Darmowy fragment publikacji:
Theory and Practice
Second Language Acquisition
Vol. 4 (1), 2018
Wydawnictwo Uniwersytetu Śląskiego • Katowice 2018
University of Silesia
University of Silesia
University of Silesia
Janusz Arabski (University of Silesia, Katowice/Vistula University, Warsaw)
Larissa Aronin (Oranim College of Higher Education/Trinity College, Dublin)
Jasone Cenoz Iraqui (University of the Basque Country, Donostia – San Sebastian)
Halina Chodkiewicz (Maria Curie-Skłodowska University, Lublin)
Gessica de Angelis (Trinity College, Dublin)
Anna Ewert (Adam Mickiewicz University, Poznań)
Tammy Gregersen (University of Northern Iowa, Cedar Falls)
Ulrike Jessner Schmid (University of Innsbruck, Innsbruck)
Hanna Komorowska (University of Social Sciences and Humanities/University of Warsaw)
Jolanta Latkowska (University of Silesia, Katowice)
Peter MacIntyre (Cape Breton University, Sydney)
Anna Niżegorodcew (Jagiellonian University, Cracow)
Aneta Pavlenko (Temple University, Philadelphia)
Miroslaw Pawlak (Adam Mickiewicz University, Kalisz/State School of Higher Professional
Ewa Piechurska-Kuciel (University of Opole, Opole)
Andrzej Porzuczek (University of Silesia, Katowice)
David Singleton (Trinity College, Dublin/University of Pannonia, Veszprem)
Eva Vetter (University of Vienna, Vienna)
Ewa Waniek-Klimczak (University of Łódź, Łódź)
Maria Wysocka (University of Silesia, Katowice)
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Preface (Danuta Gabryś-Barker, Adam Wojtaszek) . . . . . . . . 5
David Singleton, Simone E. Pfenninger
L2 Proficiency as a Function of Cultural Identity in Interlingual Couples . . 7
Immersion Learning Activities: Developing Communicative Tasks in the
Community . . . . . . . . . . . . . . . . . . . 23
Social Constraints of Aspirations for Second Language Achievement . . . 49
New School, the Same Old Rut? Action Research of Unsuccessful First-year
Students in a High School . . . . . . . . . . . . . . . 69
Rethink Your Old Teaching Methods: Designing a Pronunciation Course for
Adolescent Polish Learners of English . . . . . . . . . . . . 97
Pronunciation Learning Environment: EFL Students’ Cognitions of In-class and
Out-of-class Factors Affecting Pronunciation Acquisition . . . . . . . 121
Style Guide for the Authors . . . . . . . . . . . . . . . 140
Theory and Practice of Second Language Acquisition has already entered its
fourth consecutive year of publication. Founded in 2015, when very few journals
of a related profile were available in Poland, it filled a niche recognized by
not only Polish, but also international scholars. Following the publication of the
first issue, it became clear that its scope would attract submissions from many
specialists and researchers around the world. Thus far, TAPSLA has featured
articles by such renowned scholars in the field as David Singleton, Larissa
Aronin, Jean-Marc Dewaele, Tammy Gregersen, and many others representing
innovative movements in SLA research worldwide. The journal has become a
venue for the exchange of ideas for academics at home and abroad, focusing on
often un-researched issues and new currents in SLA studies. Especially today,
when journal publications are seen as the most valued and highly recognized
evidence of academic excellence, the perspectives for its rapid and successful
development seem to be very promising. A guarantee of the journal’s high
standards is TAPSLA’s Editorial Board, which includes both Polish and foreign
experts in the area, representing the wide range of research interests of its
members. All updated information on the journal is available on the University
of Silesia Institute of English webpage at www.ija.us.edu.pl (via a special link)
and the journal webpage at www.journals.us.edu.pl/index.php/TAPSLA.
The present issue opens with a fascinating insight into the significance of the
“love factor” for late L2 proficiency development. In their paper “L2 Proficiency
as a Function of Cultural Identity in Interlingual Couples” David Singleton and
Simone Pfenninger offer a comprehensive review of a number of qualitative
studies which demonstrate how significant the affective dimension can be both
for the ultimate success in acquisition of L2 proficiency as well as for the adop-
tion of cultural identity by one of the partners. The facilitative role of out-of-
class immersion activities is presented by Jorge Pinto in the second article, en-
titled “Immersion Learning Activities: Developing Communicative Tasks in the
Community.” The author argues for the extension of the learning environment
to the beyond-the-classroom sphere which allows for a more extensive develop-
ment of learners’ communicative skills in L2. Although the research results are
based on an L2 Portuguese course taught at the University of Lisbon, the impli-
cations seem to be universally applicable. The third paper, “Social Constraints
of Aspirations for Second Language Achievement” by Joanna Rokita-Jaśkow,
seeks an explanation for the relatively unambitious and vague aspirations of
Polish vocational school English philology students, adding another perspec-
tive to the discussion on the role of learning environments. The perspective
is narrowed down to the classroom environment in the fourth paper, “New
School, the Same Old Rut? Action Research of Unsuccessful First-year Students
in a High School” by Joanna Masoń-Budzyń. In order to formulate useful and
experience-based suggestions, the author attempts to diagnose the sources of
learners’ unsuccessful performance, looking at a number of potential contribut-
ing factors. The fifth article, “Rethink Your Old Teaching Methods: Designing
a Pronunciation Course for Young Teenagers” by Dorota Lipińska, also focuses
on a FL classroom environment, but the author’s interest revolves around the
issue of EFL pronunciation teaching to 11- to 13-year-olds. Lamenting the ineffi-
ciency of both the teaching resources and the primary school syllabi, the author
proposes her own ideas about how pronunciation could be taught, providing some
suggestive evidence from speech production and speech perception tests. The
subject of pronunciation learning is also the topic of the last paper in the issue,
“Pronunciation Learning Environment: EFL Students’ Cognitions of In-class
and Out-of-class Factors Affecting Pronunciation Acquisition” by Magdalena
Szyszka. The author attempts to identify the most significant contributors to the
learners’ ultimate pronunciation learning achievement, looking not only at the
classroom environment and at teachers’ pronunciation, but also at the patterns
encountered by the learners in their daily exposure to entertainment media.
If a common denominator were to be noted for the papers included in the
present issue, the dimension of various learning environments would be a good
candidate. The authors have attempted to show in what way the widely under-
stood context in which learning and acquisition takes place exerts an influence
on learners’ ultimate L2 performance and success. We hope that this issue
will be of interest to all researchers working in the field of second language
acquisition. At the same time, we would like to invite Polish and foreign aca-
demics to share their scholarly research with us by submitting their work to the
journal Theory and Practice of Second Language Acquisition, published by the
prestigious Polish academic publisher Wydawnictwo Uniwersytetu Śląskiego
(University of Silesia Press).
Style Guide for Authors
STYLE GUIDE FOR AUTHORS
Authors are requested to submit manuscripts formatted in APA style (American Psychological
Association, 6th ed.).
All manuscripts must include an abstract in English (maximum of 250 words). After the abstract
please provide keywords.
Main text: 12 Times New Roman
Long citations (more than 40 words): 10 Times New Roman, indent by 1 tab either side, one
empty line above and below, no quotation marks.
Centered, Boldface, Uppercase and Lowercase Headings
Left-aligned, Boldface, Uppercase and Lowercase Heading
Indented, boldface, lowercase heading with a period. Begin body text after the
Indented, boldface, italicized, lowercase heading with a period. Begin body text
after the period.
Indented, italicized, lowercase heading with a period. Begin body text after the
In-text citations (examples):
Author’s name and date in brackets:
The experience of critical incidents and effective reflection upon them allows teachers to control
their classroom actions more consciously and create critical events (CE’s), which were described
earlier as intended, planned and controlled (Woods, 1993).
Woods (1993) believes that critical events are structured and occur in well-defined staged of
conceptualization . . .
(Ballantyne Packer, 1995)
As Ballantyne and Packer (1995) demonstrate …
(Barker, Callahan, Ferreira, 2009)
(Barker et al., 2009)
Six authors or more:
Lorenz et al. (1998) argued…
(Lorenz et al., 1998)
Authors whose last names are the same:
(D. Francis, 1985; H. Francis, 2004)
Style Guide for Authors
Online sources (unpaginated), provide paragraph or section title instead:
(Peterson Clark, 1978, para. 4)
(Moss, Springer, Dehr, 2008, Discussion section, para. 1)
No author, provide shortened title:
(“Primary Teachers Talking”, 2007)
(Reflective Practice, 2005, pp. 12−25)
Smith (as cited in Maxx Meyer, 2000) noted that “there is . . . .”
Citation within citation:
As it has been noted that “there is no relevance . . . (Smith, 2005)” (Maxx Meyer, 2000,
As Smithson and Stones (1999) demonstrated. . .
. . . as has been shown (Smithson Stones, 1999) . . .
Selected examples (for more consult APA manual):
Book, one author:
Goldberg, A. (2006). Constructions at work. Oxford: Oxford University Press.
Book, two authors and more:
Jarvis, S., Pavlenko, A. (2008). Crosslinguistic influence in language cognition. London:
Freud, S. (1960). Jokes and their relation to the unconscious. (J. Strachey, Trans.). London,
England: Routledge K. Paul. (Original work published 1905).
Flowerdew, J., Brock, M., Hsia, S. (Eds.). (1992). Second language teacher education. Hong
Kong: City Polytechnic of Hong Kong.
Chapter in an edited book:
Goldberg, A., Casenhiser, D. (2008). Construction learning and second language acquisi-
tion. In Robinson, P., Ellis, N. C. (Eds.), Handbook of cognitive linguistics and second
language acquisition (pp. 197–215). New York and London: Routledge.
Article in a journal:
Hammarberg, B. (2010). The languages of the multilingual. Some conceptual and terminologi-
cal issues. International Review of Applied Linguistics in Language Teaching, 48, 91–104.
Tully, K., Bolshakov, V. Y. (2010). Emotional enhancement of memory: How norepinephrine
enables synaptic plasticity. Molecular Brain, 13 May. Retrieved from http://www.molecu-
Style Guide for Authors
Bakker, A. B., Hakanen, J. J., Demerouti, E., Xanthopoulou, D. (2007). Job resources
boost work engagement, particularly when job demands are high. Journal of Educational
Psychology, 99(2), 274–284. doi:10.1037/0022-06188.8.131.524.
Miller, G. (2014, September 4). Cinematic cuts exploit how your brain edits what you see. Wired.
Smith, A. (2007, June 12). Dying languages. The Western Star. Retrieved from http://www.
Retrieved from http://wired.com/.
Palmer, P. (2001). Now I become myself. Yes Magazine, blog post, 31 May. Retrieved from
Bolande, V. U. (1981). On the psychology of humor. Retrieved from http://www.uflib.ufl.edu
/ufdc/UFDC.aspx?n=palmm c=psa1 m=hd2J i=45367.
Souleles, N., Pillar, C. (Eds.). (2014). Proceedings from the First International Conference on
the Use of iPads in Higher Education. Paphos: Cyprus University of Technology.
Churchwell, J. (2005). Becoming an academic: Factors that influence a graduate student’s iden-
tity commitment (Doctoral dissertation). University of Michigan, Ann Arbor, MI.
Reachel, L. H. (2001). Native languages and toponyms: Origins, meaning, and use (Doctoral
dissertation). Available from ProQuest dissertation and theses database. (Document ID
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