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

Transcription

1 ENGLISH STUDIES in POLAND, 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

2 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, PART TWO Introduction to American Studies Seventy-Nine Years of Degree Work on American Studies in Poland, 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 2

3 Index of TABLES in English Studies in Poland, Preface to English Studies TABLE 1: American & British/Commonwealth (nonliterary) cultural studies TABLE 2: Degrees awarded by English Institutes/Centers, TABLE 3: Summary of program share as a percent of total degrees awarded TABLE 4: Interwar focus areas of English Studies, TABLE 5: Relative strength of area programs, TABLE 6: Relative strength of area programs, TABLE 7: Relative strength of area programs, TABLE 8: Relative strength of area programs, TABLE 9: Relative strength of area programs, TABLE 10: Relative strength of area programs, TABLE 11: Relative strength of area programs, Introduction to American Studies TABLE 12: Degrees awarded by English Institutes/Centers, TABLE 13: The strength of area programs in English Studies, TABLE 14: Interwar strength of area programs in English Studies, TABLE 15: Interwar strength of area programs in English Studies, TABLE 16: Relative strength of area programs, TABLE 17: Relative strength of area programs, TABLE 18: Top ten writers, , in academic degree work TABLE 19: Relative strength of area programs, TABLE 20: Top ten writers, , in academic degree work TABLE 21: Relative strength of area programs, TABLE 22: Top ten writers, , in academic degree work TABLE 23: Relative strength of area programs, TABLE 24: Top ten writers, , in academic degree work TABLE 25: Relative strength of area programs, TABLE 26: Top eleven writers, , in academic degree work TABLE 27: Relative strength of area programs, TABLE 28: Program share as a percent of total degrees awarded TABLE 29: Changing foci in American Studies, TABLE 30: Changing foci in British/Commonwealth Studies, TABLE 31: American authors by decade of first appearance, 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, 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, TABLE 39: Top American writers by historical period TABLE 40: All 776 American writers and cultural fields 3

4 Introduction to British/Commonwealth Studies TABLE 12: Degrees awarded by English institutes/centers, TABLE 41: Writer, , in academic degree work TABLE 42: Writers, , in academic degree work TABLE 43: Top writers, , in academic degree work TABLE 44: Top writers, , in academic degree work TABLE 45: Top ten writers, , in academic degree work TABLE 46: Top ten writers, , in academic degree work TABLE 47: Top ten writers, , in academic degree work TABLE 48: Top ten writers, , in academic degree work TABLE 49: Top fifteen writers, , in academic degree work TABLE 50: Top twenty writers, , in academic degree work TABLE 51: Changing foci in British/Commonwealth Studies, TABLE 52: Writers in the British/Commonwealth canon, TABLE 37: The macabre (gothic & vampire, horror & terror) TABLE 53: Most popular writers in last years ( ) TABLE 54: Most popular new writers in last years ( ) TABLE 55: Most popular new writers in last 20 years ( ) TABLE 35: Female authors in the American vs. British canon, TABLE 56: Female vs. male authors in American & British/Commonwealth canons TABLE 57: Top 100 Writers in British/Commonwealth Studies, 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 4

5 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 ( 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 ( CE) (#21b) in the 17 institutes/schools 5

6 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 I shall then verify the datum with your humanities dean (dziekanat) and enter it by 30 December 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 6

7 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, : 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 wellevidenced 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 bibliographical 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 vocabulary, 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. 7

8 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, 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, (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 8

9 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 perceptual 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, (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 9

10 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, (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, (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, 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 fieldindependence, 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 10

11 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, (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 preschool teaching environments such as kindergarten and home. The biggest category in this corpus, Theoretical issues, approaches, methods and techniques, (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, 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 11

12 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, (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, (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- 12

13 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, (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 learnercentered 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 postconference 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 13

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 professsional 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 14

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 universitybased 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 development. 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. 15

16 References Arabski, J., Errors as indications of the development of interlanguage. Katowice: Wydawnictwo Uniwersytetu Śląskiego. Benson, M., Benson, E. & Ilson, R., BBI Combinatory Dictionary of English. Amsterdam: John Benjamin Publishing Company. Collins COBUILD Dictionary Glasgow: Collins & Sons. Dakowska, M., Introduction to Foreign Language Teaching in Poland, In R. D. Carter (bibliographer) English Studies in Poland. 1 st edition. Gabryś-Barker, D., 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, Gardner, H., Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Goleman, D., Emotional Intelligence. New York: Bantam Books. Lewis, M., The Lexical Approach. Hove: Language Teaching Publications Poszytek, P. et al., 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., Interlanguage. International Review of Applied Linguistics, 10, Rubin, J., What the good learner can teach us. TESOL Quarterly, 9/1,

17 Sixty-Two Years of Polish Academic Writing on TEFL (Teaching English as a Foreign Language), Master Theses, Doctoral Dissertations, and Doctoral habilitations (postdoctoral book) Written at Polish Universities, Prace magisterskie, doktorskie, i doktorskie habilitacjne napisane na uczelniah polskich w latach 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). 17

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 ASR BEC CAE CALL CBI CCALL CEF CFCE CLIL CLT CMC CPA CPE CPH CSI DELF B2 DDCP DDL EAP EFL ELT ELM ESOL ESP EST EU FI & FD FFI Attention-Deficit/Hyperactivity Disorder Automatic Speech Recognition in CALL Business English Certificate Certificate in Advanced English Computer-Assisted Language Learning Computer-Based Instruction Communicative Computer-Assisted Language Learning Common European Framework Cambridge First Certificate in English Content and Language Integrated Learning Communicative Language Teaching Computer-Mediated Communication Community of Practice Approach Certificate of Proficiency in English Critical Period Hypothesis [for language learning] Culture-Specific Item French proficiency test Davis Dyslexia Correction Program Data-Driven Learning English for Academic Purposes [courses] English as a Foreign Language English Language Training Elaboration Likelihood Model English for Speakers of Other Languages English for Specific Purposes [courses] English for Science and Technology [courses] European Union Field Independence and Field Dependence [in cognitive functioning and growth] Form-Focused Instruction 18

19 FFL FLT GE HDEE ICT IRC L1 L2 L3 LAT LINC LOT MIT NLP PELT PLC RST SCC SEN SITA SLA SLC SLL SMS TEFL TESL TPR UG Foreign Language Learning Foreign Language Teaching General English [courses] Helen Doron Early English approach Information & Communication Technology Internet relay chat [channels] First Language Second Language Third Language Learning, Assessment, Teaching Language Instruction for Newcomers to Canada Poland s National Airline Multiple Intelligences Theory Neurolinguistic programming Polish-English Literacy Tutor Polish Language Dictionary Rhetorical Structure Theory Strict Cycle Condition Special Educational Needs SITA Learning System Second Language Acquisition Second Language Competence Second Language learning/learner Short Message Service Teaching English as a Foreign Language Teaching English as a Second Language Total Physical Response Universal Grammar 19

20 30 Doctoral Habilitations ( ) 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. 20