour leaders: A content-based approach.

Warsaw2 (1998). 32 pp. + 12 sample units for the course. Starszuk, Joanna: The nature of ESP. Łódź (1998). 57 pp. Drohomirecka, Marta: Types of formal instruction and learning styles in teaching English to military

students. Wrocław (1999). 88 pp.

328

Jabłońska, Alina: Syllabus design for an ESP course in a technical vocational secondary school in agriculture studies and catering―groundwork considerations. Kraków (1999).

Konarczak, Dorota: Teaching other school subjects through English. Łódź (1999). 92 pp. Oliwa, Robert: Motivation in business English classes. Łódź (1999). 73 pp. + append. [also 26] Perkowska, Katarzyna: Teacher creativity and student needs in the process of teaching English for

specific purposes. Katowice (1999). [also 24] Sasień, Monika: Teaching English to students of law. Gdańsk (1999). 152 pp. Seredzińska, Agnieszka: Teaching English in vocational education: Implications for the development

of reading skills. Warsaw (1999). 61 pp. + append. Zimecki, Paweł: Teacher self-analysis in teaching English for occupational purposes. Toruń (1999).

[also 24] Dunin-Bzdak, Anna: A GE/ESP military course description and ESP military syllabus draft for

students of the army: Officers’ EL course at the Military University of Technology following the NATO English language requirements and students needs analysis. Poznań (2000).

Kikowska, Justyna: Motivation of state secondary, state vocational and private secondary school

learners of English. Łódź (2000). 85 pp. + append. Kochanowska, Iwona: Incorporating ecological elements into a general English course. Warsaw2

(2000). 104 pp. + append. (M. Dakowska). Kopacz, Maria: Focus on form in teaching business English. Warsaw2 (2000). 68 pp. + append.

(M. Dakowska). [also 22] Przedwojska, Małgorzata: Students’ attitude and motivation in a business English classroom. Poznań

(2000). Sitek, Justyna: Problems with teaching foreign languages in vocational and technical schools.

Katowice (2000). (M. Wysocka). Wierzejska, Ewelina: CALL for ESP: Computer-assisted learning for English for medical students.

Poznań (2000). Wujec-Kaczmarek, Alicja: The importance of subject knowledge in teaching English for specific

purposes based on business English research and analysis. Poznań (2000). [also 28] Czerniakowski, Robert: Using authentic materials in teaching English for specific purposes. Warsaw2

(2001). (M. Dakowska). [also 30] Krzeszowska, Ewa: Foreign language learning as a social process: The importance of needs analysis.

Lublin (2001). 74 pp. (H. Chodkiewicz). [also 28] Laszczka-Lysak, Magdalena: Evaluating communicative activities in the teaching of business to

adults. Warsaw (2001). (H. Komorowska). Mączka, Wojciech: Material preparation for teaching ESP in Polish secondary vocational schools.

Poznań (2001). (A. Jankowska). [also 28]

329

Przybylska, Anna: ESP: Teaching business English. Łódź (2001). (A. Leńko-Szymańska). Sobkowiak, Paweł: Issues in ESP: designing a model for teaching English for business purposes.

Poznań (2001). (K. Droździał- Szelest). Sojda, Judyta: Learners' needs and syllabus design. Łódź (2001). (B. Krakowian). Bednik, Aneta: English for special purposes: European Union language projects and teaching English

to Polish police forces. Łódź (2002). (B. Lewandowska-Tomaszczyk). Daszyńska, Aneta: Teaching business English with the lexical approach. Łódź (2002). (B. Krakowian). Gutkowska, Alicja: Evaluating materials for business English institutions. Poznań (2002).

(K. Droździał-Szelest). Kasolik, Marta: Teaching non-equivalent vocabulary to postgraduate students of catering and

hospitality industry―action research. Katowice (2002). (M. Wysocka). [also 22] Raczek, Katarzyna: Learning strategies used while learning general English vocabulary vs. English for

specific purposes vocabulary. Katowice (2002). Sosin, Anna: Discourse modification in the use of English for specific purposes. Wrocław (2002).

(L. Zabor). Cygan, Przemysław: Teaching business English at the university level to pre-experience learners as

a way of facilitating success in the workplace. Warsaw2 (2003). (M. Sicińska). Czyszczonik-Gaj, Iwona: Teaching English for tourism: A model syllabus. Katowice (2003).

(D. Gabryś-Barker). Daszuta, Bożena: The development of communicative skills in teaching English to future nurses with

special emphasis on motivation. Katowice (2003). (E. Krawczyk-Neifar). Jastrzębski, Rafał: Incorporating authentic materials into teaching business English. Warsaw2 (2003).

(M. Dakowska). [also 30] Kacała, Tomasz: Teaching English in the Polish armed forces. Toruń (2003). (J. Majer). Kujanek, Izabela: The lexical approach teaching business English. Łódź (2003). (B. Krakowian). Lau, Monika: Teaching English for specific purposes to army personnel. Łódź (2003). (B. Krakowian). Leśniak, Magdalena: The role of ESP teaching and learning strategies in increasing students’

motivation to learn English. Katowice (2003). (E. Krawczyk-Neifar). Michalak, Marta: Adult learner in language education. Gdańsk (2003). 87 pp. (R. Wenzel). Paliga, Agnieszka: Authentic and published didactic materials in teaching business English. Kraków

(2003). (M. Jodłowiec). Skowrońska, Anna: Teaching English through ecology. Łódź (2003). (A. Leńko-Szymańska). Somerlik, Barbara: The comparison of teaching techniques applied in teaching business English and

general English vocabulary. Katowice (2003). (E. Krawczyk-Neifar).

330

Daliga, Dorota: Teaching English for specific purposes to adult learners. Warsaw (2004). (H. Komorowska).

Harmala, Agnieszka: Teaching adolescents via psychotherapy: Learner development and motivation.

Łódź (2004). (B. Krakowian). Rogozińska, Marta: Teaching English in secondary vocational contexts. Warsaw (2004).

(H. Komorowska). Stawicka-Zielenkiewicz, Kornelia: A project design for the nursery school syllabus with an extended

English program. Łódź (2004). (H. Majer). Wojnowska, Aleksandra: Analysis and evaluation of CALL authoring tools in the context of ESL

language tests. Poznań (2004). (W. Sobkowiak). [also 30] Bucka, Małgorzata: Developing creative writing in an English language classroom at elementary and

preintermediate levels. Katowice (2005). (D. Gabryś-Barker). Cieślak, Ewelina: Adult EFL learners’ preferences for corrective feedback. The case of in-company

students. Warsaw2 (2005). (A. Leńko-Szymańska). Jurga, Karolina: The system of teaching English for occupational purposes in an international

corporation. Łódź (2005). (H. Majer). Knapik, Dorota: The cross-curricural aspect of ESP: Tourism-related topics. Łódź (2005). (H. Majer). Krych, Katarzyna: English for business and economics learners’ motivation as a dynamic process.

Katowice (2005). (G. Kiliańska-Przybyło). Kuwał, Grażyna: Task-based English language teaching and learning in the vocational school context.

Warsaw (2005). (H. Komorowska). Łepkowska, Olga: Syllabus designed for teaching accounting. Katowice (2005). (M. Bielski). Nieborak, Alicja: English for tourism materials evaluation. Poznań (2005). (T. Siek-Piskozub). [also

6] Nowak, Sonia: Catering for students’ needs in business English courses. Katowice (2005). Paterak, Agnieszka: Needs and characteristics of adult SLL: The complex issue of age in the context

of an intensive course of English for military personnel. Warsaw2 (2005). (M. Sicińska). [Second language learner]

Sauk, Anna: Communicative language teaching in teaching business English to job-experienced

students. Poznań (2005). (D. Nowacka). Skurka, Joanna: The use of needs analysis as a tool towards planning a syllabus for human resources

management course. Szczecin (2005). (M. Stawna). Somerlik, Barbara: English language teachers’ self-evaluation: Qualifications for ESP teaching.

Katowice (2005). [English for special purposes] Stępień, Agnieszka: Syllabus design for teaching insurance. Katowice (2005). M. Bielski). Szczepkowska, Karolina: Syllabus design for teaching negotiations. Katowice (2005). (M. Bielski).

331

Michalak, Magdalena: Experimental teaching techniques in Business English: Course design and evaluation. Kraków (2005). (A. Kurtyka).

Wąsowska, Renata: English for geography students: Course design. Kraków (2005). (E. Witalisz). Cyganek, Magdalena: Developing listening and reading skills of young learners. Katowice (2006).

(D. Gabryś-Barker). Hornicka, Ewa: Teaching ESP to students of the Technical University of Łódź: A needs analysis-

based approach. Łódź (2006). (B. Lewandowska-Tomaszczyk). Korczak, Patrick: Authentic materials in business English coursebooks. Wrocław (2006). (R. Lewicki).

[also 30/32] Leppert, Anna: Motivation of adult learners in corporate education. Warsaw2 (2006). (E. Gajek). Łukaszewicz, Anna: The comparison of Polish and English names for people in charge of institutions,

N:N collocations, in business English course books, dictionaries and authentic materials. Białystok (2006). 65 pp. (P. Thomas). [also 32]

Podwalska, Irena: Teaching technical vocabulary to students of technical universities. Szczecin (2006).

(M. Stawna). [also 22] Tusińska, Anna: Teaching English for specific purposes to adult learners. Warsaw (2006).

(H. Komorowska). Wawszczyk, Magdalena: Reflection on gender differences in learning English for specific purposes.

Łódź (2006). (H. Majer). Golusińska, Agnieszka: Motivation of ESP students. Poznań (2007). (D. Wiśniewska). [also 26] Kujawa, Janusz: Aspects of imagery in business English teaching environment. Wrocław (2007).

(M. Kuźniak). Skrzypczak, Ewa: The vocabulary of ESP. A case study of vocabulary in English real estate

documents. Łódź (2007). (P. Stalmaszczyk). Słotwińska, Aneta: Teaching medical English to adult learners. Warsaw (2007). (H. Komorow-ska). Tomaszewska, Małgorzata: Vocabulary of ESP. Onomasiological theory and word-formation in

business English lexicon. Toruń (2007). (P. Stalmaszczyk). Trybuś, Anna: To what extent business English courses teach writing according to social approach:

Descriptive research. Opole (2007). (M. Adams-Tukiendorf). Wieczerzyńska, Paulina: Teaching English at the colleges of music. Planning a course for specific

purposes. Warsaw (2007). (H. Komorowska). Zajkowska, Agnieszka: The examination of intercultural competence in coursebooks for business

English students. Warsaw2 (2007). (E Gajek). [also 28/32] Kula, Ryszard: Training aviation personnel in English for vocational purposes. Warsaw2 (2008).

(E. Gajek).

332

Majkusiak, Martyna: Campaign English for the military coursebook evaluation. Kraków (2008). (E. Witalisz). [also 32]

Mielniczuk, Joanna: The development of diagnostic business English test for the work place. Warsaw2

(2008). (J. Lewkowicz). [also 25] Nowacka, Anna: Communication strategies in oral foreign language production among adult beginner,

intermediate and advanced learners. Poznań (2008). [also 22] Przewłocka, Anna: English for Wieliczka Salt Mine guides: Course design. Kraków (2008).

(E. Witalisz). Schock, Jason: Implicit/explicit instruction in learning appropriate use of dishonesty when writing

American resumés. Wrocław (2008). 63 pp. (A. Michońska-Stadnik). [also 22] Sierawska, Adriana: Factors shaping student motivation during university training courses for

conference interpreters. Warsaw2 (2008). (J. Lewkowicz). Skowron, Anna: The role of needs analysis in ESP course design. Kraków (2008). (A. Kurtyka). Skorupka, Olga: Teaching conference interpreting to philology students and interpreting trainees in

Poland and abroad. Łódź (2008). (Ł. Bogucki). Strzelec, Renata: Teaching English for specific purposes in secondary vocational education. Warsaw

(2008). (H. Komorowska). Szymczyk, Iwona: Business English―a pedagogical perspective. KUL (2008). (A. Malicka-

Kleparska). Wilk, Magdalena: Aspects of motivation within the context of Business English course. Poznań

(2008). (D. Wiśniewska). Zawistowska, Katarzyna: English for web developers: Course design. Kraków (2008). (E. Witalisz).

[also 30] Brzostek, Małgorzata: Designing ESP tasks for elementary massage technicians. Warsaw (2009).

(M. Dakowska). Garbarz, Malwina: Legal business English: Coursebook evaluation. Kraków (2009). (E. Witalisz).

[also 32] Grzesik, Ilona: Planning an ESP course in the field of technical English. Warsaw (2009).

(M. Dakowska). Hałasek, Barbara: Teaching materials for business English courses―evaluation, adaptation and

supplementation. Katowice (2009). (D. Gabryś-Barker). Jeton, Rafał: Translating business English idioms: A relevance theoretic approach. Łódź (2009).

(P. Stalmaszczyk). Pajor, Karolina: English for dentists: Course design. Kraków (2009). (E. Witalisz). Wei, Yan: An elementary study of learning Polish as a foreign language by Chinese speakers. Gdańsk

(2009). 50 pp. (T. Danilewicz).

333

30. VARIOUS: AUTONOMY, STRATEGIES, AUTHENTIC MATERI ALS, TEACHING AIDS (including electronic ones), CLIL (1968-2009)

3 Dr habs. (all solo)

27 Drs. (21 solo & 6 cross-listed) 869 MAs (595 solo & 273 cross-listed)

Dr hab. Jancewicz, Zofia: Film and television in optimising foreign language teaching and learning.

Warsaw (1983). 244 pp. Dr hab. Droździał-Szelest, Krystyna: Language learning strategies in the process of learning a foreign

language. Poznań (1997). 176 pp. Dr hab. Michońska-Stadnik, Anna: Learner strategies and learner autonomy in classroom conditions.

Wrocław (1997). 169 pp.

************ Dr Jancewicz, Zofia: The use of film in teaching English to intermediate students. Poznań (1968). 178

pp. (Ludwik Zabrocki). Dr Benisz, Lucjan: The influence of didactic film on the formation of pronunciation habits (the

phonetic image of language) among students beginning to learn a foreign language: On the example of English. Poznań (1973). Part I, 276 pp.; part II, 265 pp. (Jacek Fisiak).

Dr Ronowicz, Edmund: The language laboratory as an aid in increasing the effectiveness of foreign

language instruction. Warsaw2 (1977). 126 pp. (Franciszek Grucza). Dr Siarkiewicz-Bivand, Ewa: The efficiency of language laboratory use in university Departments of

English in Poland. Poznań (1977). 181 pp. (Waldemar Marton). Dr Zygmunt, Tomasz: Strategies of learning foreign languages by adults and their glottodidactic

implications. Lublin (1985). 314 pp. + 23 pp. append. (Jerzy Brzeziński). Dr Szumilewicz, Benedykt: The place and role of computer programs in didactics: On the basis of

TEFL. Poznań (1990). 158 pp. (Jan Zaniewski). Dr Piasecka, Liliana: Strategies of vocabulary acquisition on the example of Poles learning English.

Opole (1999). 254 pp. (Hanna Komorowska). [also 22] Dr Korpaczewska, Iwona: CLT and the learning of English in high schools. Szczecin (2000).

(Krystyna Iwan). Dr Nowacka, Dorota: Communication strategies in the process of adult second language development.

Poznań (2000). (Krystyna Droździał-Szelest). Dr Sicińska, Maria: Adults and their choice and use of second language learning strategies. Poznań

(2000). (Krystyna Droździał-Szelest). Dr Tarantowicz-Gasiewicz, Monika: Student-modeling in intelligent computer-assisted language

learning: Pedagogical issues. Wrocław (2001). (Tadeusz Piotrowski). Dr Bielska, Joanna: On the relationship between psychological type, language learning strategies and

second language achievement. Katowice (2002). (Janusz Arabski).

334

Dr Gajek-Kawecka, Elżbieta: The use of computers and multimedia programs in the teaching of languages (on the example of English): Theoretical framework and experimental research. Warsaw (2002). (Jan Rusiecki).

Dr Krajka, Jarosław: The Internet as a coursebook in EFL. Poznań (2002). (Włodzimierz

Sobkowiak). [also 32] Dr Trawiński, Mariusz: Individual vocabulary teaching and learning strategies used by advanced

learners of English. Katowice (2002). (Maria Wysocka). Dr Wiazowski, Jarosław: The use of computer-aided instruction of foreign languages in teaching

English and the social rehabilitation of blind students. Łódź (2002). (Barbara Lewandowska-Tomaszczyk). [also 31]

Dr Surdyk, Augustyn: Role-playing games in an EFL academic classroom and the student's

autonomization. Poznań (2003). (Izabela Prokop). [also 28] Dr Wiśniewska, Danuta: Introducing autonomy in the foreign language classroom: Qualitative

research on teachers’ practice and problems. Poznań (2003). (Teresa Siek-Piskozub). Dr Brchaňová, Magdalena: Individual and social aspects of learner autonomy in EFL. Poznań (2005).

(Krystyna Drożdział-Szelest). Dr Głowacka-Ziajka, Aleksandra: The influence of age on the choice of memory strategies in the

acquisition and teaching of foreign language vocabulary. Wrocław (2005). (Anna Michońska-Stadnik).

Dr Ekiert, Małgorzata: Investigating the role of learner training in effective English language teaching

aimed at the development of learning strategies and learner autonomy. Poznań (2006). (Krystyna Drożdział-Szelest).

Dr Kiełb-Starczewska, Ewa: Multimedia effectiveness in teaching-learning English and individual

traits of students. Poznań (2007). (Wacław Strykowski). [also 28] Dr Dąbrowska, Małgorzata: Strategies of foreign language learning and use: The educational value of

strategy training in teaching English to adult learners. Warsaw (2008). (Hanna Komorowska). Dr Loranc-Paszylk, Barbara: The international content and language integrated learning (CLIL) and

ways of enhancing its effectiveness. Katowice 2008. (Jan Iluk). Dr Wolski, Przemysław: Autonomy in the process of foreign language learning. Warsaw (2008).

(Elżbieta Zawadzka-Bartnik). Dr Kurek, Malgorzata: Developing functional alphabetization in a foreign language at above

secondary school level with computer-aided teaching. Opole (2009). (Tadeusz Piotrowski). Dr Ślęzak-Świat, Agnieszka: Components of strategic competence in advanced foreign language

users. Katowice (2009). (Maria Wysocka). [also 28]

335

************ Szmidt, Maria: Teaching English vowels to Polish students: Linguistic prerequisites. Warsaw (1968).

70 pp. Bukowska, Anna: The language laboratory and teaching of English intonation. Warsaw (1970). 47 pp.

+ append. Kamieńska, Irena: Teaching with audio-visual aids in secondary schools. Łódź (1971). 46 pp. Michalska, Mirosława: Various types of language laboratories and skills practiced in them. Łódź

(1971). 68 pp. Pustówka, Adam: English by radio: Theory and a script for ten fifteen-minute lessons. Poznań (1971).

106 pp. Tomaszczyk, Jerzy: The role of dictionaries in the process of teaching and learning English as

a foreign language. Łódź (1971). [also 32] Grendys, Maria: The use of television in foreign language teaching in Great Britain. Warsaw2 (1973).

56 pp. Maj, Alicja: The use of television in foreign language teaching in the United States of America and in

Poland. Warsaw2 (1973). 55 pp. Smolarek, Ewa: The role and importance of auxiliary materials used in teaching English. Łódź (1973).

61 pp. Wągrodzka, Ewa: The use of audio-visual aids in English language teaching. Warsaw (1973). 87 pp. Witecka, Aleksandra: Natural language meaning and computerization. Warsaw2 (1973). 87 pp. Bohatyrewicz, Anna: Audio-visual aids in teaching grammar. Łódź (1974). 46 pp. Cendrowicz, Ewa: Applicability of programming in foreign language teaching. Warsaw2 (1974). 43

pp. Domagała, Barbara: Different approaches to teaching English in the language laboratory. Warsaw

(1974). 53 pp. Jabłoński, Marian: On the effective use of the language laboratory. Warsaw2 (1974). 58 pp. Kern, Krzysztof: The place of the language laboratory in teaching English to adult learners. Warsaw2

(1974). 44 pp. Kurowska, Jolanta: The individual learning strategies of the Polish secondary school learners. Poznań

(1974). 36 pp. Lipińska, Małgorzata: An attempt to use the language laboratory effectively. Warsaw2 (1974). 48 pp. Steindl, Bauta: An attempt to use the sound motion picture in teaching English to beginning and

intermediate secondary school learners. Warsaw2 (1974). 28 pp. Supeł, Grażyna: Methodological journals as a help to young teachers. Łódź (1974). 52 pp.

336

Troskolańska-Zielińska, Ewa: On the application of nonprojected visual aids in teaching English in the secondary school. Warsaw2 (1974). 64 pp.

Wiszniowska, Małgorzata: An attempt to use the television course Slim John in teaching English to the

secondary school learner. Warsaw2 (1974). 47 pp. Wojtowicz, Teresa: An attempt to use additional recordings in teaching English to secondary school

learners. Warsaw2 (1974). 32 pp. Burkhard, Jadwiga: An attempt to use the feature film in teaching English to intermediate secondary

school learners. Warsaw2 (1975). 37 pp. Daszyńska, Wanda: The role of poetry in teaching English as a foreign language. Łódź (1975). 64 pp. Kaftańska, Hanna: Language strategies of Polish learners of English. Poznań (1975). 98 pp. Kortylewska-Karpina, Izabella: Language study habits of Polish university students majoring in

English: Learning grammar. Poznań (1975). 56 pp. Leżoń, Maria: The use of the scientific film in foreign language teaching in secondary schools.

Warsaw2 (1975). 48 pp. Ławrynowicz, Barbara: The use of instructional and educational films in teaching English to

intermediate secondary school learners. Warsaw2 (1975). 35 pp. Marlikowska-Hebel, Izabella: An attempt to use the English teaching film in teaching English to

intermediate secondary school learners. Warsaw2 (1975). 44 pp. + append. Sałańska, Alicja: An attempt to use sound motion picture in teaching English to secondary school

students. Warsaw2 (1975). 37 pp. Socha, Jolanta: Popular science film in teaching English: An attempt of its use to intermediate

learners. Warsaw2 (1975). 47 pp. Żarska, Maria: The uses of the language laboratory at the advanced level. Poznań (1975). 81 pp. Kaźmierczak, Zdzisław: Language-learning strategies of Polish learners of English. Poznań (1976). 41

pp. Kwiecień, Ewa: A study of exercises suitable for use in the language laboratory. Kraków (1976). 99

pp. Michalska, Anna: A reappraisal of the role of literature in language teaching. Warsaw (1976). 51 pp. Rabiega, Ewa: Additional aids in teaching English to children. Łódź (1976). 62 pp. Ellman, Jacek: Teaching English as a foreign language in Polish secondary schools: the use of

language laboratories. Poznań (1977). 31 pp. Głowacka, Grażyna: The use of audio-visual in teaching foreign languages. Lublin (1977). 53 pp. Jasińska-Andrzejewska, Maria: The use of aural aids in teaching English as a foreign language. Łódź

(1977). 49 pp.

337

Kaptur, Marzena: The use of audio-visual aids in teaching English as a foreign language: receptive skills. Poznań (1977). 38 pp.

Kieras-Jankowska, Barbara: Audio-visual aids in teaching of English. Katowice (1977). 50 pp. Klimkowska, Mariola: The use of audio-visual aids in developing communicative competence in

learning English as a foreign language in Polish secondary schools. Poznań (1977). 40 pp. Konieczny, Piotr: Audio aids in teaching English as a foreign language in Polish high schools. Poznań

(1977). 29 pp. Kozłowski, Ryszard: The language laboratory. Lublin (1977). 49 pp. Kuszewski, Grzegorz: The use of language laboratory facilities in teaching languages. Łódź (1977). 65

pp. Mentrak, Irena: Adaptation of English literary and other texts for the purpose of teaching the reading

skill to Polish learners in secondary school. Poznań (1977). 54 pp. Pazoła, Jacek: The use of the language laboratory in foreign language teaching. Poznań (1977). 40 pp. Profic, Andrzej: Audio-visual materials in foreign language teaching in the German Democratic

Republic. Warsaw2 (1977). 36 pp. Rybicka, Danuta: Pop songs in foreign language teaching methodology: The songs of the Beatles and

their application to teaching English. Warsaw (1977). 50 pp. Rzepczyńska, Ewa: The language laboratory in the teaching of English as a foreign language. Poznań

(1977). 45 pp. Ślifierz, Anna: Some language learning strategies used by learners of English as a second language.

Kraków (1977). 103 pp. Świerzewska, Ewa: The use of nonprojected visual aids in English as a foreign language in Polish

elementary schools. Poznań (1977). 56 pp. Żmudzin, Ewa: The use of visual stimuli in teaching foreign languages. Łódź (1977). 54 pp. + append. Żukowska, Maria: The uses of programmed instruction in teaching English as a foreign language.

Poznań (1977). 38 pp. Głaszcz, Anna: Audio-visual aids in teaching English in secondary schools. Poznań (1978). 39 pp. Kozłowska, Dorota: Techniques and audio-visual aids in the teaching of the speaking skill at the

intermediate level. Warsaw (1978). 51 pp. Pałys, Michał: The role of mass media and their application in foreign language teaching. Warsaw2

(1978). 49 pp. triple spaced. Famulski, Waldemar: The effectiveness of language laboratory as an aid in teaching English as

a second language. Łódź (1979). 55 pp. Gumkowski, Bogdan: The potential of technical aids in foreign language learning and teaching.

Warsaw2 (1979). 54 pp.

338

Kniewel, Waldemar: An observational analysis of teaching English at the advanced level: The language laboratory. Poznań (1979). 60 pp.

Koźlik, Jolanta: The use of visual aids for creating contexts and situations in teaching meaning.

Katowice (1979). 80 pp. Skrzypek, Jolanta: Visual aids to teaching English grammar in Polish secondary schools. Poznań

(1979). 65 pp. Thomas, Irena: The use of literature in foreign language teaching. Katowice (1979). 49 pp. Kacprzak, Grażyna: Economy, versatility and efficiency in the use of audio-visual aids. Łódź (1980).

44 pp. Musierowicz, Dariusz: The role and use of language laboratories in the high schools. Łódź (1980). 70

pp. Olejnik, Hanna: The use of audio-visual aids in teaching English as a foreign language to early

elementary school children who are native speakers of Polish. Warsaw (1980). 73 pp. Piotrowska, Maria: The use of diagrams in the teaching of English. Poznań (1980). 59 pp. Pokrzewiński, Zbigniew: The role of mechanical aids in teaching aural comprehension. Łódź (1980).

39 pp. Wojciechowska, Grażyna: Making an adequate use of the possibilities of the overhead projector in the

teaching of English. Kraków (1980). 100 pp. Dubińska, Barbara: Possibilities and procedures of utilizing magnetic tapes in the teaching process.

Wrocław (1981). 49 pp. Dudzińska, Elżbieta: Newspaper language in teaching English to adult learners at intermediate level.

Gdańsk (1981). 54 pp. Galińska, Iwona: Possibilities and procedures of utilizing slides in foreign language teaching. Wrocław

(1981). 71 pp. Laube, Anna: The use of poetic texts in the teaching of English in Polish secondary schools. Poznań

(1981). 60 pp. Radzikowski, Piotr: The role of language laboratory in language teaching. Katowice (1981). 92 pp. Wilczek, Ewa: Preparation of glottodidactic materials for basic audio aids used in Polish high schools.

Katowice (1981). 82 pp. Wrotkowska, Małgorzata: Visual aids in teaching English to primary school children. Katowice

(1981). 84 pp. (J. Arabski). Drzewiecka, Joanna: The use of newspapers in teaching English to advanced learners. Wrocław

(1982). 44 pp. + tables. Krótka-Lasak, Lidia: Using language laboratories in the teaching English syntactic structures.

Katowice (1982).

339

Laskosz, Janusz: A possibility of utilizing audial aids in foreign language teaching: A lesson on auditory comprehension at intermediate level. Wrocław (1982). 42 pp.

Lindner, Anna: Developing the learner’s activity in the process of foreign language teaching and

learning. Warsaw (1982). 96 pp. Maj, Bogumiła: Language laboratory and teaching language skills. Wrocław (1982). 64 pp. Podleśna, Ewa: The use of audio-visual aids in the process of foreign language teaching. Katowice

(1982). Szumowska, Małgorzata: Possibilities and procedure of utilizing film in the foreign language teaching.

Wrocław (1982). 54 pp. Jabłońska, Olga: Simplified readers: Their role in developing the reading skill in teaching English as

foreign language. Warsaw (1983). 58 pp. [also 23] Ławnikowska, Anna: Television and English language teaching. Wrocław (1983). 47 pp. Gępka, Małgorzata: The use of language laboratory in the teaching of selected syntactic structures to

the advanced students. Katowice (1984). 95 pp. Łukomska, Anetta: The role of literary texts in teaching English as a foreign language. Lublin (1984).

52 pp. Sokołowska-Gępka, Małgorzata: The use of language laboratory in the teaching of selected syntactic

structures to the advanced students. Katowice (1984). 95 pp. Spandel-Winkler, Blandyna: Visual aids in foreign language teaching. Katowice (1984). Chyczewska, Mariola: Linguistic analysis of simplified readers. Gdańsk (1985). 59 pp. [also 23] Gralik, Marek: The strategy of avoidance in learning English as a foreign language. Bydgoszcz (1985).

55 pp. + append. Leśniewska, Katarzyna: Teaching English to children through poetry. Gdańsk (1985). 53 pp. Ojrzanowska-Krawczyk, Alicja: The practical use of songs and poems in the classroom. Poznań

(1985). 71 pp. Stępniak, Jolanta: Foreign language learners’ strategies of communication. Łódź (1985). 43 pp. Ferfecka, Barbara: The role of literature in TEFL: Simplified readers vs. complete works. Gdańsk

(1986). 57 pp. Fołtyńska, Grażyna: L1-based strategies in the interlanguage of advanced learners of English. Łódź

(1986). 66 pp. Klimek, Krystyna: Foreign language learners’ communication strategies: An error analysis of the 1980

scholympics grammar tests. Kraków (1986). 123 pp. + append. [also 20] Kucharska, Bożena: Visual aids in teaching English prepositions to Polish learners. Kraków (1986). 73

pp. Lewandowska, Hanna: Computer-assisted language learning: An overview. Poznań (1986). 61 pp.

340

Przybylska, Małgorzata: The language laboratory today. Warsaw (1986). 71 pp. Sender, Bożena: Authentic speech materials in training aural comprehension in extended EFL classes.

Kraków (1986). 133 pp. Breszka, Krystyna: The use of communication strategies by adult intermediate Polish learners of

English as a foreign language. Łódź (1987). 72 pp. Dębski, Robert: Teaching some aspects of the English language with the microcomputer: An

experimental approach. Kraków (1987). 94 pp. Greficz, Małgorzata: Effective use of audio-visual teaching media in the process of teaching-learning a

foreign language in Polish high school conditions. Katowice (1987). 60 pp. (M. Wysocka). Hajduszkiewicz, Ewa: The occurrences of simplification strategy in second language learners’

production. Katowice (1987). 62 pp. Lemańska-Gasek, Małgorzata: Video tape recorder as a teaching aid: Techniques and applications in

teaching English. Łódź (1987). 58 pp. Stasio, Dorota: Traditional vs. computer-assisted vocabulary teaching. Łódź (1987). 73 pp. [also 22] Śliwa, Jakub: Types of mediators applied by advanced high school learners as learning strategies for

the correct use of selected syntactic structures. Katowice (1987). 60 pp. Wróbel, Małgorzata: Some attempts to use video in foreign language learning and teaching. Warsaw2

(1987). 59 pp. Jakubczak, Beata: The use of visual aids in language teaching. Warsaw (1988). 78 pp. + append. Kajkowska, Ewa: Visual elements in language teaching. Łódź (1988). 93 pp. Nadobnik, Anna: Computer-assisted vocabulary teaching. Łódź (1988). 76 pp. Ogińska, Joanna: Computer-assisted language learning. Łódź (1988). 64 pp. Topol, Paweł: Computer programs for teaching English in Polish secondary schools: An empirical

study. Poznań (1988). 111 pp. Makowiec, Bernadetta: Differences in the use of visual aids when teaching vocabulary to child and

adult beginners. Kraków (1989). 81 pp. Osowska, Jolanta: Using computers in teaching and testing English as a second language. Łódź (1989).

105 pp. Raźny, Irena: Advantages and disadvantages of using a computer for English teaching instruction at

the secondary school level. Kraków (1989). 67 pp. Smoczyńska, Agata: The use of the computer in the communicative approach to teaching grammar.

Poznań (1989). 77 pp. Krokos, Elżbieta: Varying media in the foreign language classroom. Łódź (1990). 75 pp. Lipiński, Jacek: Computers in language learning and teaching. Katowice (1990). 154 pp.

341

Łubieńska, Katarzyna: The method of aims and strategies and the teaching of writing at the advanced level. Wrocław (1990). 83 pp. [also 23]

Olecka, Agnieszka: Learner’s strategies in foreign language communication: A comparative analysis

of communication strategies used by Polish students of English. Kraków (1990). 83 pp. Ziętek, Iwona: Different aspects of computer use in foreign language learning and teaching. Łódź

(1990). 62 pp. Lewoc, Anna: Possibilities for using computers in English language teaching. Wrocław (1991). 81 pp. Matuszek, Ewa: Developing foreign language learners’ strategic competence. Kraków (1991). 80 pp. Patynowska, Renata: Some uses of literature in second language teaching. Poznań (1991). 98 pp. Prasak, Urszula: The contribution of authentic listening materials to learning EFL. Wrocław (1991). 55

pp. Ślusarczyk, Andrzej: Audio-visual aids as factors influencing the increase of information among poor

learners of English. Katowice (1991). 75 pp. + two questionnaires. Barczewski, Wojciech: The contemporary relevance of the language laboratory in language teaching.

Poznań (1992). 50 pp. Chodkowski, Andrzej: The use of video in foreign language teaching. Łódź (1992). 50 pp. Fietkiewicz, Edyta: Songs and rhymes as input in the teaching English to children. Łódź (1992). 90 pp. Formas, Barbara: The role of comprehensible input in the acquisition of foreign language vocabulary.

Kraków (1992). 81 pp. + append. Gałaś-Osada, Beata: Discovery strategies in teaching English to Polish children. Gdańsk (1992). Hano, Ludmiła: Authentic materials in the teaching of English: Theory and practice. Katowice (1992). Kaczmarek, Monika: Integrating literature into the language teaching classroom. Poznań (1992). 54

pp. Klarkowska, Agata: The use of the press in teaching/learning English for communication. Warsaw2

(1992). 81 pp. Lauda, Ewa: Video in language teaching. Poznań (1992). 52 pp. Markowicz, Joanna: Computer-assisted language teaching. Katowice (1992). 108 pp. Mituka, Marek: Activating the learner’s communication strategies through relevant content. Warsaw2

(1992). 59 pp. Morawiec, Ludmiła: L2 communication strategies and proficiency in another foreign language.

Kraków (1992). 72 pp. Myćka, Marzena: A study of communication strategies at preintermediate, intermediate, and advanced

levels. Wrocław (1992). 76 pp.

342

Polańczuk, Robert: Computer-based English language testing: Computers as teacher’s and learner’s aids. Katowice (1992). 168 pp.

Szwarlik, Anna: Learning strategies employed by students of medical English. Katowice (1992). 66

pp. + questionnaire. [also 29] Wilczyńska, Anetta: The use of authentic materials in reading. Katowice (1992). 151 pp. Wysińska, Mariola: Optimising the design of the TV FLT/L courses aimed at intermediate non-captive

audiences. Warsaw2 (1992). 70 pp. + append. Bogdanowicz, Mirosława: Educational aids applied in teaching and learning English as a second

language. Gdańsk (1993). 61 pp. Dolasińska, Barbara: Songs as a language teaching resource: Towards the more effective use of pop

songs in teaching English. Poznań (1993). 68 pp. Droździel, Anna: Learning strategies of foreign language learners. Poznań (1993). 50 pp. Gaweł, Elżbieta: Enhancing the communicative teaching of English with MGP magazines. Poznań

(1993). 71 pp. [FLT] [Mary Glasgow Publication mags] Gawlik, Magdalena: Semantic manifestations of advanced learners’ interlanguage as reflected in

communication strategies. Łódź (1993). 54 pp. Jasińska-Biegalska, Barbara: The role of literature in foreign language teaching. Katowice (1993). 84

pp. Kita, Agnieszka: A study of strategies used by university students of English in academic writing

tasks. Warsaw2 (1993). 72 pp. + append. Kocjan, Beata: Strategies developed by foreign language teachers during a foreign language lesson:

Teaching procedures and language use. Katowice (1993). 69 pp. + questionnaire. Kowalski, Janusz: A technical guide to the use of authentic video materials in the English language

classroom. Poznań (1993). 52 pp. Leńko, Agnieszka: Computer-assisted language learning (CALL). Łódź (1993). 68 pp. Marszewski, Jarosław: Authentic video materials in teaching EFL. Wrocław (1993). 51 pp. Muszyńska, Anna: The effective use of authentic materials: Selection and grading. Poznań (1993). 61

pp. Ryzner, Katarzyna: Using video in the teaching process. Wrocław (1993). 49 pp. Seroczyńska, Agata: Optimising foreign language learning and teaching: The potential of modern

media. Warsaw2 (1993). 78 pp. Swoboda-Rydz, Urszula: The use of authentic reading materials to develop integrated skills in the

foreign language classroom. Poznań (1993). 72 pp. Stecko, Małgorzata: Teaching grammar with the computer (CALL): Self-access grammar revision

course. Kraków (1993). 75 pp. [Computer-assisted language learning] [also 21]

343

Bartkiewicz, Agnieszka: The use of authentic materials in the development of reading skills. Gdańsk (1994). 91 pp.

Bartoszewicz, Ewa: Computer-assisted language learning and the communicative model of language

teaching. Poznań (1994). 57 pp. Bąkowska, Katarzyna: The level of proficiency in EFL and the use of compensation strategies.

Wrocław (1994). 66 pp. Czajkowska, Anna: British and American press in foreign language teaching. Kraków (1994). 78 pp. +

26 pp. append. Czerniecka, Joanna: The correlation of individual instruction strategies use and the level of proficiency

in EFL learning. Wrocław (1994). 68 pp. Gawrecki, Krzysztof: Video as an aid in teaching English to younger children. Poznań (1994). 60 pp. Gidzińska, Monika: Developing specific learning strategies for vocabulary revision. Wrocław (1994).

54 pp. Golec-Rutkowska, Agnieszka: National Geographic and Newsweek as sources of authentic materials

for teaching English. Gdańsk (1994). 107 pp. Janiak, Barbara: Differences in compensation strategies usage between more or less successful

learners. Wrocław (1994). 63 pp. Jastel, Wojciech: Implementation of learner strategies in successful acquisition of lexis. Katowice

(1994). 60 pp. + 88 pp. of exercises. Kaczmarek, Małgorzata: A comparison of the structure of authentic texts and premodified EFL

passages and their glottodidactic implications. Warsaw2 (1994). 123 pp. Konderska, Hanna: Audio-visual aids in developing communicative competence in foreign language

learners. Katowice (1994). 63 pp. Kossakowska, Aleksandra: Newsweek as a source of grammar syllabus. Gdańsk (1994). 85 pp. Krysiak, Andrzej: The "Themes Project”: Evaluation and use of authentic television materials at a

university level. Łódź (1994). 82 pp. + append. Leśniak, Janusz: An experiment in the effectiveness of computer-assisted language learning (CALL)

secondary school in Poland. Poznań (1994). 239 pp. Niżyńska, Joanna: The correlations between students’ learning styles and their use of language

strategies. Wrocław (1994). 64 pp. [also 26] Os, Agnieszka: Literary texts in a language course for lower intermediate and intermediate students.

Gdańsk (1994). 75 pp. Ożga, Aneta: Differences in the use of memory strategies by child, adolescent and adult learners.

Wrocław (1994). 60 pp. Pławecka, Anna: Investigating creativity through literature in ELT: Storytelling, poetry and drama.

Poznań (1994). 78 pp. [also 26] Przybyła, Julita: Using visual aids in teaching vocabulary. Poznań (1994). 124 pp. [also 22]

344

Rezmer, Sylwia: Literary fiction in text creativity method. Gdańsk (1994). Sarnecka, Dorota: Translation of literary texts in teaching English as a second language. Gdańsk

(1994). Tokarska, Beata: The place of literature in the teaching of English to advanced students. Gdańsk

(1994). 50 pp. Wałęsa, Małgorzata: The use of direct learning strategies in the four language skills. Wrocław (1994).

59 pp. [also 23] Chyła, Violeta: The value of reflection in teacher development. Wrocław (1995). 66 pp. Ciszewska, Edyta: Multimedia in teaching business English: An attempt at evaluation. Kraków (1995).

69 pp. + append. Czepulonis, Agnieszka: The use of poetry for teaching English as a foreign language. Poznań (1995).

85 pp. Fogiel, Jolanta: The use of computers in teaching English as a foreign language. Łódź (1995). 68 pp. +

append. Kiliańska, Grażyna: Teacher’s attitude towards more capable students. Katowice (1995). 63 pp. +

questionnaire. Krywult, Przemysław: Face as a pedagogical device: The role of the nonverbal behaviour of the

teacher in teaching a foreign language to advanced adult learners. Poznań (1995). 64 pp. [also 9/21]

Litorowicz, Katarzyna: Integrating popular songs into a secondary school syllabus. Poznań (1995). 62

pp. Łukasik, Leszek: The use of video in teaching English. Poznań (1995). 50 pp. Mróz, Krystyna: Learner autonomy and motivation in different teaching methods and techniques.

Wrocław (1995). 75 pp. [also 26] Ostrowska, Agata: Theatre for language and education. Gdańsk (1995). 90 pp. Pasternak, Joanna: Storytelling as a device for teaching the spoken form of language. Gdańsk (1995).

85 pp. Płończak, Wiesława: Short stories for teaching writing at the intermediate level. Poznań (1995). 113

pp. [also 23] Pochylska, Anna: Using poetry in the classroom to develop oral fluency. Poznań (1995). 62 pp. [also

23] Rajca, Brygida: Evaluation of grammar tests designed by Polish secondary school teachers. Poznań

(1995). 66 pp. Radomska, Sylwia: Using authentic rock music in developing receptive skills with intermediate

adolescent learners. Poznań (1995). 78 pp. Rzepczyk, Anna: A new standard for FLT process: Audio-visual aids. Katowice (1995). 104 pp. +

append.

345

Spirydowicz-Tulipan, Magdalena: The use of computers in self-instruction. Poznań (1995). 69 pp. Stefanowicz, Anna: Poetry in secondary school intermediate language classrooms: A possibility or a

fancy? Poznań (1995). 51 pp. Sulczewski, Dariusz: The application of games, songs and poems in foreign language teaching.

Poznań (1995). 87 pp. Szczegóła, Tomasz: The use of newspapers and magazines in teaching English: Theory and classroom

practice. Poznań (1995). 61 pp. Szmaus, Monika: The effective use of music and songs in EFL classrooms: Theory and practice.

Poznań (1995). 76 pp. Tratkiewicz, Wiktor: Teaching English grammar by computer. Poznań (1995). 56 pp. [also 21] Tarantowicz, Monika: An intelligent CALL system: Methodological and linguistic issues. Wrocław

(1995). 111 pp. [Computer-assisted language learning] Teleżyńska, Beata: Use of authentic texts in reading comprehension development at intermediate

level. Poznań (1995). 67 pp. Więckowska, Magda: Using authentic reading materials to motivate adolescent learners to read

English. Poznań (1995). 56 pp. Wojtczuk, Gabriela: Popular literature in teaching English to intermediate students. Gdańsk (1995). 64

pp. Andruszczak, Marta: Authenticity in listening in the foreign language classroom. Lublin (1996). 71 pp.

[also 23] Budzyńska, Halina: Using poetry as a means of developing oral expression at intermediate level.

Poznań (1996). 67 pp. Dixon, Izabela: Applying drama techniques in the development of students’ fluency in English.

Poznań (1996). 71 pp. Florek, Grażyna: Using visual aids to promote oral communication at intermediate level. Poznań

(1996). 72 pp. Kawalec, Dorota: The role of literature in developing reading skills: Scanning and skimming.

Intensive and extensive reading. Poznań (1996). 93 pp. Kołtun, Sławomir: Learning strategies for vocabulary acquisition. Lublin (1996). 62 pp. [also 22] Kowalik, Katarzyna: Using authentic texts to develop reading skills. Poznań (1996). 87 pp. [also 23] Mularczyk, Nikola: The feature film in language teaching. Gdańsk (1996). 97 pp. Nowacka, Dorota: The use of communication strategies by Polish learners of English. Poznań (1996).

79 pp. Orzewiecka, Anna: Drama activities in foreign language teaching. Wrocław (1996). 73 pp. Parol, Anna: Using authentic materials in the classroom. Katowice (1996). 70 pp.

346

Paszek, Jerzy: Applications of advertisements as authentic materials in the practice of English language teaching. Katowice (1996). 74 pp.

Pietrasiak, Krzysztof: Communication strategies of intermediate Polish learners of English as a foreign

language. Łódź (1996). 65 pp. Pomin, Maria: Strategies used by adults and children in the process of communication. Poznań (1996).

65 pp. Pięta, Dariusz: Strategies of teaching in foreign language teaching. Katowice (1996). 60 pp. [also 24] Poprawska, Edyta: Communicative tasks in communicative language teaching. Poznań (1996). 58 pp. Porczyńska, Maria: Differences between adult and adolescent language learners in the choice and use

of learning strategies. Poznań (1996). 108 pp. Portka, Izabella: Computer-assisted reading. Lublin (1996). 72 pp. [also 23] Siekierzyńska, Krystyna: What is the value of English language songs as a contribution to foreign

language learning? Poznań (1996). 60 pp. Spaliński, Dariusz: Popular songs in teaching English: A waste of time? Poznań (1996). 65 pp. Wachowicz, Monika: Learning strategies used by Polish secondary school students in acquiring

English vocabulary. Poznań (1996). 59 pp. [also 22] Warmińska-Biszczad, Małgorzata: Implementing reading strategies in a foreign language classroom.

Lublin (1996). 63 pp. [also 23] Węglarek, Anna: Teaching literature to secondary school students. Poznań (1996). 88 pp. Wiazowski, Jarosław: Computer-assisted language learning for the blind and visually handicapped.

Łódź (1996). 70 pp. [also 31] Wolański, Krzysztof: Computer assistance in assessing EFL learners’ performance. Wrocław (1996).

132 pp. Żłobińska, Joanna: Cognitive and metacognitive language learning strategies and their application to

listening comprehension tasks. Katowice (1996). 98 pp. [also 23] Balińska, Urszula: Stories as a means of improving young learners’ communicative skills in the

foreign language. Poznań (1997). 57 pp. Barański, Michał: Teachers’ attitudes towards learner autonomy. Wrocław (1997). 48 pp. [also 24] Cylwik, Barbara: Individual differences and the choice of learning strategies in second language

acquisition. Warsaw (1997). 88 pp. [also 26] Czuba, Małgorzata: Learner-centered approaches to teaching literature in the language classroom: An

action research. Poznań (1997). 58 pp. Dąbrowska, Agnieszka: Methodological evaluation of the multimedia computer program. Poznań

(1997). 74 pp. & ils. Dąbrowska, Gabriela: Learner strategies in vocabulary learning. Warsaw (1997). 70 pp. [also 22]

347

Dąbrowski, Jacek: Advertisements and language schools in Britain. Toruń (1997). 54 pp. & il. [also 7] Fibinger, Elżbieta: Motivational aspects of using authentic materials and techniques in teaching FL

culture. Katowice (1997). 115 pp. [also 26/32] Grabania, Małgorzata: Authentic materials in teaching business English. Kraków (1997). Grządzielewska, Aldona: Literature for language students: The question of value and valuable

questions. Poznań (1997). 83 pp. Gwiazda-Rzepecka, Brygida: The influence of the left- and right-brain functioning on attitude towards

autonomy. Wrocław (1997). 76 pp. [also 28] Jankowska, Ewa: Responsibility and learner training in autonomy. Wrocław (1997). 84 pp. Jaskierska, Paulina: Global learners as a challenge to language teachers. Kraków (1997). Jędrzejko, Alina: Learning through visual presentation vs. rote learning: Two memory techniques in

foreign language vocabulary learning. Katowice (1997). 69 pp. Kawałek, Jarosław: Computer games and simulations in computer-assisted language learning. Poznań

(1997). 76 pp. Kuś, Dorota: The use of songs and music in teaching English as a foreign language. Wrocław (1997).

70 pp. Lesiak, Agnieszka: Computer concordancing as a classroom tool for language learners and teachers.

Łódź (1997). 61 pp. Łakomiec, Beata: Advertising materials in TEFL. Kraków (1997). Makarewicz, Magdalena: Authentic vs. adapted materials in the development of reading skills:

Implications for the teaching of English to secondary school students. Warsaw (1997). 65 pp. Makuła, Monika: The influence of memory strategy instruction of the attitude towards accelerated

language learning. Wrocław (1997). 74 pp. Mamys, Anna: Music and the process of second language learning. Poznań (1997). 70 pp. Marciniak, Katarzyna: Learning strategies in a foreign language setting. Łódź (1997). 74 pp. Markowska, Edyta: The effectiveness of computers on autonomous language learning. Wrocław

(1997). 52 pp. Monkiewicz, Jacek: The Internet in English language teaching. Warsaw (1997). 59 pp. Pacyna (Pawłat), Paulina: Introducing songs into foreign language teaching programme. Kraków

(1997). Pelc-Kawulok, Joanna: Music and song: Stimulating and holistic experience in foreign language

learning. Katowice (1997). 74 pp. Rokicki, Robert: Developing learners’ autonomy by means of (tape) journals and teacher-student

letters. Katowice (1997). 57 pp.

348

Sidorowicz, Marta: Writing a screenplay in second language education. Gdańsk (1997). 80 pp. Siemakowicz, Mariusz: Authentic materials in communicative language teaching. Katowice (1997).

103 pp. Różycka-Kaleta, Margarita: Good language learners: Impact of individual learner differences and

learning strategies on success in SLL. Warsaw (1997). 63 pp. [also 26] Sozańska, Agnieszka: Bringing the “real” world into FLT: Using films in the language classroom.

Łódź (1997). 89 pp. Stefaniak, Marzena: The correlation between learner strategy use and age. Poznań (1997). 69 pp. Szczerbaniak, Joanna: How a story is told: Communication strategies in bilinguals. Łódź (1997). 80

pp. [also 23] Waliński, Jacek: The Internet in the ELT classroom. Łódź (1997). 90 pp. [English language teaching] Wiaterek, Ewa: A feasibility study of developing strategic competence. Kraków (1997). Wierzbicka, Anna: Some uses of Internet in education and ESL/EFL learning: Background and the

current state of the art. Kraków (1997). Wilk-Janik, Jolanta: Relationship between the age factor and attitude towards autonomy. Wrocław

(1997). 71 pp. Wrońska, Halina: The usefulness of visual aids in teaching English prepositions to young learners.

Poznań (1997). 78 pp. Barczyk, Monika: Learner autonomy in language classroom. Katowice (1998). 62 pp. + append. Burmistrzak, Izabela: The use of video in teaching English in the primary school. Poznań (1998). Dąbrowska, Grażyna: Basic student’s dictionary. Gdańsk (1998). 102 pp. [also 32] Harajewicz, Lucyna: Using authentic reading materials for integrated skill development with pre-

intermediate and intermediate students of English as a foreign language. Poznań (1998). 88 pp.

Jaduszyńska, Agnieszka: Using video in teaching speaking. Poznań (1998). Jadwiszczak, Agnieszka: Comprehension of authentic and simplified texts. Opole (1998). 64 pp. +

append. Janiczek, Małgorzata: Using songs to teach English to upper-level learners in primary schools.

Katowice (1998). 56 pp. + append. (E. Krawczyk-Neifar). Kalenta, Marzena: Teaching styles and teachers’ strategies in mixed ability classes: Implications for

the teaching of English in secondary schools. Warsaw (1998). 66 pp. + append. [also 24] Kopczyńska, Ewa: The transfer of reading strategies from L1 to L2. Poznań (1998). [also 23] Kuczyńska, Grażyna: Reading strategies applied by foreign language readers to texts from newspapers

and magazines. Opole (1998). 58 pp. + append. [also 23]

349

Kwiatkowski, Janusz: Video techniques in the English classroom. Łódź (1998). 61 pp. + append. Łuba-Muczko, Maria: Learning strategies in language training: implications for the teaching of

English to secondary school students. Warsaw (1998). 56 pp. + append. Litwin, Wioletta: Selected teacher roles in a communicative computer-assisted language learning

(CCALL) classroom. Poznań (1998). 82 pp. [also 24] Marciniak, Mikołaj: The perception of reading strategies used by second language learners with

relationship to their second language proficiency. Warsaw2 (1998). 78 pp. Mizgajska, Anna: The Internet as a resource for EFL teacher development. Poznań (1998). Osmulska, Joanna: Teachers’ attitudes towards teaching English through literature. Katowice (1998).

89 pp. + append. [also 24] Palugniok, Anna: Learning strategies in learning and teaching vocabulary. Katowice (1998). 73 pp. (E.

Krawczyk-Neifar). [also 8/22] Rosada, Katarzyna: The effects of vocabulary learning strategy training on the secondary school

students. Poznań (1998). [also 8/30] Rabsztyn-Piekarska, Natasza: The role of learning strategies in the process of learning English as

a foreign language. Katowice (1998). 78 pp. + append. (A. Porzuczek). Rudnik, Olaf: ASR in EFL CALL: Automatic speech recognition in English as a foreign language

computer-assisted language learning. Poznań (1998). Skiba, Joanna: Interactive CALL: The use of Euro PLUS+ as an interactive multimedia package.

Poznań (1998). Skrzypiec, Tomasz: Computer-assisted language learning. Katowice (1998). 65 pp. (E. Krawczyk-

Neifar). Tarapacz, Beata: The use of reading strategies by efficient foreign language readers. Opole (1998). 48

pp. + append. [also 23] Turski, Bugumił: Language learners’ communicative strategies at elementary and pre-inter-mediate

levels. Łódź (1998). 66 pp. + append. [also 23] Wawrowska, Aleksandra: Do songs influence motivation and attitudes to learning English? Poznań

(1998). Wikariak, Leszek: Teaching English through poetry to adolescents. Poznań (1998). Wiśniewska, Alicja: Collocations in ESL reality. Poznań (1998). Zakrzewska, Marzena: Video in SLA: “Bringing the real world into the classroom.” Łódź (1998). 84

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31. LEARNERS WITH SPECIAL NEEDS: ADHD, APHASIA, AUT ISM, BLIND, DEAF, DOWN’S SYNDROME, DYSLEXIA, GIFTED STUD ENTS

(1974-2009) 3 Dr habs. (2 solo & 1 cross-listed)

4 Drs. (3 solo & 1 cross-listed) 217 MAs (148 solo & 69 cross-listed)

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Wachowska, Katarzyna: Teaching English to students with specific learning difficulties and ADHD.

Bydgoszcz (2008). (A. Bączkowska). Wenz, Małgorzata: The brain, language and intelligence―a study on modularity evidenced by aphasic

disorders. Szczecin (2008). (J. Sadownik). [also 8/10] Zawistowski, Łukasz: Supporting foreign language learning processes in dyslexic learners of English

in the primary school context. Warsaw (2008). (H. Komorowska). Żmuda, Patrycja: Teaching English to learners with dyslexia. Łódź (2008). (J. Majer). Białus, Paulina: Teaching EFL to ADHD learners in Polish primary school. Poznań (2009). Caputa, Joanna: Teaching English to students with special educational needs. Kraków (2009).

(E. Witalisz). Chilińska, Edyta: Teaching English to ADHD learners in the upper primary context. Warsaw (2009).

(H. Komorowska). Ciułkowska, Anna: Task adjustment in teaching English as a foreign language to dyslexic children.

Warsaw (2009). (M. Dakowska). [also 30] Frąk, Katarzyna: Understanding language by an autistic child. Łódź (2009). (K. Ciepiela). Godyń, Sylwia: How to manage dyslexia in the foreign language classroom. Wrocław (2009). 95 pp.

(R. Lewicki). Jeżak, Agata: Teaching English to children in a sociotherapy centre. Kraków (2009).

(A. Niżegorodcew). Korneluk, Marcin: The modularity of mind―a study of independence of language from intelligence in

aphasia disorders. Szczecin (2009). (J. Sadownik). [also 8/10] Kryspowicka, Karolina: Defining strategies in English moderate learning difficulties vs. Polish folk

defining tradition. Poznań (2009). Magiera, Izabela: Improving a dyslexic student’s word recognition skills by implementing the Davis

Dyslexia Correction Program. Kraków (2009). (M. Jodłowiec). Mielnik, Justyna: Teaching vocabulary to a dyslexic student through the Total Physical Response

Method and vocabulary games. Szczecin (2009). (P. Kamińska). Pakuła-Borowiec, Joanna: Developmental dyslexia in a foreign language classroom. KUL (2009).

(A. Bloch-Rozmej). Ściepuro, Elżbieta: The modularity of mind: Evidence from language and development disorders.

Szczecin (2009). (J. Sadownik). [also 8/10] Załuska, Magdalena: Multisensory approach to EFL instruction: The case of ADHD learners.

Katowice (2009). (D. Gabryś-Barker).

392

Zdobylak, Joanna: New technologies as a motivating factor in learning English as a foreign language by the visually-impaired students. Wrocław (2009). 49 pp. + append. (A. Michońska-Stadnik). [also 30]

32. TEXTBOOK/COURSEBOOK EVALUATIONS, DICTIONARY USE & CULTURE IN EFL (1969-2009)

1 Dr hab. (cross-listed)

19 Drs. (11 solo & 8 cross-listed) 494 MAs (302 solo & 190 cross-listed)

Dr hab. Lew, Robert: Komu jaki słownik? Receptywne użycie słowników dwujęzycznych,

jednojęzycznych i jednojęzycznych bilingwalizowanych przez Polaków uczących się języka angielskiego. Poznań (2004). [Which dictionary for whom? Receptive use of bilingual, monolingual and semi-bilingual dictionaries by Polish learners of English] [also 16]

************

Dr Karska, Teresa: Collocations as a linguistic phenomenon of potential language errors: A contrastive study based on the secondary school handbooks of English in Poland. Kraków (1988). 198 pp. (Aleksander Szulc). [also 23]

Dr Czajka, Piotr: Academic discourse in axiological perspective as found in textbooks of linguistics.

Wrocław (1999). (Zdzisław Wąsik). [also 7] Dr Banach, Bożena: Cultural contents in textbooks of English and their use in Anglicists' work.

Katowice (2000). (Maria Michalewska). Dr Rybarczyk, Renata: A monolingual or a bilingual textbook for learning a foreign language? An

attempt at comparative evaluation. Poznań (2001). (Czesław Karolak). Dr Strzałka, Agnieszka: Elements of culture of English speaking countries in teaching English as a

foreign language. Katowice (2001). (Maria Wysocka). Dr Krajka, Jarosław: The Internet as a coursebook in EFL. Poznań (2002). (Włodzimierz

Sobkowiak). [also 30] Dr Walat, Maria: Culture in a foreign language classroom. Poznań (2003). (Krystyna Droździał-

Szełest). Dr Dziemianko, Anna: Verb syntax in monolingual English learners' dictionaries: A study of user-

friendliness. Poznań (2004). (Arleta Adamska-Sałaciak). [also 4/16/21] Dr Szczepaniak, Renata: An empirical study into the use of a monolingual learner's dictionary: The

effects on the comprehension of idiom variation for advanced students of English). Poznań (2004). (Arleta Adamska-Sałaciak). [also 16/22]

Dr Bandura, Ewa: Developing intercultural competence in the teaching of English as a foreign

language. Warsaw (2005). (Hanna Komorowska). Dr Debaene, Ewelina: Choosing a coursebook. Theory and practice in the evaluation of English

language teaching materials. Warsaw (2005). (Hanna Komorowska).

393

Dr Frankowska, Agnieszka: Culture sensitive methodologies. Sociocultural components in curricula and textbooks for the teaching of English as a foreign language. Warsaw (2005). (Hanna Komorowska).

Dr Osuchowska, Dorota: Collocational information in foreign learner's dictionaries: Lexicographic

description and reception. Rzeszów (2005). (Igor Burchanow). [also 22] Dr Jaroszewska, Anna: Foreign language teaching of children―development of children`s

multicultural awareness. Warsaw (2006). (Elżbieta Zawadzka-Bartnik). [also 27] Dr Poluszyński, Bartosz: The use of pedagogical dictionaries in English language study in Polish

higher-secondary schools. The empirical research. Opole (2006). (Tadeusz Piotrowski). Dr Rumianowska, Agnieszka: Contemporary pop-culture in the teaching and learning of foreign

languages―musical video clip. Warsaw (2006). (Elżbieta Zawadzka-Bartnik). Dr Kulczyńska, Agnieszka: The influence of knowledge of culture and textual schemes on the

understanding and the memorizing of a narrative text in a foreign language. Warsaw2 (2007). (Maria Dakowska). [also 22]

Dr Białek, Magdalena: Intercultural teaching-learning in language education. Wrocław (2008).

(Roman Lewicki). Dr Szymańska-Czaplak, Elżbieta: A textbook for learning a foreign language (as an element

developing a student's cultural competence in a foreign language). Opole (2008). (Tadeusz Piotrowski).

************

Sadowska-Witczak, Elżbieta: Linguistic assessment of E. Frank Candlin’s Present Day English for Foreign Students, Book One: Validity of statements about the language selection and grading of the language material. Warsaw (1969). 59 pp.

Ambroziewicz, Bogdan: Linguistic assessment of David Hick’s Foundations of English, Book One.

Warsaw (1971). Czernewa, Marina: Linguistic assessment of C. E. Eckersley’s Essential English, Book One: Validity

of statements about the language; the selection and grading of the language material. Warsaw (1971). 52 pp.

Karpowicz, Ewa: The textbook of English as a foreign language, formerly and today. Warsaw (1971).

49 pp. Kielanowska, Iwona: English textbooks for Polish children. Łódź (1971). 53 pp. Sikorska, Krystyna: A critical analysis of the English textbooks for adult learners written by Polish

authors. Łódź (1971). 61 pp. Tomaszczyk, Jerzy: The role of dictionaries in the process of teaching and learning English as

a foreign language. Łódź (1971). [also 30] Koźmińska, Iwona: Indirect speech in a course of English for beginners: Grading, presentation, and

drill―a survey of a number of textbooks. Warsaw (1972). 64 pp. [also 21] Ostrowska, Teresa: Ways of expressing futurity in English: Problems of selection, grading, and

presentation―a survey of a number of textbooks. Warsaw (1972). 58 pp. [also 21]

394

Przybył, Tamara: Social and cultural background in courses of English for beginners: A survey of different approaches. Warsaw (1972). 83 pp. [also 22]

Biernacka, Danuta: Linguistic assessment of L. G. Alexander’s New Concept English: First Things

First, Teacher’s Edition: Validity of the linguistic background―the selection, grading and presentation of language material. Warsaw (1973). 81 pp.

Jaworska-Pietrasik, Jolanta: The role of dialogue in modern language teaching and investigation of

textbooks and classroom procedures. Warsaw2 (1973). 59 pp. Krzeszowska, Ewa: A critical analysis of four British textbooks used in postwar Poland. Łódź (1973).

41 pp. Rościszewska, Kamila: Linguistic assessment of A First English Book by T. Grzebieniowski and of

We Learn English Part One, by J. Smólska and A. Zawadzka. Warsaw (1973). 57 pp. Freliszka, Janina: Critical evaluation of the textbook My English Book by J. Mickunas. Poznań (1974).

54 pp. Koralewska, Jadwiga: An evaluation of language teaching materials based on the textbook My English

Book (Part 2) by Jan Mickunas. Poznań (1974). 54 pp. Skalska, Krystyna: An evaluation of the textbook I Learn English (Part 1) by M. Michalska and

C. Beven-Oyrzanowska. Poznań (1974). 50 pp. Szwaja, Maria: An evaluation of the textbook First Things First: An Integrated Course for Beginners

by L. G. Alexander. Poznań (1974). 114 pp. Ziółkowska, Danuta: Conversation practice in English books for Polish learners. Łódź (1974). 71 pp. Bartosiewicz, Elżbieta: The progressive aspect: Grammatical background and the survey of

approaches by textbook writers and methodologists. Warsaw (1975). 64 pp. [also 3/21] Okła, Leokadia: Evaluation of language teaching materials: My English Book (Part 1) by Jan

Mickunas. Poznań (1975). 46 pp. Oleksa, Barbara: The development of cultural understanding and teaching English in secondary

schools. Poznań (1975). 60 pp. Ostrowska, Krystyna: The socio-cultural background and FLL: Based upon the classes with the third

formers of a suburban school in Warsaw. Warsaw2 (1975). 75 pp. + sample student letters. Woźniak, Elżbieta: Presentation of grammatical information in textbooks of varying aims. Warsaw

(1975). 66 pp. [also 21] Górska-Skowerenda, Joanna: A critical analysis and evaluation of two books used in the first year of

teaching English to Polish secondary pupils. Łódź (1976). 47 pp. Konon, Maria: Linguistic and methodological assessment of We Learn English by Janina Smólska and

Anna Zawadzka. Warsaw (1976). 51 pp. Korytowska, Grażyna: Evaluation of the textbook Oxford Progressive English Course (Book 1) by

A. S. Hornby. Poznań (1976). 82 pp.

395

Popowicz, Alicja: Evaluation of the textbook English? Yes! by L. Szkutnik and W. Marton. Poznań (1976). 63 pp. [also 24]

Sielska, Elżbieta: Elements of British cultural life in the manuals for adult learners used in Poland.

Łódź (1976). 68 pp. Sobolewska, Maria: Evaluation of the textbook Practice and Progress by L. G. Alexander. Poznań

(1976). 72 pp. Trzaska, Katarzyna: Survey of teacher’s books accompanying different courses of English. Warsaw

(1976). 76 pp. Chojnacka, Maria: Vocabulary in selected English and Polish textbooks of English as a foreign

language. Warsaw (1977). 54 pp. [also 22] Giera, Ewa: Sociolinguistics and teaching English as a foreign language: A sociolinguistic analysis of

the textbook We Learn English (Part 4) by J. Smólska and A. Zawadzka. Poznań (1977). 31 pp.

Góralski, Marian: The evaluation of the grammatical component of the textbook English? Yes!

(I Grade) according to the analysis of the English verb. Poznań (1977). 53 pp. Kasprowicz, Roman: Evaluation of the textbook English? Yes! (Book 1) by Leon Szkutnik and

Waldemar Marton. Poznań (1977). 55 pp. Konaszewska-Pyla, Małgorzata: The British cultural background in English language teaching:

Preparation of Polish pupils to participate in British daily life. Poznań (1977). 126 pp. Kowalczyk, Stanisław: Visual memory in second language learning and how it is utilized in various

handbooks of English for Polish learners. Kraków (1977). 78 pp. Królak, Marek: Practice materials (drills and exercises) in six popular courses of elementary English.

Warsaw (1977). 55 pp. Kurek, Małgorzata: Culture in foreign language teaching. Kraków (1977). 71 pp. Obst-Redlich, Barbara: The evaluation of the first part of the textbook English? Yes by W. Marton and

L. L. Szkutnik. Kraków (1977). 65 pp. Poinc, Iwona: Reported speech: A detailed survey of the grammatical background and its use in ELT

textbooks. Warsaw (1977). 90 pp. [also 21] Pszczółkowska, Hanna: The teaching of the present simple and continuous tense: A detailed survey of

a number of courses of English as a foreign language and handbooks of teaching English―presentation, exemplification, grammar notes, drills and exercises. Warsaw (1977). 107 pp. [also 21]

Rosiecka, Jolanta: The use of dialogue in language teaching materials: Theoretical background and a

survey of textbooks. Warsaw (1977). 70 pp. [also 23] Sobańska, Beata: The teaching of the past perfect tense: A detailed survey of TEFL courses and

handbooks―presentation, exemplification, drills and exercises. Warsaw (1977). 82 pp. [also 21]

396

Toczyłowski, Mirosław: Linguistic and methodological assessment of English? Yes (Book 1) by L. L. Szkutnik and W. Marton. Warsaw (1977). 71 pp.

Wilamowska, Zofia: Evaluation of the textbook English? Yes! (Book 1) by L. Szkutnik and

W. Morton from a motivational point of view. Poznań (1977). 38 pp. Winterrot, Barbara: Socio-cultural content of courses of English as a foreign language. Warsaw

(1977). 37 pp. Zenderowska, Małgorzata: The teaching of the present perfect tense: A detailed survey of a number of

courses of English as a foreign language and handbooks on teaching English ―presentation, exemplification, grammar commentaries, drills and exercises. Warsaw (1977). 83 pp. [also 21]

Ciećwierz, Andrzej: Evaluation of English 901 by Peter Strevens and English Language Service, Inc.,

from the point of view of its application in language laboratories for adult learners. Poznań (1978). 71 pp.

Gumna, Danuta: A critical review of Gramatyka angielska w ćwiczeniach by Prejbisz, Jasińska,

Kryński. Poznań (1978). 42 pp. Malesa, Joanna: Can and could: A detailed survey of the grammatical background and its use in ELT

textbooks. Warsaw (1978). 59 pp. [also 21] Małek, Henryk: A review of the textbook English in Situations by R. O’Neill. Katowice (1978). 48 pp. Nowak-Rayton, Barbara: An evaluation of English? Yes, Part II: A textbook by W. Marton and L.

Szkutnik. Katowice (1978). 83 pp. Rogozińska, Barbara: May and might: A detailed survey of the grammatical background and its use in

ELT textbooks. Warsaw (1978). 73 pp. [also 21] Sobota, Elżbieta: Some fundamental qualities of a textbook of English for Polish secondary schools.

Kraków (1978). 80 pp. Ulanowska, Joanna: The elements of the British and American culture in the handbooks used in Polish

secondary schools. Łódź (1978). 57 pp. [also 13] Wideryński, Krzysztof: The evaluation of the English manuals used in Polish secondary schools. Łódź

(1978). 57 pp. Bartolik, Janusz: A critical review of W. S. Allen’s Living English Structure. Poznań (1979). 29 pp. Bieńko, Hanna: The expression of agreement and disagreement in English: A detailed survey of

grammars, handbooks on methodology and ELT textbooks. Warsaw (1979). 82 pp. [also 21] Ciepielewska-Przybylska, Ewa: An assessment of the book I Learn English by Michalska-

Oyrzanowska. Katowice (1979). pp. 90. Domianowska, Ewa: The socio-cultural content of courses in English as a foreign language. Katowice

(1979). 65 pp. Dybula, Wojciech: An evaluation of the textbook English for Communication. Katowice (1979). 47

pp.

397

Hanc, Katarzyna: An analysis of the reading texts in a wide variety of English language teaching textbooks and some recent developments in the teaching of reading. Warsaw (1979). 65 pp. [also 23]

Kropiewnicka, Maria: The teaching of tag questions: A survey of courses of EFL, handbooks and

articles on language teaching methodology. Warsaw (1979). 65 pp. [also 21] Młynarska, Joanna: The teaching of inversion: A detailed survey of courses of EFL and handbooks

and articles on LT methodology. Warsaw (1979). 71 pp. [also 21] Paluszewska, Dorota: A detailed examination of textbooks Starting Strategies by Brian Abbs and

Ingrid Freebairn and Strategies by Brian Abbs, Angela Ayton and Ingrid Freebairn. Warsaw (1979). 52 pp.

Raszewska, Joanna: The teaching of irregular verbs: A detailed survey of grammars, handbooks of

methodology and English teaching textbooks. Warsaw (1979). 84 pp. [also 21] Sowa, Alicja: A detailed examination of the textbook Success with English by G. Broughton. Warsaw

(1979). 57 pp. Szewczykiewicz, Lilia: Dialogues in selected English handbooks for Polish students. Poznań (1979).

48 pp. [also 23] Szymańska, Ewa: The reading skill and its development in the manuals for the Polish secondary

schools. Łódź (1979). 55 pp. [also 23] Tyrcha, Teresa: New Concept English by L. G. Alexander: A sociolinguistic appraisal. Poznań (1979).

43 pp. Wawrzyniecka, Grażyna: Comparison of adjectives: A detailed survey of the grammatical background

and its use in English language teaching textbooks. Warsaw (1979). 53 pp. [also 21] Wojciechowska, Jolanta: The teaching of the catenative verbs: A detailed survey of grammars,

handbooks of methodology and English teaching textbooks. Warsaw (1979). 93 pp. [also 21] Zalesińska, Małgorzata: The teaching of temporal adverbials: A detailed survey of grammars,

handbooks on methodology and ELT textbooks. Warsaw (1979). 75 pp. [also 21] Jóźwiak, Mirosława: The role of vocabulary in the development of communicative competence:

A survey of basic textbooks used in Polish secondary schools―approach to teaching vocabulary. Gdańsk (1980). 60 pp. [also 22]

Karnabal, Dorota: Evaluation of the textbook Practice and Progress by L. G. Aleksander. Poznań

(1980). 56 pp. Kocoń, Ewa: A critical analysis of Leszek Szkutnik’s textbook English Is My Hobby. Warsaw (1980).

72 pp. Myszkowska, Maria: Sociolinguistic component in the textbook English Every Day (Part 1) by Janina

Smólska and Jan Rusiecki. Poznań (1980). 58 pp. Nowak, Danuta: An evaluation and comparison of the textbooks We Learn English by Anna

Zawadzka and Janina Smólska, and English? Yes by Leszek Szkutnik and Waldemar Marton. Katowice (1980). 48 pp.

398

Watrakiewicz, Elżbieta: An overall examination of the teaching methodology emphasizing the direct object in the teaching of English to Polish learners: A survey of textbooks. Warsaw (1980). 64 pp. [also 24]

Domżalska-Otto, Barbara: The cultural background in courses of English as a foreign language.

Warsaw (1981). 62 pp. Nowak, Ryszard: An evaluation of English for Economics and Politics, a textbook by Dagmara Świda.

Katowice (1981). 64 pp. (J. Arabski). Wardecka, Alina: An assessment of the textbook Thinking in English by Leszek Szkutnik. Katowice

(1981). Bednorz, Barbara: Spiral arrangement of the language material presented in L. G. Alexander

textbooks: Syntactic structures. Katowice (1982). 55 pp. (M. Wysocka). Skinsley, Małgorzata: Functional values of non-functional courses of English for beginners: A survey

of a number of textbooks for adult learners. Warsaw (1983). 57 pp. Wojtkowska-Rosłońska, Małgorzata: The elements of British culture in the secondary school manual.

Łódź (1983). 65 pp. Kajor, Lucyna: Teaching foreign culture elements to children. Kraków (1984). 56 pp. Rusek, Joanna: An evaluation of the textbook First Things First by L. G. Alexander as intended for

teaching adults at the beginning stage. Poznań (1984). 36 pp. Czaplińska, Elżbieta: The development of the speaking skill: A comparative textbook analysis of

A. Zawadzka’s We Learn English, the first part, and L. L. Szkutnik, W. Marton’s English? Yes, the first part. Katowice (1985). 61 pp. [also 23]

Solak, Anna: Developing listening comprehension skill in Polish high school: A textbook analysis.

Katowice (1985). 79 pp. [also 23] Kowalska, Barbara: Let Them Talk in Groups teacher’s handbook: A collection of oral exercises to be

practiced in groups. Kraków (1986). 37 pp. + 120 pp. exercises. Wysocki, Piotr: A critical evaluation of the textbook Exchanges by Philip Prowse, Judy Garton

Sprenger and T. G. Jupp. Poznań (1986). 53 pp. Bordzio, Adam: Teaching English articles in Polish schools: A critical evaluation of Smólska’s and

Zawadzka’s textbooks We Learn English (Part 1 and 2) and We Use English (Part 3 and 4). Bydgoszcz (1987). 75 pp. [also 21]

Courtney, Brian: Desirable features of an English language handbook for Polish learners. Łódź (1987).

65 pp. Jach, Małgorzata: Communicative teaching approach as reflected in the selected textbooks currently

used in Poland. Łódź (1987). 46 pp. Labiś, Zbigniew: Individualization in English language teaching in Polish secondary schools on the

basis of suggested changes in the obligatory textbook We Learn English and in the teacher’s approach to the student. Katowice (1987). 48 pp. [also 26]

399

Łaźniczka, Beata: Linguistic and methodological evaluation of We Learn English by A. Zawadzka and We Use English by J. Smólska. Warsaw (1987). 78 pp.

Olszewska, Teresa: The use of drama techniques in teaching English as a foreign language. Łódź

(1987). 60 pp. Patkowska, Maria: Linguistic and methodological evaluation of We Learn English by A. Zawadzka

and We Use English by J. Smólska. Katowice (1987). 63 pp. Plewicki, Janusz: FL textbook dialogues and the reality of discourse. Łódź (1987). 85 pp. Podworska, Barbara: Methods, syllabuses and handbooks used by the teachers of English in Polish

secondary school during the last forty years: A short review. Katowice (1987). 73 pp. Rachwał, Barbara: Textbook texts in the development of language creativity among Polish learners of

English. Katowice (1987). Wojtek, Mirosław: High school graduates’ knowledge of British and American life and institutions.

Katowice (1987). 66 pp. + append. Żarów, Alina: How communicative are communicative textbooks? Kraków (1987). 103 pp. Grzyb, Katarzyna: Cross-cultural differences reflected in Polish manuals for teaching English. Łódź

(1988). 39 pp. + append. [also 28] Rodzeń, Elżbieta: Syllabus design and culture realities in textbooks for foreign language teaching.

Łódź (1988). 75 pp. Ślisińska, Hanna: Intercultural communication in the aspect of second language teaching. Łódź (1988).

85 pp. Wojczak, Małgorzata: Communicative language teaching and We Use English by Smólska: A critical

analysis of the textbook. Poznań (1989). 70 pp. Blicharz, Ewa: The element of culture in ELT textbooks. Warsaw2 (1990). 114 pp. Majewska, Małgorzata: Communicative language teaching and English textbooks in Polish schools.

Warsaw (1990). 114 pp. Strzyżewska, Barbara: Problems of teaching elements of culture to foreign language learners. Kraków

(1990). 128 pp. + 69 pp. append. Cięciwa, Marzena: The cultural component of foreign language syllabus. Łódź (1991). 55 pp. Mikołajczyk, Dorota: L1 in L2 texts: On the example of a coursebook Wśród Polaków. Warsaw2

(1991). 65 pp. Drapińska, Lidia: Developing cross-cultural understanding in FLT classroom. Warsaw2 (1992). 76 pp.

[also 24] Dudek, Dorota: Teaching a foreign language along with its culture. Kraków (1992). 136 pp. Gawryś-Stosio, Anna: On the selection of cultural items for promoting language communication.

Warsaw2 (1992). 101 pp.

400

Kaszyca, Katarzyna: The role of visual element in ELT textbooks. Warsaw2 (1992). 70 pp. Krajewska, Anna: An evaluation of Kernel II by Robert O’Neill as a textbook for secondary school

students. Poznań (1992). 70 pp. Kudełko, Katarzyna: A guide to ELT textbooks. Kraków (1992). 121 pp. Sługocka, Ewa: Developing cross-cultural awareness among secondary school learners of English in

Poland and its role in preventing “cultural shock.” Poznań (1992). 133 pp. [also 9] Sobkowiak, Paweł: A critical evaluation of the textbook We Learn English by Anna Zawadzka.

Poznań (1992). 85 pp. Jezierska, Beata. Teaching English for communication with L. G. Alexander’s First Things First.

Wrocław (1993). 127 pp. Rudek, Paweł: Textbook evaluation in the context of EFL teaching in Poland. Kraków (1993). 78 pp. +

append. Skalska, Elżbieta: A pre-intermediate level syllabus for students taking part in cultural exchange

programmes. Wrocław (1993). 69 pp. [also 28] Terebieniec, Marta: Developing communicative skills through the use of a coursebook at beginner and

elementary levels. Wrocław (1993). 47 pp. [also 23] Usidus, Ewa: The evaluation of three series of textbooks for the use in secondary school. Poznań

(1993). 60 pp. Koczkodaj, Małgorzata: Culture content in foreign language teaching textbooks. Warsaw2 (1994). 73

pp. + append. Kopczyński, Przemysław: An evaluation of English textbooks which present the modal auxiliaries that

could serve as a basis for a better designed coursebook. Katowice (1994). 93 pp. Horojtko, Jolanta: Teaching English as a foreign language in a Polish secondary school through

crosscultural awareness. Poznań (1994). 159 pp. Kurtyka, Andrzej: Humanism and eclecticism in English language teaching: Selected aspects. Kraków

(1994). 199 pp. + append. Schramm, Julita: Sexism in English: A comparative study of selected English language textbooks

published in 1960s and in the 1980s. Poznań (1994). 61 pp. [also 9] Stajkowska, Maria: Evaluation of Five-Minute Activities as a resource book for English teachers in

Polish secondary schools. Poznań (1994). 52 pp. Stępniak, Katarzyna: Reflection of crosscultural differences in foreign language instruction. Łódź

(1994). 84 pp. Talbierz, Aleksander: A critical evaluation of English language correspondence course in Poland.

Poznań (1994). 72 pp. Zimna, Monika: Evaluation of Your English ABC as a textbook for children. Poznań (1994). 66 pp.

401

Żywiczka, Jacek: A description of a survival English self-instruction coursebook for a Polish traveller to English speaking countries. Poznań (1994). 63 pp.

Breguła, Karina: A teacher in the process of teaching and learning a foreign language with special

reference to his/her attitude to coursebooks: A case study. Katowice (1995). 88 pp. [also 24] Flak, Agnieszka: Knowledge of the target language culture and attitudes towards native speakers of

English represented by secondary school learners of English. Kraków (1995). 96 pp. Janas, Magdalena: Dictionary use in teaching vocabulary at intermediate and advanced level. Poznań

(1995). 68 pp. [also 22] Lech, Maciej: The Longman language activator: A new quality resource in vocabulary teaching.

Wrocław (1995). 48 pp. [also 22] Knapik, Monika: The elements of British and American culture in English language teaching.

Katowice (1995). 68 pp. + append. Łata, Aleksandra: Inductive and deductive methods of teaching grammar on the basis of selected

grammatical items and coursebooks. Katowice (1995). 92 pp. [also 21] Sauermann, Aleksandra: A critical evaluation of Blueprint One as a coursebook for the elementary

level students in a Polish secondary school. Poznań (1995). 57 pp. Weyna, Krzysztof: The evaluation of Blueprint by Brian Abbs and Ingrid Freebairn. Poznań (1995).

53 pp. Deska, Aleksandra: Pre-use evaluation of Blueprint One by Brian Abbs and Ingrid Freebairn. Poznań

(1996). 65 pp. Jędrzejak, Paulina: The evaluation of listening activities in selected ELT coursebooks. Poznań (1996).

52 pp. [also 23] Ogonowska, Beata: Types of dictionaries and their didactic applications in teaching vocabulary.

Katowice (1996). 77 pp. [also 32] Rychlik, Alicja: Teaching intercultural communication in the foreign language classroom. Wrocław

(1996). 73 pp. Sachaj, Przemysław: Evaluation of phonological materials in selected English coursebooks. Poznań

(1996). 60 pp. [also 22] Stencel, Przemysław: Evaluating and selecting English teaching coursebooks among Polish teachers of

English. Katowice (1996). 77 pp. Szczepańska, Joanna: The place of culture in foreign language teaching. Poznań (1996). 52 pp. Tomala, Jolanta: Cultural aspects in foreign language teaching materials. Wrocław (1996). 108 pp. Banaś, Katarzyna: Students’ individual work on the knowledge of English-speaking countries.

Katowice (1997). 57 pp. Bilan, Patrycja: The use of concordances in designing supplementary teaching materials. Poznań

(1997). 116 pp.

402

Butkiewicz, Ryszard: Grammar in ELT textbooks: An appraisal of selected sources with regard to the presentation and practice of the present perfect tense. Katowice (1997). [also 21]

Chmielarz, Grażyna: The use of monolingual dictionaries in second language learning and teaching.

Poznań (1997). 70 pp. [also 22] Czechowska, Sylwia: Cultural component in EFL teaching at the intermediate level. Łódź (1997). 74

pp. Czerwińska, Agnieszka: The influence of pop-culture on students’ knowledge of a foreign language.

Katowice (1997). 63 pp. Fibinger, Elżbieta: Motivational aspects of using authentic materials and techniques in teaching FL

culture. Katowice (1997). 115 pp. [also 26/30] Głodek, Jolanta: Culture in language teaching. Warsaw2 (1997). 61 pp. Krahel, Agnieszka: Workbook vs. teacher’s assignment in teaching with a coursebook. Gdańsk (1997).

83 pp. Marek, Małgorzata: Evaluating coursebooks appropriate for teaching children aged eleven to thirteen:

Case study of Time for English. Poznań (1997). 82 pp. Mirer, Aleksandra: The evaluation of materials for the teaching of English in Polish primary schools.

Opole (1997). 83 pp. Skwarek, Agnieszka: The use of drama-based activities as the alternative for traditional coursebook

speaking exercises. Poznań (1997). 59 pp. [also 28] Szymańska, Marzena: Cultural awareness in a foreign language classroom. Łódź: (1997). 63 pp. Tryzna, Marta: Coursebook evaluation based on the high school students’ views, opinions, and

suggestions. Katowice (1997). 64 pp. Bąk, Joanna: Vocabulary comparison of two elementary level textbooks: Blueprint One and Headway

Elementary. Poznań (1998). [also 22] Czapnik, Dariusz: Content-based activities in some English manuals. Łódź (1998). 53 pp. [also 28] Dąbrowska, Grażyna: Basic student’s dictionary. Gdańsk (1998). 102 pp. [also 30] Dziąg, Anna: Pre-service teacher training and evaluation of related coursebooks. Łódź (1998). 76 pp.

[also 24] Jancik, Paweł: Acquisition of L2 vocabulary and its significance in designing textbooks. Warsaw

(1998). 51 pp. [also 8/22] Juchnik, Urszula: Cultural content in selected textbooks for teaching English as a foreign language.

Warsaw2 (1998). 138 pp. Kamińska, Jolanta: Cross-cultural differences in English textbooks for Polish students. Poznań (1998). Kluz, Grzegorz: Chatterbox (Oxford University Press) adaptation of an English language coursebook

for severely visually-impaired children. KUL (1998). 74 pp. [also 31]

403

Kuczewska-Dębiec, Joanna: Teaching a foreign language without a textbook. Łódź (1998). 53 pp. + append.

Lira, Karol: The role of a monolingual dictionary in attaining language proficiency by an advanced

learner in English. Warsaw (1997). 102 pp. [also 22] Malawski, Tadeusz: A study of the order of grammatical morphemes in selected coursebooks. Warsaw

(1998). 58 pp. [also 21] Matecki, Krzysztof: Evaluation of the coursebook Discoveries One. Poznań (1998). Mielniczek, Małgorzata: Evaluation of You and Me, Part I & II as a course for children aged 7-10.

Warsaw2 (1998). 108 pp. + append. Pelczarska, Anna: The development of argumentation within the course of British culture. Gdańsk

(1998). 145 pp. [Syllabus development] Pruta, Dorota: Students’ and teachers’ perception of culture and cultural elements in the ELT

textbooks. Kraków (1998). Raczak, Agnieszka: The importance of a child’s development and culture in teaching English. Poznań

(1998). 55 pp. [also 27] Rzepecka, Beata: Foreign language vocabulary: Coursebook evaluation. Poznań (1998). 66 pp. [also

22] Wisiński, Rafał: Teaching vocabulary: Dictionary or context. Poznań (1997). 38 pp. [also 22] Witkowska, Anna: Social factors: The role of culture in the process of learning and teaching a foreign

language. Poznań (1998). Zabawa, Jerzy: An evaluation of selected FCE textbooks for the revised version of the examination.

Kraków (1998). Guzera, Jacek: The role of textbooks in foreign language learning. Katowice (1999). Honisch, Zofia: Being bilingual and being bicultural: Language learning as culture learning. Opole

(1999). Jagiełło, Edyta: Selected textbooks for English as a foreign language and student expectations.

Warsaw2 (1999). 71 pp. + append. Kliszcz, Agnieszka: Dictionary as an effective tool in language learning and teaching. Lublin (1999).

95 pp. Koitka, Daniel: Going beyond the textbook in ELT. Toruń (1999). Konieczny, Aleksandra: Teachers’ creative use of selected coursebooks: Syntactic structures.

Katowice (1999). (M. Wysocka). Konopczyńska, Maria: Language tasks supporting the development of critical thinking: Implications

for coursebook evaluation and teaching in the primary context. Warsaw (1999). 81 pp. + append.

404

Kosińska, Urszula: Culture-oriented techniques in teaching English as a foreign language. Warsaw2 (1999). 94 pp. + append.

Krawczyk, Wojciech: Intercultural competence training within the framework of EFL courses in

Poland. Poznań (1999). Kwiatkowska, Magdalena: An analysis of selected aspects of ethnography of speaking in content-

based classes. Wrocław (1999). 104 pp. Mach, Marcin: Dictionary as a tool for language teaching and learning: Recent developments. Lublin

(1999). 83 pp. + append. Michalec, Barbara: Coursebook in transition: Reflections of cultural change in two generation of

Prentice-Hall English books. Lublin (1999). 58 pp. Nowińska, Adriana: The place of culture in foreign language teaching: A review of current EFL

methods. Opole (1999). Skiba, Zuzanna: English lessons as an opportunity to learn other school subjects with Cambridge

English for Polish Schools: A coursebook analysis. Wrocław (1999). 89 pp. Stetkiewicz, Agnieszka: The monolingual dictionary as a self-access material in autonomous language

learning. Warsaw2 (1999). 82 pp. [also 22/30] Wierciszewska, Jolanta: Stereotypes in EFL textbooks. Poznań (1999). Wołyńska, Monika: The role of intercultural training in raising cross-cultural awareness in the ELT

classroom. Poznań (1999). [English language training] [also 28] Zych, Magdalena: Culture and context in foreign language teaching. Toruń (1999). Andrzejczyk, Agnieszka: The European Community educational programmes as a form of culture

awareness raising. Poznań (2000). [also 28] Bartczak, Agnieszka: Culture as a crucial factor in acquiring communicative proficiency. Łódź (2000).

65 pp. + append. (H. Majer). Bona, Joanna: Target culture incorporated into the Headway course. Poznań (2000). Jakubczak, Magdalena: The use of authentic and made-up examples in popular monolingual English

learner’s dictionaries. Poznań (2000). [also 30] Jermakowicz, Beata: Evaluation of ELT textbooks as vehicles of change. Poznań (2000). Jurczyńska, Aleksandra: Introducing the elements of American culture to ELT through the Internet.

Poznań (2000). Maciejewska, Ewa: Towards a method of culture teaching. Poznań (2000). Moszczyńska, Katarzyna: Didactic evaluation of selected FCE textbooks as materials for general

English courses. Warsaw2 (2000). (M. Dakowska). [Cambridge First Certificate in English] Malinowska, Ewa: Vocabulary teaching by means of introduction to British culture. Wrocław (2000).

135 pp. (L. Zabor). [also 22]

405

Moszczyńska, Katarzyna: Didactic evaluation of selected CFE textbooks as materials for general English courses. Warsaw2 (2000). 111 pp. [Cambridge First Certificate in English]

Musiał, Iwona: The influence of culture on foreign language teaching and learning. Katowice (2000). Mazur, Iwona: Influence of L1 cultural background on reading comprehension of L2 culture-based

texts. Opole (2000). (L. Piasecka). [also 22] Niewiadomska, Monika: Developing cultural awareness through foreign language reading. Opole

(2000). (L. Piasecka). [also 23] Prokop, Magdalena: Intercultural syllabus design for Polish learners of English. Poznań (2000). Stelmach, Małgorzata: Dictionaries in teaching English as a foreign language at the secondary school

level. Kraków (2000). (M. Jodłowiec). Szczepaniak, Sylwia: The Internet as the source of materials supplementing coursebooks. Poznań

(2000). [also 30] Turski, Ryszard: The treatment of Americanisms in the four learner’s dictionaries of English. Opole

(2000). (T. Piotrowski). Weronis, Anna: Introducing culture-specific survival English for the first-time tourist to young adults.

Poznań (2000). Wierzbicka, Agnieszka: Elements of British and American culture in the readings from selected

coursebooks. Opole (2000). (L. Piasecka). Baranowska, Katarzyna: Cross-cultural differences in writing. Opole (2001). (Jan Zalewski). [also 23] Cabaj, Marta: Cultural determinants of language and linguistic communication and their implications

for foreign language teaching. Warsaw2 (2001). (W. Woźniakowski). Chlebińska, Aldona: Popular songs as cultural and linguistic input in teaching English. Warsaw2

(2001). (M. Dakowska). [also 30] Cienciała, Agata: Introducing elements of British and American background into a secondary school

ELT curriculum. Kraków (2001). (M. Jodłowiec). Crossey, Anna: Cultural stereotypes in teaching and learning English as a foreign language. Warsaw2

(2001). (M. Dakowska). Dańczak, Danuta: Electronic aids―an alternative method for raising cultural awareness in the EFL

classroom. Kraków (2001). (M. Korosadowicz). [also 30] Dąbrowska, Aneta: Teaching English as a foreign language in the secondary context. The image of

English-speaking countries in ELT materials. Białystok (2001). 86 pp. + append. (H. Komorowska).

Dembski, Adrian: The role of corpora and concordances in English language teaching. Łódź (2001).

(H. Majer). Dziapa, Edyta: The relative effectiveness of vocabulary acquisition through reading by Polish learners

of English using two types of dictionaries: Monolingual and bilingual. Poznań (2001). (R. Lew). [also 22/23]

406

Fada, Faza: Linguistic and cultural insights into bilingualism. Poznań (2001). (K. Droździał-Szelest). [also 26]

Gałecki, Piotr: Designing coursebook units for ELT reading instruction. Lublin (2001). 76 pp.

(H. Chodkiewicz). [also 23] Głowacka, Wyszomira: Difficulties with understanding dictionary labels experienced by Polish

learners of English using bilingual dictionaries. Poznań (2001). (R. Lew). [also 22] Gorczyca, Nina: Teaching culture in English as a foreign language: Current developments. Lublin

(2001). 68 pp. (H. Chodkiewicz). Hacuś, Malgorzata: Exploring intercultural experience―a study of 5 young immigrants’ perceptions

of Polish schools. Warsaw2 (2001). (M. Dakowska). Homa, Maria: Towards developing intercultural communication competence in intercultural

communication courses. Kraków (2001). (W. Chłopicki). Jakubowski, Marcin: The use of dictionaries by high school learners: The place of the mono-lingual

and bilingual dictionary in the learning process. Poznań (2001). (R. Lew). [also 22] Kościan, Edyta: Using dictionaries and guessing from context as vocabulary learning strategies. Łódź

(2001). (A. Leńko-Szymańska). [also 30] Kozłowska, Beata: Teaching English as a foreign language in the primary context. The cultural

component in Polish and British teaching materials. Białystok (2001). 77 pp. + append. (H. Komorowska). [also 27]

Łakomski, Tomasz: The image of the dictionary for Polish high school students and Scandinavian

border workers: A comparison. Poznań (2001). (R. Lew). Pietras, Agnieszka: Evaluation of Snapshot and Headway Elementary textbooks. Poznań (2001).

(A. Jankowska). Połoszynowicz, Monika: Psychological, social and cultural aspects for raising bilingual children.

Poznań (2001). (A. Dorodnych). [also 26] Prus, Agata: Developing self-reflection and self-awareness of learners’ cultural values and attitudes as

a tool for fostering successful intercultural communication. Katowice (2001). Szewczyk, Anna: Teaching vocabulary and coursebooks. Poznań (2001). (K. Droździał-Szelest). [also

23/24] Szymańska, Agnieszka: The usefulness of the Cambridge International Dictionary of English in

teaching vocabulary to Polish intermediate students. Poznań (2001). (R. Lew). Ślotała, Blanka: The dictionary as a source of cultural knowledge in teaching English as a foreign

language to Polish students. Poznań (2001). (R. Lew). Trubacz, Agnieszka: The role of the first language and its cultural background in second language

acquisition―a comparative study of Swedish and Polish adult learners of English, aged 20-24. Poznań (2001). (S. Puppel).

Tupalska, Marta: Teaching English as a foreign language to adults. Issues in culture-based pedagogy.

Białystok (2001). 75 pp. + append. (H. Komorowska).

407

Walczak, Iwona: Developing reading skills through elements of British and American culture. Łódź (2001). (H. Majer). [also 23]

Żuk, Adrianna: Popular songs and focus on form in foreign language teaching. Warsaw2 (2001).

(M. Dakowska). Ballada-Barcik, Maria: Raising cultural awareness in the process of teaching English as a foreign

language. Katowice (2002). (E. Krawczyk-Neifar). Bekisz-Michalska, Zuzanna: Motivating young learners through implementing elements of popular

culture in teaching. Poznań (2002). (T. Siek-Piskozub). [also 27] Bogusz, Magdalena: The role of culture in language teaching. Poznań (2002). (A. Cieślicka). Burtyn, Marta: The role of coursebook texts in developing learners' autonomy. Poznań (2002).

(K. Droździał-Szelest). Gwiazda, Karina: The case for natural context in a learners' dictionary. Poznań (2002). (A. Adamska-

Sałaciak). [also 16/30] Iwaniec, Anna: Using poetry in teaching foreign language vocabulary to young learners. Poznań

(2002). (T. Siek-Piskozub). Koniuszy, Agnieszka: The treatment of collocations in monolingual English learners' dictionaries.

Poznań (2002). (A. Adamska-Sałaciak). [also 16/23] Lach, Agnieszka: The effectiveness of using games, songs, nursery rhymes and visual aids in teaching

English vocabulary and grammar to primary school children. Katowice (2002). (E. Krawczyk-Neifar). [also 27]

Masłowska, Adriana: The dictionary as a functional unit of lexicographic description. Macrostructure

of the dictionary. Katowice (2002). (J. Arabski). [also 22] Olichwer, Gabriel: Focus on form in selected coursebooks preparing for nowa matura. Wrocław

(2002). (L. Zabor). [New matriculation examination] Orzechowska, Kasjana: Developing reading skills in the secondary context. Implications for selecting

and evaluating coursebooks. Warsaw (2002). (H. Komorowska). [also 23] Purczyńska, Ewa: Examples in the bilingual dictionary: An empirical study. Poznań (2002).

(A. Adamska-Sałaciak). [also 16/30] Spyra, Beata: Acculturation as an experience: A study of the ability to assimilate to L2 community.

Katowice (2002). Wojciechowska, Sylwia: Polysemy vs. homonymy: Representation in learners' dictionaries of English.

Poznań (2002). (A. Adamska-Sałaciak). [also 4/16/30] Świerczyńska, Ewa: The influence of mass culture and mass media on learning English as a foreign

language by children. Łódź (2002). (B. Krakowian). Wąsik, Marta: The problem of choosing a coursebook for primary school learners of English.

Katowice (2002).

408

Zalewska, Paulina: Effectiveness of “active techniques” of teaching culture to elementary level students. Łódź (2002). (H. Majer). [also 28]

Bagińska, Joanna: Evaluation of coursebook for language teaching. Białystok (2003). 89 pp. + append.

(H. Komorowska). Bąkowicz, Marta: Teaching culture to learners of English in a multicultural world. Łódź (2003).

(B. Krakowian). Budyła, Joanna: Teaching writing in view of the new matura exam―comparison of selected ELT

coursebooks for intermediate students. Poznań (2003). (A. Jankowska). [also 23] Chmura, Aleksandra: An analysis of grammar presentations in selected coursebooks for pre-

intermediate junior high school students of English as a foreign language. Poznań (2003). (A. Jankowska). [also 22]

Czerniak, Joanna: Authenticity of tasks―an analysis of selected ELT coursebooks for intermediate

students. Poznań (2003). (A. Jankowska). [also 30] Ćwierzona, Joanna: Reading graded readers in second language vocabulary acquisition. Łódź (2003).

(A. Leńko-Szymańska). [also 22/23] Gwiazda, Emilia: Cultural awareness and a foreign language learner. Łódź (2003). (B. Krakowian). Hawajska, Agnieszka: Bridging the gap between language and culture in language teaching. Warsaw2

(2003). (W. Woźniakowski). Idzikowski, Leszek: Project work in poetry, drama and music as a motivating tool and a factor

improving language learning effectiveness. Katowice (2003). (D. Gabryś-Barker). Jaworska, Anna: The role of grammar practice in language teaching―an analysis of grammar practice

exercises in selected ELT coursebooks. Poznań (2003). (A. Jankowska). [also 22] Kasprzak, Agata: Music in the preschool instruction of English as a foreign language. A case study.

Poznań (2003). (T. Siek-Piskozub). [also 27] Kobylańska, Dagmara: The effectiveness of adapting a coursebook for mixed-ability classes. Wrocław

(2003). (A. Michońska-Stadnik). Kokornaczyk, Magdalena: An ELT coursebook as a tool for developing student autonomy―the

analysis of selected coursebooks for junior high schools in Poland. Poznań (2003). (A. Jankowska). [also 30]

Księżopolska, Magdalena: The role of coursebooks in teaching English as a foreign language.

Vocabulary enrichment in the secondary context. Warsaw (2003). (H. Komorowska). [also 22] Lubińska, Maria: Bilingualized dictionary in teaching English vocabulary to the adolescent learner.

Poznań (2003). (T. Siek-Piskozub). [also 16/22] Nakonowski, Tomasz: Sociolinguistic aspects of language acquisition―the cultural approach. Łódź

(2003). (B. Krakowian). [also 9] Norbert, Anna: Presentation of British and American culture in selected ELT coursebooks for grades

4-6 of primary school. Poznań (2003). (A. Jankowska).

409

Pakulska, Magdalena: Teaching elements of culture in Polish middle school. Łódź (2003). (H. Majer). Puk, Magdalena: ELT coursebooks for teenagers: An attempt at evaluation of selected textbooks.

Kraków (2003). (M. Jodłowiec). Rogozińska, Ewa: Biased cultural content of ELT textbooks. Critical analytic study of ELT textbooks

commonly used in Polish schools. Poznań (2003). (B. Paflin). Skalska, Katarzyna: Coursebooks for older primary school students: Some theoretical principles and

an attempt at practical evaluation of selected books. Kraków (2003). (M. Jodłowiec). Sawicka, Beata: Evaluation of tests accompanying coursebooks for beginning level children. Poznań

(2003). (A. Jankowska). [also 27] Stempińska, Emilia: Teaching elements of culture in the English classroom as a way of integrating

school subjects―analysis of coursebook materials for gimnazjum. Poznań (2003). (A. Jankowska).

Wesołowska, Katarzyna: The cultural component in foreign language learning. Warsaw (2003).

(H. Komorowska). Wilczak, Katarzyna: Teaching EFL vocabulary systems contextualised in popular culture. The case of

adolescents. Warsaw2 (2003). (M. Dakowska). [also 22] Woźniak, Paulina: The role of coursebooks in developing motivation across modalities. Warsaw

(2003). (H. Komorowska). [also 24] Wysocka, Marzena: A syllabus proposal for developing cultural awareness in a FL classroom.

Katowice (2003). [also 24] Zanio, Eleonora: A study of illustration accompanying texts concerning culture in textbooks for TEFL.

Warsaw2 (2003). (M. Sicińska). Zubowicz, Justyna: Promoting culture in the context of the EFT classroom. Toruń (2003). (J. Majer). Blige, Małgorzata: Sociolinguistic aspects in textbooks for foreign learners of English. Poznań (2004).

(K. Droździał-Szelest). [also 9] Bryniarska, Agnieszka: Integrating cultural instruction with language teaching: The intercultural

approach. Kraków (2004). (A. Strzałka). Cisek, Rafał: Crosslinguistic comparisons in coursebook evaluation: The English/German context.

Łódź (2004). (H. Majer). Dziemianko, Ann: Verb syntax in monolingual English learners' dictionaries: A study of user-

friendliness. Poznań (2004). (A. Adamska-Sałaciak). [also 4/16/22] Fabisiak, Elżbieta: Values of culture in a contemporary perspective: Schools and education in

American and Polish cultures. Warsaw (2004). (M. Gołębiowski). Ferlacka, Wiesława: Multimedia-enhanced dictionaries in interactive computer-based narratives.

Poznań (2004). (W. Sobkowiak). [also 9b/16/22/30] Fiałkowska, Magdalena: Language and culture in bilingual families. Poznań (2004). (B. Kryk-

Kastovsky). [also 7/9]

410

Figas, Katarzyna: An attempt at the evaluation of the cultural content of selected ELT course-books for primary school. Kraków (2004). (A. Strzałka).

Głowińska, Katarzyna: The role of coursebooks in teaching vocabulary to adult learners of English as

a foreign language. Warsaw (2004). (H. Komorowska). [also 22] Grochał, Jarosław: Sociocultural factors in English language teaching and learning. Katowice (2004).

(J. Latkowska). Iwańska, Iwona: Intercultural communicative competence and ELT. Kraków (2004). (A. Strzałka). Janicka, Julia: Responding to young language learners' needs in English language coursebooks.

Poznań (2004). (K. Droździał-Szelest). [also 24] Lachman, Katarzyna: The use of communicative activities in promoting the intercultural approach at

the secondary school level. Kraków (2004). (A. Strzałka). Kalita, Urszula: Development of cultural awareness in the process of foreign language teaching.

Katowice (2004). (J. Latkowska). Kamiennik, Ewa: The influence of political correctness on ELT materials. Łódź (2004).

(B. Lewandowska-Tomaszczyk). Karwowska, Alina: Fostering higher cultural values in a second language classroom: Classical vs.

popular culture. Gdańsk (2004). 66 pp. (R. Wenzel). [also 28] Kosior, Anna: Realising cognitive goals of culture teaching at the secondary school level. Kraków

(2004). (A. Strzałka). [also 28] Krzywańska, Honorata: A comparative analysis of five ELT coursebooks for grade four of the Polish

primary school. Poznań (2004). (A. Jankowska). Makoś, Anna: Accessibility of English language coursebooks for partially-sighted learners:

Adaptation of English Zone. KUL (2004). (B. Marek). [also 31] Marcinkowska, Magdalena: Textbook evaluation: The target language culture as expressed by

language functions. Katowice (2004). (D. Gabryś-Barker). Moszkowicz, Aleksandra: Teaching English grammar in Polish secondary schools: teacher’s vs.

coursebook designers’ approach to grammar presentation. Toruń (2004). (T. Siek-Piskozub). [also 22]

Pieścikowski, Mateusz: The use of dictionaries by university students: Users' habits and skills. Poznań

(2004). (A. Adamska-Sałaciak). [also 15/30] Sękowski, Michał: Using Open Doors 2 by Ann Wars and Norman Whitney as a basis for content-

based teaching. Poznań (2004). (A. Jankowska). Skrzydlewska, Agnieszka: Linguistic imperialism and international understanding―the teacher's

perspective. Poznań (2004). (D. Nowacka). Stefaniszyn, Małgorzata: Evaluating the vocabulary component of ForMat 1 by Diana Pye and Hanna

Kryszewska. Poznań (2004). (A. Jankowska). [also 22]

411

Szadkowska, Emilia: Investigating the acculturation model: Naturalistic learners in the British English context. Łódź (2004). (H. Majer).

Szyłko, Joanna: Coursebook selection and exploitation in the reformed Polish primary classroom.

Poznań (2004). (M. Kębłowska). [also 27] Wilkanowska, Karolina: Emotional idioms we live by: The cross-cultural and cognitive view on

emotions and their practical application to English language teaching. Toruń (2004). (W. Skrzypczak).

Wysocka, Marta: The cultural component in ELT coursebooks for pre-intermediate and intermediate

students. Warsaw (2004). (H. Komorowska). Zadrożna, Justyna: The role of learning materials in the process of fostering learner autonomy:

Analysis of selected coursebook materials. Poznań (2004). (A. Jankowska). [also 30] Zaspa, Marzena: Vocabulary processing and teaching and the implementation of some of the

methodological aspects in the textbook Adventures. Łódź (2004). (E. Waniek-Klimczak). Bauer, Anna: Supplementary translation activities for the coursebook New Matura Matrix by K. Gude,

J. Wildman and D. Gryca. Poznań (2005). (A. Jankowska). Bielec-Janusiewicz, Magdalena: Using cultural context to develop speaking skills in English as a

foreign language. Wrocław (2005). (A. Michońska-Stadnik). [also 23] Bojarska, Anna: Developing accuracy in the teaching of English in the primary context: A comparison

of ELT materials for the upper-primary school. Białystok (2005). 74 pp. (H. Komorowska). Brudnicka, Elżbieta: The changing notion of a culture specific item. The translation of CSIs as a way

of enriching target language vocabulary and culture. Warsaw (2005). (A. Korzeniowska). [Cultural specific items] [also 15/22]

Chodyniecka, Sylwia: Effective techniques for presenting foreign language culture to intermediate

students. Szczecin (2005). (M. Stawna). Dobrowolska, Renata: The role of selected coursebooks in facilitating speaking fluency of upper

primary learners. Warsaw2 (2005). (E. Gajek). Florek, Marta: Evaluation of coursebooks for intermediate students: Teachers’ views. Katowice

(2005). (D. Gabryś-Barker). Garzyńska, Małgorzata: Towards autonomy via cross-cultural awareness. Szczecin (2005).

(M. Stawna). [also 30] Hajduk, Magdalena: Teaching cultural aspects through songs. Szczecin (2005). (M. Stawna). [also 30] Kozioł, Małgorzata: The comparison of the language of English File and Enterprise textbooks with

the British national corpus. Opole (2005). (T. Piotrowski). Krawczyk, Joanna: The analysis of pre-intermediate coursebooks English File and Enterprise at the

lexical level. Opole (2005). (T. Piotrowski). Kudowska, Agnieszka: Pedagogic principles in the evaluation and selection of EFL materials for

young primary school learners―contrastive analysis of chosen coursebooks. Warsaw2 (2005). (A. Leńko-Szymańska).

412

Kuśmierek, Justyna: Knowledge of target language culture: Student views. Katowice (2005). (M. Wysocka). [also 28]

Latos, Katarzyna: The role of culture in foreign language communication. Poznań (2005).

(D. Nowacka). Machaj, Jowita: Analysis of lower intermediate coursebooks Live 2 and Click on 2 on the lexical level.

Opole (2005). (T. Piotrowski). Machnik, Wirginia: Teacher’s books use and evaluation. Katowice (2005). (M. Wysocka). Mainusz, Anita: Evaluation of selected coursebooks for advanced learners. Katowice (2005).

(M. Wysocka). Malepsza, Barbara: Teaching English language culture with the use of authentic reading materials.

Poznań (2005). (M. Kębłowska). [also 30] Martinek, Julia: Evaluation of methodology books promoting the communicative approach to

language teaching. Poznań (2005). (A. Jankowska). Matuszkowiak, Agnieszka: Aspects of the imagery in conventional exchanges based on the

coursebooks for students at different levels of fluency in English. Wrocław (2005). (M. Kuźniak). [also 22]

Matysiak, Aleksandra: Teaching culture in the EFL classroom. Poznań (2005). (D. Nowacka). Miciuk Joanna: Ecological themes in selected middle school EFL textbooks and the ecological

consciousness of students and teachers. Bydgoszcz (2005). (S. Puppel). [also 30] Migurska, Małgorzata: The impact of modern technologies on writing tasks in coursebooks for

English. Opole (2005). (M. Adams-Tukiendorf). [also 23/30] Piórkowska, Anna: Are English coursebooks stereotype-free. A case study of the Project series.

Poznań (2005). (T. Siek-Piskozub). Przybyła, Tomasz: Teacher’s self-evaluation: Coursebook selection and evaluation. Katowice (2005). Rzedzicka, Anetta: Evaluating activities developing reading comprehension in selected ELT

coursebooks for Polish primary schools. Poznań (2005). (A. Jankowska). [also 23] Sobalak, Joanna: Elements of target language culture in foreign language learning and teaching.

Katowice (2005). (D. Gabryś-Barker). Stec, Ewa: Teaching British and American culture in teacher training colleges: Towards a new format

of the licentiate examination. Kraków (2005). (A. Niżegorodcew). Stefanowicz, Monika: The topic of food as a springboard for introducing cultural issues: Food

representations in Headway EFL coursebooks. Białystok (2005). 77 pp. (A. Tomczak). [also 22]

Szustkiewicz, Anna: Approaches to teaching culture of English-speaking countries by selected ELT

textbooks. Kraków (2005). (A. Kurtyka). Torzewska-Witkowska, Iwona: Ecology in selected English coursebooks for secondary schools.

Bydgoszcz (2005). (S. Puppel). [also 30]

413

Tracz, Agnieszka: Analysis of upper-primary coursebooks Live and Click on 1 at the lexical level. Opole (2005). (T. Piotrowski).

Tyrtania, Sylwia: Evaluation of supplementary materials offered by selected coursebooks: Student

views. Katowice (2005). (M. Wysocka). Wilk, Alicja: The mnemonic dictionary and its effectiveness in remembering vocabulary. Szczecin

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language teaching. Szczecin (2005). (M. Stawna). Wiśniowska, Magdalena: Naturalness of vocabulary selection in two pre-intermediate textbooks for

English. Opole (2005). (T. Piotrowski). Załucka, Małgorzata: Coursebook evaluation Click On 1, 2, 3. Kraków (2005). (E. Witalisz). Ziobrowska, Izabela: Communication between authors and readers by use of address in educational

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Żylak, Ilona: Target language culture in teaching English as a foreign language: Attitudes of

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(D. Gabryś-Barker). Brdak, Ewa: The role of selected coursebooks in facilitating the development of writing skill of the

lower-secondary students. Warsaw2 (2006). (E. Gajek). [also 23] Cieślak, Anna: ELT coursebooks as tools in the preparation for the reading comprehension part of the

matura exam in English. Poznań (2006). (A. Jankowska). [also 23] Cudowska-Kolendo, Joanna: Teaching culture in an English classroom in junior high school as

perceived by Polish teachers of English. Białystok (2006). 92 pp. + append. (E. Lewicka-Mroczek).

Czech, Beata: Vocabulary teaching techniques and their applications in coursebooks for lower-

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414

Górska, Weronika: Culture as interactional context in teaching a second language to young learners. Wrocław (2006). (R. Lewicki).

Gralewska, Teresa: From a monolith to a mosaic: Two versions of British culture in EFL textbooks

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Gubała, Katarzyna: The relationship between effective coursebook material and the development of

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[also 29/30] Krysztop, Magdalena: Raising intercultural awareness of nine eleven-year-old learners of English by

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415

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Piłat, Katarzyna: The use of literature as a cultural medium for teaching English at advanced level.

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language skills through authentic materials and extracurricular activities. Łódź (2006). (H. Majer).

Ryś, Piotr: On the importance of teaching culture. Wrocław (2006). (P. Chruszczewski). Skorupa, Małgorzata: The didactic and authentic materials in developing cultural awareness. Katowice

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language from the teachers' perspective. Poznań (2006). (J. Pawelczyk). [also 9] Smoczek, Dariusz: Western values in educational discourse on the basis of coursebooks of English as

a second language published in Poland between 1945 and 1986. Poznań (2006). (J. Rysiewicz). [also 30]

Styś, Angelika: Teaching behavioural culture through speaking and reading to adolescent students at

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Warsaw2 (2006). (E. Gajek). [also 30] Ufel, Monika: The role of selected coursebooks in developing cultural awareness in teenage learners.

Warsaw2 (2006). (E. Gajek). Wąchała, Anna: Development of listening comprehension in coursebooks for teaching young learners.

Wrocław (2006). (R. Lewicki). [also 22/23] Zamyłka, Magda: Learning to learn. Learner training in the lower secondary school English

coursebooks. Warsaw (2006). (H. Komorowska). [also 28] Zdunek, Karolina: The cultural component in foreign language teaching―its significance in the Polish

secondary school context. Warsaw (2006). (J. Zybert).

416

Bakiera, Patrycja: Bilingual and bilingualised dictionaries as tools for English-Polish translation. A study of the effectiveness of the two dictionary types used by inexperienced Polish student translators. Poznań (2007). (R. Lew). [also 15/16/26]

Chmielowiec, Katarzyna: How do the coursebooks help students to prepare to the writing section of

the matura exam in English descriptive study. Opole (2007). (M. Adams-Tukiendorf). Delczyk, Agata: Using dictionaries in learning vocabulary from written texts. Poznań (2007).

(A. Jankowska). [also 16/22/23] Dobkowska, Marzena: Language and culture in the foreign language classroom―from theory to

practice. Warsaw (2007). (R. Gozdawa-Gołębiowski). Doroszewska, Joanna: What lexical information do L2 learners select in a dictionary? The influence of

L2 learners' look-up preferences on incidental vocabulary learning. Poznań (2007). (R. Lew). [also 16/22]

Dziekarowska, Dorota: Adjusting the syllabus to the students’ needs and learning styles with the use

of pop-culture elements. Szczecin (2007). (P. Kamińska). [also 26] Ferlacka, Wiesława: Towards a model of a pedagogical e-dictionary for children. Poznań (2007).

(A. Szwedek). [also 22] Galas, Katarzyna: Dictionary of the effectiveness of teaching dictionary reference skills to primary

school children. Poznań (2007). (R. Lew). [also 16/27] Gierczak, Danuta: The importance of implementing cultural elements into teaching English as a

foreign language. Poznań (2007). (D. Wiśniewska). Glita, Agnieszka: Explicit and implicit meaning: Introducing culture specificity on the example of

directive speech acts introduction in the English coursebook Adventures. Warsaw (2007). (E. Mioduszewska). [also 7/10]

Gołębiowska, Anna: Teaching elements of culture to secondary school learners of English: Exploiting

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(R. Lewicki). Hardyś, Aleksandra: An ELT coursebook as a source of strategy training with regard to pronunciation

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Klaman-Chmielewska, Aleksandra: Culture teaching techniques as the means of developing cultural

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Białystok (2007). 70 pp. (D. Potocka). Kowalewska-Bochen, Agnieszka: Using the Internet in teaching British culture. Warsaw2 (2007).

(E. Gajek). [also 30] Krakowiak, Anna: Ewaluacja materiałów nauczania języka angielskiego w polskim gimnazjum na

przykładzie Challenges 2. Toruń (2007). (T. Siek-Piskozub). [An evaluation of teaching materials in the Polish gimnazjum on the example of Challenges 2]

417

Łabuda, Ewa: Acquiring cultural competence and intercultural skills within and beyond the classroom. Warsaw2 (2007). (J. Lewkowicz). [also 30]

Mikołajczak, Katarzyna: Dictionaries. Studies, use and perspectives. Łódź (2007). (B. Lewandowska-

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30] Partyka, Mirosława: The role of the sociocultural component in materials for the teaching of general

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foreign language learning anxiety. Wrocław (2007). (A. Michońska-Stadnik). Podzimska-Czerwieniak, Ewelina: Teaching dictionary skills and their effects on vocabulary

comprehension and use. Katowice (2007). Rybicka, Beata: Influence of multicultural exchange on teenagers' motivation to learn speaking.

Warsaw2 (2007). (E. Gajek). [also 23] Sieciechowicz, Anna: Facilitating learner autonomy in EFL learning―an analysis of junior high

school coursebook. Poznań (2007). (K. Droździał-Szelest). [also 30] Słowikowska, Justyna: Speaking strategies in teaching English as a foreign language―the analysis of

the selected EFL coursebooks. Poznań (2007). (K. Droździał-Szelest). [also 23/30] Solak, Magdalena: Exploring the process of teaching culture in an EFL classroom. A case study.

Warsaw (2007). (M. Dakowska). Szafrańska, Magda: Selected errors in definitions: A study of three monolingual learner's dictionaries

of English. Poznań (2007). (A. Adamska-Sałaciak). [also 16/21] Włodarczyk, Kamila: Analysis of lexical syllabi in selected EFL coursebooks for children. Kraków

(2007). (A. Kurtyka). [also 27] Wojda, Katarzyna: International conferencing on energy conservation policies―a cross-cultural

approach to English as academic lingua franca. Warsaw2 (2007). (A. Duszak). [also 9] Zajkowska, Agnieszka: The examination of intercultural competence in coursebooks for business

English students. Warsaw2 (2007). (E Gajek). [also 28/29] Bittner, Małgorzata: Cultural aspects in teaching English to young learners through television

programs: Muzzy, Sesame Street and Mr. Dress up. Warsaw2 (2008). (E. Gajek). [also 24/30] Dłużewski, Paweł: Vocabulary selection in coursebooks for elementary level English. Poznań (2008).

(K. Droździał-Szelest). [also 22] Fabia, Sabina: The European Language Portfolio as a tool for developing intercultural communicative

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primary school learners. Warsaw (2008). (H. Komorowska).

418

Gortat, Magdalena: Developing intercultural competence in the secondary school context. Warsaw (2008). (H. Komorowska).

Kucyniak, Joanna: Adapting foreign language coursebooks to teachers and learners’ needs: Self-

observation. Katowice (2008). (M. Wysocka). Lubieniecka, Anna: The role of eTwinning projects in young learners' linguistic and cultural

development. Warsaw2 (2008). (E. Gajek). [also 30] Majkusiak, Martyna: Campaign English for the military coursebook evaluation. Kraków (2008).

(E. Witalisz). [also 29] Misiołek, Barbara: File 3 and Singing Grammar in the adult EFL classroom: Materials evaluation.

Kraków (2008). (E. Witalisz). Ostrysz, Dominika: Developing intercultural competence through the English language learning.

Warsaw2 (2008). (E. Gajek). Pańka, Kinga: The role of stereotyping in foreign language learning seen as a process of acculturation.

Poznań (2008). (D. Nowacka). Pelczar, Justyna: Designing a content-based unit for teaching culture in EFL. Warsaw (2008).

(M. Dakowska). [also 30] Pieczyńska, Sylwia: Sexism in EFL coursebooks. Kraków (2008). (A. Kurtyka). [also 28] Pułko, Paulina: Communicative approach to developing L2 competence in ELT: Pre-use evaluation of

selected coursebooks. Poznań (2008). (T. Siek-Piskozub). Skrzypacz, Iwona: Aspects of imagery construal on the basis of selected English coursebooks.

A cognitive-semantic analysis. Wrocław (2008). (M. Kuźniak). Szmidt, Elżbieta: Developing dictionary skills in business English writing. Opole (2008). (M. Adams-

Tukiendorf). [also 23] Tomczak, Jolanta: Language, culture and communication. Is there a problem of cross-cultural

intelligibility? Warsaw (2008). (R. Gozdawa-Gołębiowski). [also 10] Wróbel, Ewa: Toponyms and EFL dictionaries. Poznań (2008). Bator, Monika: Implementing culture into foreign language teaching for primary level learners. KUL

(2009). (T. Derkacz-Padiasek). Białczak, Agnieszka: Listening to the kids―the cultural impact of South Park and its audiovisual

transfer in Poland. Warsaw (2009). (B. Keane). [also 28] Bieniek, Magdalena: The role of intercultural communicative competence in foreign language

teaching. Warsaw (2009). (R. Gozdawa-Gołębiowski). Bogus, Anna: Short stories in the English coursebooks. Wrocław (2009). 56 pp. + append.

(R. Lewicki). [also 30] Borowska, Anna: Evaluation of Tell Me More English learning software. Kraków (2009).

(E. Witalisz).

419

Doberschuetz, Tamara: Analysis of English language textbooks in the light of methodological changes. Bydgoszcz (2009). (T. Goncharova).

Garbarz, Malwina: Legal business English: Coursebook evaluation. Kraków (2009). (E. Witalisz).

[also 29] Ignaszak, Katarzyna: The effectiveness of monolingual and bilingual dictionaries in incidental

vocabulary acquisition through reading by teenage learners of English. Poznań (2009). [also 23]

Jankowiak, Weronika: Personalisation in grammar practice activities in selected contemporary English

language coursebooks. Poznań (2009). Karman, Paulina: An analysis of grammar presentation in the selected coursebooks to the CPE exam.

Poznań (2009). [also 25] Korczak, Aleksandra: The role of EFL coursebooks in the process of integrating language skills in the

primary school context. Warsaw (2009). (H. Komorowska). [also 22] Krawiec, Marcin: Cultural stereotypes in the context of English language learning and teaching.

Representations of the British and American people and their cultures conveys in the opportunities course book material and in cultural associations of …? Poznań (2009). (T. Siek-Piskozub).

Krężlewicz, Agnieszka: Developing intercultural communicative competence in a multicultural

environment. Warsaw (2009). (Z. Możejko). Kułkiewicz, Beata: The use of role play in teaching culture. Szczecin (2009). (P. Kamińska). [also 28] Kuźma, Anna: Culture and intercultural competence in ELT coursebooks for primary school learners.

Białystok (2009). 68 pp. + append. (D. Potocka). Łukasik, Justyna: Investigating cultural teaching and learning in the EFL classroom. Poznań (2009). Mehanni, Agnieszka: An evaluation of selected EFL coursebooks for adult learners. Kraków (2009).

(M. Jodłowiec). Mitek, Jarosław: Abductive reasoning and constructivist foreign language grammar teaching

procedure in Na und?, a German language handbook. Wrocław (2009). 66 pp. (R. Lewicki). [also 22]

Podolej, Magdalena: Culture in bilingual dictionaries: Analysis of cultural content and culture-specific

vocabulary in E-P-E dictionaries. Poznań (2009). Radwańska, Jowita: The effectiveness of WebQuest technique vs. coursebook materials in increasing

the level of executive motivation. Wrocław (2009). 69 pp. + append. (A. Michońska-Stadnik). [also 30]

Ratajczak, Anna: Raising students’ cultural awareness as a factor contributing to the development of

communicative competence in the foreign language classroom. Szczecin (2009). (P. Kamińska). [also 28]

Ryś, Agnieszka: Phonetic access in (EFL) electronic dictionaries: A comparison evaluation. Poznań

(2009).

420

Spiączka, Tatiana: On the role of coursebooks in the Polish ELT classroom. Wrocław (2009). (R. Lewicki).

Stefańczyk, Kinga: Coursebooks in the process of second language education. KUL (2009). (A. Bloch-

Rozmej). Strokol, Anna: Motivational aspect of implementing cultural elements in foreign language class-room.

Katowice (2009). (G. Kiliańska-Przybyło). Szpyra, Magdalena: The role of holidays as elements of culture in teaching English to pre-intermediate

and intermediate students. KUL (2009). (A. Bloch-Rozmej). Traczyk, Dominika: The role of grammar in EFL coursebook evaluation: A comparative analysis.

Kraków (2009). (A. Kurtyka). Wójtowicz, Katarzyna: Teaching culture in the EFL classroom through authentic songs of the 1970s.

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421

29 LOST TELF TITLES

Romanowski, Sławomir. Katowice (1981). Walecka, Jolanta. Katowice (1982). Cisiecka, Jagoda. Katowice (2006). (J. Latkowska) Rokita, Dorota. Katowice (2005). (D. Gabryś-Barker). Wybrobek, Marzena. Katowice (2006). (D. Gabryś-Barker). Marcinowicz, Eliza. Katowice (2005). (M. Wysocka). Ratajczak Kucia, Justyna. Katowice (2005). (M. Wysocka). Sowińska, Lidia. Katowice (2006). (M. Wysocka). Bislieva, Ayshat. Katowice (2003). (E. Krawczyk-Neifar). Jarosz, Adam. Katowice (2003). (E. Krawczyk-Neifar). Somelik, Barbara. Katowice (2003). (E. Krawczyk-Neifar). Radomska, Agnieszka. Katowice (2005). (E. Krawczyk-Neifar). Stępska, Marta. Katowice (2005). (E. Krawczyk-Neifar). Surowiec, Adriana. Katowice (2005). (E. Krawczyk-Neifar). Ciołko, Katarzyna. Katowice (2005). (M. Bielski). Lenk, Magdalena. Katowice (2005). (M. Bielski). Muś, Sandra. Katowice (2005). (M. Bielski). Przybylska-Polak, Katarzyna. Katowice (2005). (M. Bielski). Rogalski, Rafał. Katowice (2005). (M. Bielski). Królik, Grzegorz. Katowice (2001). (A. Porzuczek). Moskal, Agnieszka. Katowice (2001). (A. Porzuczek). Tyrtania, Marta. Katowice (2001). (A. Porzuczek). Wolny, Łukasz. Katowice (2001). (A. Porzuczek). Łagan, Krzysztof. Katowice (2002). (A. Porzuczek). Łuskawiec, Magdalena. Katowice (2002). (A. Porzuczek). Małoszyc, Małgorzata. Katowice (2002). (A. Porzuczek). Pilot, Aleksandra, Katowice (2002). (A. Porzuczek). Świercek, Paulina. Katowice (2002). (A. Porzuczek). Kobus, Aleksandra. Katowice (2004). (A. Porzuczek).

TEFL praca IN NEED OF TRANSLATION Dr Targońska, Joanna: Przyswajanie czasu przeszłego Prefekt przez polskich uczniów na lekcji

drugiego języka obcego (niemieckiego jako L3 po angielskim jako L2). Olsztyn (2003). (Halina Stasiak). [22]

422

INDEX OF PROMOTORS who advised mgr. theses & doctoral dissertations

Białystok: Uniwersytet w Białymstoku KATEDRA NEOFILOLOGII ANGIELSKIEJ:

Advisors/Promotors, 2001-09 r.

Dr Barbara Głowacka, Dyrektor Prof. zw. dr hab. Hanna Komorowska Prof. dr hab. Siergiej Griniev-Griniewicz Prof. dr hab. Hanna Miatliuk Prof. dr hab. Halina Parafianowicz Prof. dr hab. Albertas Steponavičius Prof. dr hab. L. Dacewicz Prof. Marek Gołębiowski Prof. Zinaidy Kharitonchik Prof. Patricia Thomas, Ph.D., F.C.I.L. Dr hab. Lucyna Aleksandrowicz-Pędich Dr Zdzisław Głębocki

Dr Jerzy Kamionowski Dr Ewa Lewicka-Mroczek Dr Nadziei Monachowicz Dr Grzegorz Moroz Dr Kirk S. Palmer Dr Dorota Potocka Dr Agata Rozumko Dr Joanna Szerszunowicz Dr Dorota Szymaniuk Dr Anna Tomczak Mgr. Marina Inshakova

Bydgoszcz: Uniwersytet Kazimierza Wielkiego KATEDRA FILOLOGII ANGIELSKIEJ:

Advisors/Promotors, 2000-09 r.

Prof. dr Karl Wood, Dyrektor Prof. zw. Dr hab. Aleksander Szwedek Prof. dr hab. Stanisław Puppel Doc. Dr Tamara Goncharova, prof. UKW Dr hab. Natalya Gvozdetskaya Dr Anna Bączkowska Dr Wojciech Jasiakiewicz

Dr Ewa Kościałkowska Dr Michael Oliver Dr Dariusz Pestka Dr Maria Walat Dr Ewa Wełnic Dr Przemysław Żywiczyński

Gdańsk: Uniwersytet Gdański INSTYTUT ANGLISTYKI:

Advisors/Promotors, 2000-09 r. Prof. dr hab. Marek Wilczyński,

Dyrektor Prof. dr hab. Joanna Burzyńska-Sylwestrzak Prof. dr hab. Andrzej Ceynowa Prof. dr hab. Roman Kalisz Prof. dr hab. Wojciech Kubiński Prof. dr hab. Jerzy Limon

Prof. dr hab. David Malcolm Prof. dr hab. Piotr Ruszkiewicz Prof. dr hab. Maciej Widawski Prof. dr hab. Andrzej Zgorzelski Dr hab. Ryszard Wenzel Dr Tadeusz Danilewicz Dr Cheryl Alexander Malcolm

423

Katowice: Uniwersytet Śląski INSTYTUT ANGIELSKIEJ

Advisors/Promotors 2000-09 r. Prof. dr hab. Wojciech Kalaga,

Dyrektor Prof. dr hab. Janusz Arabski Prof. dr hab. Danuta Gabryś-Barker Prof. dr hab. Jan Iluk Prof. dr hab. Maria Wysocka Dr hab Bogusław Bierwiaczonek Dr hab. Bożena Cetnarowska Dr hab. Ewa Jakubowska Dr hab. Julian Maliszewski Dr hab. Rafał Molencki Dr hab. Małgorzata Anna Nitka Dr Liliana Barczyk-Barakońska Dr Magdalena Bartłomiejczyk

Dr Ireneusz Jakubczak Dr Paweł Jędrzejko Dr Grażyna Kiliańska-Przybyło Dr Krzysztof Kowalczyk-Twarowski Dr Elżbieta Krawczyk-Neifar Dr Marek Kulisz Dr Sławomir Masłoń Dr Ewa Myrczek Dr Andrzej Porzuczek Dr Agnieszka Solska Dr Urszula Wieczorek Dr Adam Wojtaszek Dr Agnieszka Woźniakowska

Kraków: Uniwersytet Jagielloński INSTYTUT FILOLOGII ANGIELSKIEJ

Advisor-Promotors 1997-2009

Prof. dr hab. Krystyna Stamirowska-Sokołowska, Dyrektor

Prof. dr hab. Jolanta Antas (UJ) Prof. dr hab. Teresa Bela (UJ) Prof. dr hab. Danuta Gabryś-Barker (UŚ) Prof. dr hab. Elżbieta Chrzanowska-Kluczewska Prof. dr hab. Marta Gibińska-Marzec Prof. dr hab. Andrzej Mania Prof. dr hab. Elżbieta Mańczak-Wohlfeld Prof. dr hab. Ruta Nagucka Prof. dr hab. Anna Niżegorodcew Prof. dr hab. Beata Piątek Prof. dr hab. Irena Przemecka Prof. dr hab. Renata Przybylska Prof. dr hab. Elżbieta Tabakowska Dr hab. Zygmunt Mazur Dr hab. Anna Walczuk Dr hab. Ewa Willim Dr Teresa Bałuk-Ulewiczowa Dr Magdalena Bleinert Dr Katarzyna Mroczkowska-Brand Dr Andrzej Branny Dr Grażyna Branny Dr Władysław Chłopicki

Dr Monika Coghen Dr Jane Creighton Dr Izabela Curyłło-Klag Dr Robin Davidson Dr Marta Dąbrowska Dr Dorota Zielińska-Długosz Dr Magdalena Heydel Dr Agata Hołobut Dr Maria Jodłowiec Dr Alice Kinman Dr Jerzy Krzyszpień Dr Maria Korosadowicz Dr Bożena Kucała Dr Andrzej Kurtyka Dr Peter Leese Dr Elżbieta Wójcik-Leese Dr Justyna Leśniewska Dr Piotr Małecki Dr Andrzej Pawelec Dr Agnieszka Strzałka Dr Grzegorz Szpila Dr Jerzy Świątek Dr Ewa Witalisz Dr Władysław Witalisz

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Lublin: Katolicki Uniwersytet Lubelski (KUL) INSTYTUT FILOLOGII ANGIELSKIEJ

Promotors, 2000-09 r.

Prof. dr hab. Eugeniusz Cyran, Dyrektor Prof. dr hab. Jerzy K. Durczak, (UMCS) Prof. dr hab. Anna Wanda Malicka-Kleparska Prof. dr hab. Bogusław Władysław Marek Prof. dr hab. Adam Pasicki Prof. dr hab. Bogdan Adam Szymanek Prof. dr Robert James Looby Dr hab. Józef Stanisław Japola Dr hab. Zofia Halina Kolbuszewska Dr hab. Sławomir Wącior Dr Andrzej Adam Antoszek

Dr Aleksander Michał Bednarski Dr Anna Helena Bloch-Rozmej Dr Maria Jadwiga Block-Trojnar Dr Magdalena Maria Charzyńska-Wójcik Dr Edward William Colerick Dr Tetiana Derkacz-Padiasek Dr Konrad Paweł Klimkowski Dr Barbara Małgorzata Klonowska Dr Grzegorz Maziarczyk Dr Jerzy Leon Wójcik

Lublin: Uniwersytet Marii Curie-Skłodowskiej INSTYTUT FILOLOGII ANGIELSKIEJ

Advisors/Promotors, 2000-09 r.

Prof. dr hab. Henryk Kardela, Dyrektor Prof. dr hab. Monika Adamczyk-Garbowska Prof. dr hab. Artur Blaim Prof. dr hab. Jerzy Durczak Prof. dr hab. Joanna Durczak Prof. dr hab. Christopher Garbowski Prof. dr hab. Leszek Kolek Prof. dr hab. Barbara Kowalik Prof Dr hab. Wiesław Krajka Prof Dr hab. Jerzy Kutnik Prof. dr hab. Jolanta Szpyry-Kozłowska Prof. dr hab. Irmina Wawrzyczek Dr hab. Ludmiła Gruszewska-Blaim Dr hab. Halina Chodkiewicz

Dr hab. Ludmiła Gruszewska-Blaim Dr hab. Anna Kędra-Kardela Dr hab. Aleksandra Kędzierska Dr hab. Wojciech Nowicki Dr Paweł Frelik Dr Wiktor Gonet Dr Claire Hobbs Dr James Jensen Dr Przemysław Łozowski Dr Zbigniew Mazur Dr Małgorzata Rutkowska Dr William Sullivan Dr Piotr Twardzisz

Lwów: Uniwersytet Jana Kazimierza INSTYTUT FILOLOGII ANGIELSKIEJ

Advisors/Promotors, 1927-28 r.

Prof. dr Władysław Tarnawska Prof. dr Kazimierz Twardowski

Łódź: Uniwersytet Łódzki INSTYTUT ANGIELSKIEJ (Łód ź)

Advisors/Promotors, 2000-09 r. Prof. dr hab. Ewa Waniek-Klimczak,

Dyrektor Prof. dr hab. Maria Edelson Prof. dr hab. B. Lewandowska-Tomaszczyk Dr hab. Krzysztof Andrzejczak Dr hab. Bogdan Leszek Krakowian

Dr hab. Agnieszka Salska Dr hab. Piotr Stalmaszczyk Dr hab. Irena Janicka-Świderska Dr hab. Kamila Turewicz Dr hab. Jadwiga Uchman Dr hab. Andrzej Wicher

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Dr hab. Jolanta Nałęcz-Wojtczak Dr Łukasz Bogucki Dr Piotr Cap Dr Kamila Ciepiela Dr Dorota Filipczak Dr Stanisław Goźdź-Roszkowski Dr Jerzy Jarniewicz Dr Kzzysztof Kosecki Dr Joanna Kruczkowska Dr Alina Kwiatkowska

Dr Agnieszka Leńko-Szymańska Dr Agnieszka Łowczanin-Łaszkiewicz Dr Halina Majer Dr Jan Majer Dr T. Maszewski Dr P. J. Melia Dr R. Profozich Dr Adam Sumera Dr A Wilson

Łódź: Uniwersytet Łódzki: DEPARTMENT OF TRANSATLANTIC & MEDIA STUDIES (Łód ź2)

Advisors/Promotors, 2000-09 r. Prof. dr hab. Wiesław Oleksy, Dyrektor Prof. dr hab. Piotr Kowalski Prof. dr hab. Stanisław Obirek (SJ) Prof. dr hab. Elżbieta Oleksy Prof. dr hab. Piotr Skurowski Prof. dr hab. Grażyna Zygadło

Dr Elżbieta Durys Dr Paulina Matera Dr Tomasz Płudowski Dr Magdalena Śniadecka-Kotarska Dr Przemysław Piotr Żurawski vel Grajewski

Łódź: Uniwersytet Łódzki: DEPARTMENT OF BRITISH & COMMONWEALTH STUDIES (Łód ź3)

Advisors/Promotors, 2002-09 r.

Prof. dr hab. zw. Krystyna Kujawińska-Courtney, Dyrektor Dr Maria Łukowska Dr Michael Goddard Dr Ryszard Machnikowski Dr Łukasz Romanowski

Opole: Uniwersytet Opolski INSTYTUT FILOLOGII ANGIELSKIEJ:

Advisors/Promotors, 2000-09 r.

Prof. dr hab. Andrzej Ciuk, Dyrektor Prof. dr hab. Ilona Dobosiewicz Prof. dr hab. Jacek Gutorow Prof. dr hab. Ryszard Wolny Prof. dr hab. Jan Zalewski Dr hab. Marek Błaszak Dr hab. Janusz Malak Dr hab. Liliana Piasecka Dr hab. Ewa Piechurska

Dr Małgorzata Adams-Tukiendorf Dr Tomasz Gornat Dr Wacław Grzybowski Dr Tomasz Lebiecki Dr Paweł Marcinkiewicz Dr Stankomir Nicieja Dr Zbigniew Pyż Dr Jolanta Szymańska

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Olsztyn: Uniwersytet Warmińsko-Mazurski INSTYTUT FILOLOGII ANGIELSKIEJ

Advisors/Promotors, 2004-09 r.

Prof. dr hab. Joanna Kokot, Dyrektor Dr Marta Bogusławska-Tafelska Dr Anna Drogosz Dr Anna Krawczyk-Łaskarzewska

Dr Ewa Kujawska-Lis Dr Anna Kwiatkowska Dr Zygmunt Zalewski

Poznań: Uniwersytet im. Adama Mickiewicza INSTYTUT FILOLOGII ANGIELSKIEJ:

Advisors/Promotors, 2000-09 r.

Prof. dr hab. Katarzyna Dziubalska-

Kołaczyk, Dyrektor Prof. zw. dr hab. Dr h.c. Jacek Fisiak Prof. dr hab. Arleta Adamska-Sałaciak Prof. dr hab. Wiesław Awedyk Prof. dr hab. Anna Cieślicka Prof. dr hab. Anatolij Dorodnych Prof. dr hab. Krystyna Droździał-Szelest Prof. dr hab. Maria Edelson Prof. dr hab. Jacek Fabiszak Prof. dr hab. Piotr Gąsiorowski Prof. dr hab. Agnieszka Kiełkiewicz-Janowiak Prof. dr hab. Jerzy Koch Prof. dr hab. Andrzej Kopcewicz Prof. dr hab. Roman Kopytko Prof. dr hab. Wiesław Krajka Prof. dr hab. Marcin Krygier Prof. dr hab. Barbara Kryk-Kastrovsky Prof. dr hab. Robert Lew Prof. dr hab. Wojciech Lipoński Prof. dr hab. Alicja Pisarska Prof. dr hab. Agnieszka Rzepa Prof. dr hab. Liliana Sikorska Prof. dr hab. Teresa Siek-Piskozub

rof. dr hab. Włodzimierz Sobkowiak Prof. dr hab. Aleksander Szwedek Prof. dr hab. Przemysław Tajsner Prof. dr hab. Zdzisław Wąsik Prof. dr hab. Marek Wilczyński Prof. dr hab. Jacek Witkoś Prof. dr Joseph Wiesław Kuhn Dr hab. Małgorzata Fabiszak Dr Agnieszka Chmiel Dr Anna Ewert Dr Aleksandra Jankowska Dr Przemysław Kaszubski Dr Magdalena Kębłowska Dr Michał Krzyżanowski Dr Douglas McFarlane Dr Joanna Maciulewicz Dr Dorota Nowacka Dr Joanna Pawelczyk Dr Jacek Rysiewicz Dr Agnieszka Setecka Dr Tomasz Skirecki Dr Marcin Turski Dr Janusz Kaźmierczak Dr Danuta Wiśniewska Dr Daniela Zacharzewska Dr Magdalena Zapędowski

Szczecin: Uniwersytet Szczeciński KATEDRA FILOLOGII ANGIELSKIEJ

Advisors/Promotors 2000-2009

Dr Anna Gonerko-Frej, DirectorProf. dr hab. Olga Mołczanowa Prof. dr hab. Kamila Turewicz Prof. dr hab Kazimierz Wenta Dr Tomasz Górski

Dr Patrycja Kamińska Dr Julitta Rydlewska Dr Joanna Sadownik

Dr Mirosława Stawna

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Toruń: Uniwersytet Mikołaja Kopernika KATEDRA FILOLOGII ANGIELSKIEJ

Advisors/Promotors, 2000-2009 r.

Prof. dr hab. Mirosława Buchholtz, Dyrektor

Prof. dr hab. Maria Edelson Prof. dr hab. Tadeusz Rachwał Prof. dr hab. Teresa Siek-Piskozub Prof. dr hab. Piotr Stalmaszczyk Prof. dr hab. Przemysław Tajsner Prof. dr hab. Zdzisław Wąsik Prof. dr hab. Marta Wiszniowska-Majchrzyk Prof. dr David Jarrett Dr hab. Jacek Fabiszak Dr hab. Waldemar Skrzypczak Dr hab. Jerzy Sobieraj Dr hab. Marek Wilczyński Dr Anna Branach-Kallas

Dr Tomasz Fojt Dr Wojciech Jasiakiewicz Dr Ewa Kościałkowska-Okońska Dr Edyta Lorek-Jezińska Dr Michael Oliver Dr Dariusz Pestka Dr Wiktor Pskit Dr Waldemar Skrzypczyk Dr Ariadna Strugielska Dr Ewa Wełnic Dr Katarzyna Więckowska Dr Aneta Wojtasik Dr Jakub Wójcik Dr Przemysław Żywiczyński

Warszawa: Uniwersytet Warszawski

INSTYTUT ANGLISTYKI (Warsaw): Advisors/Promotors, 2000-09 r.

Prof. dr Emma Harris, Dyrektor Prof. dr hab. Barbara Kowalik Prof. dr hab. Urszula Aszyk-Bangs Prof. dr hab. Grażyna Bystydzieńska Prof. dr hab. Maria Dakowska Prof. dr hab. Jacek Fabiszak Prof. dr hab. Marek Gołębiowski Prof. dr hab. Hanna Komorowska Prof. dr hab. Barbara Kowalik Prof. dr hab. Jerzy Rubach Prof. dr hab. Jan Rusiecki Prof. dr hab. Hanna Szymańska-Serkowska Prof. dr hab. Piotr Skurowski Prof. dr hab. Jerzy Wełna Prof Dr hab. Andrzej Weseliński Prof. dr hab. Jacek Wiśniewski Dr hab. Lucyna Aleksandrowicz Dr hab. Teresa Bela Dr hab. Bartłomiej Błaszkiewicz Dr hab. Anna Cetera Dr hab. Bożenna Chylińska Dr hab. Ewa Mioduszewska-Crawford Dr hab. Romuald Gozdawa-Gołębiowski Dr hab. Elżbieta Górska Dr hab. Małgorzata Grzegorzewska Dr hab. Jerzy Jarniewicz Dr hab. Anna Kędra-Kardela Dr hab. Paweł Kornacki Dr hab. Aniela Korzeniowska Dr hab. Ewa Barbara Łuczak Dr hab. Beata Łukaszewicz

Dr hab. Jadwiga Maszewska Dr hab. Dominika Oramus-Materska Dr hab. Marek Paryż Dr hab. Adam Przepiórkowski Dr hab. Agata Preis-Smith Dr hab. Bohdan Szklarski Dr hab. Jadwiga Uchman Dr hab. Jerzy Zybert Dr Dorota Babilas Dr Tomasz Basiuk Dr Maria Błaszkiewicz Dr Edyta Borucka Dr Nancy Burke Dr Julia Fiedorczuk-Glinecka Dr Ian Firla Dr Barry Keane Dr Agata Kochańska Franciszek Lyra, Ph.D. Dr Jolanta Łuczak Dr Zbigniew P. Możejko Dr Tadeusz Pióro Dr Agnieszka Piskorska Dr Magdelena Pypeć Dr Marzena Sokołowska-Paryż Dr Edyta Supińska-Polit Dr Magdalena Pypeć Dr Marek Szopski Dr Izabela Szymańska Dr Ewa Wałaszewska Dr Adam Wójcicki

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Warszawa: Uniwersytet Warszawski INSTITUTE OF APPLIED LINGUISTICS (Warsaw2)

Advisors/Promotors, 2000-09 r.

Prof. dr hab. Krzysztof Hejwowski, Dyrektor

Prof. zw. Dr hab. Franciszek Grucza Prof. zw. Dr hab. Tomasz P. Krzeszowski Prof. dr hab. Maria Dakowska Prof. dr hab. Anna Duszak Prof. dr hab. Barbara Z. Kielar Prof. dr hab. Andrzej Kopczyński Prof. dr hab. Krystyna Kujawińska-Courtney Prof. dr hab. Józefa Lewkowicz Prof. James Hartzell Prof. Małgorzata Tryuk

Dr Elżbieta Gajek Dr Anna Jopek-Bosiacka Dr Tomasz Konik Dr Agnieszka Leńko-Szymańska Dr Joanna Lewińska Dr Adrana Madej-Stang Dr Urszula Okulska Dr Maria Sicińska Dr Waldemar Woźniakowski Dr Adam Wójcicki Dr Urszula Zaliwska-Okrutna

Warszawa: Uniwersytet Warszawski AMERICAN STUDIES CENTER (Warsaw3)

Advisors/Promotors, 2000-09 r.: Dr Tomasz Basiuk, Dyrektor Prof. UW Dr hab. Agata Bielik-Robson Prof. dr hab. Cynthia Dominik Prof. dr hab. Wojciech Gasparski Prof. UW Dr hab. Zbigniew Lewicki Prof. dr hab. Krzysztof Michałek Prof. dr hab. Ewa Nowicka-Rusek Prof. dr hab. Halina Parafianowicz Prof. dr hab. Stanisław Parzymies Prof. UW Dr hab. Piotr Skurowski Prof. UW Dr hab. Marek Wilczyński Prof. dr hab. Jerzy Wilkin Prof. dr Clifford Angell Bates, Jr. Prof. dr William R. Glass Prof. dr David Jones Dr hab. Bohdan Szklarski Dr Andrzej Arendarski Dr Cesar Cruz Espino Dr Maria Isabel Arredondo de Cruz Dr Jacek Czaputowicz Dr Joshua Dubrow

Dr Małgorzata Durska Dr Małgorzata Gajda-Łaszewska Dr Ewa Grzeszczyk Dr Agnieszka Graff-Osser Dr Urszula Jarecka Dr Andrzej Kondratowicz Dr Grzegorz Kostrzewa-Zorbas Dr Grzegorz Kość Dr Zbiegniew Kwiecień Dr Wojciech Lewandowski Franciszek Lyra, Ph.D. Dr Krystyna Mazur Dr Robert Piotrowski Dr Tomasz Sikora Dr Anna Sosnowska-Jordanovska Dr Jerzy Szczupaczyński Dr Marek Szopski Dr Grzegorz Szulczewski Dr Bogusław Winid Dr Radosław Wolniak

Wrocław: Uniwersytet Wrocławski INSTYTUT FILOLOGII ANGIELSKIEJ:

Prof. dr hab. Leszek Berezowski, Dyrektor Prof. dr hab. Ewa Kębłowska-Ławniczak Prof. dr hab. Jerzy Koch Prof. dr hab. Wiesław Krajka Prof. dr hab. Roman Lewicki Prof. dr hab. Anna Michońska-Stadnik Prof. dr hab. Michał Post

Prof. dr hab. Bożena RozwadowskaProf. dr hab. William J. Sullivan Prof. Kosmider Dr hab. Piotr Chruszczewski Dr hab. Stefan Kiedroń. Dr Ewa Aumer Dr Renata Barzycka

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Dr Piotr Blumczyński Dr Teresa Bruś Dr Anna Budziak Dr Anna Izabela Cichoń Dr Piotr Czajka Dr Rafał Dubaniowski Dr Dominika Ferens Dr Małgorzata Jedynak Dr Elżbieta Klimek-Dominiak Dr Justyna Kociatkiewicz

Dr Dorota Kołodziejczyk Dr Marek Kuźniak Dr Mariusz Marszalski Dr Marek Oziewicz Dr Patrycja Poniatowska Dr Andrzej Skrzypiec Dr Michał Szawerna Dr Edward Szynal Dr Lech Zabor

Dr Piotr Zazul

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