Show publication content! - Warsaw University Digital Library

Transcription

ENGLISH STUDIES in POLAND, 19091909-2009
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
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
University of Silesia,
Katowice, Poland
Bibliography of TEFL – 17
2
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
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 18: Top ten writers, 1950-59, in academic degree work
TABLE 26: Top eleven writers, 1990-99, in academic degree work
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
3
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 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
Phonetics & Phonology (#1) in the 17 English institutes/schools
Morphology (word formation and inflexion) (#2) in the 17 institutes/schools
Syntax (#3) in the 17 institutes/schools
Semantics (#4) in the 17 institutes/schools
Stylistics (#5) in the 17 institutes/schools
in
in
in
in
in
4
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
Sociolinguistics (#9) in the 17 institutes/schools
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
General Linguistic Theory (#10) in the 17 institutes/schools
Cognitive Linguistics (#10a) in the 17 institutes/schools
Historical Linguistics (#11) in the 17 institutes/schools
Language Varieties (#12) in the 17 institutes/schools
British & American English (#13) in the 17 institutes/schools
Spelling (#14) in the 17 institutes/schools
Applications of Linguistics
Translation Studies (#15) in the 17 institutes/schools
Lexical & Lexicographic Studies (#16) in the 17 institutes/schools
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
Contrastive Studies: English-Polish / Polish-English (#19a) in the 17 institutes/
schools
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
Linguistic Approaches to Literary Texts: Historical (700-1899 CE) (#21a) in the 17
institutes/schools
Linguistic Approaches to Literary Texts: Contemporary (1900-2009 CE) (#21b) in the
17 institutes/schools
5
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
[email protected] 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
6
Introduction to
Teaching English as a Foreign Language in Poland
Prof. dr hab. Danuta Gabryś-Barker
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 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
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
8
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, 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
9
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 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
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 preschool teaching environments such as kindergarten and home.
The biggest category in this corpus, Theoretical issues, approaches, methods and techniques, 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
11
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-
12
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 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
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
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
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.
16
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.
Dr
No designator
Place (year).
=
=
=
=
Doctoral habilitation
Doctoral dissertation
Mgr. praca (Master’s thesis)
Example: Opole (1980).
17
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
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
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.
20
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).
21
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-optimalminimal model” of the language learner. Poznań (2005). (Stanisław Puppel).
22
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 intermediate 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).
23
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 userfriendliness. 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).
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 MichońskaStadnik).
24
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 multicultural 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).
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).
25
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). (Włodzimierz 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 DroździałSzelest).
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.
Sobkowiak).
Poznań (2002). (Włodzimierz
Dr Krakowian, Bogdan: An attempt to analyse the efficiency of communication in teaching faster
reading in English. Poznań (1974). 186 pp. (Jacek Fisiak).
26
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).
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).
27
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
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 GozdawaGołębiowski).
28
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.
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 SzpyraKozłowska).
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 SiekPiskozub).
29
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.
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
Dr Ronowicz, Edmund: The language laboratory as an aid in increasing the effectiveness of foreign
language instruction. Warsaw2 (1977). 126 pp. (Franciszek Grucza).
30
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 communication 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).
31
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.
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 KarwowskaStruczyk).
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).
32
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
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 environment 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 DroździałSzełest).
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.
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 LewandowskaTomaszczyk).
Dr Wiśniewska, Danuta: Introducing autonomy in the foreign language classroom: Qualitative
research on teachers’ practice and problems. Poznań (2003). (Teresa Siek-Piskozub).
33
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).
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
Dr Zygmunt, Tomasz: Strategies of learning foreign languages by adults and their glottodidactic
implications. Lublin (1985). 314 pp. + 23 pp. append. (Jerzy Brzeziński).
34
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).
Dr Majer, Halina: Teaching English two-word verbs at the advanced level: A study in pedagogic
grammar. Poznań (1982). 228 pp. (Waldemar Marton).
(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).
35
Dr Berry, Roger: Teaching the English articles: An exercise in pedagogic grammar. Poznań (1990).
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).
English articles. Opole (1996). (Hanna Komorowska). [also 8]
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).
(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 userfriendliness. Poznań (2004). (Arleta Adamska-Sałaciak). [also 4/16/32]
Dr Wysocka, Hanna: Temporal and spatial location in first and second language acquisition. Poznań
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 GozdawaGołębiowski).
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
(1951). 53 pp.
Suszycka, Hanna: A study of the main structural patterns compared with their possible Polish
equivalents from the point of view of teaching English in Poland. Kraków (1964). 71 pp. [also
3/19a]
36
Krzysztoporska, Joanna: Some common mistakes in English made by Polish students: Contrastive
analysis and remedial drills. Łódź (1969). 47 pp. + append.
Renard, Maria: Teaching English past tenses to Polish adult learners. Łódź (1970). 53 pp.
Baj, Ewa: Typical mistakes in the structure of the verb made by Polish learners: An analysis of
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.
37
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
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.
38
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
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).
39
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
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.
40
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
textbooks. Warsaw (1977). 90 pp. [also 32]
Przeradzka, Joanna: A detailed study of teaching conditional sentences in language teaching literature
and courses. Warsaw (1977). 53 pp.
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 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.
41
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
courses of English as a foreign language and handbooks on teaching English ―presentation,
exemplification, grammar commentaries, drills and exercises. Warsaw (1977). 83 pp. [also 32]
Bujewska, Jadwiga: Cognitive grammar exercises for intermediate learners of English as a foreign
language: Expressing futurity. Poznań (1978). 48 pp.
Bury, Justyna: The effectiveness of drills and exercises in the process of internalizing grammatical
structures of English as a foreign language. Poznań (1978). 35 pp.
Gimżewska, Ewa: The teaching of expressing present time in English: A study of the simple present
tense in spoken English. Poznań (1978). 63 pp.
Grabowska, Barbara: A survey of teaching English grammar in Polish secondary schools. Poznań
(1978). 51 pp.
Hojnor, Maria: Various types and levels of interference of the Polish language in English learning.
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.
42
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
Michałowska, Mirosława: Teaching questions in English: Communicative exercises. Gdańsk (1978).
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
language: Qualities and quantities. Poznań (1978). 140 pp.
Nowak, Joanna: The verb phrase in English medical texts: A corpus study―an analysis and its
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
language: Expressing past time. Poznań (1978). 39 pp.
Preis, Maria: Cognitive grammar exercises for intermediate learners of English as a foreign language:
Topicalization in English. Poznań (1978). 50 pp.
Rapf, Magdalena: Cognitive grammar exercises for intermediate learners of English as a foreign
language: Topicalization. Poznań (1978). 54 pp.
Rogowski, Andrzej: The cognitive grammar teaching sequence from a methodological point of view.
Poznań (1978). 40 pp.
43
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
grammars, handbooks on methodology and ELT textbooks. Warsaw (1979). 82 pp. [also 32]
Bukowska, Aleksandra: Teaching present perfect tense in Polish grammar schools: Contrastive
approach. Gdańsk (1979). 50 pp.
Chłoszczyński, Marek: An observational analysis of teaching English at the advanced level: Grammar.
Poznań (1979). 52 pp.
Gleeson, Barbara: Variety of exercise types as a factor in the learning of foreign language grammatical
structures. Poznań (1979). 63 pp.
Hebda, Halina: The changing views on the linguistic basis for foreign language teaching. Warsaw
(1979). 57 pp.
Jeziorska, Anna: Compounds and derivatives: Pedagogical implications. Łódź (1979). 68 pp.
Kalinowska, Ewa: The passive voice from the point of view of selected linguistic schools. Katowice
(1979).
Korzan, Ewa: Order of L1 and L2 syntactic structures acquisition. Katowice (1979). 56 pp.
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 32]
44
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
and articles on LT methodology. Warsaw (1979). 71 pp. [also 32]
Mrówczyński, Kazimierz: The recognition of grammatical structures in the second forms of secondary
schools. Bydgoszcz (1979). 60 pp.
Nalewajko, Jadwiga: The verbs need and dare: A detailed survey of grammars, articles and courses of
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
school. Łódź (1979). 45 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 32]
Rausz, Hanna: Word order in the acquisition of Polish. Poznań (1979). 50 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 32]
Witkowska, Katarzyna: The acquisition of the Polish verb system. Poznań (1979). 59 pp.
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 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.
45
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
pp. [also 20]
Konieczna, Emilia: The acquisition of tense and aspect: Some semantic considerations. Poznań
(1980). 72 pp.
Maciak, Ksawera: The teaching of the present perfect tense and the simple past tense: The audiolingual 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.
Poznań (1980). 87 pp.
Mięsikowska, Anna: An observational analysis of teaching English grammar at the advanced level.
Poznań (1980). 46 pp.
Miotliński, 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
and its pedagogical application. Gdańsk (1980). 127 pp. [also 7]
Pencina, Iwona: Teaching English word order to Polish learners. Łódź (1980). 53 pp.
Preissner, Joanna: Teaching techniques for the position of adverbs. Gdańsk (1980). 86 pp.
Staniak, Marzena: Error analysis: A study of certain high frequency errors in the use of the English
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
(1980). 62 pp.
Frączak, Władysław: Regularities and irregularities in English orthography and their influence on the
learning of pronunciation. Warsaw (1981). 57 pp. [also 1/14]
46
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
(1981). 48 pp.
Rurańska, Danuta: The presentation of the English verb system to Polish learners. Kraków (1981). 64
pp.
Drączkowska, Zofia: American forms of address for Polish learners. Gdańsk (1982). 44 pp. [also 9]
Gonsior, Rita: Teaching English articles to Polish learners. Katowice (1982). 74 pp.
Jarnuszkiewicz, Lidia: Misrelated participles in English and Polish: Study in error analysis. Kraków
(1982). 93 pp. [also 20]
Juzwa, Małgorzata: Teaching phrasal verbs in Polish secondary schools. Katowice (1982).
Klimecka-Płusa, Grażyna: Teaching sentence connectives to Polish learners. Łódź (1982). 48 pp.
Konopacka, Maria: Theoretical and pedagogical aspects of English intonation. Warsaw (1982). 81 pp.
[also 1]
Kurstak, Barbara: The teaching of the passive voice: The grammatical background and a survey of
approaches in language courses and books of language teaching methodology. Warsaw
(1982). 87 pp.
Michalik, Maria: Negation in English: Mediators for teaching negation in English to Polish learners.
Gdańsk (1982). 50 pp. [also 3]
Porwit, Ilona: Place, direction, and distance in Polish and English translation exercises based on
categorized texts. Katowice (1982). 73 pp. [also 15/19a]
Rudzka, Maria: Error analysis and language learner’s competence. Łódź (1982). 64 pp. [also 20]
Stajewska, Anna: Elicitation of passive voice for Polish learners. Gdańsk (1982). 110 pp.
Stasiak, Ludwika: The role of the knowledge of Polish grammar in the learning of English. Łódź
(1982). 44 pp.
Urbańska-Fronczak, Małgorzata: Error analysis as means of evaluating teaching techniques. Łódź
(1982). 47 pp. [also 20]
Włoch, Jacek: Teaching compound nouns. Gdańsk (1982). 86 pp.
Zięba, Barbara: The development of competence in the teaching of English as a foreign and second
language. Katowice (1982).
Bajer-Sim, Bożena: Creating situational context for grammar exercises in the communicative approach
to teaching English as a foreign language. Lublin (1983). 63 pp.
47
Dopiera-Łakowicz, Anna: A pedagogical grammar for secondary school learners: The passive voice.
Poznań (1983). 50 pp.
Głombik, Barbara: Teaching English perfect tenses in Polish secondary school. Katowice (1983).
Krzyżanowska, Ewa: A pedagogical contrastive study of English accusativus cum infinitivo
constructions and their Polish equivalents. Kraków (1983). 80 pp.
Kuropatnicki, Andrzej: The development of approximate systems in teaching English past tenses to
Polish secondary school learners. Katowice (1983). 69 pp.
Lelonek, Barbara: Errors in can and must made by Polish high school students and their didactic
implications. Katowice (1983). 92 pp. [also 20]
Ordak, Bożena: Teaching questions and interrogative constructions. Gdańsk (1983). 55 pp.
Pawlak, Joanna: A qualitative study of foreigner’s language. Poznań (1983). 49 pp.
Połomska, Barbara: Interlanguage: An erroneous, simplified linguistic system. Gdańsk (1983). 44 pp.
Radziul, Wiesława: The passive voice in language teaching. Gdańsk (1983). 45 pp.
Topolska, Jolanta: The development of questions in the speech of the child. Warsaw (1983). 61 pp.
[also 27]
Wojdała, Elżbieta: Grammatical translation exercise in developing the skill of speaking in Polish high
schools. Katowice (1983). 48 pp. + append. [also 28]
Falkowska, Magdalena: The influence of word order exercises on the development of the skill of
speaking in beginners. Katowice (1984). 66 pp.
Garbarz, Barbara: Teaching foreign language grammar in the primary school involving the audiolingual and cognitive methods. Kraków (1984). 165 pp.
Górecka, Dorota: The use of the English present perfect and simple tenses by Polish students. Poznań
(1984). 37 pp.
Goldnik, Ewa: The present perfect tense: Grammatical commentary on the meaning in each of its
uses―the technique of introducing each of the uses in a course of English for beginners: A
survey of grammar books and courses of English as a foreign language. Warsaw (1984). 118
pp.
Jarosz, Gabriela: Explanation of morphological regularities in the introducing and practicing new
vocabulary to the high school learners. Katowice (1984). 72 pp.
Jonek, Anna: Imperatives as a teaching problem. Gdańsk (1984). 38 pp.
Lepiarczyk, Marek: Teaching of phrasal verbs in Polish secondary schools. Katowice (1984). 45 pp.
Łozińska, Anna: Two communicative grammars of English. Warsaw (1984). 73 pp.
Sromek, Danuta: Teaching and testing grammar to primary school children. Katowice (1984). 48 pp.
Figarska, Anna: The expression of possibility in English: The grammatical background and a survey
of approaches in present-day courses of English for beginners. Warsaw (1985). 147 pp.
48
Horak, Małgorzata: A contrastive study of conditional sentences in Polish and English with
pedagogical implications. Opole (1985). 75 pp. [also 3/19a]
Kotecka, Danuta-Maria: The acquisition of the indirect object in English passive constructions: An
empirical study in foreign language learning. Poznań (1985). 41 pp.
Melion-Cyzio, Beata: Error-types and error-sources in Polish secondary learners’ English grammar
tests. Bydgoszcz (1985). 99 pp. [also 20]
Nawrocka, Wanda: An analysis of errors in the sequence of tenses in the course of development
language creativity in high school students. Katowice (1985). 77 pp. [also 20]
Nikitiuk, Jadwiga: Testing the passive voice in English. Poznań (1985). 97 pp. [also 25]
Pawlik, Agnieszka: Pedagogically-induced errors in elementary school English courses. Kraków
(1985). 122 pp. [also 20]
Piotrowska, Ewa: The contrastive pedagogical grammar of English for Polish learners: The present
perfect tense. Łódź (1985). 34 pp.
Siedlewska, Ewa: The hierarchy of difficulty in the acquisition of English grammar by Polish
secondary school learners, based on error observation and analysis. Poznań (1985). 43 pp.
Sobkowska, Halina: The expressions of inclination and intention in English: The grammatical
background and a survey of approaches in language courses and books on pedagogic
grammar. Warsaw (1985). 86 pp.
Strzyżewska, Joanna: The passive voice: An error analysis in passive sentences including prepositions.
Poznań (1985). 50 pp. [also 20]
Wąsik, Marzena: Reassessment of the value of contrastive analysis for teaching English as a foreign
language. Warsaw (1985). 158 pp.
Zielińska, Małgorzata: The ways of expressing futurity in English: The grammatical background and a
survey of approaches in present-day courses of English for beginners. Warsaw (1985). 116 pp.
[also 3]
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
grammatical structures of a foreign language. Katowice (1986). [also 28]
Górzna, Małgorzata: Teaching English grammar in Polish secondary schools. Poznań (1986). 57 pp.
Kusz, Jerzy: The formation of yes-no questions and wh-questions in English present tenses: An
analysis of errors made by Polish learners. Katowice (1986). 62 pp. (M. Wysocka).
49
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
Polish high school learners. Katowice (1986). 72 pp. (M. Wysocka).
Terej, Katarzyna: Pedagogical grammar: A study of negation and a survey of its treatment in some
courses for foreign learners of English. Warsaw (1986). 56 pp.
Tretiakow. Katarzyna: Error analysis in secondary school learners’ compositions. Łódź (1986). 55 pp.
[also 20]
Urbańska, Justyna: Typical mistakes and inaccuracies in the pronunciation of English consonants
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
Zawadzka’s textbooks We Learn English (Part 1 and 2) and We Use English (Part 3 and 4).
Bydgoszcz (1987). 75 pp. [also 32]
Botwicz, Ewa: Error analysis of advanced English learner’s composition errors. Łódź (1987). [also 20]
Fortecka, Magdalena: Pedagogic grammar: The definitive article. Warsaw (1987). 107 pp.
Krotla, Maria: Errors of intermediate and advanced learners. Katowice (1987). 70 pp. [also 20]
Machulska, Małgorzata: The variety of exercise types as a factor in learning of foreign grammatical
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
third year students. Kraków (1987). 92 pp. [also 20]
Wolińska, Ewa: Parameters of language teachers’ evaluation: A study in error gravity. Łódź (1987). 40
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
pp.
Lang, Bożena: Interference in the acquisition of prepositions in English. Warsaw (1988). 52 pp.
Michalak, Małgorzata: The treatment of errors in foreign language teaching. Warsaw (1988). 57 pp.
[also 20]
50
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]
Noskowiak, Iwona: The effectiveness of teaching grammar in the Polish secondary school: An
experimental study. Poznań (1988). 41 pp.
Stefańczyk, Paweł: Native speakers’ evaluation of typical Polish learners’ errors. Łódź (1988).
Tomaszewska, Beata: Teachers’ reactions to errors. Katowice (1988). 72 pp. [also 20]
Antoszewska, Ewa: Teaching passive voice to Polish secondary school learners: An exercise in
pedagogical grammar. Poznań (1989). 93 pp.
Bartnik, Ewa: Interlingual comparisons in foreign language teaching. Łódź (1989). 79 pp.
Bates, Agnieszka: Pedagogical grammar of English relative clauses. Warsaw (1989). 93 pp.
Luc-Pietrzyńska, Beata: A contrastive study of expressing time in conditionals in the speech of Polish
and American children aged from 2 to 5. Poznań (1989). 61 pp. [also 19a]
Łuczyńska, Beata: The accuracy order in learning English as a second language. Łódź (1989). 58 pp.
Małyniak, Dorota: Grammatical categories of the noun in English and German: A contrastive sketch
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.
Katowice (1989). 76 pp.
Pałac, Elżbieta: Monitoring in second language development: Some methodological implications for
error correction. Warsaw (1989). 51 pp.
Strzelecka, Magda: Pedagogical grammar of definite and indefinite articles. Warsaw (1989). 102 pp.
Gędziorowska, Dorota: The problem of transfer in the acquisition of selected aspect of syntax and
morphology by Polish learners of English. Warsaw (1990). 69 pp.
Kowalczuk, Małgorzata: Second language acquisition: Insights from error analysis. Poznań (1990). 38
pp. [also 20]
Kubiak, Barbara: Grammatical categories in the teaching of foreign languages to pre-school children.
Puszer-Naillon, Joanna: Difficulties in the acquisition of the English articles by Polish students.
Robaczewska, Barbara: The importance of error in the learning process: A study of transfer of
prepositions. Warsaw (1990). 61 pp.
Szczepańska, Ewa: Acquisition of interrogatives in English learnt as a second language. Warsaw
(1990). 82 pp.
51
Czaplińska, Anita: Pedagogical grammar for learners of EFL: Reported speech. Wrocław (1991). 47
pp.
Giedrys, Katarzyna: Acquisition of selected aspects of English syntax by Polish secondary school
learners. Warsaw (1991). 87 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 26]
Krzyszkowska, Krystyna: Teaching the past progressive to Polish secondary school learners: An
exercise in pedagogical grammar. Poznań (1991). 72 pp.
Laskowska, Hanna: Teaching grammar to Polish learners of English: A proposal for a syntagmatic
way of presentation. Gdańsk (1991). 50 pp.
Raczkowska, Benedykta: Approaches to grammar teaching: Investigation and evaluation of various
techniques for the teaching of grammar, particularly the present perfect and the present perfect
continuous. Poznań (1991). 111 pp.
Spławska, Dagmara: A critical look at the presentation of grammar in I Learn English by Michalska
and Beven-Oyrzanowska. Wrocław (1991). 55 pp.
Stachowiak, Maciej: The problem of error correction in contemporary language teaching: An analysis
with some pedagogical recommendations. Poznań (1991). 59 pp. [also 20]
Sykut, Alicja: Teaching grammar. Gdańsk (1991). 59 pp.
Szymańska-Stec, Ewa: Foreign language learning: Focus on grammar. Katowice (1991). 79 pp.
Wierzbicka, Magdalena: The sequence of acquisition of selected English morphemes by Polish
learners of English. Warsaw (1991). 98 pp.
Chmielewska, Izabela: The acquisition of morphemes in English as a foreign language: The problem
of variability. Łódź (1992). 91 pp.
Gołyś, Joanna: The relationship between the cognitive basis for linguistic structures and first language
acquisition. Poznań (1992). 89 pp.
Królikowska, Hanna: How to teach the present perfect tense to Polish secondary school students.
Poznań (1992). 124 pp.
Lacka, Anna: Errors in the use of the present tenses of English made by Polish learners. Warsaw2
(1992). 68 pp.
Pawelec, Ewa: Cognitive grammar approach to prepositions. Łódź (1992). 46 pp. [also 28]
Pawlak-Januszewska, Iwona: The acquisition of relative clauses in English as a foreign language. Łódź
(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.
52
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
schools and private sector EFL course schools. Poznań (1993). 87 pp.
Greblicka, Anna: Teaching English prepositions: An exercise in pedagogical grammar. Wrocław
(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
decision making. Warsaw (1993). 80 pp.
Rutkowska, Dorota: Sound perception and evaluation of foreign languages. Gdańsk (1993). 51 pp.
[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
(1993). 50 pp. + 40 pp. append. [also 28]
Szczurek, Magdalena: Teaching English conditionals. Wrocław (1993). 78 pp.
Dawidowicz, Beata: The case study of error analysis of the compositions written by the first and
second year students of English philology. Katowice (1994). 59 pp. + tables. [also 20]
Drozd-Piotrowska, Katarzyna: The order of acquisition of syntactic structures: that clauses, infinitives,
and gerunds. Wrocław (1994). 49 pp.
Dziedzic, Magdalena: The acquisition of English relative clauses by Polish learners: Error analysis.
Łódź (1994). 59 pp. [also 20]
Federowicz, Ewa: L1 interference in adult second language acquisition: A case study. Łódź (1994). 82
pp.
53
Filec, Małgorzata: Intralingual errors in the performance of Polish secondary school EFL learners.
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
University of Silesia as well as those by entrants and first-year students of the Teacher’s
Training College "Perfector" in Katowice. Katowice (1994). [also 20]
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.
Katowice (1994). 60 pp. + append.
Rybarczyk, Alicja: Foreign language learning errors: The role of the teacher. Poznań (1994). 65 pp.
[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.
Sradomska, Katarzyna: The correlation of learners’ interlanguage stage and their ability to recognize
and correct errors. Wrocław (1994). 64 pp. [also 20]
Tkocz, Lucyna: Teaching reported speech to Polish learners of secondary schools. Katowice (1994).
56 pp.
Wiacek, Marzena: Teaching grammar: Motivating the teenage learner. Poznań (1994). 91 pp.
54
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
(1995). 71 pp.
Domińska, Mirosława: Treatment of oral errors: Native and nonnative teachers of English. Poznań
(1995). 65 pp. [also 20]
Krawczyk, Katarzyna: Communication strategies employed by Polish learners in their production of
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
(1995). 52 pp. [also 20]
Łużyńska, Maria: Students’ attitude to errors and error correction. Poznań (1995). 72 pp.
Mańkowska, Sylwia: Consciousness raising in teaching the grammar of English to pre-intermediate
students. Wrocław (1995). 122 pp.
Misiak, Alicja: The effectiveness of grammar exercises in foreign language learning and teaching.
Nowak, Barbara: The natural sequence of acquisition of interrogatives in the first and second language
vs. the contrastive analysis hypothesis with reference to teaching. Opole (1995). [also 3/27]
Oejer, Jarosław: The role of the teacher in error correction. Wrocław (1995). 64 pp. [also 20/24]
Olczak, Katarzyna: Variability in interlanguage and the study of context-induced errors. Wrocław
(1995). 83 pp.
Pałka-Banyś, Anna: Anxiety and errors in SLA. Wrocław (1995). 87 pp. [also 20/26]
Szynkiewicz, Marta: The influence of situational context on second language error production.
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
(1995). 57 pp. [also 20/22]
Wosińska, Dorota: Acquisition of second language grammar in the case of children and adults. Opole
(1995). 60 pp. [also 27]
55
Zubrzycka, Katarzyna: The relationship between errors and the contextual variability in SLA.
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
(1996). 50 pp.
Bliska, Magdalena: L2–L3 transfer in the context of Polish learners. Wrocław (1996). 53 pp. [also 8]
Chromiec, Agnieszka: Introducing and practicing grammar within the communicative approach in
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.
56
Wodała-Turkiewicz, Magdalena: Vocabulary or grammar: The new place for vocabulary in the
structural world of language learning. Poznań (1996). 62 pp. [also 22]
Zwierzchlewska, Iwona: The influence of formal instruction on the sequence of acquisition of English
interrogatives. Poznań (1996). 76 pp. [also 28]
Adamowski, Rafał: English tense system: Analysis of the principles and implications for pedagogical
grammar. Warsaw (1997). 68 pp. [also 2/3]
Bobowska, Beata: L1 interference in the acquisition of L2 syntax. Warsaw (1997). 78 pp. [also 8]
Buczkowska, Alicja: The changing role of grammar in second language teaching. Opole (1997). 63 pp.
Butkiewicz, Ryszard: Grammar in ELT textbooks: An appraisal of selected sources with regard to the
presentation and practice of the present perfect tense. Kraków (1997). [also 32]
Chojnacka-Kwatek, Kamila: A receptive grammar of English for beginners. Łódź (1997). 68 pp.
Dec, Andrzej: Native language transfer as a cause of grammar errors in the use of English conditional
sentences by Polish learners. Kraków (1997). [also 20]
Frankowski, Dariusz: How to sound English: The Easy Way. Poznań (1997). 72 pp. [also 1]
Galewska, Grażyna: Teaching English grammar: Approaches, methods and techniques. Warsaw
(1997). 55 pp.
Gorak, Anna: Examining the interlanguage of Polish high school students. Poznań (1997). 67 pp. [also
8/20]
Jagiełło, Gracjana: The role of L1 in the acquisition of English as a foreign language in Poland. Łódź
(1997). 54 pp.
Janasiewicz, Małgorzata: Order of acquisition of selected English morphemes and the age factor in
second language learning. Warsaw (1997). 71 pp. [also 8/26]
Kalus, Ewa: Slips of the tongue and slips of the pen as a representation of language processing
disorders. Opole (1997). 78 pp.
Kawczyńska, Agnieszka: The analysis of errors in article usage made by Polish learners of English.
Łódź (1997). 70 pp. [also 20]
Kuncewicz, Tomasz: A comparison of the perception of written errors by native and nonnative
English teachers. Poznań (1997). 77 pp. [also 20/23]
Kwolek, Agnieszka: Consciousness raising procedures: A review of language teaching methods.
Opole (1997). 76 pp.
Łagodzińska, Iwona: The role of consciousness and consciousness raising in second language
learning. Opole (1997). 56 pp.
Ordański, Marek: The role of motivation in acquiring grammar by secondary school students of
foreign language. Katowice (1997). 46 pp.
Pilch, Beata: Teaching grammar: Implications for the teaching of English to secondary school
students. Warsaw (1997). 60 pp. & ils.
57
Rozborski, Bogdan: Issues in first language acquisition plurality of nouns in Polish in reference to
English. Warsaw (1997). 94 pp. [also 8]
Sołowicz-Kaczmarska, Klaudia: Glottodidactic implications of cross-linguistic influence in second
language learning. Warsaw2 (1997). 69 pp.
Stajkowska, Agnieszka: The role of formal instruction in grammar teaching. Poznań (1997). 120 pp.
Strzelec, Ewa: The effectiveness of using self-instruction in learning grammar. Wrocław (1997). 90
pp.
Świątkowska, Katarzyna: Teaching grammar: Implications for the teaching of English to adult
learners. Warsaw (1997). 55 pp. & ils.
Wojewoda, Agnieszka: Dictogloss as a working compromise between grammar translation and
communicative approach in teaching grammar to secondary school students. Poznań (1997).
35 pp.
Bik, Dorota: Developing accuracy in teaching English to Polish secondary school students. Warsaw
(1998). 50 pp. + append.
Dick-Bursztyn, Marta: Locative-existential sentences in English and Polish: Grammatical interference
in teaching. Warsaw2 (1998). 85 pp. [also 19a]
Gajer, Alicja: Errors in second language acquisition: A study of morphological errors made by Polish
adult learners of English. Warsaw (1998). 73 pp. [also 8/20]
Gorczyca, Marek: Teaching English grammar to Polish learners at elementary level: Covert and overt
kind of teaching―comparison. Katowice (1998). 54 pp. (E. Krawczyk-Neifar).
Hurysz, Hanna: Teaching grammar through songs to children at primary school age. Poznań (1998).
Jasak, Małgorzata: The role of cross linguistic influence in SLA. Warsaw (1998). 55 pp. [also 8]
Kołos, Joanna: Politeness in social interaction: British vs. Polish teaching assistants. Poznań (1998).
Łagowska, Beata: Grammar games in communicative activities in foreign language teaching.
Malawski, Tadeusz: A study of the order of grammatical morphemes in selected coursebooks. Warsaw
(1998). 58 pp. [also 32]
Mazurek, Agnieszka: Problems and solutions in the teaching of English grammar to Polish primary
school children. Poznań (1998). 89 pp.
Olszewski, Przemysław: Teaching grammar on the basis of discover learning approach. Poznań
(1998).
Smierzchalska, Iwona: A comparative study on correcting oral mistakes in a private language school
and a state school. Poznań (1998). [also 20]
Sobolewska, Małgorzata: The role of errors in the process of L2 learning, their causes, types and
correction techniques. Poznań (1998). [also 20]
Tarnawska, Katarzyna: The use of lexical associations between Polish and English words in teaching
English to Polish secondary learners. Warsaw (1998). 48 pp.
58
Uliszewski, Krzysztof: The acquisition of English fricative consonants by Polish learners of English.
Warsaw (1998). 68 pp. [also 8]
Tokarz, Maria: The role of implicit and explicit grammar instruction in adult classroom. Poznań
(1998).
Tryka, Justyna: Acquisition of morphology in the process of learning English as a foreign language.
Lublin (1998). 55 pp. [also 8]
Zawadzka, Małgorzata: Theoretical principles underlying grammar testing techniques as compared
with their application in practice. Poznań (1998). [also 8/25]
Zychowicz, Katarzyna: The influence of formal instruction on the negation development. Poznań
(1998).
Ampuła, Katarzyna: A correlation between students’ hemisphere specialization and the effectiveness
of deductive grammar presentation. Wrocław (1999). 81 pp. [also 8]
Augustyńczyk, Ewa: Communicative language teaching: The treatment of error in the lexical
approach. Warsaw (1999). 60 pp. [also 20/28]
Dąbrowska-Majewska, Agnieszka: The importance of explicit grammar instruction for Polish learners
of English. Łódź (1999). 67 pp. + append.
Głogowska, Joanna: First language interference in the acquisition of English syntax by Polish learners.
Warsaw (1999). 55 pp. [also 8]
Gonsior, Monika: Self-correction as a tool for fostering accuracy of students’ written works. Katowice
(1999).
Iwaniuch, Arkadiusz: Universal grammar and second language learning. Toruń (1999). [also 10]
Kiewro, Daniel: The effectiveness of different grammar presentation techniques in grammar learning.
Kochaniak, Jowita: Practical correctness in English and Polish. Poznań (1999).
Kordas, Magdalena: L2 => L3 transfer in the acquisition of German by Polish learners. Wrocław
(1999). 100 pp. [also 8]
Kotowska-Kaczka, Anna: The influence of task-based approach on developing morphosyntactic
accuracy in intermediate students. Wrocław (1999). 75 pp.
Kowalska, Magdalena: Current pronunciation teaching principles and techniques. Toruń (1999).
Kozuń, Małgorzata: The age factor and L1 transfer in acquiring a native-like English pronunciation.
Wrocław (1999). 56 pp. [also 8/26]
Kryżanowska, Dominika: Directive speech acts in language teaching: on the example of “matters” and
“blue-print” courses for learners of English. Warsaw2 (1999). 106 pp. + append.
Lis, Anna: Turn-taking patterns in broadcast interviews. Warsaw2 (1999). 89 pp. + append.
Ławicka, Anna: The effectiveness of introducing language awareness for learning English grammar at
intermediate level. Wrocław (1999). 90 pp.
59
Marosz-Majewska, Katarzyna: Constructing successful grammar activities in the lexical approach.
Warsaw (1999). 40 pp. + append.
Molewicz, Dorota: Changing approaches to grammar teaching. Warsaw (1999). 60 pp.
Olejniczak, Barbara: Analysing spoken errors of intermediate students. Łódź (1999). 62 pp.
Orlik, Aleksandra: Comparing the effect of L1 and L2 instruction on the acquisition of present perfect
and simple past [tenses]. Wrocław (1999). 107 pp.
Patykiewicz-Ryzner, Urszula: The role of discovery techniques in the process of teaching grammar.
Katowice (1999).
Piskorski, Jarosław: The influence of formal instruction on the acquisition of English negatives.
Poznań (1999). [also 8]
Pituch, Agnieszka: Structure games as a motivating factor in teaching grammar to primary school
children. Katowice (1999). (Promotor/thesis supervisor: D. Gabryś).
Podoba, Joanna: Time comprehension and the acquisition of the present perfect and the simple past
tenses by Polish learners. Wrocław (1999). 162 pp. [also 8]
Polak, Grzegorz: Towards a pedagogical grammar of English for Polish learners: Defining the area.
Warsaw (1999). 52 pp.
Siuda-Żądło, Izabela: Receptive grammar as an aid in the acquisition of English by adults in a foreign
language setting. Łódź (1999). 66 pp.
Siwek, Kinga: The role of cognition in second language grammar learning and using. Poznań (1999).
[also 8]
Sopińska, Krystyna: Negative transfer: A case study in the acquisition of English syntax by Polish
learners. Warsaw (1999). 71 pp. [also 8]
Surdyk, Augustyn: The influence of grammar on formality of style in standard English in the context
of Polish learners of EFL. Poznań (1999).
Szelest, Michał: First language interference in the field of syntax on the basis of selected grammatical
constructions. Warsaw (1999). [also 8]
Wiśniewska, Beata: The -ing phrases as presented in English pedagogical grammars. Warsaw2 (1999).
69 pp.
Wolińska-Kuśnierz, Agnieszka: The definite article in English and some problems in its use by Polish
learners. Kraków (1999).
Zieleźnik, Katarzyna: Teachers’ creativity in grammar explanations applied to Polish high school
learners of English. Katowice (1999). [also 24]
Ziemba, Agnieszka: A teacher’s creativity in designing communicative activities for Polish
intermediate learners: The quantitative and qualitative aspect. Katowice (1999). (M.
Wysocka). [also 23]
Zięba, Adrianna: Descriptions of selected aspects of syntax causing failure in the learning process
among Polish learners of English at the intermediate level. Katowice (1999). (M. Wysocka).
60
Zwierzyńska, Joanna: Variability in the use of articles by Polish and German learners of English.
Wrocław (1999). 95 pp. [also 19b]
Aksamit, Marzena: Error analysis in oral and written performance. Łódź (2000). (P. J. Melia).
Andrejczuk, Sylwia: Error analysis based on second language deliberately planned and minimally
planned speech production. Warsaw2 (2000). (M. Dakowska).
Bananowicz, Aleksandra: Teaching grammar through songs to children. Poznań (2000). [also 27/30]
Besta, Marzena: Self-correction in developing accuracy of students’ written work: Primary school
learners. Katowice (2000). (D. Gabryś).
Błaszczyk, Agnieszka: Word order transfer in the acquisition of L3 English. Wrocław (2000). 80 pp.
(L. Zabor). [also 8]
Burzykowska, Magdalena: Analysing errors in the early written production of Polish learners of
English. Łódź (2000). (H. Majer).
Dudek, Janusz: Investigating the optimal amount of formal instruction for developing proficiency.
Wrocław (2000). (A. Michońska-Stadnik).
Dymek, Monika: Songs in teaching the past simple tense in the first grade of secondary school.
Jarema, Kalina: Deceptive words as a source of error for Polish students of English. Katowice (2000).
(I. Jakubczak).
Klimek, Anna: The application of language borrowings and code-switching among Polish-English
bilinguals. Katowice (2000). (J. Latkowska).
Kobylińska, Beata: Starting age as a predictor of success in learning intonation patterns of English.
Kowalska, Danuta: The acquisition order of selected derivations in English as a second language.
Kozielski, Rafał: Distortion of selected segmental features of English by Polish learners as a result of
interference errors. Katowice (2000). (E. Krawczyk).
Krupiński, Paweł: Expressing futurity in English―theoretical controversies and pedagogic
implications. Warsaw (2000). 49 pp. (R. Gozdawa-Gołębiowski). [also 3/4]
Kumor, Anna: Discovery techniques: The effective way of teaching grammar to teenagers. Katowice
(2000). (D. Gabryś).
Kurcok, Agata: Language awareness in grammar teaching with special reference to Polish schools.
Opole (2000). [also 8]
Łaska, Agnieszka: The influence of age on the second language pronunciation performance. Łódź
(2000). (H. Majer). [also 22/26]
Mazur, Ewa: The system of articles and their acquisition in English as a foreign language. Łódź
(2000). 50 pp. + append. (B. Krakowian).
61
Mazur, Zofia: Grammar in the practice of EFL in Poland. Poznań (2000).
Natkaniec, Ewa: Grammatical correctness of spoken texts represented by young beginners. Katowice
(2000).
Niedokos, Magdalena: The correlation between students’ personality, error correction and progress in
foreign language learning. Katowice (2000). [also 20]
Orłowska, Anna: Lexical transfer―its nature and native-speakers’ perception. Warsaw (2000).
(R. Gozdawa-Gołębiowski).
Pliszka, Maciej: Comparing acquisition of English grammar by children aged 7-8 and 10-12. Wrocław
(2000). (A. Michońska-Stadnik). [also 27]
Popowska, Anna: Cross-linguistic influence on L3 acquisition: Pedagogical implications. Warsaw
(2000). 74 pp. (R. Gozdawa-Gołębiowski). [also 8]
Ryba, Izabela: Work order substratum transfer in the acquisition of English by Polish elementary
learners. Wrocław (2000). 78 pp. (L. Zabor).
Rybacka, Agata: Errors in the use of the perfect tenses of English made by Polish learners. Warsaw2
(2000). (A. Kopczyński).
Skuratowicz, Monika: The correlation between explicit/implicit grammar instruction and the use of
cognitive strategies. Wrocław (2000). 102 pp.
Sobocińska, Sławomira: Teaching grammar in the grammatical conscious-raising way: Some aspects
of theory and classroom practices. Kraków (2000).
Stachowicz, Katarzyna: The influence of teachers’ variables on error correction in spoken and written
texts produced by intermediate learners of English. Katowice (2000). (M. Wysocka).
Stępień, Bożena: Natural approach and communicative language teaching in teaching selected
syntactic structures to beginning learners: An action research. Katowice (2000).
(M. Wysocka).
Szyller, Magdalena: Theoretical, descriptive and pedagogical aspects of collocations. Katowice
(2000). (I. Jakubczak). [also 21]
Szlempo, Patrycja: Linguistic and nonlinguistic errors in written texts made by advanced learners of
English. Katowice (2000). [also 20]
Wierzbicka-Kuczaj, Marta: Communicative abilities and grammatical correctness in intermediate
learners. Katowice (2000). (M. Wysocka).
Bełz, Anna: Word stress computation by advanced students of English. Łódź (2001). (E. WaniekKlimczak). [also 22]
Chrzanowska, Małgorzata: The first language interference in the acquisition of the L2 syntax. Warsaw
(2001). (J. Zybert).
Gałus,
Agnieszka: The grammar
(W. Woźniakowski).
case―foreign
language
teaching.
Warsaw2
(2001).
62
Gackiewicz, Gabriela: Errors in the use of English tense and aspect by Polish learners. Warsaw
(2001). (J. Zybert). [also 3]
Gorzelewska, Monika: Error correction strategies in TEFL. Warsaw2 (2001). (M. Dakowska).
Górecka-Rzeźnik, Dorota: Learner errors in the resultative use of present perfect. Poznań (2001).
(D. Nowacka).
Hanszke, Magdalena: Students' responses to error correction. Łódź (2001). (B. Krakowian).
Januszko, Małgorzata: EFL learner's preferences and attitudes towards the treatment of oral errors.
Poznań (2001). (K. Droździał-Szelest).
Kijek, Magdalena: Student's memory and written errors of elementary students. Łódź (2001).
(B. Krakowian).
Kotowska, Małgorzata: The status of a grammar rule in foreign language teaching. Warsaw (2001).
Łukawska, Aleksandra: Left-handed children acquire their first language using right and left cerebral
hemispheres complementarily-cerebral domination in language acquisition: A case study.
Łódź (2001). (E. Waniek-Klimczak). [also 8]
Morawska, Joanna: Code-switching in bilingual speech. Łódź (2001). (B. Krakowian).
Nowak, Magdalena: Cross-linguistic influence. Transfer errors in foreign language learning. Warsaw
(2001). (R. Gozdawa-Gołębiowski).
Rochowska, Aneta: Error analysis and teachers' attitudes towards error correction. Łódź (2001).
(B. Krakowian).
Sawa-Borysławska, Marta: The influence of L3 German on L2 English of Polish learners. Wrocław
(2001). (L. Zabor).
Słowikowska, Karolina: The relationship between the category base and the productivity of negative
prefixes evaluated by learners of English. Katowice (2001). (E. Krawczyk-Neifar). [also 2]
Sołowska, Joanna: Transfer of the value of the pro-drop parameter in the acquisition of Polish as
a second language. Wrocław (2001). (L. Zabor). [also 8/10]
Sulima, Magdalena: Peer correction of oral errors in the second language classroom. Toruń (2001).
(J. Majer).
Szczurek, Michał: The acquisition of syntactic groups by learners of Polish as a second language.
Wrocław (2001). (L. Zabor).
Szechnicka-Łoś, Małgorzata: The influence of error correction on the language learner's writing skill
development. Poznań (2002). (T. Siek-Piskozub).
Śliperski, Michał: The role of feedback in learners' oral performance. Poznań (2001). (A. Jankowska).
Trojanowska-Gołka, Marta: Contextual variability in the use of articles by Polish learners of English.
63
Walczak, Katarzyna: Analysis of errors in written production of post-proficiency Polish learners of
English. Łódź (2001). (A. Leńko-Szymańska).
Winecka, Monika: Palatalisation in English spoken by Polish learners of English. Łódź (2001).
(E. Waniek-Klimczak). [also 22]
Woźniak-Żyła, Karolina: Correction and feedback in teaching writing. Poznań (2001).
(A. Jankowska).
Zalewska, Agata: Errors of overextension and overgeneralization in first and second language
acquisition. Wrocław (2001). (L. Zabor).
Zawadzka, Renata: A developmental study of errors committed by Polish learners in the use of
English prepositions. Warsaw2 (2001). (A. Kopczyński).
Adamowicz, Marta: Word order transfer in the use of L3 English. Wrocław (2002). (L. Zabor).
Chmura, Edyta: Grammar in the second language classroom. Warsaw (2002). (R. GozdawaGołębiowski).
Czajkowska, Marta: Techniques of oral error correction and their effectiveness in the eyes of EFL
teachers. Poznań (2002). (K. Droździał-Szelest). [also 24]
Czarnecka, Beata: Interlanguage growth―cognitive and generative insight. Warsaw (2002).
Draganowska, Sylwia: From grammar to formulaicity―reflections on the role of patterned speech in
L1A and FLL. Warsaw (2002). (R. Gozdawa-Gołębiowski). [also 10]
Frontczak, Joanna: The role of formal grammar instruction in the foreign language development. Łódź
(2002). (H. Majer). [also 22]
Janecka, Iwona: Learners' attitude to correction of oral errors in a foreign language class. Opole
(2002). (E. Piechurska).
Jeleń, Dominik: Correction of oral mistakes in second language acquisition. Opole (2002).
(E. Piechurska).
Kępczyńska, Magdalena: The dictogloss technique as an effective way of practicing the past simple
tense. Opole (2002). (E. Piechurska).
Kokot, Katarzyna: Cross-linguistic influence on acquiring negatives in Polish (L1), German (L2) and
English (L3). Opole (2002). (E. Piechurska).
Kościelniak, Małgorzata: The role of pedagogical grammar in teaching English as a foreign language.
Warsaw (2002). (R. Gozdawa-Gołębiowski).
Kozłowska, Monika: Teacher's treatment of written errors in the process of second language
acquisition. Opole (2002). (E. Piechurska).
Kozłowska-Skwarek, Anna: The role of the native language in second language acquisition. Warsaw
Krakowiak, Łukasz: UG accessibility and L1 transfer in second language acquisition. Warsaw2
64
Krakowska, Monika: Formal instruction and its influence on induced errors in second language
Krych, Karolina: Towards explanatory adequacy―a study in the generative paradigm. Warsaw
(2002). (R. Gozdawa-Gołębiowski). [also 10]
Kuśnierek, Alicja: The correlation between the appearance of language errors and the environment of
learning English. Wrocław (2002). (A. Michońska-Stadnik). [also 28]
Majcher, Renata: Syntactic transfer in learning English as a foreign language: A study of secondary
school learners at three levels of proficiency. Warsaw (2002). 50 pp. (J. Zybert).
Masarczyk, Hanna: Grammatical relations. Opole (2002). (J. Malak).
Mazanek, Michał: Evidence for transfer errors in Polish learners' production. Łódź (2002).
(B. Krakowian).
Moździerz, Marzena: Functions of L1 and L2 in the students’ language. Kraków (2002).
(A. Niżegorodcew).
Paśkiewicz, Agnieszka: The role of universal in first and second language acquisition. Warsaw (2002).
Pietrzykowska, Kamila: The acquisition of grammatical relations by English infants. Opole (2002).
(J. Malak).
Rucińska, Marta: The role of interlanguage in the study of second language acquisition. Warsaw
Rulka, Małgorzata: The natural sequence in first language acquisition and second language learning.
Łódź (2002). (K. Ciepiela). [also 10]
Sacewicz, Barbara: Language and error in second language acquisition. Gdańsk (2002). 65 pp. +
append. (R. Kalisz).
Skassa, Urszula: Aspects of first language acquisition and second language learning in the minimalist
program. Warsaw (2002). (R. Gozdawa-Gołębiowski).
development. Poznań (2002). (T. Siek-Piskozub). [also 22]
Tabaczek, Anna: Pedagogical grammar in the classroom―a study of if-clauses. Warsaw (2002).
Timoszuk, Małgorzata: Identification of pragmatic infelicities and grammatical errors by Polish
learners of English. Warsaw2 (2002). (M. Dakowska).
Wąsik, Magdalena: English prepositions and Polish learner: A study of transfer error. Warsaw (2002).
(J. Wełna). [also 3]
Wojtynek, Kamilla: An analysis of intermediate students' written interlanguage. Łódź (2002).
(B. Krakowian).
Antończak, Anita: The importance of collocations in teaching English as a foreign language. Warsaw
65
Bislieva, Aishat: The source of negative transfer from Russian to English and ways of coping with it.
Katowice (2003). (E. Krawczyk-Neifar).
Błaszczyk, Anna: Teacher treatment of language learners' spoken errors. Łódź (2003). (H. Majer).
[also 23]
Brzoza, Monika: Error correction while teaching English to primary school and gimnazjum learners.
Chomiuk, Przemysław: Polish learner’s errors in using English prepositions: An experimental study.
Warsaw (2003). (J. Wełna). [also 3/19a]
Charążka, Radosław: Language acquisition of a bilingual child. Łódź (2003). (B. LewandowskaTomaszczyk).
Dziegielowska, Iwona: Normative vs. strategic politeness in students' requesting behaviour. Wrocław
(2003). (R. Barzycka).
Girguś, Justyna: Syntactic errors made by Polish learners of English at different levels of proficiency.
Adolescents vs. young adults. Warsaw (2003). (J. Zybert).
Grudziński, Jarosław: Errors in the use of English constructions involving futurity: An experimental
study. Warsaw (2003). (J. Wełna).
Hermann, Nell: The influence of L1 on L2 development. Evidence from the interlanguage of Polish
students of English. Warsaw (2003). (J. Zybert).
Hołownia, Piotr: Types and functions of misfires in young Poles’ conversation―a corpus-based study.
Warsaw (2003). (E. Mioduszewska).
Juszczak, Krystian: Error correction activities as a means of improving students’ accuracy. Katowice
(2003). (E. Krawczyk-Neifar).
Inglot-Pasicka, Joanna: The treatment of errors in language classrooms. Warsaw (2003).
(H. Komorowska).
Kanik, Beata: Language transfer in classroom language learning. Toruń (2003). (M. Oliver).
Kępa, Magdalena: Transfer of training in the interlanguage of Polish learners of English. Łódź (2003).
(B. Krakowian). [also 22]
Kumor, Ewa: Teaching grammar to adult learners and testing them in the select grammar structure:
The present perfect tense. Katowice (2003). (E. Krawczyk-Neifar). [also 22]
Łuczyński, Rafał: Form-function relations in marking definiteness in English interlanguage. Łódź
(2003). (E. Waniek-Klimczak).
Majewski, Jacek: The perception of the interlocutor and variability in learners' interlanguage. Łódź
(2003). (B. Krakowian).
Małek, Małgorzata: Morphological errors in second language learning: Polish learners of English in
a secondary context. Warsaw (2003). (J. Zybert).
Mazur, Berenika: Teaching selected language functions to eliminate language transfer. Katowice
(2003). (D. Gabryś-Barker).
66
Minakowska-Koca, Bernadeta: Some aspects of bilingualism and SLA in the light of linguistic
theories. Łódź (2003). (K. Ciepiela).
Mospan, Emilia: From passive to active bilingualism―activities and methods fostering the
transformation. Wrocław (2003). (A. Michońska-Stadnik). [also 28]
Pietrzak, Katarzyna: Collocational errors in advanced students' English: A corpus-based study. Łódź
(2003). (A. Leńko-Szymańska).
Radziszewska, Marta: Teaching English grammar to teenagers. Katowice (2003). (E. KrawczykNeifar). [also 22]
Składanowski, Tomasz: The role of universal grammar and of L1 in the acquisition of L2. Warsaw
(2003). (J. Zybert). [also 10]
Słomka, Agata: The influence of brain dominance on acquiring selected English verb forms. Wrocław
(2003). (A. Michońska-Stadnik).
Sobiechowski, Ryszard: Teaching English prepositions within the framework of cognitive
linguistics―the case study of at. Toruń (2003). (A. Strugielska). [also 22]
Szymków, Katarzyna: The acquisition of relative clauses in English as a foreign language. Łódź
(2003). (B. Krakowian). [also 22]
Tokarska, Ewa: The English of Japanese students―contrastive analysis and error analysis. Poznań
(2003). (A. Jankowska). [also 19b]
Widulińska, Katarzyna: The role of markedness in transfer from L1 in the process of acquiring English
by Polish teenage students. Warsaw (2003). (J. Zybert).
Wierzbowska, Elżbieta: Errors in foreign language learning. Warsaw (2003). (H. Komorowska).
Wojda, Aneta: Acquisition of articles in different age groups. Łódź (2003). (E. Waniek-Klimczak).
[also 22]
Woźnica, Aneta: Problems with learning English tenses and strategies of dealing with them depending
on the cognitive development of the learners. Katowice (2003). (E. Krawczyk-Neifar).
Beling, Magdalena: Selected aspects of first language acquisition in Polish and English. Gdańsk
(2004). 76 pp. + append. (R. Kalisz).
Buczak, Agnieszka: Word order transfer in the acquisition of the third language. Wrocław (2004).
(L. Zabor).
Czura, Anna: The influence of ambiguity tolerance on the acquisition of grammatical structures in the
Callan Method. Wrocław (2004). (A. Michońska-Stadnik). [also 26]
Dolińska, Joanna: Gliding and glide insertion in rule-based and constraint-based phonologies from the
perspective of spelling errors. Warsaw (2004). (J. Rubach).
Domalewska, Dorota: The learner’s first language and teaching grammar. Warsaw (2004).
(H. Komorowska).
Grudnik, Joanna: L1 awareness and transfer errors in English grammar. Katowice (2004). (D. GabryśBarker). [also 21]
67
Król, Agnieszka: Teaching English articles to Polish learners―a cognitive perspective. Kraków
(2004). (A. Niżegorodcew).
Markiewicz, Aleksandra: Linguistic, psycho-social and cultural implications of early bilingualism.
Gdańsk (2004). 84 pp. + append. (T. Danilewicz).
Niemiec, Ewa: The comparison of monolingual and bilingual view on code-switching. Warsaw2
(2004). (J. Lewińska).
Nowacka, Agnieszka: The study of language transfer in terms of the concept of prototypicality.
Parnowska, Marta: The idea of conscious bilingualism in a bilingual history curriculum. Gdańsk
(2004). 86 pp. (T. Danilewicz).
Rabiej, Jarosław: Occurrences of code alternation in a bilingual child: A case study. Opole (2004).
(E. Piechurska).
Romaniuk, Grażyna: Selected aspects of fossilization in upper-intermediate secondary school learners.
Samoraj, Dorota: Error correction in FLT. Warsaw (2004). (H. Komorowska).
Smalara, Marta: The argumentative language function in bilingual education. Gdańsk (2004). 92 pp.
(R. Wenzel).
Tórz, Marta: The theory of English derivation and its implementation while teaching English in
secondary school. Białystok (2004). 75 pp. (P. Thomas).
Trojak, Aneta: The acquisition of stress and intonation in English by adult learners. Wrocław (2004).
Wieckowska, Aleksandra: The influence of attributional style on the acquisition of English grammar
in the classroom. Wrocław (2004). (A. Michońska-Stadnik). [also 22/26]
Wilk, Małgorzata: Age factor in the use of English borrowings (based on selected issues of chosen
magazines). Kraków (2004). (D. Zielińska-Długosz). [also 26]
Ziółkowska, Beata: Error analysis: A contrastive study of English and Polish. Gdańsk (2004). 91 pp.
(R. Kalisz).
Zych, Anna: L1 transfer in L2 learning. Syntactic errors made by 18-19 year old Polish learners of
English. Warsaw (2004). (J. Zybert).
Żarczyńska, Iwona: Language transfer in adult second language learning. Wrocław (2004). (L. Zabor).
Adamski, Maciej: A pedagogical approach to corpus-based error analysis in conference interpreting.
Poznań (2005). (P. Kaszubski).
Cieślak-Ostrowska, Katarzyna: The acquisition of negation by Polish and Austrian learners of English.
Day, Anna: The role of UG in first language acquisition and foreign language learning and its
consequences for teaching of conditionals. Warsaw (2005). (R. Gozdawa-Gołębiowski). [also
10]
68
Dziadosz, Anna: A cognitive approach to pedagogical grammar. Rethinking the role of overt grammar
instruction in foreign language teaching. Warsaw (2005). (R. Gozdawa-Gołębiowski).
Górniak, Marta: Native and nonnative approach to errors in written works. Wrocław (2005). (L.
Zabor).
Górska, Magdalena: An analysis of oral errors made by Polish primary school learners of English.
Poznań (2005). (A. Jankowska).
Hamdan, Mohammad: Syntactic errors made [by] Polish and Arab learners of English in their written
productions. Warsaw (2005). (J. Zybert).
Jingcai, Zhang: Written errors in using figures of comparison―advanced Chinese learners of English.
Warsaw (2005). (J. Zybert).
Jaśkowska, Karolina: The value of self-correction in teaching English to secondary school learners.
Łódź (2005). (H. Majer).
Kwasik, Katarzyna: Phonetics in teaching oral communication to high school students at intermediate
level. Białystok (2005). 65 pp. (H. Miatliuk). [also 22]
Mardowska, Joanna: Errors in writing on the basis of the matura essays. Poznań (2005).
(D. Wiśniewska). [also 23/25]
Nieszporek, Ewa: Error correction strategies and techniques in English language teaching. Łódź
(2005). (J. Majer).
Orzechowski, Michał: Grammatical errors made by Polish learners of English at different levels of
proficiency―proofs of progress in the development of competence. Warsaw (2005).
(J. Zybert).
Ożóg, Anna: Pedagogical grammaticography―tense, aspect, and mood. Rzeszów (2005). (P.
Stekauer).
Popko, Daria: Redefining the concept of pedagogical grammar. A contrastive study of selected Polish
and English grammatical problems. Warsaw (2005). (R. Gozdawa-Gołębiowski). [also 10]
Proraziuk, Joanna: Phonetic bases in learning and teaching English. Białystok (2005). 68 pp.
(H. Miatliuk). [also 22]
Rozynek, Małgorzata: EFL adult learners' errors―their sources and types. Poznań (2005). (A. Wach).
Rychlewska, Agnieszka: The influence of ambiguity tolerance on the order of grammar acquisition in
L2. Wrocław (2005). (L. Zabor).
Sieczko, Władysław: Language transfer and universal grammar: Pedagogical implications for foreign
language teaching. Warsaw (2005). (R. Gozdawa-Gołębiowski).
Sztyber, Tomasz: L2 effects and the nature of multicompetence. A Polish-English contrastive study.
Wardecka, Marzena: Universal grammar and first language interference in second language
acquisition. Warsaw (2005). (R. Gozdawa-Gołębiowski). [also 10]
Witkowski, Dariusz: The role of recasts in teaching English. Poznań (2005). (A. Jankowska). [also 24]
69
Wojciechowska, Joanna: Teaching the present perfect tense to Polish EFL learners. Kraków (2005).
(E. Witalisz).
Żelazna, Tamara: The role of mother tongue in teaching English to primary school children. Łódź
(2005). (H. Majer).
Adamek, Maciej: Lexical case assignment in English. Opole (2006). (J. Malak).
Bielska, Beata: Collocations and formulaic sequences in the process of language learning. Warsaw
Borucz, Magdalena: Correction of oral errors and learners' corrective preferences during
communicative tasks. Łódź (2006). (J. Majer).
Ciesiecka, Jagoda: Managing oral mistakes. Katowice (2006). (J. Latkowska).
Godek, Kaja: Pedagogic intervention or input-driven acquisition? Promoting interlanguage growth in
the classroom. Warsaw (2006). (R. Gozdawa-Gołębiowski). [also 10]
Gajzler, Anna: Universal grammar and language acquisition. A generative account. Warsaw (2006).
(R. Gozdawa-Gołębiowski). [also 10]
Gągoł, Anna: Fossilization in adult learner's second language development. Łódź (2006). (H. Majer).
Grudień, Magdalena: The analysis of errors in the use of the present perfect tense in compositions of
the intermediate learners of English. Warsaw2 (2006). (A. Leńko-Szymańska).
Iwanowska, Małgorzata: The role of grammar in teaching English to Polish adult learners. Warsaw
Kędzia, Magdalena: Pedagogical grammar as a means of interlanguage development. Warsaw (2006).
Kędzierska, Magdalena: Reassessing UG driven second language acquisition. The study of a polyglot
savant. Warsaw (2006). (R. Gozdawa-Gołębiowski). [also 8/10]
Kilarska, Magdalena: Teacher’s reactions to learners’ error―action research. Katowice (2006).
(M. Wysocka).
Kociemba, Iwona: Analysis of dictionary-related lexical errors made by Polish students of English.
Poznań (2005). (A. Jankowska). [also 16/20]
Kowalska, Alicja: An error analysis of the free compositions written by the Polish students of the first
year of English at the University of Silesia in Katowice. Katowice (2006). (J. Arabski).
Kozłowska, Joanna: Preventing early fossilization in the development of English as a foreign
language. Łódź (2006). (H. Majer).
Krawczak, Katarzyna: Towards a new model of pedagogical grammar in teaching English as a foreign
language. Warsaw (2006). (R. Gozdawa-Gołębiowski).
Kucała, Malgorzata: The criticism of CLT. Katowice (2006). (M. Wysocka). [Communicative
language teaching]
70
Kudłacik, Joanna: Translation exercises in teaching English passive structures to Polish intermediate
and advanced learners: Action research. Katowice (2006). (M. Wysocka). [also 21]
Łosińska, Aleksandra: Evaluating the L1 influence in foreign language instruction for secondary
students. Łódź (2006). (H. Majer).
Michałowski, Bartosz: Linguistic theories in foreign language teaching. Warsaw (2006). (R.
Gozdawa-Gołębiowski).
Pawłowska, Alicja: Variation in attribution practices across linguistic disciplines―a corpus-based
study. Poznań (2006). (P. Kaszubski).
Skarbek, Monika: Interlingual errors in SLA: The case of extroverted and introverted learners.
Soin, Jolanta: Second language acquisition. A study of the triggering mechanisms. Warsaw (2006).
Sokołowska, Iwona: Context as a test of grammar and meaning presentation. Katowice (2006).
(U. Wieczorek). [also 10]
Starek, Marta: Teacher’s feedback in Polish secondary L2 classes: An analysis of teachers’ corrective
behaviours. Kraków (2006). (A. Niżegorodcew).
Stawicka, Dominika: Native and nonnative teachers coping with pronunciation errors made by young
learners. Wrocław (2006). (R. Lewicki). [also 24]
Styczeń, Agata: Polish-American immigrant children’s bilingual mode of speech: Case study. Kraków
(2006). (M. Dąbrowska).
Tlołka, Izabela: Cross-linguistic transfer from German as a second language into English as a third
language among Polish students. Katowice (2006). (J. Latkowska).
Trando, Agnieszka: A usage-based model of language acquisition. Warsaw (2006). (A. Kochańska).
[also 10a]
Trzepadłek, Karolina: Gender differences in vocabulary acquisition. Łódź (2005). (K. Ciepiela). [also
9a]
Turczyńska, Iwona: The influence of L1 on spoken error production in English as L2. Wrocław
Urbanowicz, Weronika: The role of the mother tongue in the ELF classroom. Toruń (2006). (T. SiekPiskozub).
Wawrzyniak, Małgorzata: Lexical errors in foreign language learning. Katowice (2006).
(J. Latkowska).
Węcław, Magdalena: The lexical approach―an alternative to grammar-based language teaching.
Warsaw (2006). (R. Gozdawa-Gołębiowski). [also 10/22]
Wolska, Kinga: Language transfer and the correct use of prepositions by Polish secondary students of
English. Wrocław (2006). (R. Lewicki).
71
Zeiske-Krawczyk, Elżbieta: Evidence of fossilization in Polish adult learner's written production. Łódź
(2006). (H. Majer). [also 23]
Bielecki, Paweł: Changing approaches to linguistic errors―an analysis of a research project. Warsaw
Bienias, Zbigniew: The method of teaching collocation to young learners: Emphasis on phrasal verbs.
Białystok (2007). 56 pp. (P. Thomas). [also 22]
Bubak, Magdalena: The occurrence of language transfer among beginner and intermediate level
students. Katowice (2007). (J. Latkowska).
Bukarczyk, Karolina: Strategic cross-linguistic influences in multilingual speakers. Poznań (2007).
(T. Siek-Piskozub). [also 10/28]
Czyż, Estera: Teacher’s reactions to student errors in one-to-one context―self-observation. Katowice
(2007). (M. Wysocka).
Czepita, Damian: The role of the first language in mastering English as a second language. Szczecin
(2007). (P. Kamińska).
Fiodorczyk, Joanna: Negative language transfer or problems with language perception: What causes
errors in the production of L2 words? A study of 12-13 year olds' speech production and
perception. Poznań (2007). (A. Ewert).
Granisz, Aleksandra: The influence of learning styles on error correction preferences. Szczecin (2007).
(P. Kamińska). [also 26]
Iwaniuk, Katarzyna: Code-switching as viewed by the students of the Institute of Applied Linguistics.
Warsaw2 (2007). (T. Krzeszowski).
Jankowska, Agnieszka: Is native-like attainment possible in second language learning? Implications
for teaching. Warsaw (2007). (R. Gozdawa-Gołębiowski). [also 28]
Jodłowska, Regina: Towards a new model of pedagogical grammar in foreign language teaching.
Konarska, Jagoda: English descriptive verbs from the perspective of the Polish learner of English.
Poznań (2007). (A. Adamska-Sałaciak). [also 16/22]
Kosiba, Joanna: The role of pronunciation in teaching English to Polish learners. Kraków (2007).
(E. Witalisz). [also 23]
Kozera, Joanna: L1 transfer in the acquisition of the English article system by Polish advanced L2
learners. Poznań (2007). (A. Ewert). [also 10/22]
Krasoń, Ewelina: Theoretical insights into pedagogical grammar. Warsaw (2007). (R. GozdawaGołębiowski).
Lasecka, Anna: Cross-language priming effect in beginning bilinguals. Poznań (2007). (A. Cieślicka).
[also 8/26]
Łukowska, Katarzyna: Error-driven interlanguage development. The significance of errors in foreign
language teaching methodology. Warsaw (2007). (R. Gozdawa-Gołębiowski).
72
Maksymowicz, Anna: Selected theoretical and educational linguistic accounts of English prepositions
in the context of learning/teaching English as a foreign language. Szczecin (2007).
(K. Turewicz).
Mazur, Joanna: The influence of English as L2 on Polish learner’s Russian as L3. Kraków (2007).
(E. Witalisz).
Sielska, Agnieszka: Bilingualism: Code-switching as a manifestation of language interference. Gdańsk
Siwińska, Ewa: The role of L1 in the EFL classroom in the light of relevance theory. Poznań (2007).
(T. Siek-Piskozub). [also 7/10/24]
Soporek, Maria: Syntactic transfer. Investigating composition errors made by Polish primary school
beginners. Warsaw (2007). (J. Zybert).
Szafrańska, Magda: Selected errors in definitions: A study of three monolingual learner's dictionaries
of English. Poznań (2007). (A. Adamska-Sałaciak). [also 16/32]
Wegner, Iwona: Effect of L2 on L1: Perception of lexical innovations by bilinguals and monolinguals.
Poznań (2007). (A. Ewert). [also 9/26]
Wierzbicka, Paulina: The theory and practice of error correction in foreign language teaching. Warsaw
Wiśniewska, Katarzyna: UG availability in SLA/FLL―implications for teaching. Warsaw (2007).
(R. Gozdawa-Gołębiowski). [Universal Grammar]
Witkowska, Dorota: Syntactic errors made by Polish learners of English in the lower secondary
context. Warsaw (2007). (J. Zybert).
Wyderko-Dyjecińska, Agnieszka: Students’ perceptions of teacher written error correction:
A comparative study of junior high school students. Katowice (2007).
Batyński, Jakub: Examining the effectiveness of oral error correction technique in the foreign
language classroom. Szczecin (2008). (M. Stawna).
Borowa, Monika: Making use of language transfer in the foreign language classroom―towards the
interface model. Warsaw (2008). (R. Gozdawa-Gołębiowski).
Dąbrowska, Anna: The influence of the communicative approach vs. form-focused instruction on
grammatical accuracy and the prevention of error. Łódź (2008). (J. Majer). [also 22]
Gabarkiewicz, Łukasz: Dealing with pronunciation errors of young Polish students in the English
language. Bydgoszcz (2008). (T. Goncharova).
Górecka, Aleksandra: Metalinguistic awareness and code in a bilingual adolescent: A case study.
Katowice (2008). (J. Latkowska).
Górka, Karolina: A UG-free account of L2 acquisition. Evidence from Polish high school exit exams
and lingua franca communication. Warsaw (2008). (R. Gozdawa-Gołębiowski).
Jagodziński, Piotr: The attitudes of Polish advanced learners of English towards the African-American
vernacular English accent. Poznań (2008).
73
Kamińska, Małgorzata: The effectiveness of feedback in foreign language writing. Katowice (2008).
(J. Latkowska).
Kozera, Anna: The role of the interface hypothesis in teaching English as a foreign language to Polish
learners. Warsaw (2008). (R. Gozdawa-Gołębiowski).
Kowalczyk, Małgorzata: Error correction procedures in L2 writing instruction: Balancing productoriented and process-oriented approaches. Opole (2008). (J. Zalewski).
Kowalska, Karolina: New borrowings in the language of Polish students of high- and low proficiency
level in English. Poznań (2008).
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 10/28]
Kozłowski, Jakub: Corpus linguistics as help in grammar teaching. Warsaw2 (2008). (M. Sicińska).
Krausa, Edyta: Grammar in secondary school. Teaching and learning. Bydgoszcz (2008).
(T. Goncharova).
Kulak, Kamila: Perception of error gravity in EFL learner language: Native vs. nonnative speaker
teachers. Kraków (2008). (E. Witalisz).
Lasek, Barbara: Teaching English phonemes to adult learners with different first languages. Kraków
Łukaszewicz, Małgorzata: Efficient techniques of teaching English pronunciation. Szczecin (2008).
(P. Kamińska).
Machnicka, Agnieszka: The effect of teacher correction on the process of foreign language learning.
Łódź (2008). (J. Majer).
Majchrzak, Magdalena: Cross-linguistic influence in third language acquisition: A study of transfer
from English to French among Polish native speakers. Warsaw2 (2008). (J. Lewkowicz).
Markowska, Karolina: Exploring the L2-L3 effects in the interlanguage systems of multilingual
speakers. A case study. Warsaw (2008). (R. Gozdawa-Gołębiowski).
Miernik, Agnieszka: Response to learners’ spoken errors: Native vs. nonnative speaker teachers of
English. Kraków (2008). (E. Witalisz).
Pińkowski, Marcin: A comparative study of the offensiveness of L1 and L2 swearwords in the
perception of Polish-English bilinguals. Poznań (2008). (A. Kiełkiewicz-Janowiak).
Podobińska-Sternik, Marta: English compounds: Pedagogical implications. KUL (2008). (A. MalickaKleparska).
Redmerska, Oliwia: Using translation in English language teaching. Toruń (2008). (M. Oliver). [also
15]
Robecka, Agnieszka: Inductive
(T. Goncharova). [also 22]
vs.
deductive teaching of
grammar.
Bydgoszcz
(2008).
Rutkowska, Marlena: The problem of grammatical accuracy in young learners’ oral performance. KUL
(2008). (A. Bloch-Rozmej).
74
Salamończyk, Anna: Lexical transfer-errors made by Polish learners of English. Warsaw (2008).
(J. Zybert). [also 22/28]
Sitnicki, Bartłomiej: The role of the interface hypothesis in constructing pedagogical grammar.
Warsaw (2008). (R. Gozdawa-Gołębiowski). [also 10]
Słomka, Magdalena: The concept of ergativity in world languages. Typological and pedagogical
considerations. Warsaw (2008). (R. Gozdawa-Gołębiowski). [also 2/10]
Sobańska, Agnieszka: Contextual determinations of omission errors made by learners of English.
Wrocław (2008). (M. Jedynak).
Szatkowska, Żaneta: The effectiveness of teaching pronunciation with the use of the international
phonetic alphabet. Wrocław (2008). (R. Lewicki).
Urban, Małgorzata: Pragmatic competence of Polish EFL learners―the case of requests in English.
Kraków (2008). (M. Jodłowiec).
Wolewicz, Ewa: The grammar of a noun phrase―theoretical and pedagogical considerations. Warsaw
(2008). (R. Gozdawa-Gołębiowski). [also 10/22]
Bronowicz, Kamil: Lexical transfer errors―a study of Polish pre-intermediate learners of English.
Warsaw (2009). (J. Zybert). [also 20/22]
Bubel, Anita: Pragmatic vs. morphosyntactic aspects of child's speech: A case study. Warsaw (2009).
Geringer, Joanna: Error correction of junior secondary school students’ written work. Kraków2
(2009). (J. Rokita-Jaśkow/A. Strzałka).
Grabiec, Alicja: Errors in pre-FCE written English of Polish learners. Kraków (2009). (E. Witaliz).
Grosiak, Małgorzata: The role of UG in L1 acquisition and adult L2 learning. A study of the
compensatory mechanisms. Warsaw (2009). (R. Gozdawa-Gołębiowski).
Gruszczyńska, Eliza: The problem of contrast between Polish and English declensional systems in
learning Polish by English native speakers. Katowice (2009). (R. Molencki).
Guzak, Sylwia: Universal mechanisms in language acquisition. In search for an alternative to the
generative account of foreign language learning. Warsaw (2009). (R. Gozdawa-Gołębiowski).
[also 10]
Kaczorowska, Jessica: The interface model―towards a new paradigm in foreign language teaching.
Kolczyński, Paweł: Fossilization in second language acquisition. A case study. Warsaw (2009).
Kołtuńska, Magdalena: Task-based approach in teaching grammar to junior high school students.
Poznań (2009). (T. Siek-Piskozub).
Komisarczyk-Kurzaj, Anna: The phenomenon of phrasal verbs (non-) avoidance among Polish
learners of English. Szczecin (2009). (P. Kamińska).
75
Komorowska, Magdalena: The growth of formulaic competence in L1 acquisition and FL learning.
A contrastive analysis. Warsaw (2009). (R. Gozdawa-Gołębiowski). [also 22]
Kowalczyk, Agnieszka: UG-based account of first and second language acquisition. Warsaw (2009).
Łaszewska, Agnieszka: First language acquisition as a social process. The importance of verbs in early
grammar development. Toruń (2009). (A. Strugielska).
Maciejewski, Jarosław: Redefining the concept of grammatical accuracy in the context of ESL and
EIL teaching. Warsaw (2009). (R. Gozdawa-Gołębiowski).
Matuszewska, Małgorzata: Using marginal glosses to develop students’ circumlocution skills. Poznań
(2009).
Naumiec, Iga. Grammatical terminology in speaking and communicative activities in a foreign
language classroom. Poznań (2009).
Paduch, Kamila: The impact of teacher’s feedback on the improvement of writing skills of the
adolescent learner. Katowice (2009). (G. Kiliańska-Przybyło). [also 24]
Pietkiewicz, Maria: Sociolinguistic aspects of Polish teenagers’ errors in learning English (grammar
and lexis). Warsaw (2009). (J. Wełna). [also 9/20]
Rutkowska, Anna: Two languages in one mind. Is code-mixing accessible only to bilinguals? Warsaw
Rzepczyńska, Monika: Grammatical errors made by senior high school students in free-writing
activities. Poznań (2009).
Skrzypa, Katarzyna: Exploring feedback incorporation in written tasks by Polish learners of EFL at
the intermediate level. Warsaw (2009). (M. Dakowska).
Stefaniak, Ewa: Manifestations of grammatical transfer―a study of errors made by Polish upperintermediate learners of English. Warsaw (2009). (J. Zybert).
Such, Mateusz: Successful ways of correcting different student errors―self-observation. Katowice
(2009). (M. Wysocka).
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/16/28]
Szreder-Ptasińska, Marta: Current approaches to language acquisition and the question of children's
syntactic creativity. Warsaw (2009). (R. Gozdawa-Gołębiowski).
Szymanek, Jagoda: The perception of emotional valence of swear and taboo words by Polish-English
bilinguals. Evidence from a questionnaire study. Poznań (2009). [also 26]
Wiśniewska, Sylwia: The coalition model of first language acquisition. Warsaw (2009).
(R. Gołębiowski-Gozdawa).
Zysk, Daria: Developing metacognitive awareness as a way of facilitating constructivist education.
Toruń (2009). (A. Strugielska). [also 10a/27]
76
22. PRONUNCIATION, GRAMMAR, VOCABULARY (1969-2009)
4 Dr habs. (2 solo & 2 cross-listed)
37 Drs. (23 solo & 14 cross-listed)
890 MAs (580 solo & 310 cross-listed)
Dr hab. Turewicz, Kamila: Applicability of cognitive grammar as a foundation of pedagogical /
reference grammar. Poznań (2000). [also 28]
Dr hab. Chodkiewicz, Halina: Vocabulary acquisition from the written context: Inferring word
meanings by Polish learners of English. Lublin (2001).
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. Kraska-Szlenk, Iwona: Analogia: relacja miedzy leksykonem a gramatyką. Warsaw (2008).
[Analogy: The relationship between lexicon and grammar] [also 2]
************
(Aleksandra Szwedka) [also 21]
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) [also 1/19a]
Dr Piotrowski, Tadeusz: Towards a theory of bilingual lexicography: Basic issues. Wrocław (1990).
253 pp. (Jan Miodki) [also 16]
Dr Gabryś-Barker, Danuta: Retrieval of conventional syntagms in English: Mechanisms and effects.
Katowice (1993). (Janusz Arabski).
English articles. Opole (1996). (Hanna Komorowska). [also 8]
students of English. Poznań (1997). 320 pp. (Stanisław Puppel). [also 8]
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 Porzuczek, Andrzej: The acquisition of the vocalic component of English in advanced Polish
learners. Katowice (1998). 161 pp. (Janusz Arabski).
Dr Scheuer, Sylwia: Interference-motivated pronunciation errors in Polish students of English:
A corpus-based study. Poznań (1998). 199 pp. (Włodzimierz Sobkowiak). [also 20]
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).
77
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).
(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
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).
(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).
description and reception. Rzeszów (2005). (Igor Burchanow). [also 32]
78
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 SzpyraKozłowska).
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.
A longitudinal diagnostic study. Katowice (2009). (Maria Wysocka).
************
Olejniczak-Jankowska, Helena: Phonological basis of teaching English vowels and diphthongs to
Polish learners: Contrastive study. Warsaw (1969). 75 pp. [also 1/19a]
Chmielewska, Teresa: Consonant clusters in Polish and English: Suggestions for Polish teachers and
learners of English. Lublin (1970). 72 pp. + 183 pp. append. of Polish-English consonant
clusters.
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.
79
Przybył, Tamara: Social and cultural background in courses of English for beginners: A survey of
different approaches. Warsaw (1972). 83 pp. [also 32]
Speczik, Danuta: Interference in English and Russian consonant systems. Warsaw2 (1972). 56 pp.
[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.
80
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 psycholinguistic 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.
81
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.
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.
Bilińska-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.
82
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.
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.
83
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.
84
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.
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.
Stasio, Dorota: Traditional vs. computer-assisted vocabulary teaching. Łódź (1987). 73 pp. [also 30]
Wiszowska, Małgorzata: Some semantic problems of second language vocabulary acquisition.
Witkowska, Agata: The use of English collocations by Polish learners. Kraków (1987). 79 pp.
85
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. + questionnaire.
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
English. Warsaw (1991). 57 pp. [also 1/19a]
Jemielity, Ewa: A theory of teaching English pronunciation. Poznań (1991). 55 pp.
86
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.
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.
Łazarska-Grobelna, Beata: Teaching vocabulary to Polish adults. Poznań (1993). 68 pp.
Marcinkowska, Beata: Different techniques of teaching foreign language lexis to secondary school
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.
Sasadeusz-Smith, Agata: Foreign/second language vocabulary learning strategies: Guessing from
context as a vocabulary learning strategy at the advanced level. Katowice (1993). 74 pp.
87
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.
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 presentation. 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.
88
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
(1995). 68 pp. [also 32]
Kuczyński, Marek: Selection of words to be taught in school. Poznań (1995). 61 pp.
Lech, Maciej: The Longman language activator: A new quality resource in vocabulary teaching.
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.
Szczyrbowska, Mirosława: Secondary school graduates’ performance of English phrasal verbs.
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
(1995). 57 pp. [also 20/21]
Trawiński, Mariusz: Lexical items and collocations among secondary school graduates. Kraków
(1995). 56 pp. + 29 pp. append.
Uberman, Agnieszka: The use of games for vocabulary presentation and revision. Poznań (1995). 63
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
areas. Katowice (1996). 88 pp.
Górnik-Miśkiewicz, Ilona: Techniques of developing students’ vocabulary. Katowice (1996). 105 pp.
Grochowczak, Rafał: Vocabulary teaching in primary schools. Poznań (1996). 64 pp.
Hebska, Agnieszka: Learning vocabulary in educational computer programs. Poznań (1996). 55 pp.
Kayser, Małgorzata: The role of vocabulary in foreign language teaching: Some techniques for
demonstrating the meaning of new words to primary school students. Poznań (1996). 59 pp.
Kołtun, Sławomir: Learning strategies for vocabulary acquisition. Lublin (1996). 62 pp. [also 30]
89
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
(1996). 78 pp. [also 28]
Musiolik-Marzec, Marzena: Communicative approach in the process of teaching and learning
vocabulary from the outside-class sources. Poznań (1996). 64 pp.
Ogonowska, Beata: Types of dictionaries and their didactic applications in teaching vocabulary.
Pasierbek, Zuzanna: The influence of simulations on vocabulary learning and the self-being of the
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
learners of English. Wrocław (1996). 59 pp. [also 4/19a]
Strąk, Anna: A linguistic and pedagogical study of the meaning and use of adjectives in some of the
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]
Widiliński, Jarosław: The pronunciation of Polish learners of English: A classroom study. Łódź
(1996). 57 pp.
Wodała-Turkiewicz, Magdalena: Vocabulary or grammar: The new place for vocabulary in the
structural world of language learning. Poznań (1996). 62 pp. [also 21]
90
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
(1997). 75 pp. [also 26]
Barnaś, Małgorzata: Developing vocabulary through reading: Implications for the teaching of English
to secondary school students. Warsaw (1997). 60 pp. [also 23]
Bochenek, Agata: Problems encountered while teaching and learning vocabulary. Poznań (1997). 60
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.
& ils.
Inglot, Dorota: The influence of humanistic teaching techniques on vocabulary acquisition. Wrocław
(1997). 102 pp.
Jakubiak, Agnieszka: The importance of vocabulary practice in English language teaching. Łódź
(1997). 70 pp.
Karska, Hanna: What vocabulary do second [sic] school students need to pass an entrance exam?
Poznań (1997). 43 pp. [Secondary]
Kubizna, Małgorzata: On teaching and learning vocabulary: The use of mnemonic techniques in
Polish classrooms at intermediate level. Poznań (1997). 76 pp.
Lira, Karol: The role of a monolingual dictionary in attaining language proficiency by an advanced
learner in English. Warsaw (1997). 102 pp. [also 32]
Machutta-Bałbatun, Magdalena: The role of mother tongue in vocabulary teaching. Poznań (1997). 90
pp.
Packo, Marzena: The influence of proficiency level and hemispheric specialization on vocabulary
learning strategy use. Poznań (1997). 96 pp. & ils. [also 8/28]
Parol, Izabela: Teaching vocabulary for long-term memory retention. Gdańsk (1997). 94 pp.
Płaczek, Bożena: The place of cognates in teaching and learning English vocabulary in a Polish
classroom. Poznań (1997). 100 pp.
Skowrońska, Hanna: The role of multiple intelligence in vocabulary acquisition. Wrocław (1997). 78
pp. [also 28]
91
Sobół, Małgorzata: Selected techniques of teaching vocabulary in reading comprehension. Poznań
(1997). 60 pp.
Szczepaniak, Karolina: Lexical exercises for Polish high school students studying for the international
baccalaureate examination in biology. Poznań (1997). 123 pp. [also 29]
Szczepańska, Karolina: Idiom teaching and learning at the advanced level: A piece of cake? Poznań
(1997). 94 pp.
Trzaskowski, Tadeusz: Techniques in teaching vocabulary. Warsaw (1997). 99 pp.
Trzonek, Renata: Teaching vocabulary to young teenagers. Poznań (1997). 53 pp. (T. Siek-Piskozub).
[also 28]
Wartalska, Ewa: Memory and foreign vocabulary learning. Łódź (1997). 82 pp.
Wisiński, Rafał: Teaching vocabulary: Dictionary or context. Poznań (1997). 38 pp. [also 32]
Wolska, Dagmara: Approaches to teaching vocabulary and their pedagogical implications. Poznań
(1997). 74 pp.
Wójcik, Ewa: The effectiveness of different techniques used in vocabulary presentation for students at
different ages: A comparative study. Katowice (1997). 73 pp.
Wychorska, Ewa: Teaching vocabulary: The grammar of words. Warsaw (1997). 72 pp.
Zborowska, Justyna: Self-organization in second language acquisition in the case of phonostylistics.
Poznań (1997). 150 pp. [also 28]
Banaś, Urszula: The role of visual memory in learning foreign language vocabulary. Łódź (1998). 67
pp.
Bąk, Joanna: Vocabulary comparison of two elementary level textbooks: Blueprint One and Headway
Elementary. Poznań (1998). [also 32]
Derenowski, Marek: Learning strategies in vocabulary acquisition. Warsaw2 (1998). 71 pp. [also 8]
Iwaszko, Judyta: Techniques for presenting and reviewing vocabulary items at pre-intermediate level.
Warsaw2 (1998). 72 pp.
Jancik, Paweł: Acquisition of L2 vocabulary and its significance in designing textbooks. Warsaw
(1998). 51 pp. [also 8/32]
Jojko, Urszula: Short-term and long-term retention of vocabulary. Katowice (1998). 110 pp. + append.
Kaczmarek, Elżbieta: Second language acquisition, the nature of games and teaching vocabulary to
young learners. Łódź (1998). 96 pp. + append. [also 8]
Kaczyńska, Aleksandra: Similar and new L2 sounds production by second language learners of
English. Poznań (1998).
Kaleta, Agnieszka: An evaluation of the lexical approach. Łódź (1998). 81 pp. + append.
Kalinowska, Aleksandra: The influence of sex-related difference on vocabulary learning. Katowice
(1998). 89 pp. + append.
92
Kamola, Joanna: Enriching the learner’s vocabulary: Implications for the teaching of English in the
primary context. Warsaw (1998).
Krajewska, Milada: Visually-based concepts and vocabulary in the teaching of English to congenitally
blind children. KUL (1998). 74 pp. [also 8/31]
Majchrzak, Małgorzata: Vocabulary learning strategies of secondary school learners. Poznań (1998).
[also 8]
Majewska, Magdalena: The acquisition of vocabulary in a second language: Implications for teaching.
Łódź (1998). 69 pp. + exercises.
Mikodo, Maria: The most effective ways of teaching vocabulary at false-beginner level. Katowice
(1998). 53 pp.
Pacek, Małgorzata: Techniques of teaching foreign language vocabulary to 8-10 year old beginners.
Katowice (1998). 55 pp. + append. & audio cassette.
Palugniok, Anna: Learning strategies in learning and teaching vocabulary. Katowice (1998). 73 pp.
(E. Krawczyk-Neifar). [also 8/30]
Partyka, Magdalena: Second language vocabulary acquisition and learning styles. Warsaw (1998). 57
pp. + append. [also 8]
Potyrała, Krzysztof: Imagery mnemonics in teaching English vocabulary. Poznań (1998). 78 pp.
Przybylska, Katarzyna: The importance of pronunciation practice in SLA. Łódź (1998). 96 pp. +
append.
Rosada, Katarzyna: The effects of vocabulary learning strategy training on the secondary school
students. Poznań (1998). [also 8/30]
Rydz, Dorota: Developing vocabulary through listening: Implications for the teaching of English to
secondary school students. Warsaw (1998). 70 pp. + append.
Rzepecka, Beata: Foreign language vocabulary: Coursebook evaluation. Poznań (1998). 66 pp. [also
32]
Szylar, Magdalena: Teaching English pronunciation with a computer. Poznań (1998).
Wrona, Monika: The role of the native language in vocabulary instruction in English. Łódź (1998). 50
pp.
Bąk, Anna: Teaching and learning vocabulary in the secondary context. Warsaw (1999). 53 pp.
Bijak, Anna: Vocabulary learning strategies of beginners and intermediate learners of English:
A comparative study. Katowice (1999).
Chomiak, Anna: Transfer of idiomatic expressions in the acquisition of Polish as a second language.
Czarkowski, Robert: Nonstandard devoicing of final consonants in the acquisition of English by Polish
learners. Wrocław (1999). 95 pp. [also 8]
Czepik, Agata: Factors influencing vocabulary acquisition. Łódź (1999). 77 pp. + append. [also 8]
93
Dawidczyk-Zaurska, Ewa: The role of visual arts in teaching and learning vocabulary. Warsaw (1999).
54 pp. + append.
Dądela, Iwona: Failure in vocabulary learning among advanced learners of English. Katowice (1999).
Drzeń, Agnieszka: Teaching vocabulary to promote creativity of teenage learners. Łódź (1999). 79 pp.
+ append.
Fajkis, Ewa: The elements of fun in teaching vocabulary to children aged 7 to 8. Katowice (1999).
(D. Gabryś).
Gorczyńska, Anna: ‘Deceptive words’ and a secondary school learner of English: A study in lexical
errors. Warsaw (1999). 58 pp. [also 20]
Jaglińska, Anna: Training in vocabulary learning strategies: An evaluation of selected materials.
Lublin (1999). 109 pp.
Jasińska, Bogna: Do we teach the spoken language when we teach speaking? Warsaw (1999). 76 pp. +
append.
Jersak, Małgorzata: Teaching vocabulary through reading. Łódź (1999). 74 pp. [also 23]
Jerzmanowska, Iwona: Techniques and procedures that increase effectiveness in teaching vocabulary
to teenagers. Łódź (1999). 60 pp. + append.
Kanarek, Aneta: In search of principles for teaching vocabulary to young EFL learners. Lublin (1999).
89 pp.
Karska, Katarzyna: Defining word meanings in the foreign language classroom: From theory to
practice. Lublin (1999). 107 pp.
Kęsik, Agnieszka: Teaching English vocabulary to blind children. Lublin (1999). 71 pp. [also 31]
Knaupe, Magdalena: The effectiveness of vocabulary-learning strategy training. Poznań (1999).
Kosior, Winicjusz: Vocabulary component in EFL materials: Towards the lexical syllabus. Lublin
(1999). 98 pp.
Kwitowska, Małgorzata: Lexical transfer between L2 and L3 in the intermediate level students.
Laskowska, Monika: Teaching vocabulary through context. Łódź (1999). 86 pp. + append.
Łęcki, Robert: Memory and learning strategies in the acquisition of L2 vocabulary. Warsaw (1999). 71
Maciołka-Roch, Katarzyna: The acquisition of SL phonology in the case of a Polish adult formal
setting learner of English. Poznań (1999). [also 8]
Mamczur, Joanna: The role of introducing vocabulary learning strategies for learner autonomy.
Marciniak, Aleksandra: Lexical phrases in language teaching: The importance of collocations. Łódź
(1999). 56 pp.
94
Margol-Klimek, Magdalena: Teaching English pronunciation to students at elementary level:
Comparative study. Warsaw2 (1999). 101 pp.
Olczak, Sylwia: The English sound system and its implications for teaching listening comprehension.
Pawelec, Katarzyna: Significance of vocabulary in teaching reading. Łódź (1999). 50 pp. + append.
Pawlak, Małgorzata: The lexical approach: Teaching the intermediate learner. Łódź (1999). 72 pp.
Pawołka, Lidia: The influence of chosen teaching techniques on the acquisition of multi-word verbs
by adults. Wrocław (1999). 68 pp.
Piwko, Aneta: First language interference and phonetic training in the acquisition of second language
phonetics and phonology. Warsaw (1999). 85 pp. + append. [also 8]
Podstawczyńska, Urszula: Vocabulary teaching: Implications for teaching to upper-intermediate and
advanced learners. Łódź (1999). 57 pp.
Romanowski, Piotr: A study of vocabulary learning strategies: Primary vs. secondary learners. Poznań
(1999).
Socha, Magdalena: Vocabulary learning strategies. Łódź (1999). 99 pp. + append.
Sokołowska, Jowita: Mental lexicon organization and foreign language vocabulary acquisition in
young learners. Wrocław (1999). 80 pp. [also 8]
Stetkiewicz, Agnieszka: The monolingual dictionary as a self-access material in autonomous language
learning. Warsaw2 (1999). 82 pp. [also 30/32]]
Wróbel, Agnieszka: The role of collocations in vocabulary teaching. Warsaw (1999). 73 pp. + append.
Błajda, Agnieszka: Mnemonics and their contribution to effective vocabulary learning. Katowice
(2000). (J. Arabski).
Budkowski, Tomasz: The effectiveness of different approaches to teaching pronunciation. Wrocław
(2000). 47 pp. (A. Michońska-Stadnik).
Chochowska, Anna: Evaluation of lexical material represented by high school learners. Katowice
(2000). (M. Wysocka).
Ciążyńska, Adrianna: Vocabulary learning strategies. Łódź (2000). 79 pp. + append. (A. LeńkoSzymańska). [also 30]
Kałat, Katarzyna: The English progressive aspect: Theoretical analysis and pedagogical implications.
Gawryś, Iwona: Teaching pronunciation in second language acquisition. Łódź (2000). 68 pp. +
append. (A. Leńko-Szymańska).
Głowacka-Ziajka, Aleksandra: The influence of elaborated memory strategies on vocabulary retrieval.
Wrocław (2000). 62 pp. (A. Michońska-Stadnik). [also 30]
Gniewek, Armand: Word meaning inferring strategies and their effect on reading comprehension.
Opole (2000). (L. Piasecka). [also 23]
95
Harat, Agnieszka: Developing lexical abilities through original and prepared texts: Teaching
procedures. Katowice (2000). (M. Wysocka).
Horyza, Agnieszka: Phonetic transcription for EFL learners. Poznań (2000).
Hryniuk, Katarzyna: A study of lexical errors in speaking. Warsaw2 (2000). (M. Dakowska). [also 23]
Karmańska, Beata: The natural approach in developing lexical abilities in high school learners―an
action research. Katowice (2000). (M. Wysocka). [also 28]
Kobylińska, Beata; Starting age as a predictor of success in learning intonation patterns of English.
Kołodziejska, Agnieszka: The role of play activities in the process of teaching vocabulary to young
learners. Poznań (2000).
Kopacz, Maria: Focus on form in teaching business English. Warsaw2 (2000). (M. Dakowska). [also
29]
Krupa, Bożena: Perception and production of American English plosives by Polish learners with
respect to the age and sex of the students. Katowice (2000). [also 8]
Kurcok, Agata: Language awareness in grammar teaching with special reference to Polish schools.
Opole (2000). (G. Nickel).
Lewandowska, Anna: Vocabulary learning strategies. Katowice (2000). (J. Latkowska). [also 30]
Lipowska, Monika: The effects of training on inferencing skills in reading and their transferability.
(2000). 50 pp. + append. (H. Majer). [also 21/26]
Maj, Marzena: Mnemonic devices: Theoretical background and Glottodidactica implications.
Warsaw2 (2000). (M. Dakowska).
Majewska, Magdalena: The most effective techniques of teaching idiomatic expressions. Katowice
(2000). (D. Gabryś).
Malinowska, Ewa: Vocabulary teaching by means of introduction to British culture. Wrocław (2000).
135 pp. (L. Zabor). [also 32]
Mamzer, Magdalena: Teaching idioms. Łódź (2000). 72 pp. + append. (A. Leńko-Szymańska).
Matusz, Jarosław: The difference between the Polish and the English phonemic system: How to make
students of English improve their pronunciation. Opole (2000). (G. Nickel).
Neumann, Agata: Effective vocabulary learning strategies of 8-to-10-year olds. Poznań (2000).
Olszówka, Iwona: Enhancing vocabulary acquisition through reading practice. Łódź (2000). 56 pp. +
append. (H. Majer). [also 23]
Piejko, Daria: Meaning form interface and its practical implications. Warsaw (2000). 72 pp.
96
cognitive strategies. Wrocław (2000). (A. Michońska-Stadnik). [also 30]
Sobocińska, Sławomira: Teaching grammar in the grammatical consciousness-raising way: Some
aspects of theory and classroom practice. Kraków (2000). (M. Jodłowiec).
Stegenka, Małgorzata: Communicative tasks for incidental vocabulary acquisition. Warsaw2 (2000).
(M. Dakowska).
Steinhoff, Agata: Foreign language vocabulary learning of young and adult learners: A comparative
study. Katowice (2000). (J. Arabski).
Stokłosa, Izabela: The acquisition of English pronunciation by Polish learners: The differences
between children and adults. Katowice (2000). (J. Arabski).
Szarek, Zygmunt: Learning English vocabulary with the assistance of computer programs: An attempt
at evaluation of selected software. Kraków (2000). (M. Jodłowiec). [also 30]
Szyller, Magdalena: Theoretical, descriptive, and pedagogical aspects of collocations. Katowice
(2000). [also 3]
Adamik, Joanna: Teaching vocabulary to young false beginners. Łódź (2001). (B. Krakowian).
Badoń, Piotr: The perception of English dental fricatives by Polish learners representing different
levels of advancement. Katowice (2001). (A. Porzuczek).
Bajor, Katarzyna: Cross-linguistic influence in the process of acquiring foreign language lexis. Toruń
(2001). (J. Majer). [also 10]
Baran, Mirosław: Vocabulary expansion for developing speaking skills in a foreign language.
Katowice (2001). (D. Gabryś).
Bartos, Alicja: Vocabulary-learning stategies as components of successful FL development. Łódź
(2001). (H. Majer).
Bełz, Anna: Word stress computation by advanced students of English. Łódź (2001). (E. WaniekKlimczak). [also 21]
Bogdan-Morawiec, Anna: The relationship between left/right brain dominance and perception of
vocabulary presentation techniques by intermediate learners of English. Wrocław (2001).
(L. Zabor).
Bogusławska, Małgorzata: Multi-word items in teaching and learning. Łódź (2001). (A. LeńkoSzymańska).
Chmielewska, Sylwia: The role of a picture in learning and memorising foreign vocabulary. Łódź
Chochół, Aneta: The role of teaching techniques and learning strategies in the process of vocabulary
acquisition. Katowice (2001). (E. Krawczyk-Neifar).
Dworakowska, Magdalena: The role of grammar in developing learners' competence in a foreign
language. Łódź (2001). (B. Krakowian).
97
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 23/32]
Głowacka, Wyszomira: Difficulties with understanding dictionary labels experienced by Polish
learners of English using bilingual dictionaries. Poznań (2001). (R. Lew). [also 32]
Henger, Kamila: Group work as a factor influencing vocabulary learning. Wrocław (2001).
(A. Michońska-Stadnik). [also 28]
Jabłonowska, Aneta: Learning grammar at different age in identical teaching context. Warsaw2
(2001). (W. Woźniakowski).
Jakubowski, Marcin: The use of dictionaries by high school learners: The place of the monolingual
and bilingual dictionary in the learning process. Poznań (2001). (R. Lew). [also 32]
Kasiorkiewicz, Gabriela: Teaching English as a foreign language in the secondary context. Process
and procedures of vocabulary enrichment. Białystok (2001). 75 pp. + append.
(H. Komorowska).
Kasprzak, Izabela: Grammar teaching in the task-based framework. Warsaw (2001). (R. GozdawaGołębiowski).
Kawiak, Ewa: Efficient ways of presenting vocabulary in secondary school courses. Warsaw (2001).
Kossowska, Dorota: The keyword method. Łódź (2001). (A. Leńko-Szymańska).
Kouhan, Beata: The influence of authentic English-language television commercials on vocabulary
and writing skills. Poznań (2001). (R. Lew). [also 23/30]
Krukowska, Anna: Influence of Polish assimilatory changes on assimilation of place of articulation in
English as the second language. Łódź (2001). (E. Waniek Klimczak).
Kulig, Agnieszka: Teaching and learning English idioms. Some aspects of theory and practice.
Marchlik, Paulina: Implementing the lexical approach to vocabulary teaching. Warsaw (2001).
Michałowska, Alicja: Language learning vs. language testing: A study in the lexical approach.
Mioduszewski, Adam: English intonation in Polish speakers of English. Łódź (2001). (E. WaniekKlimczak).
Mirek, Beata: Pictures in teaching foreign language grammar. Kraków (2001). (M. Jodłowiec).
Naglik, Justyna: Evaluating written exercises: A case study in the lexical approach. Warsaw (2001).
Niemczyk, Katarzyna: Mnemonic techniques in teaching vocabulary to primary and lower secondary
students. Warsaw (2001). (H. Komorowska).
98
Nieszczerzewska, Aneta: Enhancing vocabulary learning through training learners in strategy use.
Orzeł, Agnieszka: The influence of consciousness-raising activities on the acquisition of grammatical
structures. Wrocław (2001). (A. Michońska-Stadnik).
Pękała, Izabela: Vocabulary learning strategies used by Polish adolescent learners of English. Warsaw
(2001). (J. Zybert).
Pietrzak, Anna: Towards improving students’ pronunciation in English: Focus on suprasegmentals.
Kraków (2001). (M. Korosadowicz).
Połdiak, Magdalena: Loanwords in school slang: A case study. Warsaw2 (2001). (A. Kopczyński).
Prątnicki, Dariusz: Efficient techniques of vocabulary practice with secondary school learners. Łódź
(2001). (H. Majer).
Rogala, Małgorzata: Unconventional techniques in vocabulary teaching to school children. Warsaw
(2001). (J. Zybert).
Serafin, Lidia: The influence of grammar instruction on text comprehension in classroom reading
activity. Wrocław (2001). (A. Michońska-Stadnik). [also 23]
Sochacki, Dariusz: Using word formation techniques in teaching English as a foreign language.
Stasicka-Saramak, Helena. Grammar-oriented communicative task for children aged 10-11―an
attempt at selection and evaluation. Kraków (2001). (M. Korosadowicz).
Szkałuba, Michał: Explicit and implicit vocabulary learning. Łódź (2001). (A. Leńko-Szymańska).
Sztrekier, Tomasz: Comparing the efficiency of teaching English single words and lexical
collocations. Wrocław (2001). (A. Michońska-Stadnik).
Teichman, Ewa: Cognitive implications for vocabulary teaching and learning. Warsaw (2001).
Tokarska, Justyna: The relative effectiveness of explicit and implicit teaching of phonetic transcription
to teenage intermediate EFL students. Poznań (2001). (R. Lew).
Tomaszek, Bartosz: The effects of input and interactional modifications on L2 vocabulary acquisition.
Kraków (2001). (A. Niżegorodcew).
Warda, Aneta: Vocabulary learning strategies for children. Łódź (2001). (A. Leńko-Szymańska). [also
30]
Wawrzonek, Joanna: Impact of Polish assimilatory changes on manner of articulation in English as
second language. Łódź (2001). (E. Waniek-Klimczak).
Winecka, Monika: Palatalisation in English spoken by Polish learners of English. Łódź (2001).
(E. Waniek-Klimczak). [also 21]
Wojtacha, Magdalena: The use of mnemonic techniques in vocabulary learning―a case study. Poznań
(2001). (A. Jankowska).
99
Wrzesiński, Robert: Teaching vocabulary to young learners. Warsaw2 (2001). (M. Dakowska).
Zielińska, Karolina: Psychological noise in acts of verbal communication. Poznań (2001). (S. Puppel).
[also 8]
Zielińska, Magdalena: The influence of grammatical consciousness-raising activities on influence and
accurancy in written compositions. Wrocław (2001). (A. Michońska-Stadnik).
Żuber, Joanna: The significance of formal instruction in second language acquisition. Łódź (2001).
(H. Majer).
Żuchowicz, Magdalena: A communicative approach to teaching grammar to teenagers. Kraków
(2001). (M. Korosadowicz).
Żynda-Kowalska, Agnieszka: Teaching English pronunciation to teenagers at the elementary level and
its influence on effective communication. Białystok (2001). 98 pp. (H. Miatliuk).
Bailey, Agnieszka: The relationship between vocabulary learning strategies and the vocabulary test.
Warsaw2 (2002). (M. Dakowska). [also 25/30]
Bałuszyńska-Kusal, Teresa: Memory training in the process of vocabulary learning by Polish students
of English. Kraków (2002). (M. Korosadowicz).
Banaszak, Małgorzata: Techniques used for word retrieval as tools for activating receptive lexicon.
Banaś, Katarzyna: Memorisation techniques in FL vocabulary teaching and learning in junior high
school. Kraków (2002). (M. Korosadowicz).
Białowąs, Maciej: Evaluation of selected pronunciation teaching techniques. Poznań (2002).
(K. Droździał-Szelest).
Bojdo, Katarzyna: The pronunciation component of teaching English to Polish school children.
Białystok (2002). 90 pp. (H. Miatliuk).
Bura, Małgorzata: The role [of] translation practice in FL grammar acquisition. Opole (2002). (E.
Piechurska).
Dąbrowska, Agnieszka: The relationship between deductive and inductive reasoning as learners'
cognitive styles and deductive/inductive grammar presentation. Opole (2002). (E. Piechurska).
Chabior, Agnieszka: The use of a native language in introducing and practicing English vocabulary.
Katowice (2002). (M. Wysocka).
Giedrojć, Gabriela: The influence of topic-based teaching on the acquisition of vocabulary by young
children. Wrocław (2002). (L. Zabor). [also 27]
Górecka, Aurelia: EFL teachers’ and students’ perception of accent in Polish. Katowice (2002).
(J. Latkowska).
Frontczak, Joanna: The role of formal grammar instruction in the foreign language development. Łódź
(2002). (H. Majer). [also 21]
Hanek, Agnieszka: Pronunciation problems of Polish learners of English at the elementary level.
Katowice (2002). (D. Gabryś).
100
Iwaniec, Anna: Using poetry in teaching foreign language vocabulary to young learners. Poznań
(2002). (T. Siek-Piskozub).
Jedlińska, Anna: Teaching grammar to adults. Poznań (2002). (K. Droździał-Szelest).
Kaczmarek, Anna: Vocabulary presentation―contrasting two approaches. Łódź (2002). (A. LeńkoSzymańska).
Kaczyńska-Bronisz, Justyna: Pronunciation teaching: A theoretical approach. Poznań (2002).
Kahlau, Natalia: The study of difficulties in second language rules acquisition. Gdańsk (2002). 58 pp.
(R. Kalisz).
Kasolik, Marta: Teaching non-equivalent vocabulary to postgraduate students of catering and
hospitality industry―action research. Katowice (2002). (M. Wysocka). [also 29]
Kica, Magdalena: The role of the mother tongue in grammatical instruction. Opole (2002).
(E. Piechurska).
Kostka, Agnieszka: Vocabulary in English as a foreign language: Some aspects of the learning
process. Kraków (2002). (M. Jodłowiec).
Krakowiak, Ireneusz: Expanding vocabulary through reading in a foreign language. Wrocław (2002).
Malajka, Katarzyna: Differences and similarities in foreign vocabulary learning strategies use among
learners of two different proficiency levels (pre-intermediate and advanced). Katowice (2002).
(E. Krawczyk-Neifar).
Malec, Katarzyna: The use of communication strategies and the acquisition of foreign language
grammar. Wrocław (2002). (L. Zabor). [also 30]
Masłowska, Adriana: The dictionary as a functional unit of lexicographic description. Macrostructure
of the dictionary. Katowice (2002). (J. Arabski). [also 32]
Nytko, Beata: Teaching past tenses in mixed-ability groups. Katowice (2002).
Pachla, Joanna: Teaching tenses to Polish learners. Katowice (2002).
Piasecka, Anetta: Vocabulary learning strategies used by Polish secondary school learners of English.
Warsaw (2002). (J. Zybert). [also 30]
Piekło, Dominika: English vocabulary: Some theoretical issues and practical implications for teachers
and learners of English. Kraków (2002). (M. Korosadowicz).
Płaczek, Agata: Perceptual learning styles in teaching vocabulary to primary school learners. Katowice
(2002). [also 26]
Podhalicz, Ewelina: Grammar learning strategies of Polish gymnasium students and their relationship
with foreign language proficiency. Opole (2002). (E. Piechurska).
Polok, Monika: Testing morphosyntactic accuracy in matriculation exams. Warsaw2 (2002).
(M. Dakowska). [also 25]
101
Siwiec, Aleksander: Translation in teaching passive voice: An action research. Katowice (2002).
Stanisz, Joanna: Rhythm of speech in second language acquisition. Łódź (2002). (E. WaniekKlimczak).
Stojanowska, Agnieszka: Different techniques of teaching English pronunciation to children at the
elementary level. Białystok (2002). 75 pp. (H. Miatliuk).
Szczepańska, Anna: The influence of listening practice on the acquisition of foreign language
pronunciation. Wrocław (2002). (L. Zabor). [also 23]
development. Poznań (2002). (T. Siek-Piskozub). [also 21]
Taraszczuk, Alicja: Strategies in successful vocabulary learning. Poznań (2002). (T. Siek-Piskozub).
[also 30]
Tomtała, Sławomir: Acquiring vocabulary through reading (a study of lexical inferencing tasks
performed by pre-intermediate students of English as a foreign language). Warsaw2 (2002).
Ziewalicz, Ewa: Teaching collocations in mixed-ability classes. Katowice (2002).
Żurek, Ewa: Self-assessment of students' grammar achievement. Opole (2002). (E. Piechurska). [also
25]
Antończak, Anita: The importance of collocations in teaching English as a foreign language. Warsaw
Arabas, Dominika: The influence of left/right-brain functioning on successful English vocabulary
learning. Wrocław (2003). (A. Michońska-Stadnik).
Bastrzyk, Edyta: The lexical approach and the language teaching pedagogy. Warsaw (2003).
Bocian, Ilona: Different approaches to teaching grammar in EFT: Effective presentation of grammar to
adolescents. Toruń (2003). (J. Majer).
Buciak, Katarzyna: Accuracy in TEFL. The case of the new matriculation examination. Warsaw2
(2003). (M. Dakowska). [also 26]
Bogacka, Anna: Perception of second language speech sounds. Poznań (2003). (K. DziubalskaKołaczyk). [also 1]
Bulka, Katarzyna: Learner styles and form-focused instruction matching. Łódź (2003).
(B. Krakowian).
Chmura, Aleksandra: An analysis of grammar presentations in selected coursebooks for preintermediate junior high school students of English as a foreign language. Poznań (2003).
(A. Jankowska). [also 32]
Czarnecka, Joanna: The influence of designing a topic-based syllabus on primary learners' proficiency
in vocabulary. Wrocław (2003). (W. Sullivan). [also 28]
102
Ćwierzona, Joanna: Reading graded readers in second language vocabulary acquisition. Łódź (2003).
(A. Leńko-Szymańska). [also 23/32]
Daniluk, Monika: The inductive vs. deductive approach to presenting grammar. Toruń (2003).
(J. Majer).
Dolat, Luiza: The role of songs in developing vocabulary in the English as a second language primary
classroom. Toruń (2003). (T. Siek-Piskozub). [also 30]
Drzewiecki, Przemysław: Pre-communicative activities as an effective way of grammar practice.
Katowice (2003). (D. Gabryś-Barker).
Dudniczek, Katarzyna: The nature of the mental lexicon and its processing in bilinguals. Poznań
(2003). (S. Puppel). [also 8/16/28]
Dulko, Magdalena: The role of language variety awareness in EFL: British and American English.
Łódź (2003). (E. Waniek-Klimczak). [also 13]
Filipów, Laura: “Talk to Me!”―as an exemplary tool for computer-assisted pronunciation teaching
and learning. Poznań (2003). (W. Sobkowiak). [also 1/30]
Fit, Małgorzata: Collocations in foreign language teaching. Łódź (2003). (A. Leńko-Szymańska).
Glazik, Monika: Results of vocabulary strategy training to secondary school students of English as
a second language. Toruń (2003). (T. Siek-Piskozub). [also 30]
Glogier, Blanka: Mnemonics as one of the learning strategies in the process of the second language
vocabulary acquisition. Warsaw2 (2003). (M. Sicińska).
Goliat, Karolina: Teaching English vocabulary through storytelling to eleven year olds. Poznań
Gomola, Anna: CAPL: Learning English pronunciation with the help of computers. Katowice (2003).
(D. Gabryś-Barker). [Computer-assisted pronunciation learning] [also 30]
Grodzka, Anna: Learners’ strategies used in vocabulary acquisition and teachers’ objectives in the
English language vocabulary teaching. Katowice (2003). (E. Krawczyk-Neifar). [also 30]
Jadeszko, Katarzyna: Gradual progress of English pronunciation of beginners (10-year-olds). Białystok
(2003). 92 pp. (H. Miatliuk).
Janak, Magdalena: The effectiveness of different techniques of introducing foreign language
vocabulary from the written text. Wrocław (2003). (A. Michońska-Stadnik). [also 23]
Jarońska, Marta: Psychological and neurological evidence for the structure of the lexicon in L2
learners. Poznań (2003). (S. Puppel). [also 16/28]
Jarosz, Agata: The techniques of teaching foreign language vocabulary at different age groups.
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 32]
Jóźwiak, Iwona: Collocations in the process of acquiring and mastering a foreign language. Białystok
(2003). 71 pp. (P. Thomas).
103
Kapłon, Sylwia: Teaching English vocabulary in the early primary context: Selecting and evaluating
materials. Warsaw (2003). (H. Komorowska).
Kępa, Magdalena: Transfer of training in the interlanguage of Polish learners of English. Łódź (2003).
Kokocka, Ewa: Measures of lexical command in foreign language learners. Łódź/Lancaster (2003).
(A. Leńko -Szymańska).
Księżopolska, Magdalena: The role of coursebooks in teaching English as a foreign language.
Vocabulary enrichment in the secondary context. Warsaw (2003). (H. Komorowska). [also 32]
Kubiak, Karolina: The use of mnemonic devices in the process of teaching and learning English
articles. Katowice (2003). (D. Gabryś-Barker).
Kujawski, Andrzej: Teaching vocabulary to young learners through multi-sensory stimulation.
Warsaw2 (2003). (M. Sicińska). [also 27]
Kumor, Ewa: Teaching grammar to adult learners and testing them in the select grammar structure:
The present perfect tense. Katowice (2003). (E. Krawczyk-Neifar). [also 21]
Kużniar, Małgorzata: The influence of autonomous choice on vocabulary acquisition. Wrocław
Kwiecień, Edyta: Ways of facilitating the transition from passive into active vocabulary at the
intermediate level. Katowice (2003). (D. Gabryś-Barker).
Lenart, Justyna: Mnemonic techniques as an effective way of teaching and learning vocabulary. Łódź
Lubińska, Maria: Bilingualized dictionary in teaching English vocabulary to the adolescent learner.
Poznań (2003). (T. Siek-Piskozub). [also 16/32]
Maciejewska, Katarzyna: Developing lexical competence in L1 and L2: Some aspects of theory and
practice. Kraków (2003). (M. Jodłowiec).
Maniecka, Katarzyna: The usage of songs in the process of teaching grammar. Poznań (2003).
(T. Siek-Piskozub).
Mróz, Monika: Teaching and learning collocations among adults. Katowice (2003). (E. KrawczykNeifar).
Nagieł, Izabela: Teaching English pronunciation to teenagers at pre-intermediate level. Katowice
Nowak, Justyna: Grammar and vocabulary tests for students aged 14 and 15―why and how to prepare
them? Katowice (2003). (E. Krawczyk-Neifar).
Ogórek, Anna: Developing verbal and nonverbal foreign language communication in adolescents.
Orpik, Urszula: The role of English stress patterns in teaching English to Polish students. Białystok
(2003). 68 pp. (H. Miatliuk).
104
Ostapowicz, Joanna: Pronunciation errors―sources, prevention and correction. Białystok (2003). 61
pp. (H. Miatliuk).
Piątczak, Maciej: The lexical approach and concordancing in the classroom. Łódź (2003).
(B. Krakowian).
Piekielna-Łajs, Dorota: Sequences of acquisition in English as a foreign language. Łódź (2003).
(B. Krakowian).
Piskorska, Magdalena: Collocational knowledge of foreign language learners as a prerequisite to
native-like competence. Toruń (2003). (J. Majer).
Przybysz, Anna: Incorporating the keyword method into teaching English vocabulary to Polish preintermediate students of English as a foreign language. Warsaw2 (2003). (M. Sicińska).
Radziszewska, Marta: Teaching English grammar to teenagers. Katowice (2003). (E. KrawczykNeifar). [also 21]
Sarota, Beata: Developing learners’ awareness of a metaphoric character of English collocations.
Skibińska, Daria: The organization of young learners' mental lexicons with the application to language
teaching. Łódź (2003). (E. Waniek-Klimczak).
Sobiechowski, Ryszard: Teaching English prepositions within the framework of cognitive
linguistics―the case study of at. Toruń (2003). (A. Strugielska). [also 21]
Sozańska, Daria: The influence of teaching styles on the effectiveness of English vocabulary
acquisition. Wrocław (2003). (A. Michońska-Stadnik).
Spólna, Marzena: Vocabulary learning strategies used by 13-15-year-old Polish students. Warsaw
(2003). (J. Zybert).
Spyt, Sebastian: Elements of neurolinguistic programming in English language teaching―application
of the NLP technique of anchoring via a single presentation in the TEFL classroom to
teaching English grammar rules. Kraków (2003). (M. Jodłowiec). [also 28]
Stanisławska, Katarzyna: The process of memory in second language vocabulary learning. Łódź
(2003). (K. Ciepiela).
Stypułkowska-Cieluch, Sylwia: Improving speech perception and pronunciation in teaching English as
a foreign language. Białystok (2003). 80 pp. (H. Miatliuk).
Szymczak, Agnieszka: English word stress system acquisition by Polish learners with different
language experience. Łódź (2003). (E. Waniek-Klimczak).
Szymków, Katarzyna: The acquisition of relative clauses in English as a foreign language. Łódź
Terbak, Monika: Learner training in FL vocabulary development. Katowice (2003). (D. GabryśBarker). [also 30]
Waloch, Danuta: Integrating grammar into speaking activities using various techniques and
technologies (case study). Katowice (2003). (E. Krawczyk-Neifar).
105
Wątorska, Aleksandra: The influence of gender on English pronunciation in the classroom. Wrocław
Wesół, Alicja: The influence of musical intelligence on second language pronunciation. Wrocław
(2003). (W. Sullivan). [also 26]
Wieczorek, Roma: Reasons for success and failure in the acquisition of derivational morphology.
Wilczak, Katarzyna: Teaching EFL vocabulary systems contextualised in popular culture. The case of
adolescents. Warsaw2 (2003). (M. Dakowska). [also 32]
Wojda, Aneta: Acquisition of articles in different age groups. Łódź (2003). (E. Waniek-Klimczak).
[also 21]
Wożnica, Aneta: Problems with learning English tenses and strategies of dealing with them depending
on the cognitive development of the learners. Katowice (2003). [also 26]
Wójcik, Aneta: Organisation of mental lexicon from the psycholinguistic point of view. Łódź (2003).
(E. Waniek-Klimczak).
Zając, Przemysław: Teaching pronunciation at pre-intermediate level of ELT. Warsaw (2003). (H.
Komorowska).
Zawacka-Najgeburska, Marta: The development of syntax: From one-word utterances to whmovement. Poznań (2002). (S. Puppel). [also 3]
Zgleszewska, Izabela: Teaching pronunciation to teenage students. Białystok (2003). 89 pp. + append.
(H. Miatliuk).
Żabińska, Daria: The effectiveness of teaching English pronunciation to adolescents. Toruń (2003). (J.
Majer).
Bajor, Izabela: Vocabulary learning strategies of secondary school learners on different proficiency
levels. Toruń (2004). (T. Siek-Piskozub). [also 30]
Banasiak, Ilona: Vocabulary learning strategies. Poznań (2004). (K. Droździał-Szelest). [also 30]
Barton, Elżbieta: Indirect speech in English and Polish: A pedagogical perspective. Łódź (2004).
(H. Majer). [also 3]
Belczyk, Bożena: Pronunciation difficulties of Polish learners. Katowice (2004). (G. KiliańskaPrzybyło).
Bobkowska, Magdalena: Teaching English vocabulary to young learners in the light of cognitive
sciences. Gdańsk (2004). 69 pp. (T. Danilewicz).
Buchalik, Kinga: Visual and verbal presentation in vocabulary teaching. Katowice (2004).
(A. Porzuczek).
Chandrała, Dorota: Communication strategies employed to cope with deficient collocational
knowledge. Warsaw2 (2004). (M. Sicińska).
Chojnacka, Marta: Enhancing foreign language vocabulary acquisition through additional reading
practice. Łódź (2004). (H. Majer).
106
Czekajova, Zuzanna: Top-down approach to classroom phonology. Poznań (2004). (D. Nowacka).
[also 1//28]
Czyż, Irmina: Lexical transfer and acquisition of verb+noun collocations by advanced students of
English. Kraków (2004). (A. Niżegorodcew). [also 4/16]
Dziemianko, Ann: Verb syntax in monolingual English learners' dictionaries: A study of userfriendliness. Poznań (2004). (A. Adamska-Sałaciak). [also 4/16/32]
Dzięgło, Dominika: The effectiveness of the vocabulary teaching techniques of Total Physical
Response storytelling. Katowice (2004). (G. Kiliańska-Przybyło).
Ferlacka, Wiesława: Multimedia-enhanced dictionaries in interactive computer-based narratives.
Poznań (2004). (W. Sobkowiak). [also 9b/16/30/32]
Gajda, Beata: Innovative methods of teaching English―the Callan Method and its effectiveness in
teaching grammar. Katowice (2004). (J. Latkowska). [also 28]
Głowińska, Katarzyna: The role of coursebooks in teaching vocabulary to adult learners of English as
a foreign language. Warsaw (2004). (H. Komorowska). [also 32]
Horyńska, Katarzyna: Ways of teaching grammar. Poznań (2004). (K. Droździał-Szelest).
Janiak, Agata: Teachers’ creativity in explaining grammar to primary school children. Katowice
(2004). (J. Latkowska). [also 24]
Kaczmarczyk, Paulina: Aspects of grammar teaching to elderly learners. Wrocław (2004). (L. Zabor).
Kaczmarczyk, Paweł: Foreign
(A. Porzuczek). [also 30]
language
grammar
learning
strategies.
Katowice
(2004).
Katolik, Ewa: Stress shift in the process of conversion and its recognition by Polish learners of
English. Katowice (2004). (A. Porzuczek).
Klimczak, Monika: Effective techniques of teaching English grammar to Polish teenage and adult
learners. Katowice (2004). (D. Gabryś-Barker).
Kowalska, Marta: Teaching English vocabulary through action songs to children at the age of eight to
ten. Toruń (2004). (T. Siek-Piskozub). [also 30]
Krasińska, Bogumiła: The role of testing grammar in English language teaching. Warsaw (2004).
(H. Komorowska). [also 25]
Kubikowska, Anna: Corpus linguistics in vocabulary teaching. Warsaw2 (2004). (M. Sicińska).
Levin, Magdalena: The perception of English affricates and fricatives by Polish learners of English.
Łódź (2004). (B. Lewandowska-Tomaszczyk).
Maczuga, Agnieszka: The advantages of using communicative activities for practicing grammar in
EFL classroom. Lublin (2004). 75 single-spaced pp. (H. Chodkiewicz). [also 28]
Markiewicz, Waldemar: New perspectives on English grammar teaching in the Polish reformed high
school. Poznań (2004). (M. Kębłowska).
107
Meszczyńska, Małgorzata: Vocabulary learning strategies in foreign language education. Poznań
(2004). (D. Nowacka). [also 30]
Michalak, Sylwester: The role of raising consciousness in the process of interlanguage development.
Łódź (2004). (K. Ciepiela).
Michalska, Mirosława: Techniques of teaching grammar to young learners―deductive vs. inductive
teaching. Katowice (2004). (J. Latkowska).
Moszkowicz, Aleksandra: Teaching English grammar in Polish secondary schools: teacher’s vs.
coursebook designers’ approach to grammar presentation. Toruń (2004). (T. Siek-Piskozub).
[also 32]
Nikitiuk, Agnieszka: Effective teaching of English pronunciation through listening. Białystok (2004).
83 pp. (H. Miatliuk).
Orzechowska, Paula: The effects of similarity and markedness on the acquisition of a foreign language
phonological system. The case of Polish learners' perception and production of selected
English vowels. Poznań (2004). (K. Dziubalska-Kołaczyk). [also 1]
Paliga, Katarzyna: The role [of] learning strategies in effective vocabulary acquisition. Katowice
(2004). (A. Porzuczek). [also 30]
Parysek, Agnieszka: The influence of musical intelligence on the acquisition of pronunciation in
a foreign language at the elementary level. Wrocław (2004). (L. Zabor). [also 26]
Pietrus, Mariusz: Lexical transfer from L2 English in L3 Spanish in the context of L1 Polish learners.
Pomykała, Aneta: The role of memory in vocabulary learning. Katowice (2004). [also 26]
Rewers, Martyna: Designing grammar tests for pre-intermediate students of English. Poznań (2004).
Rybacki, Wojciech: Emotions, memory and vocabulary acquisition. Poznań (2004). (K. DroździałSzelest).
Słychań, Daria: The influence of the Internet on writing skills in the foreign language. Wrocław
(2004). (L. Zabor). [also 30]
Sobala, Magdalena: The influence of perceptual modality on the success in learning English
pronunciation. Wrocław (2004). (A. Michońska-Stadnik). [also 26]
Stefaniszyn, Małgorzata: Evaluating the vocabulary component of ForMat 1 by Diana Pye and Hanna
Kryszewska. Poznań (2004). (A. Jankowska). [also 32]
Surdacka, Ewa: Implementing the principle of teaching grammar as a receptive skill in EFL. Lublin
(2004). 49 single-spaced pp. + append. (H. Chodkiewicz).
Szkudlarek, Małgorzata: Idiomatic language in the context of foreign language teaching. Poznań
(2004). (A. Cieślicka). [also 3/4]
Trojak, Aneta: The acquisition of stress and intonation in English by adult learners. Wrocław (2004).
108
Voevoda, Titiana: Teaching vocabulary through the implementation of graphic organizers in EFL
classroom at the intermediate level. Lublin (2004). 34 single-spaced pp. + append.
(H. Chodkiewicz).
Wolska, Arleta: The pronunciation of American English /t/ variants by Polish students. Katowice
(2004). (A. Porzuczek).
Wróbel, Paweł: Using word formation in teaching English as a foreign language. Poznań (2004).
(B. Paflin).
Wyszkowski, Dominik: The role of age factor in the acquisition of second language phonology by
Polish learners of English. Poznań (2004). (K. Dziubalska-Kołaczyk). [also 1/26]
Zalesińska, Alicja: A phonological analysis of sound symbolism in Polish child-directed speech.
Poznań (2004). (K. Dziubalska-Kołaczyk). [also 1]
Zimnicka, Katarzyna: The influence of using a visual prototypical stimulus on word retention.
Zydorowicz, Paulina: The acquisition of Polish phonotactics by English learners of Polish. Poznań
(2004). (K. Dziubalska-Kołaczyk). [also 1]
Berger, Marta: Modified oral input in incidental vocabulary acquisition. Wrocław (2005). (L. Zabor).
Białas, Piotr: The role of lexis in successful intercultural communication. Warsaw (2005).
(R. Gozdawa-Gołębiowski). [also 10/16]
Bieńkowska, Agnieszka: The influence of various techniques and procedures on the effects of
vocabulary teaching with secondary school learners. Łódź (2005). (P. Krakowian).
Browarczyk, Wioleta: Introducing multilingual grammar to the secondary school as a separate subject.
Gdańsk (2005). 59 pp. (R. Kalisz).
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 15/32]
Burzyńska, Magdalena: Langackerian theory in teaching idiomatic aspects of English grammar to
Polish upper-intermediate secondary school learners. Toruń (2005). (T. Siek-Piskozub).
Ciesielska, Kamilla: Designing grammar consciousness-raising tasks for Polish gimnazjum learners of
English. Poznań (2005). (A. Jankowska). [also 28]
Ciszak, Agata: Bilingual language learners and metaphor comprehension. Poznań (2005).
(A. Cieślicka). [also 8/26]
Czarnota, Anna: Memory and second language vocabulary acquisition: Investigating mnemonic
strategies. Poznań (2005). (A. Cieślicka). [also 8/16]
Czechowicz, Joanna: Changing trends in L2 vocabulary teaching. Towards an eclectic approach.
109
Dorobisz, Katarzyna: Vocabulary learning strategies in various educational settings. Katowice (2005).
(D. Gabryś-Barker).
Gątarek, Aneta: The role of universal grammar in adult SLA. Poznań (2005). (S. Puppel). [also
8/10/28]
Gerlach, Anna: Which accent for foreigners? Attitudes towards RP, GA and LFC-based pronunciation
as models of ELT at Polish high schools. Poznań (2005). (A. Kiełkiewicz-Jankowiak). [LFC =
lingua franca core] [also 1/28]
Grabińska, Anna: Engaging junior high school students into effective grammar practice. Katowice
(2005). (G. Kiliańska-Przybyło).
Gregor, Marta: Intralexical and interlexical factors affecting L2 vocabulary learning. Do syn-forms
pose problems for Polish learners of English? Poznań (2005). (A. Cieślicka). [Similar lexical
forms] [also 8]
Gulba-Wysocka, Jadwiga: Metaphoric interpretation of phrasal verbs as a facilitating factor in
learning. Katowice (2005). (D. Gabryś-Barker).
Jaruga, Joanna: Factors affecting the difficulty of second language vocabulary acquisition. Poznań
Jianfang, Liu: Vocabulary learning strategies used by Chinese college learners of English―a
comparison of good and poor achievers. Warsaw (2005). (J. Zybert).
Jurkiewicz, Hanna: The problem of language interference in teaching grammar of English:
A contrastive analysis of the mistakes. Gdańsk (2005). 73 pp. (R. Kalisz).
Kaczmarczyk, Patrycja: Vocabulary teaching techniques used by Polish teachers of English. Opole
(2005). (M. Adams-Tukiendorf).
Kaczmarek-Chocha, Agnieszka: Teaching effective communication through English pronunciation
games in gimnazjum. Białystok (2005). 90 pp. + append. (H. Miatliuk).
Kado, Katarzyna: Vocabulary learning strategies: The study of adolescent learners of English. Poznań
(2005). (D. Wiśniewska). [also 16/30]
Kaniewska, Anna: How to facilitate learning multiple-meaning words? Katowice (2005). (D. GabryśBarker).
Kirczuk, Agnieszka: The effectiveness of bilingual instruction at lower secondary level: Acquisition of
vocabulary and grammar. Poznań (2005). (A. Ewert). [also 26]
Knysz, Joanna: The influence of task-based approach on vocabulary acquisition at higher secondary
school level. Wrocław (2005). (A. Michońska-Stadnik).
Kołodziejczak, Monika: Methods of teaching vocabulary to EFL learners aged 10-12. Poznań (2005).
Kowalczyk, Justyna: Cross-linguistic influence in acquisition of the L2 vocabulary. Warsaw2 (2005).
(A. Leńko-Szymańska).
Kowalski, Andrzej: Explicit vs. implicit grammar teaching in the foreign language classroom. Łódź
(2005). (H. Majer).
110
Krasucka, Małgorzata: Teaching English pronunciation―how to engage students of secondary school
in learning using effective tools. Białystok (2005). 70 pp. (H. Miatliuk).
Krawczyk, Piotr: Teaching vocabulary to Polish learners of English in primary context. Training
learners in strategy use. Warsaw (2005). (J. Zybert).
Krężałek, Anna: Socio-affective angle of pronunciation learning in naturalistic and classroom settings.
Katowice (2005). (G. Kiliańska-Przybyło).
Kurek, Kamila: Principles and implementation of the lexical approach in the foreign language
classroom. Poznań (2005). (A. Cieślicka). [also 8/28]
Kwasik, Katarzyna: Phonetics in teaching oral communication to high school students at intermediate
level. Białystok (2005). 65 pp. (H. Miatliuk). [also 21]
Łopuszańska, Bożena: Facilitating vocabulary learning through appropriate presentation techniques.
Kraków (2005). (J. Leśniewska).
Łozińska, Alicja: The influence of English rhetorical organizational text structure on second language
reading comprehension of Polish students. Wrocław (2005). (A. Michońska-Stadnik).
Madajczyk, Karolina: Factors influencing pronunciation learning. Poznań (2005). (D. Nowacka).
Malesz, Lidia: Teaching vocabulary to Polish dyslexic learners of English aged 8-9 in the lower
primary context. Warsaw (2005). (J. Zybert).
Marchlewska, Milena: The use of keyword method in teaching vocabulary to adolescents at
elementary level. Szczecin (2005). (P. Kamińska). [also 30]
Mańkowska, Julita: The use of mnemonic techniques in EFL. Łódź (2005). (H. Majer).
Maślanka, Beata: Translation as a vocabulary testing technique. Wrocław (2005). (L. Zabor).
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 32]
Mazur, Katarzyna: Teaching vocabulary with computers to the blind learners. Warsaw2 (2005).
(E. Gajek). [also 31]
Michalska, Agnieszka: Learner-generated attention to form. Poznań (2005). (A. Jankowska). [also 28]
Miksza, Monika: Teaching English vocabulary to Polish children aged 7-10. Białystok (2005). 71 pp.
(P. Thomas).
Miller, Aleksandra: Building grammatical competence in English language teaching via focus-onform. Łódź (2005). (J. Majer).
Myśliwiec, Paulina: Aspects of imagery inherent in the present continuous tense and its role in
facilitating students’ learning. Wrocław (2005). (M. Kuźniak).
Nowak, Małgorzata: Implementing discovery techniques in teaching foreign language grammar to
teenagers. Łódź (2005). (H. Majer).
111
Orlik, Krzysztof: Language learning strategies employed by primary, middle and grammar school
students with a special focus on vocabulary. Poznań (2005). (A. Cieślicka). [also 8/30]
Osiak, Anna: Effects of Polish lexis on the development of English vocabulary―an analysis of crosslinguistic influence. Warsaw (2005). (J. Zybert).
Paluchowska, Marta: Learning styles and their influence on teaching vocabulary to young learners at
lower pre-intermediate level. Szczecin (2005). (P. Kamińska). [also 26]
Parker, Monika: The influence of emotional memory on vocabulary acquisition. Wrocław (2005).
(A. Michońska-Stadnik).
Pawlak, Anna: Teaching phrasal verbs to Polish learners. Szczecin (2005). (P. Kamińska).
Perdoch, Magdalena: Secondary school students’ vocabulary learning strategies in EFL. Poznań
Pęczek, Małgorzata: Investigating student and teacher preferences for various vocabulary testing
techniques. Poznań (2005). (A. Cieślicka). [also 8/16/25]
Płóciennik, Anna: The influence of right- and left-brain functioning on listening comprehension of
advanced learners. Wrocław (2005). (A. Michońska-Stadnik).
Proraziuk, Joanna: Phonetic bases in learning and teaching English. Białystok (2005). 68 pp.
(H. Miatliuk). [also 21]
Przybyła, Wioletta: Current trends in second language vocabulary acquisition and their pedagogical
implications. Poznań (2005). (A. Cieślicka). [also 8]
Rochowska, Gabriela: Enhancing vocabulary learning via authentic materials. Łódź (2005). (J. Majer).
[also 30]
Rynkowski, Wojciech: Pronunciation activities for Polish children as an integral part of English
language teaching. Białystok (2005). 67 pp. (H. Miatliuk).
Sabatowska-Górny, Monika: The influence of the age factor on learning grammar. Poznań (2005).
(D. Wiśniewska).
Siek, Marek: The keyword strategy in teaching English to young adolescents. Poznań (2005).
(A. Cieślicka). [also 8]
Skoneczna, Marta: The role of context in second language vocabulary acquisition. Warsaw2 (2005).
Skorupska, Renata: Applications of the lexical approach to foreign language instruction. Łódź (2005).
(H. Majer).
Skrzyńska-Kossuth, Marzena: Right-brain experience in foreign language vocabulary learning.
Skuza, Beata: Introducing autonomy and its influence on vocabulary learning at the upper primary
levels. Wrocław (2005). (A. Michońska-Stadnik). [also 30]
Stalkowska, Katarzyna: Cognitive approach to teaching English countable and uncountable nouns.
Toruń (2005). (T. Siek-Piskozub).
112
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
32]
Stępień, Izabela: Lexical transfer in composition and translation tasks of Polish learners of English in
secondary technical schools. Warsaw (2005). (J. Zybert).
Sulwińska, Karolina: Teaching vocabulary to adolescents at elementary level by use of pictures and
gestures. Szczecin (2005). (P. Kamińska).
Szymańska, Marta: Polish and Italian students' beliefs about the teacher's role in the clasroom.
Wrocław (2005). (L. Zabor). [also 28]
Szymski, Maciej: Mnemonic techniques as an aid in second language vocabulary acquisition. Poznań
(2005). (A. Cieślicka). [also 8]
Świder, Anna: The influence of humanistic techniques on the development of reading comprehension
in English. Wrocław (2005). (A. Michońska-Stadnik).
Świtka, Monika: The process of categorization in teaching vocabulary: Selected aspects. Gdańsk
Talarowska, Katarzyna: The place of idioms in the English syllabus for pre-intermediate learners.
Trzepadłek, Karolina: Gender differences in vocabulary acquisition. Łódź (2005). (K. Ciepiela).
Wacławczyk, Anna: The influence of cognitive style on the performance in grammar texts. Wrocław
(2005). (L. Zabor).
Wenzel, Edyta: The influence of attributional style on FL vocabulary acquisition. Wrocław (2005).
Wilk, Alicja: The mnemonic dictionary and its effectiveness in remembering vocabulary. Szczecin
(2005). (P. Kamińska). [also 32]
Wojaczek, Miłosz: English by association: Teaching teenage beginners with the keyword method.
Szczecin (2005). (P. Kamińska).
Wycichowska, Kinga: Gender vs. learning strategies: The development of foreign language
vocabulary and speaking skill. Łódź (2005). (H. Majer). [also 23]
Żynda, Justyna: Effective ways of teaching vocabulary to Polish learners of English in the lower
secondary context. Warsaw (2005). (J. Zybert).
Antonowicz, Anna: Using stories in teaching English vocabulary to young learners in an integrated
class. Poznań (2006). (M. Kębłowska).
Bielska, Beata: Collocations and formulaic sequences in the process of language learning. Warsaw
Bodurka, Kamila: Implementing cognitive structures in second language learning and teaching.
Gdańsk (2006). 69 pp. (T. Danilewicz).
113
Byczkowska, Katarzyna: Effective mnemonic techniques aiding young learners’ memory in
vocabulary learning. Wrocław (2006). (R. Lewicki).
Cholewa, Aleksander: An inductive vs. deductive approach to teaching English grammar in relation to
cognitive styles and gender. Katowice (2006). (J. Latkowska). [also 26]
Ciećko, Michał: Evaluating formal grammar instruction for secondary learners of English: Inductive
vs. deductive approach. Łódź (2006). (H. Majer).
Czech, Beata: Vocabulary teaching techniques and their applications in coursebooks for lowersecondary learners. Warsaw2 (2006). (E. Gajek). [also 32]
Domaradzka, Małgorzata: Training Polish high school students of English in the use of vocabulary
learning strategies. Warsaw (2006). (J. Zybert). [also 30]
Gocer, Tuncay: Teaching vocabulary in Polish and Turkish state secondary schools. Warsaw (2006).
(J. Zybert).
Henczko, Magdalena: Influence of explicit vocabulary instruction on successful writing. Opole (2006).
(M. Adams-Tukiendorf). [also 23]
Ignyś, Natalia: The use of lexical communication strategies at a Polish gimnazjum level. Poznań
(2006). (D. Wiśniewska). [also 30]
Iwan-Franczyk, Anita: Motivating Polish learners of English aged 9-10 in learning vocabulary.
Kaczor, Sylwia: Implementing the lexical approach into the FLT classroom of intermediate learners.
Katolik, Ewa: Approaches towards teaching foreign language pronunciation. Katowice (2006).
Knapik, Magdalena: Exercises developing specific vocabulary in the students of vocational schools:
Action research. Katowice (2006). (M. Wysocka).
Korbel, Katarzyna: Introduction and practice of pronunciation in young learner classes. Katowice
Kosińska, Joanna: Teaching English vocabulary: Analysis of selected techniques. Bydgoszcz (2006).
(A. Bączkowska). [also 28]
Kowalska, Iwona: Teaching vocabulary to children. Bydgoszcz (2006). (A. Bączkowska). [also 27]
Koźlik, Magdalena: Teaching vocabulary to auditory and visual learners. Kraków (2006). (promotor
unknown).
Krakowiak, Małgorzata: Mnemonic devices in second-language vocabulary learning. Warsaw2
Kubacka, Katarzyna: Evaluating the effectiveness of activating background knowledge and preteaching vocabulary as pre-reading activities. Poznań (2006). (A. Jankowska). [also 23]
114
Kubisz, Anna: The effectiveness of the Colorado literacy tutor in enhancing motivation and teaching
pronunciation to Polish learners of English. Poznań (2006). (K. Dziubalska-Kołaczyk). [also
1]
Kuczyński, Kamil: Memory-based vocabulary learning strategies in adult learners of English. Łódź
(2006). (H. Majer).
Lempart, Joanna: The constructivist approach to developing compensation strategies in young
Lińska, Katarzyna: Mnemonic techniques in effective foreign language vocabulary learning. Łódź
(2006). (H. Majer).
Lis, Anna: Effectiveness of vocabulary learning strategies. Warsaw2 (2006). (A. Leńko-Szymańska).
[also 30]
Łata, Magdalena: Context-based guessing strategy in EFL vocabulary acquisition. Kraków (2006).
(A. Kurtyka).
Łeszyk, Paulina: Choosing the right word: The visual thesaurus and variation in English words and
phrases as remedies for vagueness in students' writing. Poznań (2006). (P. Kaszubski).
Mamzer, Anna: Prototypicality of pictures and its influence on vocabulary learning among teenagers.
Maślany, Diana: Using L1 in the classroom while introducing vocabulary. Warsaw2 (2006).
(A. Wójcicki).
Matejuk, Elżbieta: Audiovisual recordings in teaching vocabulary. Warsaw2 (2006). (M. Sicińska).
[also 30]
Mączyńska, Katarzyna: Optimal evaluating procedures concerning foreign language lexical abilities in
primary school students: Action research. Katowice (2006). (M. Wysocka).
Mikuśkiewiecz, Andrzrej: Animal vocabulary in ELT coursebooks. Kraków (2006). (E. Witalisz).
[also 32]
Osipiuk, Anna: On interface conditions, external motivation and the autonomy of grammar. Poznań
(2006). (P. Tajsner).
Pijanowska, Agata: Developing “collocational awareness” in vocabulary learning on the basis of text
reception. Wrocław (2006). (R. Lewicki).
Podwalska, Irena: Teaching technical vocabulary to students of technical universities. Szczecin (2006).
(M. Stawna). [also 29]
Ręklewska, Anna: The role of formal instruction in raising foreign language awareness. Łódź (2006).
(H. Majer).
Rogowska, Małgorzata: The introduction of specialised vocabulary at the university level―a corpusbased study. Poznań (2006). (P. Kaszubski). [also 23]
Rosińska, Marta: The effectiveness of discovery techniques in teaching grammar to children. Łódź
(2006). (H. Majer).
115
Słomowska, Izabela: How to teach grammar to promote communication? Poznań (2006).
(D. Wiśniewska).
Strakszys, Daniela: The role of student groupings in vocabulary acquisition. Szczecin (2006).
(M. Stawna).
Szuprowska, Ewelina: Pronunciation teaching as a factor facilitating the development of
communicative effectiveness. Poznań (2006). (M. Kębłowska).
Wąchała, Anna: Development of listening comprehension in coursebooks for teaching young learners.
Wrocław (2006). (R. Lewicki). [also 23/32]
Węcław, Magdalena: The lexical approach―an alternative to grammar-based language teaching.
Wójcik, Piotr: The use of songs and song-based activities in teaching grammar and vocabulary in 1415 year olds. Warsaw (2006). (J. Zybert). [also 30]
Życka, Marta: Lexical phrases and language learning and language use strategies as aids in reducing
foreign language anxiety. Warsaw2 (2006). (M. Sicińska). [also 26]
Adamczuk, Agnieszka: Using graded readers and accompanying listening material in teaching
vocabulary to primary school learners. Comparison of effectiveness. Warsaw2 (2007).
(J. Lewkowicz).
Bauer-Duha, Agata: The impact of emotions on vocabulary learning. Poznań (2007). (A. Cieślicka).
[also 26]
Bienias, Zbigniew: The method of teaching collocation to young learners: Emphasis on phrasal verbs.
Buczkowski, Jakub: Vocabulary acquisition through action songs among children up to six years of
age. Toruń (2007). (T. Siek-Piskozub). [also 27/30]
Chlebosz, Anna: The influence of background music on vocabulary acquisition. Toruń (2007).
(T. Siek-Piskozub).
Delczyk, Agata: Using dictionaries in learning vocabulary from written texts. Poznań (2007).
(A. Jankowska). [also 16/23/32]
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 16/32]
Drowanowska, Ewa: Teaching and testing vocabulary in the upper-primary school context. Warsaw
(2007). (H. Komorowska). [also 25]
Ferlacka, Wiesława: Towards a model of a pedagogical e-dictionary for children. Poznań (2007).
(A. Szwedek). [also 32]
Galczak, Karolina: A study of vocabulary acquisition from context in high school education. Warsaw
(2007). (M. Dakowska).
Galiszewska, Marta: Exploiting games in teaching vocabulary to EFL young learners. Lublin (2007).
(H. Chodkiewicz).
116
Gąsior, Marta: The role of gender in teenage foreign language vocabulary learning. Warsaw2 (2007).
(A. Wójcicki).
Hajduk, Anna: Contextualization in L2 vocabulary teaching. Lublin (2007). (H. Chodkiewicz).
Jaworska, Emilia: Cross-linguistic influence in L3 lexical processing. Poznań (2007). (A. Cieślicka).
[also 8]
Jarecki, Krzysztof: The acquisition of unaccusative verbs in L2 English: A case of form-focused
instruction. Warsaw (2007). (J. Zybert). [also 3/10]
Kaczyńska, Joanna: Use of English expressions by Polish teenagers. Białystok (2007). 62 pp. +
append. (P. Thomas).
Kiecko, Anna: Drills and language games in teaching pronunciation to pre-intermediate adults.
Szczecin (2007). (P. Kamińska). [also 28]
Konarska, Jagoda: English descriptive verbs from the perspective of the Polish learner of English.
Korżecki, Przymysław: Selected techniques for practicing grammar with learners aged 10-12. Szczecin
Kozera, Joanna: L1 transfer in the acquisition of the English article system by Polish advanced L2
learners. Poznań (2007). (A. Ewert). [also 10/21]
Kozieł, Małgorzata: Context retrieval: The effect of internal manipulation of environmental context
imagery on vocabulary recall. Wrocław (2007). (A. Michońska-Stadnik).
Kozyra, Justyna: The effectiveness of electronic glosses in incidental learning from computer-assisted
reading. Warsaw (2007). (M. Dakowska).
Krotoszyńska, Agnieszka: Intelligibility in SLA: Are standards necessary? Poznań (2007).
(K. Dziubalska-Kołaczyk). [also 10]
Kuczyńska, Joanna: Polish learners of English and their problems with acquiring vocabulary.
Białystok (2007). 54 pp. + append. (P. Thomas).
Maksymiec, Justyna: Implementing contextualized grammar activities in teaching English as a foreign
language. Lublin (2007). (H. Chodkiewicz).
Maruszyn, Joanna: Developing grammar competence through CLIP2. A case study. Poznań (2007).
(T. Siek-Piskozub). [also 10]
Migdał, Magdalena: The deductive and inductive approaches to the teaching of foreign language
grammar. Kraków (2007). (A. Kurtyka).
Mirecki, Jerzy: The acquisition and processing of idioms in a foreign language. Poznań (2007).
Petryszak, Ewa: Developing collocation competence of the secondary school EFL learners. Kraków
117
Pietrzak, Edyta: Is the size of native vocabulary as measured by L1 Polish vocabulary test (leksykon)
related to success in FLL among 6th grade learners? A correlational study. Poznań (2007).
(J. Rysiewicz). [also 10/25]
Pyka, Karolina: Foreign teachers’ strategies of repeating syntactic material―self-observation.
Katowice (2007). [also 28]
Seplina, Ewa: In search of motivating techniques for EFL vocabulary instruction in junior high school.
Lublin (2007). (H. Chodkiewicz).
Sokólska, Joanna: Incidental learning of English vocabulary in a computer-assisted translation task.
Poznań (2007). (R. Lew). [also 10/30]
Sosna, Grzegorz. Teaching segmentals to Polish adult learners of English. Katowice (2007).
Spychaj, Monika: Vocabulary learning strategies as tools facilitating the process of learning and using
new words in EFL learning. Poznań (2007). (K. Droździał-Szelest).
Starzyńska, Dominika: The role of formulaic language in second language acquisition and in L2
teaching materials. Warsaw (2007). (R. Gozdawa-Gołębiowski).
Szczepaniak, Jakub: Talk to Me! 7.0 vs. Professor Henry 5.5: The efficiency of popular CALL
software in developing pronunciation accuracy. Poznań (2007). (K. Dziubalska-Kołaczyk).
[also 1/17/30]
Szyszkowska, Malgorzata: Regularity and contextualization in teaching English article system.
Katowice (2007).
Ślęk, Danuta: The influence of instruction on processing strategies in word identification. Poznań
Świderska, Edyta: Vocabulary learning strategies of advanced students of English. Kraków (2007).
(A. Niżegorodcew). [also 30]
Turlej, Paulina: Aspects of teaching pronunciation to adolescent students. Wrocław (2007).
(R. Lewicki).
Walasek, Patrycja: Learning collocations and phrasal verbs by secondary school learners. Katowice
(2007).
Waliczek, Izabela: Teaching collocations for new matura exam. Katowice (2007). [also 25]
Żebrowska, Mariola: Teaching and learning foreign language vocabulary to Polish students of English.
Żywno, Daniel: Developing lexical and formulaic resources in foreign language teaching. Warsaw
Bakiera, Jadwiga: Teaching vocabulary to mixed-ability classes of beginners and pre-intermediate
learners. KUL (2008). (A. Bloch-Rozmej).
Baron, Jerzy: Teaching collocations to learners of English as a foreign language. Bydgoszcz (2008).
(A. Bączkowska).
Borzuch Karolina: Mnemo-techniques in teaching English vocabulary. Bydgoszcz (2008). (A. Bączkowska). [Mind mapping]
118
Chmielewski, Dawid: Using video materials as means of accidental vocabulary acquisition. Szczecin
(2008). (M. Stawna). [also 30]
Cygan, Agata: The influence of perceptual modality on phrasal verbs acquisition. Wrocław (2008).
Dąbrowska, Anna: The influence of the communicative approach vs. form-focused instruction on
grammatical accuracy and the prevention of error. Łódź (2008). (J. Majer). [also 21]
Dłużewski, Paweł: Vocabulary selection in coursebooks for elementary level English. Poznań (2008).
(K. Droździał-Szelest). [also 32]
Gołda, Aleksandra: Teaching English vocabulary to children. Bydgoszcz (2008). (A. Bączkowska).
[also 27]
Gruszczyńska, Anna: Incidental vocabulary learning by means of visual aids in lower primary
education. Wrocław (2008). (R. Lewicki).
Jakubowska, Ewa: Teaching English vocabulary through story-telling and the Internet. Bydgoszcz
(2008). (A. Bączkowska). [also 30]
Kałużna, Magdalena: Evaluation of selected types of grammar tasks carried out on a computer. Opole
(2008). (J. Zalewski). [also 30]
Kaszuba, Barbara: The influence of introversion/extroversion on vocabulary retention and retrieval.
Wrocław (2008). (A. Michońska-Stadnik). [also 26]
Kemp, Marek: The role of language awareness and form-focused instruction in enhancing learner
competence of L2 grammar. Łódź (2008). (J. Majer).
Kępska, Anna: Interlingual transfer of idioms in Polish learners of English. Wrocław (2008).
(L. Zabor).
Kijowska, Agnieszka: Selected aspects of syntax in foreign language instruction. Kraków (2008).
(M. Gibińska-Marzec).
Kleszcz, Karolina: Lexical ambiguity in L2: Homonymy and polysemy among Polish-English
bilinguals. Poznań (2008). [also 26]
Knap, Sylwia: Improving junior high school learners’ pronunciation skills in English: Action research.
Kraków (2008). (A. Kurtyka).
Korszla, Eliza: Evaluating software for vocabulary instruction. Opole (2008). (J. Zalewski).
Krupińska, Alicja: The use of short stories in teaching grammar to young learners. Szczecin (2008).
Kubacka, Agnieszka: The use of consciousness-raising approach in grammar teaching and its
contribution to learner autonomy. Wrocław (2008). 68 pp. (A. Michońska-Stadnik). [also 30]
Kugaj, Małgorzata: Computer-assisted pronunciation teaching: Software evaluation. Opole (2008).
(J. Zalewski). [also 30]
Kusy, Aneta: Computer-assisted vocabulary teaching: Evaluation of a computer program. Opole
119
Łuczak, Jacek: Glottochronological analysis of the animal lexicon (English, Polish and Spanish).
Warsaw (2008). (J. Wełna). [also 16]
Łukaszewska, Joanna: The role of metacognitive strategies in learning English vocabulary at the
secondary school level. Szczecin (2008). (M. Stawna). [also 30]
Machura, Katarzyna: Brain dominance and the success in teaching/learning vocabulary and grammar
in L2. Wrocław (2008). (R. Lewicki).
Maciejewska, Ilona: Teaching vocabulary. Selected aspects. Bydgoszcz (2008). (T. Goncharova).
Madej, Marta: The influence of standardised graded readers on the acquisition of lexical items in adult
learners of English as a foreign language. Wrocław (2008). (A. Michońska-Stadnik).
Murak, Mieczysława: Role-playing technique and its influence on students' vocabulary acquisition.
Mroczkowska, Beata: Teaching idioms to advanced learners of English via etymology. Szczecin
Niedzielska, Iwona: Developing vocabulary through speaking activities. Warsaw (2008). (J. Zybert).
[also 23]
Nowacka, Anna: Communication strategies in oral foreign language production among adult beginner,
intermediate and advanced learners. Poznań (2008). [also 29]
Nowakowska, Monika: Grammar elicitation techniques in foreign language teaching. Wrocław (2008).
(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
(T. Goncharova). [also 21]
vs.
deductive teaching of
grammar.
Bydgoszcz
(2008).
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
American resumés. Wrocław (2008). 63 pp. (A. Michońska-Stadnik). [also 29]
Sokołowska, Aneta: Students’ perception of grammar. Poznań (2008).
120
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. AdamsTukiendorf).
Todryk, Agnieszka: The effect of grammar correction on students’ writing. Szczecin (2008).
Trendak, Olga: Investigating the impact of form-focused instruction of intermediate English learners.
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. BlochRozmej).
Wolewicz, Ewa: The grammar of a noun phrase―theoretical and pedagogical considerations. Warsaw
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.
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).
121
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.
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).
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).
122
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).
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).
123
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.
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. MichońskaStadnik).
Prus, Magdalena: Learning L2 lexis in the primary school context. A case study. Warsaw (2009).
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
Skubiszewska, Monika: Mnemonics as teachers’ tools to foreign language teaching. Wrocław (2009).
58 pp. (R. Lewicki).
124
Sładkiewicz, Monika: Mnemonics in teaching vocabulary towards the basic level of the matura exam.
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).
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)
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).
125
(Aleksander Szulc). [also 32]
Dr Jankowska, Aleksandra: Directed listening at the advanced level of foreign language learning.
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
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 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).
spoken language in ELT in Poland. Warsaw (2006). (Hanna Komorowska). [also 25]
(Maria Dakowska). [also 32]
126
Dr Marzec-Stawiarska, Małgorzata: The influence of summarising on developing selected language
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
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.
127
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.
128
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 sevenand 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.
129
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]
130
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
skills: advanced reading. Katowice (1984). 62 pp. [also 29]
Cyrankowska, Maria: Language skills in the light of the cognitive approach. Lublin (1984). 37 pp.
Fiałkowska, Małgorzata: Techniques of teaching writing in English as a foreign language at the
advanced level. Poznań (1984). 75 pp.
Haduła, Grażyna: Transfer of skills in second language learning. Katowice (1984). 42 pp.
Hołubowicz, Ewa: Techniques of teaching reading skills in English as a foreign language at the
advanced levels: A classification and evaluation. Poznań (1984). 69 pp.
Keyha, Andrzej: Guided composition as a tool to develop writing skills in high schools. Katowice
(1984). 70 pp.
Kołątaj, Małgorzata: Some aspects of teaching composition to the learners of English as a foreign
language. Katowice (1984). 82 pp.
Kostarz, Anna: The role of conversational techniques in developing the speaking skill. Lublin (1984).
72 pp. [also 24]
Kozioł, Grażyna: Teaching the skill of speaking to primary school children. Katowice (1984). 80 pp.
(M. Wysocka).
Lesisz, Maria: Initial training of reading in English as a foreign language. Lublin (1984). 76 pp.
Malczewska, Beata: Evaluation of listening comprehension skill of high school learners. Katowice
(1984). 62 pp.
Owsianik, Maria: Evaluation of the skill of writing represented by Polish high school learners.
Pawlik, Karina: The influence of creative exercises on the speaking skill in foreign language
beginners. Katowice (1984).
Skotnicka, Marzena: Evaluation of the skill of writing as represented by Polish high school learners.
131
Włochowicz, Małgorzata: Teaching discourse through reading. Kraków (1984). 82 pp.
Chyczewska, Mariola: Linguistic analysis of simplified readers. Gdańsk (1985). 59 pp. [also 30]
Czajka, Danuta: Developing listening skill. Katowice (1985). 83 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 32]
Gądek, Beata: The role of reading in language learning. Warsaw (1985). 110 pp.
Gralik, Irena: Communication strategies on the elementary and advanced level: An analysis of the
Polish secondary school students’ speech. Bydgoszcz (1985). 49 pp.
Juszczak, Jan: Developing particular language skills in the university students: Questionnaire analysis.
Katowice (1985). 73 pp. + append. (M. Wysocka).
Porembska, Bożena: Techniques of teaching writing to high school learners. Katowice (1985). 59 pp.
(M. Wysocka).
Solak, Anna: Developing listening comprehension skill in Polish high school: A textbook analysis.
Szelest, Jerzy: Teaching speed reading to ESL/EFL students at the advanced level. Poznań (1985). 142
pp.
Tepper-Szoszkiewicz, Romana: Techniques of teaching the speaking skill in English as a foreign
language at the intermediate and advanced levels: Classification and evaluation. Poznań
(1985). 49 pp.
Zalewski, Paweł: Communicative component in foreign language teaching. Kraków (1985). 142 pp.
Cygańczuk, Barbara: How to increase reading ability: A few suggestions on the teaching of reading
and the teaching of English literature for an intense secondary school course in English as a
foreign language. Kraków (1986). 69 pp.
Figurska, Dorota: Ordering of constituencies in compositions by Polish secondary school students of
English: Deviations from the norm. Opole (1986). 56 pp.
Kazubek, Grażyna: The communicative approach to the teaching of conversation skills. Warsaw
(1986). 112 pp.
Kujbid, Agnieszka: The development of reading skill: Skimming and scanning. Katowice (1986). 97
pp.
Matulka, Dariusz: The effect of transfer of training in listening comprehension on adult ability to
communicate. Łódź (1986). 58 pp.
Skóbel, Małgorzata: Towards communicative teaching of reading in secondary school English courses
in Poland. Kraków (1986). 90 pp.
Wykurz-Załęcka, Dorota: Techniques of teaching the writing skill on the intermediate level. Katowice
(1986).
132
Załęcka, Dorota: The techniques of teaching writing at the intermediate level. Katowice (1986). 92 pp.
Cedro, Renata: Teaching reading skills in Polish secondary schools. Warsaw (1987). 95 pp.
Ciuk, Zdzisław: Teaching communicative skills in Polish high school conditions. Katowice (1987). 59
pp.
Dzięgielewska-Kozak, Małgorzata: Techniques for teaching listening comprehension. Warsaw (1987).
107 pp.
Gawryś, Grażyna: On the development of ESP reading comprehension in university FLT classes.
Warsaw2 (1987). 50 pp.
Kolawska, Jolanta: Teaching oral English: Exploring [James J.] Asher’s comprehension approach.
Łódź (1987). 56 pp.
Małysa, Irena: A functional writing syllabus for fourth-year students of English philology. Kraków
(1987). 73 pp.
Stawicka, Monika: Teachers’ priorities in correcting learners’ oral errors in secondary school English
classes. Kraków (1987). 75 pp. [also 24]
Śmiały, Anna: The teaching of speaking to adult beginners within the framework of the notionalfunctional syllabus. Kraków (1987). 75 pp.
Barylska, Malgorzata: Applications of delayed oral practice in beginning foreign language instruction.
Łódź (1988). 59 pp. [also 28]
Pietrzak, Elżbieta: Techniques of text preparation in the teaching of reading in English. Łódź (1988).
73 pp. + append.
Rudnicka, Barbara: Telling a story as a teaching technique. Kraków (1988). 85 pp. [also 28]
Bożek, Joanna: Different procedures developing the integrated skill of speaking applied to more
capable learners at the advanced level. Katowice (1989). 69 pp. + questionnaire.
Głowacka, Agnieszka: Communication strategies in the learner’s language. Katowice (1989). 79 pp.
Gwóźdź, Bożena: The quality of the written texts produced by more capable learners. Katowice
(1989). 75 pp.
Nahurska, Agnieszka: The knowledge of differences between spoken and written language represented
by third year university students of English. Katowice (1989). 41 pp.
Piotrowska, Iwona: Pre-communicative and communicative activities at early stages of foreign
language acquisition: learners’ difficulties and teachers’ dilemma. Katowice (1989). 61 pp. +
append.
Leśniewski, Wojciech: Teaching writing in EFL: Techniques and types of feedback―a three-case
study. Kraków (1990). 84 pp.
Łubieńska, Katarzyna: The method of aims and strategies and the teaching of writing at the advanced
level. Wrocław (1990). 83 pp. [also 30]
133
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 29]
Burbelska, Agnieszka: Analysis of problems with writing encountered by chemists. Warsaw (1991).
98 pp.
Irzykowicz, Agnieszka: Improving listening comprehension efficiency in teaching EFL. Wrocław
(1991). 58 pp.
Kolendo, Ewa: Learning through writing. Gdańsk (1991). 61 pp.
Makowska, Katarzyna: The most effective techniques for teaching advanced conversation groups.
Marchwicka, Joanna: The differences between spoken and written language shown by less capable
university students of English. Katowice (1991). 41 pp.
Miczek, Beata: A reading comprehension course for university students: Syllabus design. Kraków
(1991). 98 pp.
Niemczynowicz, Dorota: Learning through reading. Warsaw2 (1991). 60 pp.
Osińska, Renata: Improving reading efficiency at the advanced level. Wrocław (1991). 80 pp.
Perłowska, Renata: Presentation of the reading and listening comprehension skills as active skills, and
suggestions for teaching them as such at courses of English as a foreign language. Warsaw
(1991). 70 pp.
Szablewski, Jacek: Upper-intermediate writing exercises. Gdańsk (1991). 53 pp.
Zawadska, Małgorzata: Varying techniques of teaching English to adult learners: Communicative
techniques. Łódź (1991). 62 pp.
Dąbrowska, Anna: Listening: A significant approach to learning a foreign language. Warsaw2 (1992).
50 pp.
Idzkowska, Jolanta: Reading the press in teaching advanced English. Gdańsk (1992). 56 pp.
Jarząb, Ewa: Integrating listening with other skills. Kraków (1992). 128 pp.
Karasewicz, Alina: English through listening. Gdańsk (1992). 103 pp.
Łuczyńska, Beata: Learning to think for speaking: Evidence from Polish. Łódź (1992). 57 pp.
Słowińska, Dorota: Teaching and learning the speaking skill. Poznań (1992). 73 pp.
Sosnowska, Joanna: Teaching English vocabulary to children. Poznań (1992). 87 pp. [also 27]
Szczerbiak, Anna: Teaching writing skills: Some techniques. Poznań (1992). 82 pp.
Szustakowska, Anna: Testing listening comprehension. Poznań (1992). 74 pp. [also 25]
Świerczek, Joanna: Meeting individual needs in the EFL classroom: Focus on skill preferences.
134
Jaworska, Barbara: Developing listening skills in foreign language students: An analysis of the process
methodology and teaching materials. Wrocław (1993). 143 pp.
Kijewski, Dariusz: The level of the listening comprehension skill achieved by high school students.
Korona, Joanna: Teaching reading skills. Poznań (1993). 69 pp.
Muszyńska, Katarzyna: Effective teaching of listening comprehension: Selecting and exploiting
published materials. Poznań (1993). 77 pp.
Ojrzanowska, Agnieszka: Teaching vocabulary on the advanced level: Collocational teaching vs.
paradigmatic teaching. Gdańsk (1993). 71 pp.
Skorupa, Anna: Developing a reading project: A teacher journal. Poznań (1993). 84 pp.
Terebieniec, Marta: Developing communicative skills through the use of a coursebook at beginner and
elementary levels. Wrocław (1993). 47 pp. [also 32]
Babik, Dorota: EFL subject matter reading: Assessing EFL reading comprehension. Kraków (1994).
65 pp.
Bachora, Katarzyna: Developing speaking skills at intermediate level. Poznań (1994). 87 pp.
Drajerczak, Wojciech: Pre-reading tasks in teaching foreign language reading skills. Poznań (1994).
66 pp.
Dylewska, Izabela: Teaching listening to beginners with the use of authentic material. Gdańsk (1994).
42 pp.
Galbarczyk, Monika: Developing listening comprehension: Implications for the teaching of English to
adults. Warsaw (1994). 77 pp. + questionnaire.
Gizińska, Ewa: Teaching listening comprehension at primary school level. Poznań (1994). 70 pp.
Górska, Ewa: Accuracy, fluency, motivation in the development of writing skills: Implications for
interpersonal relations in the FL classroom. Warsaw (1994). 80 pp. + questionnaire.
Krawczak, Małgorzata: Vocabulary teaching and English for specific purposes. Poznań (1994). 83 pp.
Michalik, Katarzyna: The use of dialogue in English language teaching. Katowice (1994). 78 pp.
Olchowik, Monika: Individualization of task in listening comprehension. Gdańsk (1994).
Walaszczyk, Ewa: The process of correction of EFL writing tasks. Kraków (1994). 100 pp.
Wałęsa, Małgorzata: The use of direct learning strategies in the four language skills. Wrocław (1994).
59 pp. [also 30]
Wołoszczyk, Tomasz: Evidence of transfer in advanced learners’ written production. Łódź (1994). 47
pp.
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 27]
135
Downarowicz, Anna: The risk-taking variable in oral fluency. Wrocław (1995). 77 pp.
Graczyk, Katarzyna: Testing speaking skills. Poznań (1995). 63 pp. [also 25]
Hałasa, Joanna: Time distribution in affective and efficient English language teaching using the
communicative approach. Wrocław (1995). 72 pp.
Jaśniewski, Arkadiusz: Teaching writing to children. Poznań (1995). 58 pp.
Kębłowska, Magdalena: The use of communicative activities in Polish secondary schools. Poznań
(1995). 60 pp.
Kędzior-Rusiecka, Monika: The role of evaluation in the foreign language classroom: Impliciations
for the development of communicative skills. Warsaw (1995). 84 pp.
Krzemińska, Anna: Developing communicative skills in different age groups. Wrocław (1995). 59 pp.
Łochińska, Anna: The effective teaching of listening comprehension in English as a foreign language
at the primary school and intermediate level. Poznań (1995). 60 pp.
Marcinkowska, Irena: Developing writing skills: Implications for the teaching of English to teenagers
and adults: Focus on materials design. Warsaw (1995). 84 pp. + append.
Małaczyński, Adam: The role of listening comprehension in teaching medical English. Poznań (1995).
52 pp. [also 29]
Markowski, Adam: Assessing oral proficiency at the intermediate level. Wrocław (1995). 87 pp.
Niemczewska, Agnieszka: Evaluating speaking abilities among secondary school graduates. Kraków
(1995). 101 pp. + 26 pp. append.
Niziołek, Agata: Developing the speaking skill at the intermediate level of secondary school. Poznań
(1995). 54 pp.
Nowak, Monika: Integrating skills for fluency development in post-reading activities. Poznań (1995).
78 pp.
Pawlak, Mirosław: Interaction in the classroom and the teaching of speaking skills. Poznań (1995). 90
pp. [also 24]
Nykiel, Bogna: Error analysis: Optimisation of a training program for interpreters. Poznań (1995). 65
pp. [also 20]
Pietrzak, Katarzyna: Teaching the skill of listening comprehension to beginner adolescent students.
Poznań (1995). 83 pp.
Płończak, Wiesława: Short stories for teaching writing at the intermediate level. Poznań (1995). 113
pp. [also 30]
Pochylska, Anna: Using poetry in the classroom to develop oral fluency. Poznań (1995). 62 pp. [also
30]
Przybylski, Grzegorz: The role of formal instruction in the acquisition of the writing skills. Wrocław
(1995). 99 pp.
136
Stasiaczek, Jolanta: Listening comprehension classes from teacher’s and learner’s perspective.
Stolecki, Przemysław: Using oral communicative activities in large classes. Poznań (1995). 56 pp.
Stolińska, Agnieszka: Communicative techniques in teaching English as a foreign language in Poland.
Łódź (1995). 40 pp.
Śliwa, Elżbieta: The role of language games in developing oral communication. Poznań (1995). 49 pp.
[also 28]
Wojtulewicz, Emilia: Teaching reading skills to secondary school students. Poznań (1995). 92 pp.
Andruszczak, Marta: Authenticity in listening in the foreign language classroom. Lublin (1996). 71 pp.
[also 30]
Antoniewicz, Małgorzata: Pre-reading activities as a way of facilitating and encouraging reading in the
Bączkowska, Monika: The use of graded readers in EFL classrooms. Poznań (1996). 72 pp.
Bruzda, Wioletta: Types of assessment of spoken language: Focus on primary schools. Poznań (1996).
75 pp. [also 25]
Drobko, Piotr: Presentation as a technique that develops speaking abilities. Poznań (1996). 53 pp.
Górczyńska, Anna: Teaching and practicing reading skills: High-intermediate and advanced students.
Łódź (1996). 74 pp.
Jędrzejak, Paulina: The evaluation of listening activities in selected ELT coursebooks. Poznań (1996).
52 pp. [also 32]
Kalisz, Anna: Promoting communicative use of English in an ELT classroom by using simulations and
role plays. Poznań (1996). 51 pp.
Knop, Aleksandra: Developing the skill of speaking among high school learners. Katowice (1996).
115 pp.
Kordala, Zofia: A case study in the development of communicative competence. Łódź (1996). 43 pp.
Kowalik, Katarzyna: Using authentic texts to develop reading skills. Poznań (1996). 87 pp. [also 30]
Kozłowska, Joanna: Input and foreign language learner production. Łódź (1996). 66 pp.
Krawiec, Joanna: Effective listening comprehension instruction in the light of communicative
language teaching. Lublin (1996). 78 pp.
Lewandowska-Romanowska, Ilona: Listening comprehension: Problem areas and implications for the
Miłosz, Joanna: Application of communicative techniques in teaching English to primary school
children. Łódź (1996). 78 pp.
Olejnik, Donata: Getting the information on students’ learning process: Research on listening and
receptive strategies used by Polish learners of ESL. Poznań (1996). 76 pp.
137
Perz, Ludmiła: Developing children’s competence in English through comprehension techniques. Łódź
(1996). 66 pp.
Pogorzały, Dorota: Using letters to teach writing at intermediate level. Poznań (1996). 81 pp.
Portka, Izabella: Computer-assisted reading. Lublin (1996). 72 pp. [also 30]
Poteralska-Maxwell, Joanna: The use of communicative activities in Polish secondary schools. Poznań
(1996). 73 pp. [also 28]
Rachfał-Szawarniak, Edyta: Sources of difficulty in listening comprehension of ESOL: On the
example of Polish secondary school children. Kraków (1996). 86 pp. [English for speakers of
other languages]
Reut, Beata: Effective techniques for teaching the conversational skill. Poznań (1996). 74 pp.
Sosnowska, Mariola: Oral communication in a FL classroom: Problems and solutions. Łódź (1996). 64
pp.
Stasiak, Sylwia: Developing reading materials for teaching reading skills to secondary school students:
How to increase their motivation to read English. Poznań (1996). 65 pp.
Stosor, Beata: The conscious and unconscious communication strategies use in FL communication.
Szramowska-Oczko, Sylwia: Graded readers as a tool promoting development of oral fluency. Lublin
(1996). 106 pp. + cass. video.
Warmińska-Biszczad, Małgorzata: Implementing reading strategies in a foreign language classroom.
Lublin (1996). 63 pp. [also 30]
Wojciechowska-Łoboda, Sylwia: Intensive vs. extensive reading practice: Effect of the development
of reading comprehension skills. Łódź (1996). 91 pp.
Wyrzykowska, Małgorzata: Reading tasks in communicative language teaching. Lublin (1996). 86 pp.
Zieliński, Grzegorz: Teaching writing in the primary school. Poznań (1996). 49 pp.
Zielnica, Bogodar: Listening and reading modes in foreign language vocabulary learning. Wrocław
(1996). 73 pp.
Żłobińska, Joanna: Cognitive and metacognitive language learning strategies and their application to
listening comprehension tasks. Katowice (1996). 98 pp. [also 30]
Aksamitek, Błażej. The level of English of secondary school graduates reflected in their written work.
Barnaś, Małgorzata: Developing vocabulary through reading: Implications for the teaching of English
to secondary school students. Warsaw (1997). 60 pp. [also 22]
Barabowska, Beata: Developing accuracy and fluency: Implications for the teaching of speaking to
secondary school students. Warsaw (1997). 48 pp. & ils.
Jurzyk, Barbara: The role of supplementary reading: Implications for the teaching of English to
secondary school students. Warsaw (1997). 117 pp.
138
Kapitan, Aleksandra: Children’s reading: Vocabulary in action―acquiring a second language
vocabulary through the text. Poznań (1997). 68 pp & ils.
Kugler, Mikołaj: Teaching English through public speaking. Gdańsk (1997). 116 pp.
Kuncewicz, Tomasz: A comparison of the perception of written errors by native and nonnative
English teachers. Poznań (1997). 77 pp. [also 20/21]
Kuźnik, Aleksandra: Writing poetry in a second language classroom. Gdańsk (1997). 106 pp.
Lipka, Marcin: The influence of chosen humanistic tasks on learners’ fluency in speaking. Wrocław
(1997). 71 pp.
Michno-Rusnak, Małgorzata: Developing oral skills at intermediate level: The use of newspapers and
magazines. Katowice (1997). 121 pp.
Pakulska, Anna: Developing communicative competence by using social interaction activities such as
role-plays, simulations and discussions. Poznań (1997). 73 pp.
Peciak, Magdalena: Developing listening skills: Implication[s] for the teaching of English to
intermediate secondary school students. Warsaw (1997). 68 pp.
Pośnik, Ada: Bridging listening and speaking: Implication for the teaching of English to secondary
school students. Warsaw (1997). 86 pp.
Stachoń, Izabela: The importance of context and background knowledge in facilitating listening
comprehension on intermediate level. Poznań (1997). 68 pp.
Szczerbaniak, Joanna: How a story is told: Communication strategies in bilinguals. Łódź (1997). 80
pp. [also 30]
Tomaszewska, Aneta: Selected techniques of teaching reading used in teaching intrinsically and
extrinsically motivated learners: A case study. Warsaw2 (1997). 70 pp.
Zaskórska, Agnieszka: The nature of reading and practical principles for teaching it. Poznań (1997).
63 pp.
Zyzańska, Renata: The application of process writing in teaching writing skills to EFL intermediate
students. Katowice (1997). 90 pp.
Adamik, Tamara: Reading strategies applied to instructive types of texts. Opole (1998). 67 pp.
Brudys, Ewa: Listening comprehension in teaching English to primary school learners. Katowice
(1998). 62 pp. + append. (Promotor/thesis advisor: E. Krawczyk-Neifar).
Duda, Monika: Teaching listening comprehension. Łódź (1998). 65 pp.
Dytkowska, Katarzyna: Receptive vs. productive skills in the teaching of English in vocational
schools. Warsaw (1998). 51 pp. + append.
Giżewska, Małgorzata: The role of reading objectives in effective reading. Opole (1998). 53 pp. +
append.
Gruszka, Artur: Activities developing language skills for children aged 6 to 11. Katowice (1998). 86
pp. + append. (E. Krawczyk-Neifar). [also 27]
139
Hołówko, Ilona: Learning difficulties in reading and writing: Specific needs of dyslectic children in
language acquisition. Poznań (1998). [also 8/31]
Huszno, Agnieszka: Developing reading skills-rationale for making input more comprehensible. Łódź
(1998). 75 pp. + append.
Jakubowska-Mijal, Małgorzata: Reading in a foreign language: A case study of a good reader. Opole
(1998). 51 pp. + append.
Kopczyńska, Ewa: The transfer of reading strategies from L1 to L2. Poznań (1998). [also 30]
Kosakowska, Anna: Creative aspects in the writing process at an intermediate level. Katowice (1998).
46 pp. + append.
Kucharska, Agnieszka: Teaching reading comprehension to learners at the age of puberty. Katowice
(1998). 75 pp. + append.
Kuczyńska, Grażyna: Reading strategies applied by foreign language readers to texts from newspapers
and magazines. Opole (1998). 58 pp. + append. [also 30]
Lipka, Maciej: Listening skill at the elementary level: An exploration into the nature of listening
comprehension problems. Warsaw2 (1998). 84 pp.
Machi-Rudzińska, Joanna: Influence of content schemata on reading comprehension in a foreign
language. Opole (1998). 52 pp. + append.
Marciniak, Mikołaj: The perception of reading strategies used by second language learners with
relationship to their second language proficiency. Warsaw2 (1998). 78 pp.
Nowicka, Elżbieta: The use of readers as obligatory extensive reading assignments in General English
(GE) and English for Specific Purposes (ESP) courses. Kraków (1998).
Orzelska-Deren, Joanna: Discourse strategies in language skills. Poznań (1998). 43 pp. [also 7]
Pietrzykowska, Alina: A comparative study of pre-intermediate readers of English at different ages.
Opole (1998). 77 pp. + append.
Pospieszyńska, Magdalena: Listening stages as the key to success in developing listening
comprehension. Poznań (1998). 107 pp.
Skowron, Beata: Teaching listening to a student with a learning disability: A case study. Poznań
(1998).
Sojka, Monika: Active reading in foreign language teaching. Katowice (1998). 76 pp.
Sroka, Sonia: Pre-reading tasks as schemata activators. Opole (1998). 61 pp. + append.
Stawiarska, Ewa: The effect of extensive and limited first language reading on the reading
performance in English as a foreign language. Opole (1998). 52 pp. + append.
Szyja, Aleksandra: Functions of reading tasks for intermediate students of English as a foreign
language. Opole (1998). 58 pp. + append.
Tarapacz, Beata: The use of reading strategies by efficient foreign language readers. Opole (1998). 48
140
Turski, Bugumił: Language learners’ communicative strategies at elementary and pre-intermediate
levels. Łódź (1998). 66 pp. + append. [also 30]
Ufnalewska, Edyta: Stress and anxiety in foreign language learning: Implications for the teaching of
speaking skills to adults. Warsaw (1998). 97 pp. + append. [also 24]
Wilmańska, Sylwia: NLP as personal empowerment in interactive teaching of listening skills. Łódź
(1998). 63 pp. + append. [Neuro-linguistic programming]
Włodarczyk, Agnieszka: Influence of formal organisation and linguistic difficulty of the text on
effectiveness of reading. Opole (1998). 49 pp. + append.
Zieja, Kinga: Developing writing skills: Implications for the teaching of English in secondary schools.
Warsaw (1998). 65 pp + append.
Baranowski, Jacek: Teaching writing through process. Łódź (1999). 66 pp.
Bieliński, Bartosz: The importance of developing various reading comprehensions skills in the process
of teaching and learning a foreign language. Katowice (1999). (U. Frysztacka-Szkróbka).
Bojanowicz, Bernadeta: Developing speaking skills of the disabled: A case study of a blind learner.
Brzozowska, Magdalena: Strategy training in the area of speaking English as a foreign language.
Warsaw2 (1999). 71 pp. + append. [also 30]
Ciesiński, Wojciech: Verifying proportions of language skills in EFL courses: An experiment. Poznań
(1999).
Duźniak, Barbara: Developing reading skills among lower intermediate learners through graded
readers. Katowice (1999).
Grymuza, Dorota: Openings in conversations. Warsaw2 (1999). 82 pp.
Gumółka, Grzegorz: Developing listening comprehension skills. Katowice (1999).
Hilczer, Adam: New approaches in teaching writing to intermediate and upper-intermediate students.
Łódź (1999). 66 pp.
Jersak, Małgorzata: Teaching vocabulary through reading. Łódź (1999). 74 pp. [also 22]
Jędrzejewska, Renata: Contrastive analysis of paragraphing in English and Polish academic discourse.
Warsaw2 (1999). [also 19a]
Kasperek, Katarzyna: Developing speaking skills through information gap activities. Poznań (1999).
Konop, Irena: Development of listening comprehension skills using taped radio and TV broadcasts.
Kraków (1999).
Michalak, Justyna: Teaching English for oral communication. Łódź (1999). 60 pp.
Muskała, Tomasz: The role of learner self-correction in communicative performance. Łódź (1999). 63
pp.
141
Niemiec, Agnieszka: Information-gap activities as one of the important factors improving the skill of
communication. Katowice (1999).
Oręziak, Elżbieta: Evaluating communicative tasks in the language classroom. Warsaw (1999). 46 pp.
+ append.
Rakowska, Marta: Writing as a motivating factor for intermediate students. Łódź (1999). 54 pp.
Rola, Monika: The role of visual perception in learning: Developing speaking skills. Katowice (1999).
[also 8]
Rychlik, Małgorzata: Activities uniting the four language skills in the intensive reading lesson. Łódź
(1999). 85 pp. + append.
Smereka, Przymysław: The influence of writing activities on students’ oral proficiency. Wrocław
1999). 128 pp.
Świętek, Barbara: Developing oral skills in secondary language education. Warsaw (1999). 54 pp +
append.
Tomasik, Agata: Information processing time and listening comprehension proficiency in advanced
learners of English. Wrocław (1999). 82 pp.
Ziemba, Agnieszka: A teacher’s creativity in designing communicative activities for Polish intermediate learners: The quantitative and qualitative aspect. Katowice (1999). (M. Wysocka).
[also 21]
Zawal, Katarzyna: Using group work as a means of developing oral expression with third grade
students in a Polish secondary school. Poznań (1999).
Zygmunt, Agnieszka: Enhancing student participation in oral fluency activities: The case of
discussion. Warsaw2 (1999). 86 pp.
Chorzępa, Agnieszka: Learners’ perception of text attractiveness. Opole (2000). (L. Piasecka).
Dubiel, Katarzyna: Investigation into developing the skill of sustained speech in secondary school
students with reading texts as a “springboard.” Kraków (2000). (M. Korosadowicz).
Fiała, Anna: Development of receptive vs. productive skills in EFL classroom: Polish high schools.
Gajda, Justyna: Communication strategies in written texts produced by Polish intermediate learners of
English. Katowice (2000).
Gałkowska, Anastazja: Stimulating speaking in adolescents. The teachers’ role in adjusting speaking
tasks to the learners’ needs. Warsaw2 (2000). (M. Dakowska).
Gasz, Anna: Primary school learners’ background knowledge and linguistic knowledge in foreign text
comprehension. Opole (2000). (L. Piasecka).
Gładkowska, Dorota: Evaluation and self-evaluation in the process of learning and reading. Warsaw
(2000). 63 pp. + append.
Opole (2000). [also 22/30]
142
Grodzka, Edyta: Developing speaking skills: The communicative approach and communicative
activities in the secondary context. Warsaw (2000). 61 pp. + append. (H. Komorowska).
Grzymała-Sojecka, Izabela: Evaluation of written texts produced by advanced learners. Katowice
(2000). (M. Wysocka).
Hadała, Anna: Developing reading and listening skills. Katowice (2000). (J. Arabski).
Hryniuk, Katarzyna: A study of lexical errors in speaking. Warsaw2 (2000). (M. Dakowska). [also 22]
Jagiełowicz, Krzysztof: Net-based collaboration in the language classroom: Facilitating the acquisition
of spoken and written communicative language proficiency. Poznań (2000). [also 24]
Jagodzińska, Adriana: Word formation patterns in developing reading comprehension skills. Wrocław
(2000). 92 pp. (L. Zabor).
Jureczka, Barbara: Ways of facilitating listening comprehension in English: The case of primary
school beginners. Katowice (2000). (D. Gabryś).
Kalus, Katarzyna: Developing language skills by using songs and music during foreign language
lesson. Katowice (2000). [also 30]
Kodzis, Anna: Oral skills in the teaching of English: Eliciting speech in the classroom context.
Warsaw (2000). 54 pp. + append. (H. Komorowska).
Kwiatkowski, Cezary: Viewing authentic video materials as pre-reading activity. Opole (2000).
(L. Piasecka). [also 30]
Lipowska, Monika: The effects of training on inferencing skills in reading and their transferability.
Maicher, Marzena: Overcoming difficulties in reading comprehension: A study of pre-intermediate
learners. Opole (2000). (L. Piasecka).
Mazur, Iwona: Influence of L1 cultural background on reading comprehension of L2 culture-based
texts. Opole (2000). (L. Piasecka). [also 32]
Niewiadomska, Monika: Developing cultural awareness through foreign language reading. Opole
Olszówka, Iwona: Enhancing vocabulary acquisition through reading practice. Łódź (2000). 56 pp. +
append. (H. Majer). [also 22]
Paluszek, Agnieszka: Gender differences in the acquisition of listening comprehension skills. Wrocław
(2000). (L. Zabor).
Pawlak, Karolina: Project work as a tool in developing foreign language skills. Wrocław (2000).
Roszkowska, Halina: What makes a text interesting to a second language reader? Warsaw2 (2000). 76
pp. (M. Dakowska).
Senczyna, Jolanta: Influence in training in reading skills on the students’ performance in gap-filling
tasks. Opole (2000). (L. Piasecka).
143
Śrubka, Magdalena: Process-oriented activities to develop writing skills with secondary level students.
Poznań (2000).
Świątek, Artur: Speech production and perception in different age groups: Fricatives and affricatives.
Katowice (2000).
Tenentka, Joanna: Developing learners’ competence in a foreign language through the skill of
listening. Łódź (2000). 63 pp. + append. (B. Krakowian).
Tomaszek, Danuta: The role of authentic materials in teaching listening comprehension. Łódź (2000).
(A. Leńko-Szymańska). [also 30]
Wiśniewska, Joanna: Pre-reading activities and their influence on text comprehension. Opole (2000).
(L. Piasecka).
Zajączkowska, Bożena: Developing listening comprehension skills in a foreign language. Wrocław
(2000). 78 pp. (L. Zabor).
Zawadzki, Piotr: The influence of student's role in the group on foreign language oral achievement.
Babiarz, Wojciech: Teaching and learning writing in the secondary school context. Implications for
teaching English to teenagers. Warsaw (2001). (H. Komorowska).
Baranowska, Katarzyna: Cross-cultural differences in writing. Opole (2001). (Jan Zalewski). [also 32]
Bełczowska, Katarzyna: Developing reading in the context of other language skills. Kraków (2001).
(M. Jodłowiec).
Biel, Beata: Listening comprehension as a starting point for developing speaking, reading and writing
skills. Warsaw (2001). (H. Komorowska).
Borth, Grażyna: The process approach and the discovery of meaning in composition. Opole (2001).
(J. Zalewski).
Bozowska, Barbara: The role of audience in composition: Theory and pedagogy. Opole (2001).
(J. Zalewski).
Cuber, Grażyna: The influence of first language literacy skills on second language writing:
Implications for teaching. Opole (2001). (J. Zalewski).
Czaja, Renata: Developing listening skills in the secondary context. The role of songs in developing
language skills. Warsaw (2001). (H. Komorowska).
Czarnecka, Edyta: Teaching English as a foreign language. Video in developing receptive and
productive skills. Białystok (2001). 78 pp. + append. (H. Komorowska). [also 30]
of English using two types of dictionaries: Monolingual and bilingual. Poznań (2001).
(R. Lew). [also 22/32]
Gałecki, Piotr: Designing coursebook units for ELT reading instruction. Lublin (2001). 76 pp.
(H. Chodkiewicz). [also 32]
144
Graboś, Artur: Incorporating the aspects of genre into foreign language reading classroom. Lublin
(2001). 62 pp. (H. Chodkiewicz).
Grocholski, Tomasz: Response to student writing: An overview of research on peer and teacher
feedback. Opole (2001). (J. Zalewski).
Jamrozowicz, Dariusz: Different perspectives on audience in written composition. Opole (2001).
(J. Zalewski).
Jawiarczyk, Kamila: The role of invention and pre-writing strategies in the process of composing.
Opole (2001). (J. Zalewski).
Jazel, Grażyna: Process and product in teaching writing. Toruń (2001). (J. Majer).
Karczewska, Agnieszka: Establishing criteria for text selection in ELT reading instruction. Lublin
Kierul, Honorata: The role of revision in the process of composing. Opole (2001). (J. Zalewski).
Klupsz, Monika: The influence of pre-reading phase on reading comprehension of EFL learners.
Kołodziejczyk-Wincewicz, Katarzyna: An interactive approach to building up language learners’
conversational skills. Toruń (2001). (J. Majer).
Kroma, Natalia: Using marginal glosses to develop students' circumlocution skills. Poznań (2001).
(R. Lew).
Kulbala, Izabela: Reading strategies and task instruction. Warsaw2 (2001). (M. Dakowska).
Krywoniuk, Jarosław: Teaching listening strategies to intermediate secondary school students.
Lebioda, Inga: Teaching English as a foreign language in lower secondary contexts. Active methods in
the development of oral skills. Białystok (2001). 79 pp. + append. (H. Komorowska).
Lika, Marzanna: An act of discovery as the main feature of the composing process. Opole (2001).
(J. Zalewski).
Majnusz, Hanna: Teaching academic writing: Process, product and genre-based approach. Opole
(2001). (J. Zalewski).
Mejnarowicz, Zofia: Introducing aspects of critical reading into an EFL reading component. Lublin
(2001). 70 pp. (H. Chodkiewicz). [also 28]
Mędryk, Adam: Reading strategies in language learning―implications for teaching English as
a foreign language. Warsaw (2001). (J. Zybert). [also 30]
Michnikowska, Katarzyna: Developing students' autonomy in writing by project work. Wrocław
145
Mrozowska, Katarzyna: The influence of language learning strategy instruction on listening
comprehension. Wrocław (2001). (A. Michońska-Stadnik). [also 30]
Oksiuta, Zuzanna: Criteria for the evaluation of written work in a secondary school. Wrocław (2001).
(L. Zabor).
Oliwa, Magdalena: The influence of foreign language input on child's oral production: Case study.
Olszewska, Anna: Cohesion and text organization in teaching EFL reading: From theory to practice.
Lublin (2001). 69 pp. (H. Chodkiewicz).
Orłowska Tetla, Anna: The influence of pre-listening phase on students' listening comprehension.
Osuch, Agata: The use of graded readers in an extensive reading programme. Lublin (2001). 60 pp.
(H. Chodkiewicz).
Piernikarczyk-Borowik, Barbara: Feedback on ESL compositions: Factors affecting different
responding techniques. Opole (2001). (J. Zalewski).
Podeszwa, Magdalena: Native and nonnative speaking teachers’ perception of errors in writing and
speaking in L2 English. Wrocław (2001). (L. Zabor). [also 22]
Serafin, Lidia: The influence of grammar instruction on text comprehension in classroom reading
activity. Wrocław (2001). (A. Michońska-Stadnik). [also 22]
Sierocka, Halina: Evaluating pre-communicative and communicative activities in the development of
oral skills. Białystok (2001). 61 pp. + append. (H. Komorowska).
Sławińska, Marta: Training in reading strategies: An evaluation of selected EFL materials. Lublin
Szewczyk, Anna: Teaching vocabulary and coursebooks. Poznań (2001). (K. Droździał-Szelest). [also
24/32]
Szwarc, Wioletta: Teaching strategies and the reading process. A study. Warsaw2 (2001).
Tyszkowska, Beata: Teacher written response as an effective method of responding to L2 student
writing. Opole (2001). (J. Zalewski).
Walczak, Iwona: Developing reading skills through elements of British and American culture. Łódź
(2001). (H. Majer). [also 32]
Wawrzyniak, Marta: Fast reading techniques for advanced foreign language learners. Łódź (2001).
(B. Krakowian).
Wożniak, Teresa: Motivational factors in students learning speaking skills in English―adult
beginners. Warsaw2 (2001). (W. Woźniakowski). [also 26]
Wryk, Małgorzata: Using literary texts to develop creative writing. Poznań (2001). (A. Jankowska).
146
Antkowiak, Ewa: Developing speaking skills in mixed-ability classes―action research. Poznań
Baczewska, Marzena: Teachers’ attitudes towards developing writing skills in English in Polish
secondary schools. Katowice (2002). (M. Wysocka).
Ballada, Katarzyna: Developing assertiveness through assertive speaking activities. Katowice (2002).
Błaszczak, Aleksandra: How to motivate learners to listen and to talk in a foreign language. Katowice
(2002). (M. Wysocka).
Bronś, Agnieszka: The lexical approach and the teaching of writing. Łódź (2002). (B. Krakowian).
Dęga, Anna: Developing reading skills in upper-intermediate students. Implications for teaching
literature in secondary schools. Warsaw (2002). (H. Komorowska).
Dobosz, Grzegorz: Factors influencing listening comprehension in a foreign language. Wrocław
(2002). (L. Zabor).
Fabisiak, Ewa: Testing foreign language speaking skill―the holistic vs. analytic approach. Wrocław
(2002). (L. Zabor). [also 25]
Hammer, Edyta: Teaching the productive skills through songs and music. Implications for the teaching
of English in the secondary context. Warsaw (2002). (H. Komorowska). [also 30]
Konopelska, Alicja: Authentic reading materials in the English foreign language classroom. Warsaw2
Kozłowski, Wojciech: Teaching reading according to skill-based syllabus to high school students at
intermediate level. Poznań (2002). (T. Siek-Piskozub).
Krakowiak, Ireneusz: Expanding vocabulary through reading in a foreign language. Wrocław (2002).
Kruk, Beata: Testing spoken English in secondary schools. Kraków (2002). (A. Niżegorodcew). [also
25]
Kuczyńska, Ewa: Evaluation of speaking skills in foreign language teaching. Implications for studentteacher interaction in the secondary context. Warsaw (2002). (H. Komorowska).
Michalak, Magdalena: Psycholinguistic aspects of reading: Reaching disorders. Poznań (2002).
(S. Puppel). [also 8/31]
Mozolewska, Marta: Correction techniques and the improvement of teenage learners' writing skills.
Nosal, Aneta: Second language reading as an interactive process. Poznań (2002). (T. Siek-Piskozub).
Orzechowska, Kasjana: Developing reading skills in the secondary context. Implications for selecting
and evaluating coursebooks. Warsaw (2002). (H. Komorowska). [also 32]
Rodkiewicz, Blanka: The significance of classroom interaction for developing speaking skills in
English as a foreign language. Lublin (2002). 70 pp. (H. Chodkiewicz).
147
Romecka, Sylwia: The process approach towards writing in Polish secondary school. Poznań (2002).
(T. Siek-Piskozub).
Samodulska, Barbara: Learner autonomy and the teaching of reading. Łódź (2002). (B. Krakowian).
[also 30]
Skowrońska, Joanna: The listening process in a mixed ability class. Łódź (2002). (H. Majer).
Sofocleous, Ida: The role of the reading rate in the second language reading comprehension. Wrocław
(2002). (L. Zabor).
Stanisławski, Piotr: The use of reading comprehension tasks to stimulate language growth. Warsaw
Stęplewska-Grzelak, Magdalena: Improving foreign language reading skills in adult learners of
English. Łódź (2002). (H. Majer).
Szczepańska, Anna: The influence of listening practice on the acquisition of foreign language
pronunciation. Wrocław (2002). (L. Zabor). [also 22]
Szymańska, Dagmara: Improving listening skills of military students preparing for Stanag
2 examination. Warsaw (2002). (H. Komorowska).
Tomtała, Sławomir: Acquiring vocabulary through reading (a study of lexical inferencing tasks
performed by pre-intermediate students of English as a foreign language). Warsaw2 (2002).
Wałkuska, Aneta: Developing receptive skills through authentic materials. Warsaw (2002).
Wastag, Jadwiga: Optimal teaching techniques for reading comprehension skills for high school
learners. Katowice (2002).
Wąsowska, Agnieszka: Developing reading skills in primary context. Implications for the teaching of
English to eight-year olds. Warsaw (2002). (H. Komorowska). [also 27]
Wudarczyk, Monika: Teaching writing to Polish secondary school students at different proficiency
levels. Łódź (2002). (H. Majer).
Zamkowska, Iwona: Diagnosing reading comprehension ability. Warsaw2 (2002). (M. Dakowska).
Zmaczyńska, Natalia: The influence of visual aids upon the acquisition of English tenses. Opole
(2002). (E. Piechurska). [also 30]
Augustyn, Alina: Written response to student writing: Toward revision and improvement. Opole
Bielecka, Aneta: Effective techniques in teaching listening comprehension to seven-to-ten year olds
(songs, stories and games). Warsaw (2003). (J. Zybert). [also 27]
Błaszczyk, Anna: Teacher treatment of language learners' spoken errors. Łódź (2003). (H. Majer).
[also 21]
Budyła, Joanna: Teaching writing in view of the new matura exam―comparison of selected ELT
coursebooks for intermediate students. Poznań (2003). (A. Jankowska). [also 32]
148
Ciesielska, Magdalena: The influence of ambiguity tolerance on reading comprehension in a foreign
language. Wrocław (2003). (A. Michońska-Stadnik).
Dobies, Patrycja: The influence of student diversity on collaborative writing. Opole (2003).
(J. Zalewski).
Fudali, Marta: An investigation of EFL listening strategies. Warsaw2 (2003). (M. Dakowska). [also
30]
Grechowicz, Anna: The problem of appropriation in different approaches to writing. Opole (2003).
(J. Zalewski).
Jamróz, Olga: The influence of the type of feedback on the effectiveness of writing instruction. Opole
Janak, Magdalena: The effectiveness of different techniques of introducing foreign language
vocabulary from the written text. Wrocław (2003). (A. Michońska-Stadnik). [also 22]
Jankowska, Karolina: Two models of the writing process. Opole (2003). (J. Zalewski).
Jarek, Anna: Teacher and peer response in composition teaching. Opole (2003). (J. Zalewski).
Jurzysta, Urszula: Enhancing micro-listening skills in ELT classroom. Toruń (2003). (J. Majer).
Kamiński, Michał: Developing listening comprehension in English language teaching. Warsaw
(2003). (H. Komorowska).
Kałużna, Sylwia: The correlation between attributional style and success in reading. Wrocław (2003).
Klarecka, Monika: Developing speaking skills. Łódź (2003). (K. Ciepiela).
Knurek, Agnieszka: The Internet in teaching listening to secondary school students. Łódź (2003).
Krawczyk, Anna: The influence of pre-reading activities on learners’ development of reading skills.
Kuś, Sonia: Peer response as a form of collaborative writing. Opole (2003). (J. Zalewski).
Małolepsza, Paulina: The study of the relationship between L1 and L2 reading. Wrocław (2003).
Misztela, Magdalena: Different types of response and their effects on students' revision. Opole (2003).
(J. Zalewski).
Miś, Anna: The role of revision in the process of writing. Opole (2003). (J. Zalewski).
Mleczko, Robert: The influence of pre-listening activities on students’ results in auditory
comprehension tests. Kraków (2003). (M. Korosadowicz).
149
Ostrogórska, Anna: The growing importance of social factor in the development of academic writing
programmes. Opole (2003). (J. Zalewski).
Paśko-Szmigielska, Dorota: The role of invention techniques in teaching writing. Opole (2003).
(J. Zalewski).
Pawłowska, Magdalena: The influence learners’ personality (extraversion/introversion) on the
development of speaking skills as exemplified by teenagers. Katowice (2003). (E. KrawczykNeifar). [also 26]
Pawska, Dagmara: Enhancing writing abilities through drawing on the strengths of the process and
genre approaches. Toruń (2003). (J. Majer).
Pędzimąż, Agnieszka: Writing in English as a difficult for dyslexic students skill to overcome.
Katowice (2003). (E. Krawczyk-Neifar). [also 31]
Pietras, Paulina: Testing business English: Business English Certificate exams (BEC). Kraków (2003).
(W. Chłopicki). [also 25]
Pilch, Agnieszka: Cognitive models of the writing process. Opole (2003). (J. Zalewski).
Raatz, Kinga: The effects of learner strategy training in writing skills with EFL secondary learners.
Raczkowska, Marzena: Teaching listening comprehension to high school students of Englishclassroom observations. Poznań (2003). (T. Siek-Piskozub).
Rudnicka, Daria: Writing as problem solving. Opole (2003). (J. Zalewski).
Rutkowska, Joanna: Lowering speaking inhibitions in adult learners of English―a case study. Poznań
(2003). (T. Siek-Piskozub). [also 26]
Siwek, Maciej: Addressing strategies in secondary school student-teacher interaction. Warsaw (2003).
(E. Mioduszewska).
Sobczyk, Aneta: Specific writing difficulties of dyslexic students. The age factor. Warsaw (2003).
(H. Komorowska).
Suchorzyńska, Iwona: Computer-assisted language learning and the writing skill. Opole (2003).
Szewczykowska, Kamila: Listening and the conflict of aims in ELT. Gdańsk (2003). 130 pp.
(R. Wenzel).
Szlańszok, Iwona: Paradigm shift in composition studies and instruction. Opole (2003). (J. Zalewski).
Tokarz, Katarzyna: The role of L1 in foreign language classroom in the eyes of teachers and their
students. Kraków (2003). (A. Niżegorodcew).
Turowski, Artur: Teaching conversational skills in English as a foreign language: Lexical phrases in
situational dialogues. Białystok (2003). 89 pp. + append. (H. Komorowska).
Wędzonka, Marta: Teaching foreign language speaking skill to secondary school pupils. Katowice
150
Wlizło, Justyna: Reading retardation in foreign language learning. Białystok (2003). 72 pp.
Zwierzak, Dariusz: Testing the skill of speaking in foreign language teaching. Łódź (2003).
Żuchora, Edyta: The influence of oral information-gap activities on listening comprehension in the
classroom. Wrocław (2003). (A. Michońska-Stadnik). [also 28]
Żuraw, Katarzyna: Teaching reading to different age groups: Adults, teenagers and children. Katowice
Astapczyk, Ewa: Reflections on teaching writing as a second language skill to blind students. Poznań
(2004). (K. Droździał-Szelest).
Barton, Elżbieta: Indirect speech in English and Polish: A pedagogical perspective. Łódź (2004).
(H. Majer).
Brzozowska, Olga: Sex as a determining factor in English as a foreign language reading achievement.
Bystrzycki, Arkadiusz: Development of receptive skills in autonomous language learning. Łódź
Debich, Marta: A comparison of the oral proficiency interview and the simulated oral proficiency
interview. Wrocław (2004). (L. Zabor). [also 25]
Dowejko, Agnieszka: Learner training in FL reading. Katowice (2004). (D. Gabryś-Barker).
Dziewińska, Agata: Teaching how to recognize and communicate axiological charge encoded in L2
vocabulary. Opole (2004). (M. Post). [also 8]
Florek-Paszkowski, Sebastian: Developing reading skills of Polish secondary school learners:
Teachers’ views. Kraków (2004). (A. Niżegorodcew).
Gwóźdż, Joanna: Breaking inner barriers in speaking. Katowice (2004). (J. Latkowska).
Hamarnik, Anna: Descriptive study of methods and techniques for improving reading comprehension
and strategies in EFL classes. Students’ preferences towards reading current materials. A case
study of English language schools in Bournemouth. Warsaw2 (2004). (M. Sicińska).
Jabłkowska, Lena: The relationship between self-assessment of foreign language skills and reading
comprehension. Opole (2004). (E. Piechurska). [also 25]
Jantarska, Anna: The relationship between field dependence/field independence and reading
comprehension: A correlational study. Opole (2004). (E. Piechurska). [also 26]
Kalamat, Ewa: Increasing the efficiency of reading in English as a foreign language. Łódź (2004).
(B. Krakowian).
Kawiorska, Karolina: Classroom spoken discourse vs. casual conversation. Łódź (2004). (K. Ciepiela).
Kiersnowska, Anna: The influence of pair work and group work on the teaching of speaking to adult
learners. Warsaw (2004). (H. Komorowska).
151
Krzemińska, Małgorzata: Teaching EFL vocabulary through storytelling at the primary level. Lublin
Kupidura, Magdalena: Enhancing second language acquisition through suggestopedic techniques: The
reading skill. Łódź (2004). (H. Majer).
Kwiatek, Marta: Developing writing skills by means of simplified narrative texts in English as
a foreign language. Lublin (2004). 124 single-spaced pp. (H. Chodkiewicz).
Laurence, Joanna: How to develop students' speaking skills in order to prepare them for the new
matura internal exam. Poznań (2004). (M. Kębłowska).
Malarz, Adam: Developing active listening as a crucial aspect of improving negotiating skills. Kraków
(2004). (J. Świątek).
Nowacka-Przyjemska, Barbara: The influence of metacognitive instruction on reading comprehension
in a foreign language. Wrocław (2004). (L. Zabor).
Obłąkowska, Agata: The listening attention test from the Tomatis Method as a tool to monitor
interpretation performance. Warsaw2 (2004). (A. Kopczyński).
Przebinda, Anna: Discussion or role play? Helping secondary school learners develop their speaking
skills. Kraków (2004). (A. Niżegorodcew).
Przyszło, Paulina: The role of tolerance of ambiguity in successful listening comprehension. Wrocław
Stępniak, Dorota: Developing reading strategies as a way of increasing reading comprehension in a
foreign language. Warsaw (2004). (J. Zybert).
Syta, Joanna: The role of extensive reading in developing reading skills. Pre-intermediate learners of
English in lower secondary context. Warsaw (2004). (J. Zybert).
Szojda, Anna: The role of revision in effective vocabulary learning. Katowice (2004).
Urych, Marta: Students reaction to various forms of assessing writing skills in a foreign language.
Wyrodek, Monika: Gender differences and direct strategies use in listening comprehension. Wrocław
(2004). (L. Zabor). [also 30]
Bielec-Janusiewicz, Magdalena: Using cultural context to develop speaking skills in English as a
foreign language. Wrocław (2005). (A. Michońska-Stadnik). [also 32]
Bruder, Katarzyna: Efficiency of peer feedback in teaching writing in English at the secondary school
level. Opole (2005). (M. Adams-Tukiendorf).
Bubik, Aleksandra: Brain lateralization and the impact of hemispheric specialization on second
language writing. Opole (2005). (M. Adams-Tukiendorf).
Bukowska, Patrycja: Feedback on form and content in teaching writing: Teacher preferences. Opole
Bursy, Aleksandra: Influence of written teacher feedback on students' motivation for writing in
English. Opole (2005). (M. Adams-Tukiendorf). [also 24]
152
Cupek, Dagmara Magdalena: The influence of field dependence/independence on performance in
reading and listening comprehension tests. Wrocław (2005). (L. Zabor).
Fułek, Barbara: Invention in the social view of writing. Opole (2005). (J. Zalewski).
Gawryluk, Edyta: Teaching listening comprehension skill to pre-intermediate Polish learners of
English aged 15-18. Warsaw (2005). (J. Zybert).
Gacek, Małgorzata: A study of the relationship between L2 listening and reading comprehension
skills. Wrocław (2005). (L. Zabor).
Głogowska, Jagoda: Product and process approaches to writing instruction. Opole (2005).
(J. Zalewski).
Herman, Agata: Collaboration as an effective means of teaching writing. Opole (2005). (J. Zalewski).
Hukałowicz, Sylwia: The influence of gender differences on learners' abilities in writing. Opole
Iwanowska, Hanna: The effectiveness of pre-reading activities in teaching young learners. Wrocław
(2005). (L. Zabor).
Jackowski, Przemysław: Making use of Newsweek Educational Programme in preparation for the new
matura reading exam. Poznań (2005). (M. Kębłowska). [also 30]
Jamróz, Magdalena: Developing speaking skills through storytelling to five and six year olds. Poznań
Jangtao, Ma: Language learning strategies and their relationship to listening proficiency
―investigating non-English majors in China (from theory to practice). Warsaw (2005).
(J. Zybert). [also 30]
Jingcai, Zhang: Written errors in using figures of comparison―advanced Chinese learners of English.
Kajalidis, Monika: The effectiveness of explicit strategy training on reading comprehension. Szczecin
Kaszuba, Anna: Listening comprehension problems and the concept of listening strategies in case of a
Polish secondary school. Katowice (2005). (G. Kiliańska-Przybyło). [also 30]
Keler, Katarzyna: Different views on invention in composition studies and instruction. Opole (2005).
(J. Zalewski).
Klimko, Alicja: The role of audience in different approaches to teaching writing. Opole (2005).
(J. Zalewski).
Kłębek, Tomasz: Invention in the expressionist, cognitivist and social views of writing. Opole (2005).
(J. Zalewski).
Kołoszyc, Aleksandra: The influence of using narrative stories on facilitating writing in English.
Knasiak, Grażyna: The notions of audience and discourse community in teaching writing. Opole
153
Kos, Monika: The age factor in comparing the effectiveness of the method of loci and keyword
method. Szczecin (2005). (P. Kamińska). [also 26]
Krawczuk, Elżbieta: Process writing and product writing tasks in the development of writing skills.
The case of Polish pre-intermediate learners of English in the upper secondary context.
Krystkiewicz, Monika: The concept of audience and its role in the process of writing. Opole (2005).
(J. Zalewski).
Kukawska, Karolina: Drama in English language teaching. Developing speaking skills in the
secondary school context. Warsaw (2005). (H. Komorowska).
Kuszmarz, Marta: Ways of approaching reading texts and reading strategies used by learners of
English as a foreign language at an academic level. Poznań (2005). (A. Jankowska).
Kuźnik, Marcelina: Audience in written discourse: Cognitive and social views. Opole (2005).
(J. Zalewski).
Lubieniecka, Justyna: The influence of topic on fluency in student composition. Opole (2005).
(M. Adams-Tukiendorf).
Ławnikowska, Urszula: Process approach to teaching free-writing to children at elementary level.
Szczecin (2005). (M. Stawna).
Łuszcz, Anna: Do men and women write the same way? Kraków (2005). (M. Dąbrowska).
Masełko, Aleksandra: Process of writing and writing product―teacher preferences in approaching
writing. Opole (2005). (M. Adams-Tukiendorf).
Migurska, Małgorzata: The impact of modern technologies on writing tasks in coursebooks for
English. Opole (2005). (M. Adams-Tukiendorf). [also 30/32]
Nakonieczna, Magdalena: Developing and assessing children’s speaking skills in a second language.
Szczecin (2005). (M Stawna). [also 25/27]
Nowicka, Agata: Teaching listening skills to adult EFL learners. Poznań (2005). (T. Siek-Piskozub).
Omelańska, Katarzyna: Brain-friendly exercises and their influence on writing production. Opole
Pustówka, Edyta: Reading difficulties in English exhibited by primary school learners. Kraków
(2005). (A. Strzałka).
Rakoczy, Agnieszka: Differences between writing in-class and writing at home in accuracy on the
clause level. Opole (2005). (M. Adams-Tukiendorf).
Rowicka, Monika. Developing the reading skill: Training elementary level learners in strategy use.
Rusek, Paweł: Teacher response to student writing: Expressivist and social views. Opole (2005).
(J. Zalewski).
154
Širipo, Elina: From pre-reading to reading: Establishing framework for text comprehension. Warsaw2
(2005). (E. Gajek).
Smolak, Agata: Application of prewriting techniques in teaching English in secondary and junior high
schools. Opole (2005). (M. Adams-Tukiendorf).
Starostka, Ewa: The influence of teaching language chunks on developing students' fluency in oral
communication. Wrocław (2005). (A. Michońska-Stadnik).
Stempska, Beata: Teaching listening comprehension skill to Polish learners of English at preintermediate level. Warsaw (2005). (J. Zybert).
Śniegur, Tomasz: Testing the process of writing. Opole (2005). (J. Zalewski). [also 25]
Świerc, Katarzyna: Approaches to writing applied by teachers at secondary school level. Opole
(2005). (M. Adams-Tukiendorf). [also 24]
Tobolska, Ewelina: Reading as an effective prewriting technique. Opole (2005). (M. AdamsTukiendorf).
Wesołowska, Agnieszka: Different perspectives on revision in writing. Opole (2005). (J. Zalewski).
Wierdak, Katarzyna: Influence of topic on accuracy in writing. Opole (2005). (M. AdamsTukiendorf).
Wilkos, Weronika: Three types of assessment in developing writing skills. Opole (2005). (M. AdamsTukiendorf). [also 25]
Włodarczyk, Edyta: The evidence of transfer in intermediate students' written production. Łódź
(2005). (H. Majer).
Wójtowicz, Edyta: Developing receptive skills in lower secondary ELT materials. Warsaw (2005).
(H. Komorowska).
Wycichowska, Kinga: Gender vs. learning strategies: The development of foreign language
vocabulary and speaking skill. Łódź (2005). (H. Majer). [also 22]
Zacharz, Magdalena: Promoting reading in EFL classes with pre-intermediate students. Kraków
Zając, Agnieszka: The effectiveness of communicative language teaching in teaching conversational
skills. Łódź (2005). (K. Ciepiela).
Zwolińska, Aleksandra: Concept of audience in different views on writing. Opole (2005).
(J. Zalewski).
Bobrowska, Katarzyna: Gender and compensation strategies in speech production. Wrocław (2006).
(R. Lewicki). [also 30]
Brdak, Ewa: The role of selected coursebooks in facilitating the development of writing skill of the
lower-secondary students. Warsaw2 (2006). (E. Gajek). [also 32]
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 32]
155
Czyż, Agnieszka: Developing speaking skills through drama activities. Poznań (2006).
(M. Kębłowska).
Dolińska, Magdalena: Influence of journal writing on learners' fluency experimental study. Opole
Domaradzka, Małgorzata: Enculturation in L2 writing. Warsaw2 (2006). (A. Leńko-Szymańska).
Dwornik, Justyna: Relationship between teacher motivation, peer motivation and learners' composition. Opole (2006). (M. Adams-Tukiendorf). [also 24]
Gałąska, Anna: Storytelling as a technique for enhancing young learners’ productive skills. Warsaw2
Gamrat, Barbara: Developing writing skills at upper-intermediate level. Katowice (2006). (D. GabryśBarker).
Gawenda, Anna: Teaching letter writing in English for the new matura syllabus design. Kraków
(2006). (A. Kurtyka).
Gawlik, Ewelina: Developing writing skills with the use of information and telecommunication
technologies. Warsaw2 (2006). (E. Gajek). [also 30]
Grzywacz, Alicja: Simulations as a way to enhance student’s speaking skills. Szczecin (2006).
(P. Kamińska).
Hojeńska, Agata: Does writer's mood affect fluency of writing? Case study. Opole (2006).
Igras, Marek: The role of the teacher in developing speaking skills at the elementary and the
intermediate level. Katowice (2006). (D. Gabryś-Barker). [also 23]
Jachimiak, Magda: Teaching listening comprehension skills to upper-intermediate adult students.
Jendryczka-Wierszycka, Joanna: Lexical bundles in Polish learner speech: A study based on the
PLINDSEI corpus of spoken learner English. Poznań (2006). (P. Kaszubski).
Kilar, Wioletta: Teaching reading comprehension skills to Polish learners of English in the lower
secondary school. Warsaw (2006). (J. Zybert).
Kozłowska, Agnieszka: Relationship between multiple intelligences and quality of writing of ESL
learners. Opole (2006). (M. Adams-Tukiendorf). [also 26]
Krakowski, Stefan: Developing writing skills in teaching English to adolescent students. Łódź (2006).
(J. Majer).
Kubacka, Katarzyna: Evaluating the effectiveness of activating background knowledge and preteaching vocabulary as pre-reading activities. Poznań (2006). (A. Jankowska). [also 22]
Kulka, Katarzyna: Effectiveness of teacher feedback on writing in Polish high schools: Survey study.
Opole (2006). (M. Adams-Tukiendorf).
Kwitniewska, Iwona: Testing comprehension skills at the basic level nowa matura secondary school
leaving examination. Warsaw (2006). (H. Komorowska).
156
Majchrzak, Ewa: Making listening comprehension more effective: Video use. Katowice (2006).
(D. Gabryś-Barker). [also 30]
Makarska, Agnieszka: Developing pragmatic ability in the classroom: The case of conversational
openings and closings. Poznań (2006). (R. Kopytko). [also 7/9]
Markiewka, Ewa: Relationship between using graphic symbols (emoticons and acronyms) and writing
performance in English. Opole (2006). (M. Adams-Tukiendorf). [also 30]
Nowak, Magdalena: The use of schema-activating strategies in teaching reading in English to Polish
liceum students. Poznań (2006). (A. Jankowska). [also 8]
Nowak, Sabina: The application of the Six Thinking Hats Method of teaching writing to matura
students. Kraków (2006). (E. Witalisz).
Paliga, Katarzyna: Incidental FL vocabulary acquisition through reading practice. Katowice (2006).
Peszko, Aleksandra: The role of extensive reading in the development of English language skills
among teenagers. Kraków (2006). (A. Kurtyka).
Pituch, Anna: Effective ways of teaching vocabulary: Comparative analysis. Rzeszów (2006).
(T. Hrehovcik).
Rewerska, Mirela: Authenticity in teaching the target language culture as the factor influencing
writing skill. Opole (2006). (M. Adams-Tukiendorf). [also 32]
Rejdak, Anna: Task-based learning and the model approach-comparing effectiveness of writing
instruction. Opole (2006). (M. Adams-Tukiendorf).
Rogowska, Małgorzata: The introduction of specialised vocabulary at the university level―a corpusbased study. Poznań (2006). (P. Kaszubski). [also 22]
Rola, Kamil: The criticism of reading materials used in the English language class at advanced level.
Rybak, Katarzyna: Does group work instruction affect quality of cooperative writing of ESL
learners?―experimental study. Opole (2006). (M. Adams-Tukiendorf).
Rzedzicka, Anetta: Evaluating activities developing reading comprehension in selected ELT
coursebooks for Polish primary schools. Poznań (2005). (A. Jankowska). [also 32]
Shabbir, Magdalena: Elicitation techniques in testing speaking skills at the advanced level nowa
matura secondary school leaving examination. Warsaw (2006). (H. Komorowska). [also 25]
Sikora, Anna: Testing reading comprehension through various test types. Poznań (2006).
(D. Wiśniewska). [also 25]
Skowrońska, Aneta: Influence of audience on writing quality. Opole (2006). (M. Adams-Tukiendorf).
Skrzyniarz, Małgorzata: Relationship between planning composition in L1 (Polish) and L2 (English):
Survey study. Opole (2006). (M. Adams-Tukiendorf).
Staszczyk, Aleksandra: Pre-reading procedures in developing reading comprehension among high
school students―action research. Katowice (2006).
157
Styś, Angelika: Teaching behavioural culture through speaking and reading to adolescent students at
upper-intermediate level. Szczecin (2006). (M. Stawna). [also 32]
Szczerbińska, Iwona: The use of computers in developing pupils’ vocabulary at primary level.
Białystok (2006). 59 pp. + append. (P. Thomas).
Szkwarek, Małgorzata: Teaching paraphrasing as an effective technique of avoiding plagiarism in [a]
gymnasium case study. Opole (2006). (M. Adams-Tukiendorf).
Terzis, Dagmara: Investigating writing anxiety in dyslexic and non-dyslexic ESL learners―survey
study. Opole (2006). (M. Adams-Tukiendorf). [also 31]
Tomaszewska, Dominika: Ways of motivating students to successful practice of productive skills.
Witczyk, Magdalena: Specific exercises and evaluation techniques in developing the skill of writing
among secondary school learners: Action research. Katowice (2006).
Wołodźko, Agnieszka: Relationship between learning styles of ESL learners and their choice of
writing tasks. Opole (2006). (M. Adams-Tukiendorf). [also 26]
Wójcicka, Dominika: Storytelling in developing the listening comprehension skill. Teaching English
to Polish learners in the primary context. Warsaw (2006). (J. Zybert).
Zawierucha, Daria: The use of inferential strategies in reading by students of English at the
intermediate level. Poznań (2006). (A. Jankowska). [also 8]
Zawiślak, Ewa: Routines and patterns used as a tool in teaching young learners to enhace
communication skills. Wrocław (2006). (R. Lewicki).
Zeiske-Krawczyk, Elżbieta: Evidence of fossilization in Polish adult learner's written production. Łódź
(2006). (H. Majer). [also 21]
Zielińska, Alina: Testing writing skills at the advanced level of secondary school leaving examination.
Warsaw (2006). (H. Komorowska). [also 25]
Banaś, Barbara: Developing reading comprehension skills in the lower secondary school context.
Biema, Magdalena: Creative teaching writing and speaking through music. Bydgoszcz (2007).
(T. Goncharova).
Cybulska-Felińska, Katarzyna: Reading for fun―can reading in a foreign language influence students'
attitude towards reading in their native language? Warsaw2 (2007). (J. Lewkowicz).
Dorociak, Alicja: The role of writing in a language syllabus for the EFL classroom: Case study. Opole
158
Galusik, Joanna: Teaching young learners English through writing. Poznań (2007). (D. Wiśniewska).
[also 27]
Grodzicka, Katarzyna: Developing reading strategies to increase the reading comprehension skill.
A study of upper secondary school students. Warsaw (2007). (J. Zybert). [also 30]
Haidar, Dalila: The acquisition of vocabulary through storytelling. Katowice (2007). (J. Bielska).
Hrabia-Latocha, Marzena: Investigating writing anxiety factors among learners of English: Survey
Jasińska-Micał, Anna: Approaches to the development of speaking skills in ELT materials for the
lower secondary school. Warsaw (2007). (H. Komorowska).
Jaworowska, Ewa: Teaching speaking English for dyslexic children aged 10-12. Białystok (2007). 67
pp. (H. Miatliuk). [also 31]
Jermolińska, Katarzyna: The process of children's development of writing skills in English as a foreign
language. Opole (2007). (M. Adams-Tukiendorf).
Jodłowska-Kozłowska, Anna: Teaching and testing oral skills in the upper secondary educational
context. Warsaw (2007). (H. Komorowska). [also 25]
Kajsz, Jakub: The influence of using turn-taking and gambits on the quality of oral performance in
EFL context. Lublin (2007). (H. Chodkiewicz).
Kalińska-Gawinek, Agnieszka: Effective teaching of listening skills to adolescents. Warsaw2 (2007).
(M. Sicińska).
Kosiba, Joanna: The role of pronunciation in teaching English to Polish learners. Kraków (2007).
Kowalski, Konrad: Relationship between physical exercise and the quality of writing in English as a
second language. Opole (2007). (M. Adams-Tukiendorf).
Kowalski, Łukasz: Developing reading skills in the upper secondary school. Preparing students for the
new matura. Białystok (2007). 59 pp. + append. (D. Potocka).
Kudaś, Marek: The influence of musical intelligence on the acquisition of English as language in the
sphere of writing. Opole (2007). (M. Adams-Tukiendorf). [also 26]
Lankiewicz, Kamila: Investigating reading strategies in EFL. The case of Norwegian and Polish high
school learners. Poznań (2007). (K. Droździał-Szelest). [also 30]
Latos, Agnieszka: Enhancing EFL listening skills in young learners: Exploiting recorded stories as
linguistic input. Lublin (2007). (H. Chodkiewicz).
Lebiedziejewska, Mariola: Teachers' choices as for teaching writing in primary school: Survey study.
Opole (2007). (M. Adams-Tukiendorf). [also 24]
Lysakowski, Marcin: Teaching writing to learners with cerebral palsy. Warsaw2 (2007). (E. Gajek).
[also 31]
Machnicka-Kaczmarczyk, Margita: Developing learner autonomy through reading. Katowice (2007).
159
Maksymowicz, Magdalena: Teaching speech to teenagers at pre-intermediate level of proficiency.
Białystok (2007). 69 pp. (H. Miatliuk).
Mrzygłód, Monika: Developing students’ speaking skills through raising their awareness about
communication strategies. Katowice (2007).
Niewiadomska, Ewa: Typical problems in developing speaking skills in English classes. Bydgoszcz
Nocna, Katarzyna: Teaching writing for matura exam. Warsaw2 (2007). (E. Gajek).
Pawliczek, Emanuela: The model approach to writing as one of the reasons of plagiarism. Opole
Piegza, Wojciech: The influence of watching subtitled films on the development of speaking skill in
English as a foreign language. Wrocław (2007). (A. Michońska-Stadnik).
Rybicka, Beata: Influence of multicultural exchange on teenagers' motivation to learn speaking.
Warsaw2 (2007). (E. Gajek). [also 32]
Siedlaczek, Zofia: Six Thinking Hats as an effective pre-writing technique: Experimental study. Opole
Skotnicki, Szymon: Developing the skill of writing in junior high school. Katowice (2007).
Słowikowska, Justyna: Speaking strategies in teaching English as a foreign language―the analysis of
the selected EFL coursebooks. Poznań (2007). (K. Droździał-Szelest). [also 30/32]
Sołowiej-Głuszek, Agnieszka: Fostering productive language skills through ICT in one-to-one
teaching. Warsaw2 (2007). (E. Gajek). [Information and Communication Technology]
Starowicz, Sylwia: Teaching figurative language to EFL learners. Kraków (2007). (E. Witalisz).
Szymańska-Miszczuk, Agata: Developing language skills through ICT in secondary school students'
project work. Warsaw2 (2007). (E. Gajek).
Wasiuk, Magdalena: Enhancing teaching grammar to children through pictures and rhymes. Szczecin
Wójtowicz, Monika: The significance of memory potential in the second language acquisition and
learning on the example of practicing reading comprehensive skill. Gdańsk (2007). 84 pp.
(T. Danilewicz).
Zakrzewska, Marta: Using authentic materials to develop listening and reading skills in the students of
English. Warsaw2 (2007). (E. Gajek).
Zgódka, Monika: Developing listening strategies―a way of increasing comprehension in a foreign
language. Warsaw (2007). (J. Zybert). [also 30]
Zielnik, Agnieszka: Investing in cloze procedure as an EFL reading task. Lublin (2007).
(H. Chodkiewicz).
Alczyńska, Sylwia: Recognizing and solving L2 reading problems and difficulties among twelve-yearolds (sixth graders). Opole (2008). (L. Piasecka).
160
Androsiuk, Ewa: Graded readers in developing English reading skills to Polish teenage learners.
Białystok (2008). 85 pp. (D. Potocka).
Bartczak, Izabela: Transfer of L1 writing skills to the L2 in primary school students of English.
Poznań (2008). (A. Ewert).
Berendowicz, Michał: Computer-assisted reading comprehension instruction: Software evaluation.
Opole (2008). (J. Zalewski). [also 30]
Bijak, Aleksandra: The effects of educational kinesiology on the development of reading
comprehension in primary learners. Wrocław (2008). (A. Michońska-Stadnik).
Błaut, Małgorzata: Introducing poetry writing in a language class: descriptive study. Opole (2008).
Bogusz, Anna: Using authentic materials to develop reading skills and to stimulate motivation and
autonomous learning. Warsaw2 (2008). (E. Gajek). [also 30]
Burghardt, Jolanta: The use of the Internet-based activities in teaching English vocabulary to primary
school learners. Opole (2008). (L. Piasecka). [also 30]
Bury, Maria: Gender differences in language learners' preferences in self-reported use of reading
strategies. Opole (2008). (L. Piasecka). [also 30]
Byrtek, Aleksandra: Storytelling as a technique of enhancing writing skills of young learners. Opole
Bzikot, Magdalena: Enhancing English listening skills through the use of authentic materials.
Czajkowska, Kinga: Computer-assisted vocabulary instruction. Opole (2008). (J. Zalewski). [also 30]
Dolińska, Joanna: The influence of using authentic materials on improving reading comprehension
and writing skills. Opole (2008). (L. Piasecka). [also 30]
Duda, Katarzyna: The effects of cultural schemata and pre-reading activities on reading
comprehension. Opole (2008). (L. Piasecka).
Dwornicka, Anna: Writing tasks and testing writing: Computer-assisted preparation for the EFL
writing part of the new matura exam. Opole (2008). (J. Zalewski). [also 30]
Falkowska, Małgorzata: Fostering creativity through speaking and writing activities in the teaching of
English to secondary school learners. Warsaw (2008). (H. Komorowska). [also 31]
Frala, Wioleta: Dealing with two spelling areas problematic for primary school learners: Action
research. Opole (2008). (M. Adams-Tukiendorf).
Gańczorz, Lucyna: Influence of blogging on writing skill development. Opole (2008). (M. AdamsTukiendorf). [also 30]
Górska, Anna: Quality of teacher written feedback when teaching second language writing in a mixed
ability class. Opole (2008). (M. Adams-Tukiendorf).
Grzywa, Agata: Speed reading in L1 and relation to L2 reading and comprehension. Opole (2008).
(L. Piasecka).
161
Herba, Ewa: Gender differences in reading comprehension: A replication of Brantmeier's study in
primary school. Opole (2008). (L. Piasecka). [also 26]
Hetmańczyk, Andżelina: Computer-supported vocabulary teaching: Software evaluation. Opole
Jarosz, Małgorzata: Metacognitive strategies and listening comprehension tasks. Kraków (2008).
(M. Jodłowiec). [also 30]
Jastrzębska, Anna: Reading for pleasure as an effective way of learning English vocabulary by preintermediate adult students. Łódź (2008). (J. Majer).
Jurkowlaniec, Jolanta: The influence of the type of teacher talk on elementary students' listening
comprehension development. Wrocław (2008). (A. Michońska-Stadnik).
Kosowska, Joanna: Cross-curriculum teaching in a foreign language classroom and its contribution to
reading comprehension and general knowledge development. Kraków (2008). (D. GabryśBarker).
Krasiej, Paulina: Developing phonetic coding ability as a means of overcoming learners' difficulties
within listening comprehension. Wrocław (2008). (R. Lewicki).
Kraśnicka, Angelika: The influence of anxiety on students' speaking and listening performance in
formal settings. Wrocław (2008). (L. Zabor). [also 26]
Krzywicka, Ilona: The impact of writing evaluation methods on EFL students' motivation. Wrocław
(2008). (M. Jedynak).
Ludziejewska, Joanna: Developing the use of memory strategies and their influence on improving
listening comprehension in EFL students. Wrocław (2008). (A. Michońska-Stadnik).
Małachowska, Joanna: Why is learning to write difficult? Quasi-experimental study into self-esteem.
Martyniak, Beata: Solving reading comprehension difficulties through vocabulary-oriented activities.
Opole (2008). (L. Piasecka).
Mazurowska, Katarzyna: An English teacher’s approach towards reading and writing difficulties of
students with developmental dyslexia. Gdańsk (2008). 68 pp. (T. Danilewicz). [also 31]
Mełges, Małgorzata: Affective barriers in development of speaking skills: A case study of two adult
learners. Kraków (2008). (D. Gabryś-Barker).
Michalczyk, Marta: Using CBI in pre-intermediate classroom as a means of developing oral fluency.
Wrocław (2008). (A. Michońska-Stadnik). [Computer-based instruction] [also 30]
Mikowska, Jowita: Teaching integrated skills to children vs. teenagers. Bydgoszcz (2008).
(A. Bączkowska).
Molczyk, Katarzyna: How do Polish learners of English read Polish and English texts? In search of
relationships between L1 and L2 reading comprehension abilities. Poznań (2008). (A. Ewert).
Morawska, Anna: The roles of a teacher in developing the skill of speaking in one-to-one contact:
Self-observations. Katowice (2008).
162
Niedzielska, Iwona: Developing vocabulary through speaking activities. Warsaw (2008). (J. Zybert).
[also 22]
Olszańska, Anna: Developing speaking skills of young learners: The role of controlled practice.
Kraków (2008). (D. Gabryś-Barker).
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 26]
Pietraś, Justyna: Students of upper-secondary schools and the development of foreign language oral
skills. KUL (2008). (A. Bloch-Rozmej).
Preisner, Anna: Reading in L1 as a predictor of successful reading and writing in L2. Opole (2008).
(L. Piasecka).
Puchała, Marta: The influence of self-esteem and attributional style on success in listening comprehension. Wrocław (2008). (L. Zabor).
Rupa, Mariola: The relationship between using the Internet at home and learners' reading
comprehension skills. Opole (2008). (L. Piasecka). [also 30]
Skiba, Liliana: The common European framework of reference for languages in developing writing
skills in lower secondary schools. Wrocław (2008). (L. Zabor).
Skupieńska, Anna: Measuring change in the zone of proximal development of a student-solving
writing tasks in English: Case study. Opole (2008). (M. Adams-Tukiendorf).
Sobota, Agnieszka: The influence of internal models of reading on reading performance in English as
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).
Szmidt, Elżbieta: Developing dictionary skills in business English writing. Opole (2008). (M. AdamsTukiendorf). [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]
163
Todryk, Agnieszka: The effect of grammar correction on students’ writing. Szczecin (2008).
Tomys, Ilona; Preparing the student for matura writing tasks: Case study. Opole (2008). (M. AdamsTukiendorf).
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.
Zioło, Marta: Meeting needs of specific group of learners making syllabus for writing component.
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.
Duda, Agnieszka: Improving young learners’ oral performances in English. KUL (2009). (A. BlochRozmej).
Groszek, Ewa: Metacognitive strategy training in teaching reading in an EFL secondary classroom.
Hajduk, Anna: Developing speaking skills in the teaching of English as a foreign language. Warsaw
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. BlochRozmej). [also 30]
164
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).
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
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).
Wons, Aleksandra: Successful ways of developing fluency in one-to-one context―self-observation.
Wyrzykowska, Małgorzata: Approaching extensive reading in the ELS classroom: A case study based
on Nick Hornby’s Slam. Warsaw2 (2009). (J. Lewkowicz). [also 30]
165
Zakrzewski, Paweł: Memory strategies in learning second language vocabulary. Szczecin (2009).
24. TEACHER TRAINING, LESSON PLANNING,
CLASSROOM INTERACTION (1976-2009)
Dr hab. Niżegorodcew, Anna: Interactional discourse and second language communicative
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.
Dr Derenowski, Marek: Dialogue journal as a means of developing the teacher's reflective awareness.
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).
166
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).
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
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.
Sypiańska, Bożena: An observational analysis of teaching English at the advanced level: The speaking
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.
167
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
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.
168
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
Czyż, Iwona: Nonverbal communication in the foreign language classroom: The teacher’s perspective.
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.
169
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.
170
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
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 teachinglearning process. Katowice (1993). 54 pp.
171
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
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.
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.
172
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.
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.
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]
173
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.
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
the 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). 123 pp.
174
Olszewska, Edyta: Teachers’ opinions on the ways of developing students’ knowledge of British and
American life and institutions. Katowice (1996). 74 pp.
Pięta, Dariusz: Strategies of teaching in foreign language teaching. Katowice (1996). 60 pp. [also 30]
Pusiak, Tomasz: Elements of foreigner talk and caretaker speech in teacher talk: Structural
concessions native speakers make when they talk to nonnative speakers. Poznań (1996). 64
pp.
Sadowska, Joanna: Teaching communication in mixed ability classes. Łódź (1996). 58 pp.
Skrzypczak, Agnieszka: Display and referential questions in EFL classroom. Poznań (1996). 67 pp.
Świądro, Aneta: The usefulness of group work as a technique in developing speaking skills. Poznań
(1996). 67 pp.
Wojtaszek, Krystyna: Classroom discipline: A problem that can be solved. Poznań (1996). 67 pp.
Zabłocka, Katarzyna: Large class management promoting communication. Poznań (1996). 71 pp.
Andrychowska, Dagmara: Teacher feedback: The treatment of oral errors. Łódź (1997). 51 pp. [also
20]
Barański, Michał: Teachers’ attitudes towards learner autonomy. Wrocław (1997). 48 pp. [also 30]
Benedykcińska, Hanna: Classroom management at pre-intermediate and intermediate levels:
Implications for the teaching of English to secondary school students. Warsaw (1997). 60 pp.
Cholewa, Anna: Group work as a way to improve communication in the EFL classroom. Poznań
(1997). 82 pp.
Chowańska-Sykut, Małgorzata: An investigation of intermediate students’ writing habits in PLO.
Poznań (1997). 62 pp.
Fabijańska, Wioleta: Teacher talk on different teaching levels. Łódź (1997). 84 pp.
Fietz, Beata: Using pair work for controlled practice in a communicative classroom. Poznań (1997).
79 pp.
Filipczyk, Aleksandra: Foreign language teacher frustrations. Katowice (1997). 76 pp.
Grzebelec, Anna: Destroying the authoritarian teacher: Creating the autonomous learner―a case
study. Katowice (1997). 98 pp.
Gustaw, Edyta: Classroom techniques: Implications for the teaching of English to teenage beginners.
Warsaw (1997). 63 pp.
Jaźwiec, Marcin: Classroom language performance of secondary school students as affected by
learning style preferences. Łódź (1997). 111 pp.
Jonowski, Paweł: Teachers’ vs. students’ preferences of interaction patterns for specific activities.
Kamińska, Anna: Questioning pattern in teacher talk. Poznań (1997). 69 pp.
175
Klimczyk, Anna: The person of a successful language teacher. Łódź (1997). 67 pp.
Kocięba, Agnieszka: Teacher’s language study: L1 and L2 use in the classroom. Katowice (1997). 82
pp.
Kołodziej, Monika: Effect of interactive classroom activities on learners’ communicative competence.
Łódź (1997). 78 pp.
Kopeć, Anna: Self- and peer correction of learners’ errors in writing. Kraków (1997). [also 20]
Kubiak, Agnieszka: Discipline and classroom management in difficult instructional settings: In the
context of primary school. Łódź (1997). 56 pp.
Kulik, Ewa: Verbal and nonverbal interaction in negotiating meaning comparison of first and second
language acquisition. Warsaw (1997). 110 pp.
Kusior, Justyna: Small group work as an option in the communicative classroom. Katowice (1997).
Kuza, Agnieszka: Teaching mixed ability classes. Łódź (1997). 53 pp.
Linehan, Paul: Research perspectives on schoolwide and classroom discipline. Poznań (1997). 56 pp.
McFarlane, Douglas: Metaphor as an element in a systematic approach to vocabulary teaching.
Poznań (1997). 123 pp.
Makarewicz, Maciej: Language education in mixed ability groups: Implications for the teaching of
English to secondary school students. Warsaw (1997). 65 pp.
Matkowska, Anna: Humanistic tasks in language teaching and their influence on learners’ emotional
development. Wrocław (1997). 64 pp.
Mrozowska, Katarzyna: Incorporating learner training into the classroom: Teaching vocabulary
learning strategies to Polish adult learners or English as a foreign language. Poznań (1997). 91
pp.
Olejnik, Sergiusz: Typical and ideal English teacher in Polish primary schools. Poznań (1997). 87 pp.
Oleksiak, Agnieszka: Teacher’s preparation for different types of foreign language lesson. Katowice
(1997). 85 pp.
Piotrowska, Katarzyna: Nonprofessional English language teachers discouraging their students.
Pobidyńska, Renata: Patterns in mentor-student teacher relationship. Kraków (1997).
Przyjemska, Anna: ELT teaching in mixed ability classes: An attempt to apply theory into practice in
a first grade secondary school class. Poznań (1997). 80 pp. & ils.
Ratajczak, Katarzyna: The influence of humanistic exercises on learning styles in one-to-one teaching
environment. Wrocław (1997). 72 pp.
Ryba, Piotr: Classroom use of L1 (Polish) by EFL learners in the monolingual classroom environment.
Kraków (1997).
Saj, Dorota: Introducing self-access to post-secondary school learners. Wrocław (1997). 79 pp.
176
Skałka, Beata: Student-teachers’ evaluations of mentors’ interventions. Kraków (1997).
Skowoński, Tomasz: The influence of self-instruction on students’ attitudes towards teacher’s role in
the classroom. Wrocław (1997). 82 pp.
Sobecka, Monika: Politeness and personal accounting in the classroom context. Poznań (1997). 98 pp.
Starzyńska, Agnieszka: The use of L1 and L2 in the foreign language classroom. Łódź (1997). 74 pp.
Trzopek, Anna: The influence of teacher’s personality on learner’s motivation. Katowice (1997). 89
pp.
Wac, Jolanta: Pattern analysis of turn-taking behaviour in a foreign language classroom. Katowice
(1997). 74 pp.
Walicka, Agnieszka: The ways and aims of developing foreign language teacher professional abilities.
Wendzonka, Monika: The role of group work in teaching English, with special reference to speaking
Wilczek, Ewa: A “good” foreign language teacher in the learners’ perspective. Warsaw2 (1997). 129
pp.
Adamska, Agata: The value of selected classroom interaction patterns in the teaching of English to
adult beginners. Warsaw (1998). 86 pp.
Bartczak, Michał: Communication patterns in second language classrooms: Discourse analysis. Łódź
(1998). 97 pp.
Bąk, Joanna: Managerial role of a teacher in a foreign language classroom. Katowice (1998). 112 pp.
Bednarska, Ewa: Features of an effective foreign language teacher. Katowice (1998). 91 pp. + append.
Bednarska, Joanna: Discourse analysis and teaching conversation. Łódź (1998). 82 pp.
Ćwierzona, Dariusz: Fostering classroom discipline by means of promoting learning. Łódź (1998). 52
pp. + append.
Dziąg, Anna: Pre-service teacher training and evaluation of related coursebooks. Łódź (1998). 76 pp.
[also 32]
Haś, Anna: How to enhance efficiency of pair and group oral practice in the communicative language
teaching classroom. Poznań (1998).
Jaskólska, Monika: Perspectives of mentorship schemes in language teacher education in Poland.
Poznań (1998).
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 30]
Jamrozińska, Katarzyna: Role of motivation in foreign language learning. Katowice (1998). 73 pp. +
append. (E. Krawczyk-Neifar).
177
Leżańska, Katarzyna: Discipline problems in primary schools and how to overcome them. Katowice
(1998). 52 pp. + append. (E. Krawczyk-Neifar).
Litwin, Wioletta: Selected teacher roles in a communicative computer-assisted language learning
(CCALL) classroom. Poznań (1998). 82 pp. [also 30]
Łabuszek-Biegun, Renata: The role of the teacher in the foreign language classroom. Kraków (1998).
Mękarska, Monika: Classroom management: Discipline. Łódź (1998). 78 pp. + append.
Muszyńska, Małgorzata: Lesson structure as a motivating factor: Implications for the teaching of
English in secondary schools. Warsaw (1998). 80 pp. + append.
Osmulska, Joanna: Teachers’ attitudes towards teaching English through literature. Katowice (1998).
89 pp. + append. [also 30]
Ostrowska, Aleksandra: The role of the teacher in building up students’ motivation in the process of
learning foreign language. Katowice (1998). 95 pp. + append.
Pakosz, Małgorzata: What the good teacher can teach us. Kraków (1998).
Palka, Anna: A case of language mixing at the early stages of language development of two bilinguals.
Rzcypaska, Kamila: The role of self-access materials in dealing with the problems of mixed level
classes. Poznań (1998).
Siara-Moc, Katarzyna: Pair work and group work during English lessons in primary school. Katowice
(1998). 44 pp. + append.
Skałka, Beata: Student-teachers’ evaluation of mentors’ interventions. Kraków (1998).
Sochacka, Agnieszka: Stressful factors in a foreign language classroom. Łódź (1998). 65 pp. + append.
Stanowska, Monika: The teacher-learner relationship in the humanistic approach to ELT. Warsaw
(1998). 59 pp. + append. [English language training]
Strzebiecki, Andrzej: The role of the teacher in developing learners’ competence at the start of
learning English as a foreign language. Łódź (1998). 63 single-spaced pp. + append.
Świerczek, Tomasz: The effectiveness of students’ cooperation in a foreign language classroom.
Turkiewicz, Anna: The issue of foreign language teacher motivation for teaching English. Poznań
(1998).
Ufnalewska, Edyta: Stress and anxiety in foreign language learning: implications for the teaching of
speaking skills to adults. Warsaw (1998). 97 pp. + append. [also 23]
Wiązowska, Agnieszka: Communicative activities in mixed ability classes. Łódź (1998). 67 pp. +
append.
Witkowska, Magdalena: The teacher’s influence on the learner’s involvement in FFL. Poznań (1998).
178
Zalewska, Urszula: Teacher’s role in developing EFL learner’s motivation. Łódź (1998). 82 pp. +
append.
Zaniewska, Monika: Lesson planning. Poznań (1998).
Żak, Marcin: Classroom interaction analysis: Some aspects of theory and practice. Kraków (1998).
Adamus, Dorota: Strategies used by teachers to manage discipline in the classroom environment.
Warsaw2 (1999). 91 pp.
Borkowska-Dudman, Katarzyna: Language tasks supporting cooperative learning: Implications for the
teaching of English in the primary context. Warsaw (1999). 72 pp. + append.
Doszczeczko, Anna: Occupational stress in pre-service teacher trainees. Toruń (1999).
Dyki-Pędzich, Magdalena: Changing social conditions in Poland and discipline problems in FLT. Łódź
(1999). 55 pp. + append.
Dziejuch, Ewa: Evaluation and feedback in the language classroom: Implications for the teaching of
English in the primary context. Warsaw (1999). 85 pp. + append.
Filipiak, Joanna: Success and failure among liberal and demanding teachers. Katowice (1999).
(M. Wysocka).
Golis, Andrzej: The role of instruction in foreign language learning and acquisition. Łódź (1999). 56
pp. + append.
Głowacka, Widetta: What makes it that makes group work successful to use? Poznań (1999).
Graczyk, Katarzyna: Is group work an effective type of interaction? Poznań (1999).
Grajewska, Dorota: An investigation into ways in which information gap activities facilitate speaking.
Poznań (1999).
Janiszewska, Małgorzata: Teacher questioning styles in second language instruction. Toruń (1999).
Kaleja, Kornelia: The influence of awarding on learners’ motivation in different age groups. Wrocław
(1999). 96 pp.
Katarzyżska, Anna: The contribution of nonverbal communication in public speeches. Poznań (1999).
Molus, Marlena: Pre-service education programmes for English language teachers. Toruń (1999).
Owczarek, Lucyna: Teacher talk modifications in a foreign language classroom. Wrocław (1999). 78
pp.
Pachana, Marzena: Classroom management: Some aspects of theory and practice. Kraków (1999).
Paluch, Beata: The incorporation of corrective feedback in written compositions by “good” and “bad”
language learners. Warsaw2 (1999). 74 pp. + append.
Perkowska, Katarzyna: Teacher creativity and student needs in the process of teaching English for
specific purposes. Katowice (1999). [also 29]
179
Płoszaj, Anna: The effect of group work in developing second language fluency. Wrocław (1999). 84
pp.
Rogalska, Joanna: English-Polish code-switching among Polish students of English philology.
Roth, Ewa: The effects of teacher’s status and gender on foreign language classroom interactions.
Wrocław (1999). 127 pp.
Skibińska, Sylwia: Increasing effectiveness of the teaching process in the language classroom. Łódź
(1999). 67 pp. + append.
Skrabalak, Alicja: The association process in foreign language learning and teaching. Wrocław (1999).
88 pp.
Stec, Maria: Teacher’s creativity in the process of introducing and practicing foreign language
vocabulary to Polish secondary school learners. Katowice (1999). (M. Wysocka).
Stellert, Arkadiusz: Dealing with disruptive behaviour. Katowice (1999).
Stone, Małgorzata: The influence of teacher’s use of L1 (Polish) and L2 (English) on the learners’
listening comprehension in L2 (English). Kraków (1999).
Śleszyński, Maciej: The role of formal instruction in a foreign language classroom. Warsaw (1999). 49
pp.
Warchoł, Małgorzata: Warm-up as a discourse element in lesson structure. Toruń (1999).
Włodarczyk, Joanna: Communicative language teaching and discipline. Łódź (1999). 70 pp.+ append.
Wójtowicz, Iwona: Native and nonnative teachers of English causing failure among foreign language
Zieleźnik, Katarzyna: Teachers’ creativity in grammar explanations applied to Polish high school
learners of English. Katowice (1999). [also 21]
Zimecki, Paweł: Teacher self-analysis in teaching English for occupational purposes. Toruń (1999).
[also 29]
Bachleda, Agnieszka: The role of parents, teachers and peers in the English learning process. Kraków
Bartoszek, Aleksander: The influence of stressful situations on the realization of L2 phonology.
Poznań (2000).
Bastek, Agnieszka: Teaching English in mixed ability classes. Warsaw (2000). 50 pp. + append.
(H. Komorowska).
Czajczyk, Maria: Teacher views on EFL teacher education in Poland: Implications of different
qualifications. Poznań (2000).
Drożdż, Marcin: Teachers’ demands and adolescent students’ interests. Katowice (2000).
Fior, Jacek: Reactions of experienced and inexperienced teachers to open and closed challenges in an
EFL classroom. Wrocław (2000). 57 pp. (A. Michońska-Stadnik).
180
Helis, Magdalena: Language awareness: Its role in foreign language teaching and teacher training.
Opole (2000). (G. Nickel). [also 8/28]
Jaworowska, Ewelina: Evaluation of a lesson from a learner’s perspective. Warsaw (2000). 51 pp. +
append. (H. Komorowska).
Jagiełowicz, Krzysztof: Net-based collaboration in the language classroom: Facilitating the acquisition
of spoken and written communicative language proficiency. Poznań (2000). [also 22]
Jeleń, Dominika: Punishment in the teaching-learning process. Katowice (2000). (J. Latkowska).
Kołodziejczyk, Mariola: The role of the teacher in helping learners to develop autonomy. Poznań
(2000).
Kowalik, Karolina: The teacher’s role in conducting selected forms of group activities. Warsaw2
(2000). 65 pp. (M. Dakowska).
Kowalska, Beata: Lesson planning and organization: An interview with foreign language teachers.
Katowice (2000).
Kuczmarska, Agnieszka: The role of group work in the classroom. Poznań (2000).
Lachowska-Krawczyk, Anna: Improving group work to promote communication in the classroom.
Poznań (2000).
Marcinkowska, Ewa: Learning in a group vs. learning individually: A study of a recall task in English
as a foreign language. Warsaw2 (2000). 72 pp. (M. Dakowska).
Musielewicz, Marcelina: Becoming a mentor. Poznań (2000).
Nawotka, Sylwia: The characteristic feature of teacher talk. Katowice (2000). (M. Wysocka).
Pałuba, Sylwia: Coping with large classes. Katowice (2000).
Przerwa, Aleksandra: Action zone as an important factor of EFL teaching. Łódź (2000). 44 pp. +
append.
Ptak, Agnieszka: In importance of self-evaluation in raising teacher awareness. Warsaw (2000). 58 pp.
+ append. (J. Zybert).
Pypno, Anna: The relationship between rewarding and motivation in the teaching-learning process.
Siemianowska, Magdalena: Influence of young adults’ individual differences on teaching mixed
ability class. Poznań (2000).
Skrzypek, Agnieszka: Dialogue journal writing as a means for promoting effective communication
between secondary school students and their teachers. Katowice (2000). (M. Wysocka).
Stojek, Marzena: Failure of unqualified teachers. Katowice (2000).
Stoszek, Beata: Foreign language teachers’ problems with classroom management. Katowice (2000).
(M. Wysocka).
181
Strzelecka, Agata: Planning lesson as an important part of foreign language teaching. Katowice
(2000). (D. Gabryś).
Szałkowska, Anna: Patterns of classroom interaction in the process of learning English by elementary
teenagers. Warsaw (2000). 57 pp. + append. (J Zybert).
Sztuba, Edyta: Teaching mixed-ability classes in secondary school. Poznań (2000).
Szymańska, Romualda: The role of the teacher in data-driven learning. Opole (2000). (T. Piotrowski).
[also 28]
Urbaniak, Anna: Teacher as a researcher as a form of self-development in the classroom environment.
Łódź (2000). 76 pp. + append. (A. Leńko-Szymańska).
Werner-Jeździkowska, Justyna: Communicative strategy training for enhancing pair/group oral
activities. Poznań (2000).
Wiącek, Anna: Reward and punishment during classroom interaction: An approach of teachers and
learners. Katowice (2000). (M. Wysocka).
Więska, Anna: Speech acts in classroom discourse: Case study. Wrocław (2000). 55 pp. (R.
Barzycka).
Wildig, Anna: Identifying and coping with disruptive behaviour in classes of a foreign language at the
primary school level. Łódź (2000). 47 pp. + append. (B. Krakowian).
Wojtoń, Małgorzata: Extra-curricular factors that influence foreign language teacher effectiveness.
Woronin, Krystyna: Teacher personality and student success in foreign language acquisition. Poznań
(2000).
Wosik, Lilianna: Action research: Reward and punishment. Łódź (2000). 76 pp.
Zgoda, Eliza: Students’ opinions on native and nonnative speaker teachers. Wrocław (2000). 53 pp.
Bednarska, Magdalena: Politeness strategies as a means of negotiating distance in teacher-student
interaction. Wrocław (2001). (R. Barzycka).
Bojdoł, Małgorzata: Professional development of EFL teachers through active research. Wrocław
Fituch, Marta: Foreign language teachers’ competence―qualitative analysis: High school teachers
teaching the best foreign language learners. Katowice (2001). (M. Wysocka).
Gajli, Małgorzata: The influence of the teaching experience on application of mediation techniques to
English language teaching. Wrocław (2001). (A. Michońska-Stadnik).
Gądek, Magdalena: Foreign language teachers’ development: Qualitative study―experienced
teachers. Katowice (2001). (M. Wysocka).
Głębocka, Ewa: Comparing the use of mediation in language and subject classroom. Wrocław (2001).
182
Gwiazdowska-Wrońska, Magdalena: The comparative study of Polish and Swedish learners' beliefs
about teacher's roles. Wrocław (2001). (A. Michońska-Stadnik).
Górniak, Sylwia: Summative evaluation of ELT matura vs. international examinations. Warsaw
Jasińska, Joanna: The structure of foreign language teachers’ employment at teaching institutions
different than state school: Quantitative study. Katowice (2001). (M. Wysocka).
Koładno, Izabela: Sources, effects and ways of coping with novice teacher stress. Warsaw2 (2001).
(M. Dakowska).
Koźlik, Anna: Foreign language teacher’s competence qualitative analysis: Students as teachers.
Krzyżosiak, Ewa: The role of the teacher in the foreign language learning and teaching. Poznań
(2001). (B. Paflin).
Nowak, Katarzyna: Teaching English in large classes. Łódź (2001). (B. Krakowian).
Paluch, Grażyna; The influence of pairwork and groupwork on classroom dynamics. Łódź (2001).
(B. Krakowian).
Podeszwa, Magdalena: Native and nonnative speaking teachers’ perception of errors in writing and
speaking in L2 English. Wrocław (2001). (L. Zabor). [also 24]
Psota, Teresa: Classroom interaction in English language teaching. Warsaw (2001). (H. Komorowska).
Rawska, Ewelina: English equivalents of selected Polish educational terms concerning primary and
secondary schooling. Warsaw2 (2001). (A. Kopczyński).
Rogacz, Katarzyna: Foreign language teacher competence–qualitative analysis: The specific character
of teaching English to primary school and gymnasium learners. Katowice (2001).
Rokicki, Michał: Influence of "wait time" management on adult learners of English. Łódź (2001).
(H. Majer).
Rynkiewicz-Ryszka, Anna: Teacher's roles in an EFL classroom: Theory and practice. Wrocław
Skarbek, Aurelia: Gender differences in language use―some implications for classroom discourse.
Warsaw2 (2001). (U. Zaliwska-Okrutna). [also 9a/26]
Stenwak, Dorota: The ways of expressing approval in teaching English to primary and secondary
school students. Wrocław (2001). (A. Michońska-Stadnik).
Surma, Hanna: The role of teacher development in teaching English as a foreign language. Poznań
23/32]
Chowaniec, Renata: The teaching figure “in the eyes of teachers and students”: A questionnaire study.
183
Cichy, Anna: Teachers’ role in facilitating the passive-active vocabulary transition at the intermediate
level. Katowice (2002). (D. Gabryś-Barker). [also 22]
Darski, Jarosław: An analysis of the social side of foreign language learning in young adolescent
classes. Poznań (2002). (A. Cieślicka). [also 9]
Glazar, Iwona: The impact of what the teacher communicates nonverbally on his students’ motivation:
A questionnaire study. Kraków (2002). (M. Korosadowicz).
Grzywacz, Agnieszka: The influence of learning environment on EFL teacher classroom behaviour.
Hanak, Joanna: The specific characters of the first English lesson in different age groups. Katowice
(2002). (M. Wysocka).
Jędrzejczak, Jacek: How classroom management techniques affect lexical semantics. Łódź (2002).
(K. Ciepiela).
Kamisznikow, Agnieszka: The psycholinguistic relationship between verbal and nonverbal modalities:
Implications for the skilled management of face-to-face didactic interactions. Poznań (2002).
(S. Puppel). [also 28]
Kawulok, Zbigniew: Native and nonnative teachers’ interactional modifications in the classroom.
Kotarska, Anna: The profile of a communicative language teacher. Poznań (2002). (K. DroździałSzelest). [also 7]
Krawiec, Anna: The influence of teachers' sex on their beliefs about teacher's roles in a foreign
language classroom. Wrocław (2002). (A. Michońska-Stadnik).
Kurnik, Ilona: Teaching strategies involved in building up rapport in a foreign language classroom.
Kurtek, Michał: Dealing with disruptive behaviour in an EFL classroom at the primary school level.
Leja, Joanna: The theory of multiple intelligences and students' idea of a good language teacher.
Łuczak, Karolina: Teacher's impact on classroom discipline. Poznań (2002). (T. Siek-Piskozub).
Łyżwa, Katarzyna: Maintaining attention in large classes. Katowice (2002). (J. Latkowska).
Piankowska, Jolanta: Miscommunication in FL classroom setting. Warsaw2 (2002). (U. ZaliwskaOkrutna). [also 28]
Pelińska, Anna: Improving discipline through management skills in secondary schools. Action
research. Poznań (2002). (T. Siek-Piskozub).
Pisarek, Rajmund: Teacher talk in English instruction to students in Polish schools. Łódź (2002).
(B. Krakowian).
Rewers, Anna: Lesson openings―classroom observation in Polish secondary schools. Poznań (2002).
(T. Siek-Piskozub).
184
Rodkiewicz, Blanka: The significance of classroom interaction for developing speaking skills in
English as a foreign language. Lublin (2002). 70 pp. (H. Chodkiewicz). [also 23]
Stankiewicz, Adam: Student and teacher variable in second language education: The attention factor.
Warsaw (2002). (H. Komorowska).
Szczygielska, Weronika: The role of the teacher in promoting learner autonomy in foreign language
classroom. Poznań (2002). (K. Droździał-Szelest). [also 30]
Szkodowska, Aleksandra: Language teacher’s rapport with the students: Theoretical principles and
classroom practice. Kraków (2002). (M. Jodłowiec).
Tchórzewski, Andrzej: Exploring the learners’ image of the foreign language teacher. Warsaw2
Wolnik, Edyta: The influence of teachers' beliefs about teaching and learning English on their teaching
styles. Wrocław (2002). (A. Michońska-Stadnik).
Wróblewski, Zbigniew: Native and nonnative speaker teachers and their roles in the classroom.
Zakrzewska, Justyna: Gender differences and their influence upon teaching styles and classroom
interactions. Wrocław (2002). (L. Zabor). [also 26]
Zgłobicka, Iwona: Different ways of teacher professional development. Poznań (2002). (K. DroździałSzelest).
Ząbek, Ewa: The role of the teacher in autonomous language learning. Wrocław (2002).
Błachuta, Joanna: Language progress in single-and mixed-sex groups at primary school level.
Buraczyk, Elżbieta. Varieties of teacher’s voice. Białystok (2003). 47 pp. + append. (H. Miatliuk).
Drążek, Joanna: The influence of a teacher's interactive skills on learners' communicative competence.
Poznań (2003). (D. Nowacka).
Dzióbek, Agnieszka: Classroom language―an institutional variant of discourse or an awkward
version of natural communication. Poznań (2003). (B. Paflin). [also 9]
Frączek, Katarzyna: The relationship between students’ and teacher’s styles in the foreign language
learning and teaching process. Warsaw (2003). (J. Zybert).
Golik-Skital, Joanna: Effective ways of dealing with disruptive behavior in foreign language
classroom. Katowice (2003). (D. Gabryś-Barker).
Grabowska, Anna: Investigating anxieties experienced by teacher training college students. Poznań
Jakubina, Anna: Teaching styles and strategies in mixed ability classes. Katowice (2003). (D. GabryśBarker).
Jaworska, Aleksandra: Classroom management in foreign language teaching to adolescents. Warsaw
185
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
strategies. Wrocław (2003). (A. Michońska-Stadnik). [also 30]
Niegrebecka, Grażyna: Grice's cooperative principles and teacher talk. Poznań (2003). (B. Paflin).
[also 7/28]
Paszenda, Agnieszka: Revision lessons with gimnazjum students at the beginning level. Katowice
Piątkiewicz, Ilona: Disruptive behaviour as a result of dysfunctional family. Katowice (2003).
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.
Broszkiewicz, Anna: Teacher-student interaction: Teacher questions in a foreign language classroom.
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
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).
186
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.
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.
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).
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
Łaksa, Dominika: Psychological factors affecting classroom communication in small groups.
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.
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).
187
Szlanga, Grzegorz: Personal development through observation in the high school context. Poznań
Tomeczek, Agnieszka: Strategy training in teaching foreign language writing at the elementary level.
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.
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).
Leciejewska, Dominika: Educational discourse in the light of the communicative approach. Wrocław
(2005). (P. Chuszczewski).
Łuczak, Agnieszka: Teaching small and large groups of children. Łódź (2005). (H. Majer). [also 27]
Michalak, Izabela: The use of L1 in teacher talk: Influence on learners' achievement. Łódź (2005).
(H. Majer).
Nikołajew, Zuzanna: English teacher self-evaluation. Liberal vs. authoritarian teacher. Katowice
(2005).
Opielewicz, Dominika: Gender differences in teacher's room conversations. Łódź (2005).
(K. Ciepiela).
188
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
Ważydrąg, Agata: Motivating adolescents to learn English as a foreign language: The teacher’s
perspective. Kraków (2005). (M. Jodłowiec).
Wojdyga, Justyna: Teaching mixed-ability groups in the upper-secondary school context. Warsaw
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).
Dwornik, Justyna: Relationship between teacher motivation, peer motivation and learners'
composition. Opole (2006). (M. Adams-Tukiendorf). [also 23]
Gościński, Jan: The criticism of English teaching organization at Polish lower secondary schools.
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
English coursebooks. Warsaw (2006). (H. Komorowska). [also 32]
Igras, Marek: The role of the teacher in developing speaking skills at the elementary and the
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).
189
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
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.
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: Selfobservation. 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.
190
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).
Golda, Anna: L2 teachers as learners of another foreign language. Wrocław (2007). (A. MichońskaStadnik). [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.
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
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).
191
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
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).
192
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. BlochRozmej).
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.
Stasiak, Magdalena: A beginning foreign language teacher facing beginning learners: Self-observation. 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.
Berger, Joanna: The influence of native speaker teachers’ type of feedback on learners’ motivation.
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).
193
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.
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
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
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.
Mazur, Magdalena: Assessment of teachers in second language teaching. KUL (2009). (T. DerkaczPadiasek).
Mrozkowiak, Marta: The influence of the Socratic method on questioning patterns in EFL classroom.
Napieraj, Anna: Foreign language teachers' needs and competences in the context of the common
European framework of reference for languages: Learning, teaching, assessment. Warsaw
Noga, Dagmara: Facilitating group dynamics in an FL classroom. Katowice (2009). (D. GabryśBarker).
Oktaba, Joanna: Language teacher training aimed at senior learners. Wrocław (2009). 58 pp.
(R. Lewicki).
194
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. GabryśBarker).
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.
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]
195
25. LANGUAGE TESTING/ASSESSMENT (1971-2009)
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 Malec, Wojciech: The impact of item format of test performance in criterion-based assessments of
collocations. KUL (2007).
Iluk). [also 27]
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.
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
(1971). 49 pp.
Jakiel-Depczyńska, Jadwiga: Language testing. Łódź (1973). 69 pp.
Chomiak, D. & I. Krantz: Cloze test: An indicator of general language proficiency. Poznań (1974). 59
pp. + 14 charts.
Dębogórska, Małgorzata: A survey of methods of vocabulary testing. Warsaw (1975). 65 pp.
Ostrowska, Małgorzata: Discrete point testing vs. integrative testing in the course of English as
a second language: The state of the art. Warsaw (1975). 56 pp.
Chojnacka, Lilianna: Testing: A theoretical and practical approach. Łódź (1976). 43 pp.
Grostal, Barbara: Testing oral English: A review of [the] literature. Warsaw (1976). 67 pp.
196
Brodka, Renata: English as a foreign language in Polish secondary schools: Testing and grading
students’ development. Poznań (1977). 33 pp.
Gałązka, Marzenna: A critical survey of the role testing plays in a number of currently used courses
and suggestions for its improvement. Warsaw (1977). 48 pp.
Generowicz, Aniceta: Critical analysis of the entrance examination test battery for English studies.
Poznań (1977). 33 pp.
Gluba, Janina: Testing linguistic aptitude: A survey of the field. Warsaw (1977). 52 pp.
Mnich, Ewa: Some practical speaking tests. Kraków (1977). 103 pp.
Prinke, Rafał: New trends in language testing. Poznań (1977). 81 pp.
Rychlicka, Maria: Aspects of testing English as a foreign language in a course for adults. Poznań
(1977). 41 pp.
Rytlewska, Katarzyna: Vocabulary testing in English as a foreign language. Poznań (1977). 35 pp.
[also 22]
Godlewska, Alicja: English as a foreign language in Polish secondary schools: Testing and grading
students’ development. Poznań (1978). 26 pp.
Pasternak-McBride, Barbara: Institute entrance examination in relation to prognosis of success in the
first-year practical English examination. Kraków (1978). 83 pp. [also 28]
Grudzińska, Maria: Testing as a tool to measure foreign language proficiency. Gdańsk (1979). 61 pp.
Kozieł-Janiszewska, Danuta: Testing techniques in English as a foreign language. Łódź (1979). 96 pp.
Niksza, Elżbieta: Cloze tests, their theoretical foundations, and application in foreign language testing.
Lewicka, Maria: Tests of ambiguity. Poznań (1980). 52 pp.
Piskorzyńska, Lucyna: Informal tests as means of stimulating students’ motivation. Gdańsk (1980). 58
pp.
Sawoyka-Sawoya, Izabela: Adapting teaching materials to individual learners. Łódź (1980). 54 pp.
Urban, Ewa: Testing foreign language achievement. Łódź (1980). 49 pp.
Zabor, Lech: Selected problems of language testing and error analysis on the phonological level.
Mechlińska-Filipek, Beata: Testing skills in English: Reading and writing. Lublin (1983). 65 pp.
Bartnik-Słomińska, Maria: The character of achievement tests applied to the pre-intermediate students
of language courses. Katowice (1984). (M. Wysocka). 72 pp. + append.
Nikitiuk, Jadwiga: Testing the passive voice in English. Poznań (1985). 97 pp. [also 21]
Szafrańska, Elżbieta: Contribution of tests into the process of teaching and learning English as
a foreign language. Łódź (1985). 68 pp.
197
Śmietana, Maria: Construction, application and evaluation of a placement test. Katowice (1986). 83
pp.
Zakrzewska-Mackenzie, Bożena: Testing listening comprehension. Łódź (1986). 95 pp.
Suchorzebrska-Bębenek, Ewa: Testing English: teachers’ and learners’ perspectives. Bydgoszcz
(1987). 55 pp. + append.
Nahurski, Waldemar: Communicative competence testing. Katowice (1989). 46 pp.
Kowalczyk, Monika: The application of cloze tests in teaching English as a foreign language. Łódź
(1990). 63 pp.
Król, Henryk: Testing in the classroom: Towards the communicative approach. Poznań (1990). 60 pp.
Falkiewicz, Piotr: Evaluation of the Oxford Placement Test for use in an evening program in Toruń.
Poznań (1991). 133 pp.
Poźniak, Małgorzata: Language testing: The role of cloze tests in communicative language teaching.
Poznań (1991). 131 pp.
Ostoja-Chrząstowska, Agata: The role of testing in teaching English. Warsaw (1992). 87 pp.
Szela, Jacek: Testing grammar at the advanced level. Wrocław (1992). 60 pp. [also 21]
Szustakowska, Anna: Testing listening comprehension. Poznań (1992). 74 pp. [also 23]
Jop, Marek: Tests applied by high school teachers of English. Katowice (1993). 81 pp. + questionnaire.
Zalewska, Danuta: Testing candidates for English departments: A proposal for a synthetic aptitude and
proficiency test. Gdańsk (1993). 97 pp.
Galata-Kłos, Dorota: A practical guide to cloze procedure testing: An examination of the difficulty of
different text-types used in the procedure. Kraków (1994). 107 pp.
Guzik, Dorota: Language tests in universal entrance examinations: A proposal for a new test format.
Gdańsk (1994). 70 pp.
Kajder, Katarzyna: The 1991 entrance examination paper as a modern prognostic language test.
Kraków (1994). 71 pp. + 25 pp. append.
Kłosowski, Adam: Testing the English tenses. Wrocław (1994). 109 pp. [also 21]
Makowczyńska, Małgorzata: Testing inadequate language in an adequate situation in terms of
complexity and simplicity. Gdańsk (1994).
Bogusławski, Bernard: Strategies used in vocabulary test taking. Wrocław (1995). 79 pp. [also 22]
Cibicka-Klimaszewska, Ewa: Communicative achievement tests: Integrated skills. Katowice (1995).
79 pp.
Graczyk, Katarzyna: Testing speaking skills. Poznań (1995). 63 pp. [also 23]
198
Jamro, Agnieszka: Testing techniques on the levels of particular foreign language subsystems: A case
study. Katowice (1995). 84 pp.
Smiałek, Hanna: Oral testing in secondary school teaching and its evaluation. Poznań (1995). 53 pp.
Toboła, Beata: Written tests in Polish secondary schools. Poznań (1995). 65 pp. + append.
Tomczak, Iwona: Testing and evaluation of student proficiency. Katowice (1995). 72 pp.
(M. Wysocka).
Bruzda, Wioletta: Types of assessment of spoken language: Focus on primary schools. Poznań (1996).
75 pp. [also 23]
Głasek, Małgorzata: Testing spoken language. Łódź (1996). 89 pp.
Grodek-Kabat, Jolanta: Testing grammar. Poznań (1996). 50 pp.
Gromada, Daria: Advanced English entrance tests at the university level. Wrocław (1996). 108 pp.
Kalinowska, Małgorzata: Communicative language testing vs. Polish matura and its backwash effect.
Kraków (1996). 75 pp.
Piech, Robert: Short progress tests in the foreign language classroom. Wrocław (1996). 84 pp.
Trawińska, Aneta: Techniques of developing and testing receptive skills. Katowice (1996). 90 pp.
Zielińska, Katarzyna: An investigation of the C-test as a diagnostic aid in language teaching. Poznań
(1996). 76 pp.
Hanczarek, Elżbieta: Literary tests as a resource in English language teaching. Poznań (1997). 84 pp.
Jankowiak, Małgorzata: Comparison of different testing techniques. Poznań (1997). 54 pp.
Kurek, Małgorzata: Training learners in testing techniques. Katowice (1997). 88 pp.
Kuziora, Alicja: Communicative language testing and language proficiency. Opole (1997). 63 pp.
Maliszewska, Marzena: Grammar testing in the lexical approach. Warsaw (1997). 60 pp.
Marszałek-Fąfara, Monika: Similarities and differences in testing English in primary and secondary
educational contexts. Warsaw (1997). 64 pp.
Ochman, Hanna: A comparison of written grammar tests of English as a foreign language in the
traditional and the communicative approaches. Warsaw2 (1997). 57 pp.
Ostaszewska, Dorota: Assessment of fluency and accuracy in 1996 matura examinations in EFL.
Kraków (1997). [The maturation/entrance exam]
Piasecka, Izabela: Reliability of written language tests. Łódź (1997). 89 pp.
Potaczała, Piotr: Fundamental aspects of testing speech grammar of learners at the intermediate level.
Poznań (1997). 71 pp.
199
Sulewska, Olga: Text creation method as an aptitude test. Gdańsk (1997). 79 pp.
Tajchner, Monika: Written tests of grammar in Polish secondary schools. Poznań (1997). 82 pp.
Tymińska, Anna: Testing in final secondary school examinations. Gdańsk (1997). 120 pp.
Wołowiec, Magdalena: Cloze and dictation as techniques: Testing and teaching integrative skills.
Kraków (1997).
Cukras, Dobrochna: Scoring subjective language tests. Łódź (1998). 48 pp.
Famulski, Szymon: Assessing measurement powers of integrative and discrete-point tests. Łódź
(1998). 72 pp. + append.
Kamińska, Wioletta: Communicative language testing: Some aspects of theory and classroom. Kraków
(1998).
Muchiewicz, Renata: Planning and oral test results: An exploratory study. Warsaw2 (1998). 67 pp.
Osendowska, Agnieszka: Testing language acquisition through receptive skills. Łódź (1998). 59 pp. +
append. [also 8]
Preston, Peter: Validity and reliability of a locally-produced regional general proficiency test in
practical English. Poznań (1998).
Wrześniowska, Justyna: Testing and evaluating dyslexic students in English language teaching.
Zawadzka, Małgorzata: Theoretical principles underlying grammar testing techniques as compared
with their application in practice. Poznań (1998). [also 8/21]
Cebulska, Justyna: Measuring fluency in foreign language oral production. Katowice (1999).
(J. Arabski).
Daszkiewicz, Michał: Educational measurement in a foreign language training with the language
education focused on text complexity and text creativity. Gdańsk (1999). 64 pp. + append.
Dusza, Beata: Selecting appropriate types of test and testing techniques according to students’ brain
dominance. Wrocław (1999). 80 pp. [also 8]
Kalarus, Ziemowit: Foreign language aptitude testing: State of the art. Kraków (1999).
Kraczowska, Anna: Testing and communication skills: Some aspects of theory and classroom practice.
Kraków (1999).
Łuszczyk, Agnieszka: Progress and achievement: Evaluation and testing in secondary education.
Morzyńska, Urszula: The importance of testing in teaching a foreign language. Łódź (1999). 64 pp.
Nyckowska, Daria: Use of criterion-referenced measurement in testing secondary school learners’
achievements in the foreign language. Łódź (1999). 88 pp.
Tomczuk, Wojciech: Testing oral performance in primary students. Toruń (1999).
200
Gładkowska, Dorota: Evaluation and self-evaluation in the process of learning and teaching. Warsaw
Kamienik, Adrianna: Placement testing in Polish schools. Łódź (2000). 58 pp. (P. J. Melia).
Kuchciak, Joanna: University placement test as a predicator of success in the study of English in the
academic context. Wrocław (2000). 112 pp. (L. Zabor).
Lokajczyk-Moszyńska, Justyna: Planning foreign language tests by foreign language teachers.
Moore, Dorota: Proficiency testing: Learner training for [the Cambridge University] First Certificate
in English examination. Katowice (2000). (D. Gabryś).
Rajczyk, Klaudia: Teachers’ problems with testing different language abilities. Katowice (2000).
(M. Wysocka).
Śliwa, Beata: The influence of testing on language learning in a secondary context. Warsaw (2000). 63
pp. (J. Zybert).
Widerkiewicz, Anna: Testing speaking. Łódź (2000). 90 pp. (P. J. Melia).
Bolińska, Monika: Self-assessment in learning English as a foreign language in the secondary context.
Białystok (2001). 64 pp. + append. (H. Komorowska).
Burzyńska, Eliza: Classroom progress tests of vocabulary. Łódź (2001). (B. Krakowian).
Cybuch, Marta: Basic considerations in language test construction. Białystok (2001). 75 pp. + append.
(H. Komorowska).
Górniak, Sylwia: Summative evaluation of ELT matura vs. international examinations. Warsaw
Mączka, Elżbieta: Evaluating progress test booklets for selected EFL courses. Poznań (2001).
(A. Jankowska).
Szmańda, Paweł: The new matura examination: The basic level external part in English. Łódź (2001).
(H. Majer).
Świstoń, Małgorzata: Communicative language proficiency: Teaching and testing. Toruń (2001).
(J. Majer).
Wąsik, Hanna: Validity of writing assessment. Opole (2001). (J. Zalewski).
Wiszniewska, Barbara: Testing as a part of the process of teaching a foreign language. Warsaw2
Zapart, Ewa: Communicative business English testing: The comparison of BEC2 and LCCI for
Business Second Level. Kraków (2001). (M. Jodłowiec).
Biej, Joanna: The influence of types of test items and test administration procedures on learners'
attitude to testing. Opole (2002). (Z. Wąsik).
201
Dżigała, Edyta: Basic notions and approaches to testing with a detailed analysis of discrete point
testing and integrative testing. Warsaw (2002). (R. Gozdawa-Gołębiowski).
Fałtus, Mariola: The role of self-assessment in foreign language learning. Katowice (2002).
(D. Gabryś).
Fabisiak, Ewa: Testing foreign language speaking skill―the holistic vs. analytic approach. Wrocław
(2002). (L. Zabor). [also 25]
Gliściński, Marcin: The principle of backwash effect in foreign language testing. Katowice (2002).
(J. Latkowska).
Kozak, Ewa: The role of testing in enhancing student’s motivation. Warsaw (2002). 83 pp. + append.
(H. Komorowska).
Kruk, Beata: Testing spoken English in secondary schools. Kraków (2002). (A. Niżegorodcew). [also
23]
Majewska, Alicja: Assessment of achievement tests in the secondary school context. Warsaw (2002).
(H. Komorowska).
Piątkowska, Anna: General proficiency assessment for primary school learners entering gymnasium.
Katowice (2002).
Polok, Monika: Testing morphosyntactic accuracy in matriculation exams. Warsaw2 (2002).
Turuto, Anna: Comparison of new matura [examination] and Cambridge First Certificate: similarities
and differences. Wrocław (2002). (L. Zabor).
Żurek, Ewa: Self-assessment of students' grammar achievement. Opole (2002). (E. Piechurska). [also
22]
Dubiel, Agnieszka: Testing foreign language speaking in Polish gimnazjum at elementary and preintermediate level. Katowice (2003). (D. Gabryś-Barker).
Kirejczyk, Anna: The history and development of the Certificate of Proficiency in English in the light
of various approaches towards foreign language teaching and testing. Warsaw2 (2003).
(M. Sicińska).
Obraniak, Justyna: Testing students and its impact on motivation. Wrocław (2003). (W. Sullivan).
Pietras, Paulina: Testing business English: Business English Certificate exams (BEC). Kraków (2003).
(W. Chłopicki). [also 23]
Sojka, Monika: Oral and written tests in school practice. Katowice (2003).
Srebniak, Beata: Tests as a source of stress among foreign language teachers. Katowice (2003).
Strzelczyk, Justyna: Problems with evaluation of learner progress. Katowice (2003).
Zachowska, Renata: Testing listening. Katowice (2003). (E. Krawczyk-Neifar).
Zwierzak, Dariusz: Testing the skill of speaking in foreign language teaching. Łódź (2003).
202
Chruścik, Agnieszka: Lexical assessment of advanced students in second language learning. Łódź
Ćwiek, Małgorzata: The influence of assessment type on student progress in the use of English.
Debich, Marta: A comparison of the oral proficiency interview and the simulated oral proficiency
interview. Wrocław (2004). (L. Zabor). [also 23]
Frąckiewicz, Agnieszka & Przybylak, Izabella: Testing the blind and visually impaired learners.
Gorzela, Tomasz: Cloze tests and measuring learners' language competence. Łódź (2004).
(B. Krakowian).
Hawrylak, Alicja: A comparative analysis of the nowa matura (A-level) examination, the CAE and the
TOEFL. Wrocław (2004). (L. Zabor).
Jabłkowska, Lena: The relationship between self-assessment of foreign language skills and reading
comprehension. Opole (2004). (E. Piechurska). [also 23]
Jawniak, Anna: Language anxiety and its relationship with English grammar test performance. Opole
Kaszuba, Katarzyna: The learner’s perspective on the language examination format. Testing receptive
skills. Warsaw (2004). (H. Komorowska).
Kochanowska, Małgorzata: Testing aptitude in lower secondary school learners. Wrocław (2004).
Kowalczyk, Barbara: The effect of time constraints and English test anxiety on test performance in the
EFL classroom. Opole (2004). (E. Piechurska).
Krasińska, Bogumiła: The role of testing grammar in English language teaching. Warsaw (2004).
Lisowska, Anna: Teaching and testing oral proficiency in English as a foreign language. Łódź (2004).
(H. Majer).
Rejman, Ewa: The assessment of language proficiency in young learners (age 5-7). Wrocław (2004).
Rewers, Martyna: Designing grammar tests for pre-intermediate students of English. Poznań (2004).
Sawicka, Katarzyna: Introducing elements of self-assessment to secondary school students of English
as a foreign language. Poznań (2004). (A. Jankowska).
Spyra, Małgorzata: Analysis of selected ready-made tests from test booklets for pre-intermediate
students of English. Poznań (2004). (A. Jankowska).
Tie Lin, Wang: An analysis of college English test band 4 and college English teaching and learning in
China. Warsaw (2004). (J. Rusiecki).
203
Urych, Marta: Students reaction to various forms of assessing writing skills in a foreign language.
Wjtowicz, Sylwia: Testing and assessment in ELT. Secondary school-leaving examinations in Poland.
Art, Magdalena: The influence of tolerance of ambiguity on the success in English measured by the
Certificate in Advanced English. Wrocław (2005). (A. Michońska-Stadnik).
Giżewski, Michał: Levels of correlation between the matura and mock matura exam results. Wrocław
Kleszcz, Małgorzata: The relation between students' language anxiety level and their results in
achievement tests. Wrocław (2005). (A. Michońska-Stadnik). [also 26]
Krzywiec, Izabela: Reflection of individual learner differences in language test results. Łódź (2005).
Ługowska, Agnieszka: Evaluation of cloze type test on the basis of reading proficiency test. Poznań
(2005). (D. Wiśniewska).
Madej, Justyna: Testing in the Polish contemporary senior high school. Poznań (2005).
(M. Kębłowska).
Marcinkiewicz, Eliza: Scoring and grading in different types of language tests. Katowice (2005).
(M. Wysocka).
Nylec, Joanna: Assessing young learners in Polish primary schools―the state of the art. Kraków
Pajor, Izabela: The role of the assessor in conducting the oral secondary school leaving exam.
Pęczek, Małgorzata: Investigating student and teacher preferences for various vocabulary testing
techniques. Poznań (2005). (A. Cieślicka). [also 8/16/22]
Pokorska, Edyta: Test and non-test assessment in the teaching of English as a foreign language.
Śniegur, Tomasz: Testing the process of writing. Opole (2005). (J. Zalewski). [also 23]
Wilkos, Weronika: Three types of assessment in developing writing skills. Opole (2005). (M. AdamsTukiendorf). [also 23]
Włodarczak, Klaudyna: Written vocabulary tests: Evaluation. Poznań (2005). (D. Wiśniewska). [also
16]
Wojtyna, Magdalena: Foreign language teachers’ capabilities in constructing and evaluating various
types of tests. Katowice (2005). (M. Wysocka). [also 24]
204
Zdanowicz, Urszula: Testing and assessment in the teaching of English as a foreign language to
primary school learners. Warsaw (2005). (H. Komorowska).
Ziółkowska, Magdalena: Learner's self-assessment as a form of alternative assessment on the basis of
the European Language Portfolio. Wrocław (2005). 119 pp. (L. Zabor).
Dopierała, Natalia: Testing reading comprehension: An analysis of a reading comprehension test for
college students of English. Poznań (2006). (A. Jankowska). [also 8]
Kasprzyk, Magdalena: Self-assessment as a means of developing learner autonomy. Poznań (2006).
(D. Wiśniewska).
Kornobis, Gabriela: The role of students’ assessment in the process of teaching and learning English.
Kot, Maria: The designing and administration of teacher-prepared achievement tests. Katowice (2006).
(J. Latkowska).
Kramarz, Anna: Diagnosing the knowledge of derivative word forms among advanced EFL learners.
Kubasiak, Urszula: Adapting language tests for dyslexic students. Katowice (2006). (J. Latkowska).
[also 31]
Masny, Joanna: Teaching English to secondary school students in view of the new matura exam.
Roman, Patrycja: The criticism of commonly used language tests. Katowice (2006). (M. Wysocka).
Shabbir, Magdalena: Elicitation techniques in testing speaking skills at the advanced level nowa
matura secondary school leaving examination. Warsaw (2006). (H. Komorowska). [also 23]
Sikora, Anna: Testing reading comprehension through various test types. Poznań (2006).
Spisak-Kotarba, Barbara: The new matura in English. Students’ fears and expectations. Katowice
(2006). (J. Latkowska).
Wierzbicka, Joanna: The importance of evaluation and assessment in the process of learning a foreign
language. Łódź (2006). (J. Majer).
Zielińska, Alina: Testing writing skills at the advanced level of secondary school leaving examination.
Warsaw (2006). (H. Komorowska). [also 23]
Zimnicka, Monika: Comparing reliability parameters of foreign language tests. Łódź (2006).
(H. Majer).
Burzyńska, Marzena: Assessing communicative language competence at upper-secondary level.
Ciasnocha, Joanna: Assessing students with special educational needs. Poznań (2007). (D.
Wiśniewska). [also 31]
Dobkowska, Sylwia: Assessment and self-assessment in teaching English to primary school learners.
Białystok (2007). 73 pp. (D. Potocka).
205
Drowanowska, Ewa: Teaching and testing vocabulary in the upper-primary school context. Warsaw
Dudkiewicz, Arkadiusz: The relationship between intelligence and phonetic coding ability, and their
influence on FL learning achievement among ninth graders. A correlational study. Poznań
(2007). (J. Rysiewicz). [also 26]
Filipczyk, Martyna: Testing productive skills. Katowice (2007). (J. Latkowska).
Gajewski, Łukasz: The principles of communicative language testing―a comparison of English and
French proficiency tests: The First Certificate of English and DELF B2. Warsaw2 (2007).
(J. Lewkowicz).
Hoffman, Agnieszka: Test anxiety and its relationship with performance compared to other test
emotions as reported by secondary learners at pre-intermediate level. Opole (2007).
(E. Piechurska-Kuciel).
Jodłowska-Kozłowska, Anna: Teaching and testing oral skills in the upper secondary educational
context. Warsaw (2007). (H. Komorowska). [also 23]
Kosiara, Malgorzata: Teachers’ abilities in constructing and administering language tests. Katowice
Kurdyś, Marzena: Implementing self-assessment of reading into new matura matrix upperintermediate plus student's book by Kathy Gude, Jayne Wildman and Danuta Gryca. Poznań
Kuriata, Ewelina: Assessing oral performance of secondary school students: Course design. Kraków
(2007). (A. Kurtyka).
Kwaśnik, Anna: International language testing for academic purposes―British vs. American
examinations. Warsaw (2007). 64 pp. (H. Komorowska).
Mazowiecka, Marta: An analysis of the underlying educational aims of selected contemporary British
public examination boards on the basis of specification papers and prescribed texts for the
GCSE English Literature examination, 2004-2008. Warsaw (2007). (E. Harris).
Pietrala, Dawid: Automatic recognition of non-native speech: An evaluation of the PELT project.
Poznań (2007). (K. Dziubalska-Kołaczyk). [Polish-English Literacy Tutor]
Pietrzak, Edyta: Is the size of native vocabulary as measured by L1 Polish vocabulary test (leksykon)
related to success in FLL among sixth grade learners? A correlational study. Poznań (2007).
(J. Rysiewicz). [also 10/22]
Wojtysiak, Agnieszka: Application of writing tasks of the First Certificate in English exam to out-ofschool contexts: Descriptive research. Opole (2007). (M. Adams-Tukiendorf).
Budel, Dominika: The influence of anxiety on achievement test results in a foreign language. Wrocław
(2008). (L. Zabor). [also 26]
Bystrzanowska, Karolina: Testing students’ language skills in view of the new matura examination.
Bydgoszcz (2008). (T. Goncharova).
Dziuba, Agata: The new matura in English: The washback effect of the oral test on classroom
practice. Warsaw2 (2008). (J. Lewkowicz).
206
Dziubek, Justyna: Teachers’ problems with evaluation of students’ progress: Self-observation.
Katowice (2008). (M. Wysocka). [also 24]
Gałązka, Ewelina: The influence of the test of English for international communication on learners'
motivation. Warsaw2 (2008). (E. Gajek).
Jędras, Paulina: Washback of the new matura in English: Reading and listening subtests at the basic
level. Warsaw2 (2008). (J. Lewkowicz).
Katarzyńska, Gabriela: Student self-assessment in classroom conditions. Wrocław (2008).
(R. Lewicki).
Marciniak, Agata: The impact of age on test anxiety in written English. Wrocław (2008).
(M. Jedynak). [also 26]
Mrożewska, Małgorzata: Developing, piloting and preliminary validation of a foreign language
aptitude test for young learners of modern languages. Poznań (2008).
Wolna-Rumin, Magdalena: Does extensive reading improve the writing skill? Opole (2008).
Niedźwiedzka, Ewelina: The influence of performance-based assessment on students' results in
a foreign language. Wrocław (2008). (L. Zabor).
Pronkiewicz, Katarzyna: Holistic and analytic forms of assessing writing. Wrocław (2008). (L. Zabor).
Rękawek, Monika: Evaluating selected assessment techniques for young learners of English as
a foreign language. Warsaw (2008). (M. Dakowska).
Rolek, Anna: Washback of the new matura at the basic level. Warsaw2 (2008). (J. Lewkowicz).
Rybacka, Agnieszka: A critical analysis of the validity of two Polish foreign language aptitude tests.
Poznań (2008). (J. Rysiewicz).
Reszko, Małgorzata: The European Language Portfolio as a means of documenting foreign language
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).
207
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.
Kowalska, Anna: Testing students’ language skills in view of the new matura exam. Bydgoszcz
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)
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).
208
Dr Bestrzyński, Wiesław: The individual success determinants in the learning of English by Poles.
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]
(Jan Iluk). [also 28]
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).
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 KarwowskaStruczyk).
Dr Szecówka, Michał: Factors determining group motivation as perceived by EFL students. Wrocław
(2008). (Anna Michońska-Stadnik).
209
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
Krzyżyński, Janusz: A study of the attitudes and motivation of learners of English in Polish secondary
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
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.
210
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.
211
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.
Achremczyk, Renata: A study of the attitude and motivation of learners of English in Polish secondary
Cisłak, Halina: Measurement of the level of language creativity in Polish high school graduates.
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.
212
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.
213
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).
214
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).
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.
215
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
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.
216
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.
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.
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.
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.
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.
217
Różak, Joanna: Reflection-impulsivity and the use of monitor in second language production.
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.
218
Sikora, Monika: Motivation as a factor of success in primary school English teaching. Łódź (1996). 84
pp.
Słomińska, Anna: Types of motivation: Case study. Gdańsk (1996). 64 pp.
Zalewska, Joanna: The influence of age on learning styles of students of English as a foreign language.
Poznań (1996). 70 pp.
Żurek, Dorota: Gender differences in conversations of advanced students of English. Kraków (1996).
93 pp.
Angulska, Barbara: The influence of learning styles and strategies on learning vocabulary. Poznań
(1997). 75 pp. [also 22]
Biedroń, Adrianna: Lowering inhibition in speaking by social interaction activities. Poznań (1997).
110 pp.
Bogusz-Broy, Ewa: The correlation between foreign language aptitude and attitude towards
autonomous behaviour. Wrocław (1997). 123 pp. [also 8]
Cederström, Ewa: Affective issues in suggestive-accelerative learning. Poznań (1997). 80 pp.
Cylwik, Barbara: Individual differences and the choice of learning strategies in second language
acquisition. Warsaw (1997). 88 pp. [also 30]
Domeracka, Magdalena: Motivational variables in foreign language study. Poznań (1997). 61 pp.
Dybowska, Małgorzata: English student frustration resulting from peer negative evaluation during an
English lesson. Katowice (1997). (M. Wysocka).
Fibinger, Elżbieta: Motivational aspects of using authentic materials and techniques in teaching FL
culture. Katowice (1997). 115 pp. [also 30/32]
Gondro, Aneta: The influence of humanistic tasks on learner’s anxiety in the foreign language
classroom. Wrocław (1997). 100 pp.
Gorol-Wilk, Izabella: Parents’ approach and attitudes to their children learning English. Katowice
(1997). 71 pp.
Goska, Bogusława: Meeting individual needs in foreign language learning. Łódź (1997). 55 pp.
Hościłowicz, Marcin: Developing motivation in language education: Implications for the teaching of
speaking skills to secondary school students. Warsaw (1997). 86 pp.
Hudyka, Renata: The study of multiple intelligences and learners’ attitudes towards autonomy.
Idzikowska-Błędek, Halina: Teacher development through self-observation. Łódź (1997). 60 pp.
Janasiewicz, Małgorzata: Order of acquisition of selected English morphemes and the age factor in
second language learning. Warsaw (1997). 71 pp. [also 8/21]
Kaszper, Anna: Humanistic tasks as a factor building learners’ motivation. Wrocław (1997). 59 pp.
219
Kawczyńska, Anna: Second language learning and individual differences: The significance of learning
styles. Łódź (1997). 61 pp.
Kijewska, Joanna: Gender differences in the use of classroom language. Poznań (1997). 87 pp.
Kuczera, Jolanta: Anxiety as a factor influencing foreign language learning. Katowice (1997). 101 pp.
Lee, Robert: Emphasizing the affective factor: A way forward for Polish teachers of English? Poznań
(1997). 78 pp.
Małachowska-Ryś, Aneta: Age and motivation as individual factors influencing second language
acquisition. Warsaw (1997). 74 pp.
Mosion, Ewa: The influence of individual learner differences and learning strategies on second
language acquisition. Poznań (1997). 93 pp. [also 8]
Myszk, Anita: Motivation and volition: The contribution of these two phenomena to teaching English.
Gdańsk (1997). 86 pp.
Ordański, Marek: The role of motivation in acquiring grammar by secondary school students of
foreign language. Katowice (1997). 46 pp.
Palińska, Dorota: The correlation between extroversion-introversion and attitude towards autonomous
learning. Wrocław (1997). 58 pp.
Ratajczyk, Anna: The negative influence of anxiety on students’ oral performance. Łódź (1997). 76 pp.
Remiszewski, Michał: Affective factors vs. maturational constraints in second language acquisition:
A case study. Poznań (1997). 82 pp.
Rosińska, Iwona: The role of individual factors in SLA. Warsaw (1997). 72 pp. [also 8]
Różycka-Kaleta, Margarita: Good language learners: Impact of individual learner differences and
learning strategies on success in SLL. Warsaw (1997). 63 pp. [also 30]
Rybarczyk, Anna: The relationship between learner’s motivation type and autonomous behaviour.
Sochoń-Okruszko, Urszula: The influence of extroversion/introversion on strategy choice in L2
learning. Warsaw (1997). 52 pp.
Stańczyk, Agnieszka: Age as a factor influencing foreign language learning. Łódź (1997). 58 pp.
Stupak, Robert: Multivariate study of multiple intelligences as predictors of foreign language
proficiency achievement. Wrocław (1997). 116 pp. [also 8]
Suchecka, Żaneta: Sex differences in attitudes towards learner autonomy at secondary level. Wrocław
(1997). 69 pp.
Szymczak, Aleksandra: Affective factors and success in learning English as a foreign language. Łódź
(1997). 88 pp.
Wilczyńska, Magdalena: The influence of age factor on learners’ beliefs about language learning.
220
Zwierz, Monika: Learner’s personality and its impact on success in foreign language learning. Łódź
(1997). 82 pp.
Baran, Anna: The role of individual factors in second language acquisition. Warsaw (1998). 66 pp.
[also 8]
Baran, Małgorzata: Cognitive style as a predictor of success at foreign language pronunciation
Bukowska, Ewa: How personality of the learner influences second language learning. Poznań (1998).
[also 8]
Chrzanowska, Beata: Motivational differences among primary school students. Łódź (1998). 55 pp. +
append.
Dąbrowska, Beata: Individual differences in foreign language learning: Personality traits and affective
states in the development of oral skills. Warsaw (1998). 86 pp. + append.
Gazda, Joanna: Sex differences in second language development. Łódź (1998). 73 pp. + append. [also
8]
Grabowska, Joanna: Attitudes, motivation and beliefs about language: Language learning of first year
students of English. Poznań (1998).
Horzowska, Monika: Teaching to different learning styles: The potential for involving students in the
lesson. Poznań (1998). 57 pp. + ils.
Kania, Justyna: The role of social psychological variables and their influence on SLL. Poznań (1998).
[also 8]
Kwater, Lidia: The influence of motivation and personality factors on second language acquisition.
Warsaw (1998). 68 pp. + append. [also 8]
Łojkowski, Andrzej: Factors influencing foreign language learning motivation. Katowice (1998). (E.
Krawczyk-Neifar). 75 pp. + append.
Łyżwa, Joanna: Creative language teaching in English as a foreign language. Łódź (1998). 62 pp. +
append.
Parecka, Małgorzata: The influence of motivation and other socio-psychological factors on learners’
success. Poznań (1998). 71 pp. [also 8/9]
Pastusiak, Katarzyna: Adapting foreign language instruction to the needs, attitudes and motivations of
language learners. Łódź (1998). 59 pp. + append.
Probst, Iwona: Gender differences in foreign language reading skills. Katowice (1998). 81 pp. +
append.
Smolińska, Eliza: The influence of personality factors and learning strategies on differential success in
second language learning. Warsaw (1998). 46 single-spaced pp. + append. [also 8]
Stępniak, Irena: Individual differences and learning strategies in SLA. Warsaw (1998). 58 pp. & ils.
[also 8]
221
Śleszyńska, Monika: The role of self-esteem and its influence on the performance of stuttering
students in a foreign language classroom. Poznań (1998). 62 pp. [also 31]
Tokarska, Magdalena: Motivation and attitudes of high school students: An empirical study. Poznań
(1998).
Zborek, Joanna: Selected personality factors and foreign language learning. Poznań (1998).
Zduńczyk, Katarzyna: Designing a self-study course in the text creation method: A proposal for
special treatment of gifted learners. Gdańsk (1998). 120 pp.
Barden, Agnieszka: The influence of personality factors on the choice of learning strategies. Warsaw
(1999). 51 pp. + append. [also 8]
Bokwa, Patrycja: The impact of individual factors in second language acquisition. Warsaw (1999). 62
pp. [also 8]
Chrościoka-Wozniak, Inga: The influence of motivation and personality factors on second language
acquisition: A study of learning English in a secondary school. Warsaw (1999). 62 pp.+
append. [also 8]
Ciemna, Agnieszka: The age factor in second language acquisition. Łódź (1999). 75 pp. [also 8]
Gradowska, Beata: Second language instruction and individual differences: The significance of brain
dominance. Łódź (1999). 97 pp. [also 8]
Granieczny, Ewelina: The reasons of the lack of creativity among English language teachers.
Katowice (1999).
Gut, Elżbieta: Motivating learners through individual homework assignments. Kraków (1999).
Ignasiak, Aleksandra: Motivational and attitudinal factors in second language acquisition. Toruń
(1999).
Kobyłecka, Anna: Learner variables across age groups: Implications for strategy training in primary
and secondary contexts. Warsaw (1999).
Kornak, Ewelina: Motivating teenagers to learn English through music and songs. Kraków (1999).
Kornhauser, Joanna: Affective variables and their role in the process of second language acquisition.
Opole (1999).
Kowalczyk, Katarzyna: Individual differences: The relationship between learning styles and
hemisphere specialisation. Łódź (1999). 52 pp. [also 8]
Kozicka, Maria: Correlation between learner factors and learner success in second language learning.
Kozuń, Małgorzata: The age factor and L1 transfer in acquiring a native-like English pronunciation.
Wrocław (1999). 56 pp. [also 8/21]
Krawczyk, Agata: Secondary school students’ motives for learning English. Łódź (1999). 50 pp.
Malec, Jarosław: Successful learners’ involvement in learning outside the classroom. Katowice (1999).
222
Malinowska, Beata: Training a successful language learner. Warsaw (1999). 49 pp. + append.
Mikołajczyk-Paudyna, Elżbieta: Fostering motivation in the teaching of English as a foreign language:
The importance of using language strategies in the process of fostering motivation. Warsaw
(1999). 51 pp. + append.
Niżnik, Agnieszka: The role of individual learner factors in the process of successful learning. Poznań
(1999).
Olczak, Agnieszka: Students’ learning style preferences in second language learning. Łódź (1999). 48
pp.
Oliwa, Robert: Motivation in business English classes. Łódź (1999). 73 pp. + append. [also 29]
Ostrowska, Edyta: The age factor as a determinant of achievement in foreign language learning.
Warsaw (1999). [also 8]
Palian, Estera: The role of motivation in achieving foreign language teaching and learning goals.
Katowice (1999). (U. Frysztacka-Szkróbka).
Stawicki, Marcin: Cognitive styles of learning in the EFL classroom. Łódź (1999). 123 pp.
Stęporowska, Joanna: Influence of personality factors on learning strategies: Their role in second
language acquisition. Warsaw (1999). 65 pp. + append. [also 8]
Szymczyk, Urszula: Motivation and receptivity as predictors of success in formal foreign language
learning. Warsaw (1999). 63 pp. + append.
Waniek, Agnieszka: The importance of the affective domain in the acquisition of a foreign language.
Łódź (1999). 69 pp. [also 8]
Adamska, Anna: Gender implication in foreign language learning in Polish primary schools. Poznań
(1999).
Blachnicka, Katarzyna: The correlation of attributional style and success at speaking a foreign
language. Wrocław (2000). (A. Michońska-Stadnik).
Blumczyński, Piotr: Temperament type and the concept of the good language learner. Wrocław
(2000). 77 pp. (A. Michońska-Stadnik). [also 28]
Bojarska, Bogusława: The role of age in lexical transfer. Warsaw (2000). 85 pp. + append. (J. Zybert).
Chabierska, Małgorzata: The theory of multiple intelligences and its educational implications. Poznań
(2000). [also 8]
Ciszak, Justyna: Motivational factors among lower and upper high school students learning English as
a foreign language. Poznań (2000).
Czajka, Stanisław: The influence of motivation and selected personality factors on strategy choice and
success in second language learning. Warsaw (2000). 79 pp. + append. (J. Zybert).
Dremza, Agnieszka: Motivation and selected personality factors as determinants of success in second
language acquisition. Warsaw (2000). 88 pp. + append. (J. Zybert).
Janusz, Aleksandra: Cognitive abilities in learner instruction matching. Wrocław (2000). (L. Zabor).
223
Joczyn, Iwona: Gender differences and preferred learning environment in a foreign language
classroom. Wrocław (2000). 92 pp. (A. Michońska-Stadnik). [also 28]
Kaźmierczak, Anna: Self-esteem in language learning: The role of attitudes and motivation in second
language acquisition. Poznań (2000).
Kikowska, Justyna: Motivation of state secondary, state vocational and private secondary school
learners of English. Łódź (2000). (H. Majer).
Kotecka, Katarzyna: The teacher as a motivator in different classroom situations. Poznań (2000).
Kosmala, Aleksandra: The effect of perceptual learning styles on foreign language success. Łódź
(2000). (P. J. Melia).
Kowalonek, Dawid: Adapting foreign language instruction to sex differences. Łódź (2000). 91 pp. +
append. (B. Krakowian).
Kostrzewska-Klimczyk, Katarzyna: Individual differences and the role of mother tongue in second
language learning. Łódź (2000). 59 pp. (P. J. Melia).
Kwitek, Sylwia: The influence of individual factors on strategy choice: Extroversion/ introversion and
anxiety. Warsaw (2000). 72 pp. + append. (J. Zybert). [also 30]
(2000). 50 pp. + append. (H. Majer). [also 21/22]
Latacz, Wojciech: The role of age in the process of second language acquisition. Łódź (2000). 54 pp.
Maciejewska, Katarzyna: Implications of individual differences among students for foreign language
learning. Łódź (2000). 54 pp. (B. Krakowian).
Manijak, Agnieszka: L1 and L2 in various types of classroom interaction. Katowice (2000).
Marciniak, Małgorzata: The influence of learning styles on the choice of learning strategies. Łódź
(2000). (A. Leńko-Szymańska). [also 30]
Mirecka, Agnieszka: Motivation to learn English and conditions promoting it among Polish secondary
school students. Opole (2000). (G. Nickel).
Nawrot, Agnieszka: The influence of sex differences on the second language learning with respect to
individual variables. Poznań (2000).
Oleśko, Joanna: The influence of emotional intelligence on communicative skills. Wrocław (2000). 83
pp. (A. Michońska-Stadnik).
Paluszek, Agnieszka: Gender differences in the acquisition of listening comprehension skills. Wrocław
(2000). 71 pp.
Paulewicz, Kinga: The role of aptitude in foreign language learning. Katowice (2000).
Pomykała, Wioletta: Communication strategies of introvert and extrovert language learners. Łódź
(2000). 75 pp. + append. (H. Majer). [also 30]
224
Popko, Jacek: Linguistic intelligence and strategy use as determinants of success in second language
learning. Warsaw (2000). 60 pp. (J. Zybert). [also 8]
Prokopiak, Beata: The role of motivation and attitudes in second language acquisition in different age
groups. Warsaw (2000). 55 pp. (J. Zybert).
Rakowska, Bogumiła: Emotional intelligence and its education implications. Warsaw2 (2000). 58 pp.
+ append. (M. Dakowska).
Rosowicz-Kobiak, Ewa: De-motivating factors in a foreign language learning. Katowice (2000).
(M. Wysocka).
Sabat, Grażyna: Learners’ needs in the process of foreign language learning. Katowice (2000).
(M. Wysocka).
Sielska, Joanna: Intelligence, language aptitude and second language achievement. Łódź (2000). 78
pp. (H. Majer).
Słotwińska, Joanna: Learners' family background and its influence on their attitudes towards language
Socha, Agnieszka: Musical intelligence and learning style in developing listening comprehension
skills in a foreign language. Wrocław (2000). 99 pp. (L. Zabor).
Strychalska, Agnieszka: Correlation between language giftedness and general intelligence: A multifaceted issue. Poznań (2000).
Sturgólewski, Radosław: Verbal intelligence of a good language learner. Wrocław (2000). 81 pp.
Woźnica, Justyna: Motivation, age and personality as determinants of success in second language
learning. Warsaw (2000). 72 pp. + append. (J. Zybert).
Żuber, Anna: Influence of affect on the processes of second language learning. Poznań (2000).
[Affective factors]
Arabas, Matylda: Exploring the relationship between test results, task performance and self-esteem in
a foreign language classroom. Warsaw2 (2001). (M. Dakowska).
Balicka, Magdalena: The idea of conscious bilingualism vs. first language attrition. Gdańsk (2001). 67
pp. (R. Wenzel).
Baran, Monika: The relationship between motivation and selected personality factors. A study of
Polish secondary school learners of English. Warsaw (2001). (J. Zybert).
Borys-Nagórko, Anita: Correlation as attitudes and motivation―two individual factors affecting
foreign language learning. Warsaw (2001). (J. Zybert).
Cholewka, Grzegorz: The correlation between extroversion-introversion and the application of social
strategies by second language learners. Wrocław (2001). (A. Michońska-Stadnik). [also 30]
Dzięcioł, Elżbieta: Men, women and coeducation. Warsaw2 (2001). (U. Zaliwska-Okrutna).
Fada, Faza: Linguistic and cultural insights into bilingualism. Poznań (2001). (K. Droździał-Szelest).
[also 32]
225
Gogół, Katarzyna: Motivation in SLL in secondary schools. Łódź (2001). (A. Leńko-Szymańska).
Górnicka, Marta: Sex differences and the process of EFL information retrieval in secondary school
environment. Wrocław (2001). (A. Michońska-Stadnik).
Grobel, Małgorzata: Ways of raising motivation in teaching English to primary school students. Toruń
(2001). (J. Majer).
Grześkowiak, Romana: Age differences in second language acquisition and learning. Poznań (2001).
(S. Puppel).
Gudarowska, Joanna: The influence of humanistic tasks on the development of multiple intelligences
in primary children. Wrocław (2001). (A. Michońska-Stadnik). [also 27]
Hrehorowicz, Maja: Bilingualism in children. Poznań (2001). (S. Puppel).
Marciniak, Magdalena: Cognitive style and foreign language achievement. Łódź (2001). (H. Majer).
Marcinkowska, Monika: Adult language learning: Investigating factors affecting success. Poznań
Mazur, Anna: The role of bilingualism in foreign language learning: A psycholinguistic approach.
Poznań (2001). (S. Puppel).
Morawska, Joanna: Code-switching in bilingual speech. Łódź (2001). (B. Krakowian). [also 7]
Niepiekło, Małgorzata: Politeness strategies in the verbal interaction of extrovert vs. introvert students.
Poznań (2001). (R. Kopytko).
Nowak, Agnieszka: Exploiting the potential of learners’ imagination in teaching English as a foreign
language. Warsaw2 (2001). (M. Dakowska). [also 30]
Nowak, Małgorzata: The influence of memorised linguistic chunks on creative constructions in L2.
Toruń (2001). (J. Majer). [also 8]
Parchimowicz, Marta: Changes in the conceptualisation of two basic emotions, happiness and anger,
reflected in verbal responses of children aged 5, 9, and 15. Poznań (2001). (S. Puppel). [also
8]
Połoszynowicz, Monika: Psychological, social and cultural aspects for raising bilingual children.
Poznań (2001). (A. Dorodnych). [also 32]
Skarbek, Aurelia: Gender differences in language use―some implications for classroom discourse.
Warsaw2 (2001). (U. Zaliwska-Okrutna). [also 9a/24]
Szupiluk, Grzegorz: Children as language learners: Issues at early and late bilingualism. Warsaw2
(2001). (W Woźniakowski). [also 27]
Wojciechowska, Magdalena: Applying 'multiple intelligences' theory into a foreign language
classroom. Poznań (2001). (A. Jankowska).
Wożniak, Teresa: Motivational factors in students learning speaking skills in English―adult
beginners. Warsaw2 (2001). (W. Woźniakowski). [also 23]
226
Zawadzka, Aleksandra: Age factor in second language acquisition. Łódź (2001). (A. LeńkoSzymańska).
Zyliński, Jacek: The role of motivation in learning English as a foreign language. Implications for
teaching English in the primary context. Warsaw (2001). (H. Komorowska).
Adamska-Zdanowicz, Marta: The bilingual family―should parents bring children up bilingual?
Poznań (2002). (B. Paflin). [also 16/28]
Bodnar, Agnieszka: Gender differences and the use of cognitive strategies at the pre-intermediate
level. Wrocław (2002). (L. Zabor). [also 30]
Bojarska, Izabela: The "big five" personality model in second language learning. Wrocław (2002).
(L. Zabor).
Czernobaj, Anna: Improving language acquisition through multiple intelligences and language
learning strategies. Warsaw (2002). 50 pp. (J. Zybert).
Dorosz,
Agnieszka: Teacher’s
(W. Woźniakowski).
role
in
enhancing
learner
motivation.
Warsaw2
(2002).
Goslar, Zuzanna: Gender-based multiple intelligences in second language acquisition: An overview.
Grzegorczyk, Alina: The influence of individual variable on motivation in primary and lower
secondary contexts. Warsaw (2002). (H. Komorowska).
Guziak, Magdalena: Affective factors and learners' success in second language acquisition. Łódź
Hanslik, Helena: Motivation of students attending state schools and private language courses.
Jankojc, Zbigniew: Individual factors influencing the learner’s success in EFL. Poznań (2002).
(K. Went).
Kondzielewski, Daniel: Motivation and involvement in teaching and learning English as a foreign
language. Warsaw (2002). (H. Komorowska).
Kornek, Joanna: The role of language anxiety in the process of second language acquisition. Opole
Kukiełka, Anna: Motivation and its impact on the process of language acquisition. Opole (2002).
(E. Piechurska).
Leja, Joanna: The theory of multiple intelligences and students' idea of a good language teacher.
Małecka, Agnieszka: A study of learner motivation and autonomy arising from a series of debate
classes followed by project work. Warsaw2 (2002). (M. Dakowska). [also 30]
Marek, Jan: Language interferences among bilingual speakers of related languages. Wrocław (2002).
(A. Skrzypiec). [also 8/10]
227
Niedziela, Anna: Intrinsic and extrinsic motivation in adult learners of English. Opole (2002).
(Z. Wąsik).
Pasieka, Małgorzata. Intelligence in natural bilingualism. Katowice (2002).
Paszkowska, Maja: Factors involved in the development of integrative motivation. Poznań (2002).
Pawlicki, Sebastian: Multiple intelligence theory and the choice of activities in a foreign language
Pieszka, Barbara: Extroversion-introversion and success in second language acquisition. Opole (2002).
(E. Piechurska).
Piotrowska, Monika: Learner strategy training as a way to learner autonomy. Katowice (2002).
Płaczek, Agata: Perceptual learning styles in teaching vocabulary to primary school learners. Katowice
(2002). [also 22]
Podwika, Barbara: Selective aspects of teenage students’ motivation in EFL. Kraków (2002).
(M. Korosadowicz).
Popławski, Marcin: Teenagers as good foreign language learners. Katowice (2002).
Prystacz, Ewa: Teaching and learning style preferences in an English language classroom. Wrocław
Radziun, Magdalena: Internal and external determinants of competiveness in foreign language
Reszka, Adrianna: Sex differences and the use of communication strategies. Wrocław (2002).
Rzepko, Ewa: Autonomous learning–the factors influencing learners’ attitudes and abilities. Katowice
(2002).
Skutela, Ewa. The influence of stress on students’ results in learning. Katowice (2002).
Sochańska, Lidia: Sex differences in second language acquisition. Poznań (2002). (K. DroździałSzelest). [also 9a]
Stan, Katarzyna: Perception of drama techniques and the ways they motivate adolescent students to
learn a second language. Katowice (2002).
Stando, Iwona: Motivation in secondary language learning. Focus extrinsically and intrinsically
motivated secondary school Polish students of English. Warsaw (2002). (J. Zybert).
Studacka, Małgorzata: The age factor in the second language acquisition. A study of Polish learners of
English―9-10 and 14-15 years of age. Warsaw (2002). (J. Zybert).
Szczerba, Ida: Beliefs about foreign language learning in the light of individual learner differences.
Katowice (2002).
Szlachta, Magdalena: The importance of self-study and individual work at more advanced levels.
Katowice (2002).
228
Światłowska, Kinga: Aptitude tests: predicting success in second language acquisition. Łódź (2002).
(B. Krakowian).
Zakrzewska, Justyna: Gender differences and their influence upon teaching styles and classroom
interactions. Wrocław (2002). (L. Zabor). [also 24]
Banach-Duniec, Monika: Differences in types of learners' motivation in teaching a foreign language
with various audio-visual aids. Łódź (2003). (B. Krakowian).
Biedroń, Adriana: Attribution related affects as a function of perceived causality of academic success
or failure among successful foreign language learners. Poznań (2003). (K. Droździał-Szelest).
[also 28]
Bińkowski, Łukasz: Multiple intelligences and individuality in an EFT classroom. Toruń (2003).
(J. Majer).
Błachuta, Joanna: Language progress in single-and mixed-sex groups at primary school level.
Bogdan, Iwona: Motivation for English as a foreign language in different age groups. Łódź (2003).
Bronisz, Małgorzata: Individual differences in learning English by Polish secondary school learners.
Buciak, Katarzyna: Accuracy in TEFL. The case of the new matriculation examination. Warsaw2
Cholecka, Sylwia: The theory of multiple intelligences and its practical application. Poznań (2003).
Cichoń, Marta: Learning styles and gender in second language acquisition. Łódź (2003). (A. LeńkoSzymańska).
Czyż, Anna: Motivation and its determinants in learning English. The case of Polish learners 13-14
years old. Warsaw (2003). (J. Zybert).
Dembski, Jacek: The impact of personality type on students' progress in language learning. Łódź
Frączkowski, Sebastian: The influence of individual and social factors on the development of
bilingualism. Warsaw (2003). (J. Wełna).
Gieros, Marcin: The theory of multiple intelligences. How to deal with individual students' needs.
Łódź (2003). (B. Krakowian).
Grzona, Katarzyna: Towards better communication―the role of motivational factors in English
language learning. Toruń (2003). (J. Majer).
Guglas, Barbara: Some characteristics of a poor language learner. Poznań (2003). (D. Nowacka).
Iwanek, Małgorzata: Child-first caretaker interaction as the source of language development: The first
fourteen months. Poznań (2003). (S. Puppel). [also 8/10]
229
Jędrzejczak, Patrycja: Lowering students' anxiety in speaking by strategy training. Łódź (2003).
Józefowicz, Katarzyna: Some aspects of gender differences in classroom interaction. Poznań (2003).
(B. Paflin). [9/9a/24]
Kalwik, Justyna: Motivating techniques employed when teaching English to the Polish grammar
school first-graders. Katowice (2003). (E. Krawczyk-Neifar).
Kaszewska, Beata: Investigating relations between the theory of multiple intelligences and human
gender. Łódź (2003). (H. Majer).
Kłos-Faria, Daria: Bilingualism as a social phenomenon. Katowice (2003). (E. Krawczyk-Neifar).
Kowalska, Aleksandra: The role of the brain and the theory of multiple intelligences in foreign
language teaching. Łódź (2003). (H. Majer).
Krzyżanowska, Joanna: Howard Gardner's theory of multiple intelligences―a hand towards primary
school learners in acquiring of a foreign language. Poznań (2003). (T. Siek-Piskozub).
Kucharska, Katarzyna: The use of multiple intelligences theory in teaching older children. Łódź
Latos, Iwona: Increasing and maintaining motivation in 14-year-old Polish learners of English.
Malińska, Dorota: The multiple intelligences theory in foreign language teaching. Łódź (2003).
Małańczuk, Katarzyna Aleksandra: The correlation between the use of affective and social strategies
and emotional intelligence. Wrocław (2003). (A. Michońska-Stadnik). [also 30]
Oleszczyńska, Katarzyna: Gardner’s multiple intelligences model. Theory and classroom practice.
Pawłowska, Magdalena: The influence learners’ personality (extraversion/introversion) on the
development of speaking skills as exemplified by teenagers. Katowice (2003). (E. KrawczykNeifar). [also 23]
Polaszek, Hanna: The age factor in the acquisition of L2 phonology. Poznań (2003). (S. Puppel). [also
1/8/10]
Rałowska, Agnieszka: The influence of attribution retraining on learners' attribution style and their
foreign language achievement. Wrocław (2003). (A. Michońska-Stadnik).
Roszak, Marcin: Foreign language teachers’ attitude toward developing pronunciation habits in
different age groups. Katowice (2003).
Rutka, Katarzyna: Language aptitude as predictor of second language proficiency: An analysis of
aptitude tests used in various educational settings. Poznań (2003). (A. Jankowska).
Rutkowska, Joanna: Lowering speaking inhibitions in adult learners of English―a case study. Poznań
230
Sawadro, Anna: Gender differences in classroom interaction. Implications for the teaching of English
as a foreign language. Warsaw (2003). (H. Komorowska).
Skubisz, Agnieszka: Implementing the theory of multiple intelligences to Polish learners in the
primary and secondary context. Warsaw (2003). (J. Zybert).
Stasiak, Aneta: Gender-based differences in foreign language learning. Warsaw2 (2003).
(U. Zaliwska-Okrutna).
Szperna, Marta: Motivation and its level among the Polish teenage gimnazjum learners. Łódź (2003).
(H. Majer).
Tarczyńska, Anna: Anxiety as an important factor in language learning. Warsaw2 (2003).
(W. Woźniakowski).
Twardowska, Magdalena: Multiple intelligence theory in language teaching: The relationship between
students' MI profiles and preferred activities. Łódź (2003). (H. Majer).
Welk-Tomalska, Marta: Selected psychological aspects of individual learner differences: Self-concept
and attribution theory. Łódź (2003). (H. Majer).
Wesół, Alicja: The influence of musical intelligence on second language pronunciation. Wrocław
(2003). (W. Sullivan). [also 22]
Woźniak, Paulina: The role of coursebooks in developing motivation across modalities. Warsaw
Zeydler-Zborowska, Joanna: Motivation in adult intermediate English as a foreign language students.
Warsaw2 (2003). (M. Sicińska).
Adamszyk, Agnieszka: Promoting communication and learner autonomy through projects. Warsaw2
Badowska, Katarzyna: Motivational differences in adolescent learners of English as a foreign
Bieniaszewska, Małgorzata: Influence of background knowledge on guessing the unknown words
from the written context by the teenage students. Poznań (2004). (B. Paflin).
Bartniczak, Karolina: Multiple intelligences: Theory and practice in the learner-centered classroom.
Czura, Anna: The influence of ambiguity tolerance on the acquisition of grammatical structures in the
Callan Method. Wrocław (2004). (A. Michońska-Stadnik). [also 21]
Dziura, Katarzyna: What should be the relation between bilingualism and biculturalism in the context
of professional translation/interpreting? Case study. Poznań (2004). (A. Pisarska). [also 15]
Gołyńska, Małgorzata: The influence of cognitive development [on] sensory modality preference in
SLA. Wrocław (2004). (A. Michońska-Stadnik).
Gos, Małgorzata: A correlation between learners’ age and motivation and their success in second
language learning. Warsaw (2004). (J. Zybert).
231
Grudzińska, Katarzyna: Brain-based teaching and holistic teaching: The multiple intelligences theory
and the educational kinesiology in the light of Polish educational reform. Poznań (2004).
(M. Kębłowska). [also 8]
Jakubowska, Grażyna: The role of age and motivation in second language acquisition of pre-pubertal
and post-pubertal groups. Warsaw (2004). (J. Zybert).
Jantarska, Anna: The relationship between field dependence/field independence and reading
comprehension: A correlational study. Opole (2004). (E. Piechurska). [also 23]
Jawniak, Anna: Language anxiety and its relationship with English grammar test performance. Opole
Jędrzejak-Izydorska, Anna: Brain gender, reflective/impulsive learners and second language
Jurkiewicz, Ilona: Bilingual children: From birth to teens. Warsaw2 (2004). (M. Sicińska). [also 28]
Kątna, Aldona: The influence of personality on successful oral performance. Poznań (2004).
(M. Kębłowska).
Kochanowska, Małgorzata: Testing aptitude in lower secondary school learners. Wrocław (2004).
Korzko, Paweł: Gender-related language in a foreign language classroom. Poznań (2004).
(K. Droździał-Szelest). [also 9a]
Lach, Anita: Motivational differences among middle and secondary school students. Łódź/ Lancaster
Maczugowska, Marta: Anxiety as a factor in adult language learning: An action research. Kraków
(2004). (A. Strzałka).
Matuszak, Katarzyna: Personality factors and their influence on language learning. Poznań (2004).
(D. Nowacka).
Matysiuk, Marta: Influence of anxiety on motivation of respective personality types of adult learners.
Mering, Adriana: The influence of bilingualism on children's cognitive abilities. Poznań (2004)
(A. Ewert). [also 8/10a]
Mol, Małgorzata: Gender and its impact on interactional styles. Katowice (2004). (J. Latkowska).
Ożańska, Katarzyna: Relationship between personality traits: Extraversion-introversion and English
speaking proficiency. Opole (2004). (E. Piechurska).
Ożga, Dariusz: Motivation in the foreign language learning classroom. Warsaw2 (2004).
(M. Sicińska).
Parysek, Agnieszka: The influence of musical intelligence on the acquisition of pronunciation in a
foreign language at the elementary level. Wrocław (2004). (L. Zabor). [also 22]
Pelc, Małgorzata: Age differences in the use of compensation strategies. Wrocław (2004).
232
Pietraszko, Dorota: Language aptitude and learner motivation: Evidence from English language
training classroom. Łódź (2004). (H. Majer).
Pleta, Anna: The extroversion-introversion scale as a factor in foreign language learning. Poznań
Pomykała, Aneta: The role of memory in vocabulary learning. Katowice (2004). [also 22]
Rakocińska, Anna: Gender differences in foreign language learning strategy choice–a myth or reality?
Katowice (2004).
Rybacka, Agnieszka: Motivational strategies and successful language learners. Poznań (2004).
(D. Nowacka). [also 30]
Siemieniuk, Mirosław: Poor language learners: A case study conducted in a Polish technical secondary
school. Poznań (2004). (A. Jankowska). [also 30]
Skiba, Anna: A relationship between ambiguity tolerance and students' degree of autonomy. Wrocław
(2004). (L. Berezowski). [also 30]
Skorek-Jasiewicz, Magdalena: Language, the brain and child bilingualism. Poznań (2004).
(A. Dorodnych).
Smarzyk, Katarzyna: Adults’ motivation in foreign language learning. Warsaw2 (2004). (M. Sicińska).
Sobala, Magdalena: The influence of perceptual modality on the success in learning English
pronunciation. Wrocław (2004). (A. Michońska-Stadnik). [also 22]
Starostka, Ewa: Effects of illustrations on text comprehension and memorization of text information.
Katowice (2004).
Strojna, Katarzyna: The influence of multiple intelligences on teaching style. Wrocław (2004).
Traciłowski, Tomasz: Some aspects of verbal behaviour of bilingual speakers in the light of the SapirWhorf hypothesis. Poznań (2004). (A. Dorodnych). [also 10]
Wieteska, Joanna: Language choice in secondary multilingual settings. Warsaw2 (2004). (A. Duszak).
Wilk, Małgorzata: Age factor in the use of English borrowings (based on selected issues of chosen
magazines). Kraków (2004). (D. Zielińska-Długosz). [also 21]
Woźniak, Paweł: Motivating adolescent language learners through the use of authentic materials. Łódź
(2004). (H. Majer). [also 30]
Wysocka, Wioletta: Personality factors and learning styles in second language acquisition. Łódź
(2004). (H. Majer).
Wyszkowski, Dominik: The role of age factor in the acquisition of second language phonology by
Polish learners of English. Poznań (2004). (K. Dziubalska-Kołaczyk). [also 1/22]
233
Załęcka, Ewa: Personality factors and their role in foreign language learning. Poznań (2004).
(D. Nowacka).
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 24]
Adamska, Anna: The influence of emotional intelligence on the acquisition of a foreign language
among adults. Szczecin (2005). (M. Stawna).
Adamska, Ilona: An analysis of varied level of motivation among Polish junior high school students
learning English as a foreign language. Kraków (2005). (J. Leśniewska).
Arkuszyńska, Ilona: Bi-multilingualism as a challenge for the future homo loquens? Poznań (2005).
(S. Puppel). [Man as a talking animal] [also 8/9]
Bartoszek, Iwona: Correlations between learners' multiple intelligences profiles and preferred
classroom activities. Łódź (2005). (H. Majer).
Bromek, Katarzyna: The influence of ego boundaries on English as a foreign language learners' results
in achievement tests. Wrocław (2005). (A. Michońska-Stadnik).
Ciszak, Agata: Bilingual language learners and metaphor comprehension. Poznań (2005).
Cyran, Agnieszka: Individual factors and their impact on foreign language learning. Kraków (2005).
(J. Leśniewska).
Demska, Agnieszka: Musical and linguistic intelligences in foreign language pronunciation
development. Katowice (2005). (D. Gabryś-Barker).
Dudek, Anna: Influence of learner gender on co-operation and competition in a classroom context.
Ekert, Anna: Lexical processing in bilinguals: Investigating the hierarchical asymmetry model in
Polish-English bilinguals. Poznań (2005). (A. Cieślicka). [also 8/18a]
Gapińska, Anna: Optimists and pessimists in the language classroom: Applying learned helplessness
theory in foreign language education. Poznań (2005). (D. Nowacka). [also 24]
Gurgul, Mirella: Recent approaches to the study of motivation in foreign language teaching. Kraków
Jarmuł, Agata: Motivating junior and senior secondary school students to learn English as a foreign
Jeżewska, Karolina: The affective domain in learning a foreign language: Comparison of different age
groups. Łódź (2005). (H. Majer).
Kaczmarczyk, Ewa: Personal intelligence as factor influencing foreign language proficiency. Wrocław
(2005). (L. Zabor).
Kaczmarek, Magdalena: Cross-linguistic interaction in trilingualism. The influence of L2 German on
L3 English to Polish secondary school students. Poznań (2005). (A. Ewert). [also 19b]
Kałuża, Anna: Motivational factors in adolescent learners of English. Łódź (2005). (J. Majer).
234
Kirczuk, Agnieszka: The effectiveness of bilingual instruction at lower secondary level: Acquisition of
vocabulary and grammar. Poznań (2005). (A. Ewert). [also 22]
Kleszcz, Małgorzata: The relation between students' language anxiety level and their results in
achievement tests. Wrocław (2005). (A. Michońska-Stadnik). [also 25]
Kos, Monika: The age factor in comparing the effectiveness of the method of loci and keyword
method. Szczecin (2005). (P. Kamińska). [also 23]
Krzywiec, Izabela: Reflection of individual learner differences in language test results. Łódź (2005).
Kuświk, Anna: The influence of task-based approach on foreign language anxiety. Wrocław (2005).
Leszczyńska, Agnieszka: Applying elements of multiple intelligences theory to teaching English in
secondary weak classes. Łódź (2005). (H. Majer).
Łukowska, Magdalena: Learner autonomy in the realm of changing Polish educational demands.
Markiel, Michał: Learners' personality features and the effectiveness of communicative language
teaching method. Wrocław (2005). (A. Michońska-Stadnik). [also 28]
Meyka, Magdalena: The influence of individual differences on second language learning and the
learner’s choice of learning strategies. Warsaw (2005). (J. Zybert).
Motyl, Michał: The value of bilingualism. Rzeszów (2005). (P. Stekauer).
lower pre-intermediate level. Szczecin (2005). (P. Kamińska). [also 22]
Prajzner, Marzena: English-based pidginisation process within a specific multilingual community:
A case study of word-formation processes from the prospective of cognitive linguistics. Toruń
(2005). (W. Skrzypczyk). [also 2/12]
Przybył, Iwona: L2 influence on L1: A case study of a Polish immigrant living in the USA. Poznań
(2005). (A. Ewert).
Radziszewska, Marta: Strategies used by students in foreign language reading comprehension.
Katowice (2005).
Sobczak, Katarzyna: The extroversion/introversion dimension and its influence on grammatical
accuracy in oral/written performance in English. Wrocław (2005). (A. Michońska-Stadnik).
Szpringier, Joanna: Applying multiple intelligences theory in foreign language education. Poznań
(2005). (D. Nowacka).
Szwed, Joanna: The place of the multiple intelligences theory in the reformed school. Poznań (2005).
(M. Kębłowska).
Trachimowicz, Ewa: Brain gym as a factor enhancing brain functioning and maximizing primary
school learners' full potential. Poznań (2005). (M. Kębłowska).
235
Tyszka, Eliza: Facilitative or debilitating? Aspects of language anxiety. Warsaw2 (2005). (A. LeńkoSzymańska).
Zakrzewska, Marta: A psycholinguistic analysis of code-switching in bilingual speech. Poznań (2005).
Albiński, Radosław: Cross-linguistic interactions between L1 and L2: Transferability of various
readings of polysemous hems in Polish and English. Poznań (2005). (A. Cieślicka). [also
4/8/19a]
Barczyk, Maria: Factors affecting language learning: Focus on multiple intelligence(s). Bydgoszcz
(2006). (A. Bączkowska).
Borowski, Paweł: The influence of multiple intelligence on success in the four learning skills. Łódź
(2006). (P. Krakowian).
Cholewa, Aleksander: An inductive vs. deductive approach to teaching English grammar in relation to
cognitive styles and gender. Katowice (2006). (J. Latkowska). [also 22]
Dziarkowska, Agata: Investigating the correlation between foreign language aptitude and MI theory.
Gałązka, Ewa: Anxiety in classroom foreign language learning. The case of Polish secondary school
learners of English. Warsaw (2006). (J. Zybert).
Głowacka, Marta: Self-esteem and anxiety as factors in foreign language achievement in young adults:
A case study. Łódź (2006). (H. Majer).
Gawroński, Robert: Classroom management as a key factor in effective language teaching. Poznań
Gryglewska, Ewelina: Problems and solutions in mixed ability classes. Łódź (2006). (H. Majer). [also
31]
Jędrzejczak, Ewa: The role of motivation in English language learning. Bydgoszcz (2006).
(A. Bączkowska).
Kłosowska, Iga: Motivational factors in language learning. Poznań (2006). (D. Nowacka). [also 8]
Kołodziejska, Marzena: Bilingualism and language competence: Code-switching in bilinguals.
Bydgoszcz (2006). (A. Bączkowska).
Kowalska, Weronika: Recognizing learning styles as a help in teaching English to adults. Warsaw2
(2006). (E. Gajek).
Kozłowska, Agnieszka: Relationship between multiple intelligences and quality of writing of English
as second language learners. Opole (2006). (M. Adams-Tukiendorf). [also 23]
Krebs, Anna: Intelligence and learning styles affecting the choice of vocabulary learning strategies.
Krystecka, Anna: Personality as a crucial factor in the foreign language teacher's profile. Łódź (2006).
(J. Majer).
236
Kujawa, Agnieszka: Motivation, attitudes and orientations in learning English as a global language.
Litwińczuk, Marta: Developing and sustaining motivation in high achievers. Warsaw (2006).
(J. Zybert).
Lupa, Małgorzata: Affective factors influencing adult learners―action research. Katowice (2006).
(J. Latkowska).
Łuksza, Anna: Language anxiety and a perfectionist learner. Łódź (2006). (J. Majer).
Materka, Małgorzata: Motivational strategies used in teaching English as a second language. Warsaw2
Mazur, Karolina: Learning styles of English as a foreign language learners―a study of perceptual
learning modalities. Warsaw2 (2006). (A. Leńko-Szymańska).
Miłkoś, Monika: The implementation of the Multiple Intelligences Theory in L2 teaching. Katowice
Molenda, Róża: Instrumental motivation in foreign language instruction for adult learners. Łódź
(2006). (H. Majer).
Napierała, Katarzyna: Developing students' interpersonal intelligence by training their cooperative
skills. Poznań (2006). (M. Kębłowska). [also 8/9]
lower pre-intermediate level. Szczecin (2006). (P. Kamińska).
Podemska, Mariola: The theory of multiple intelligences in the process of teaching and learning
a foreign language. Poznań (2006). (D. Wiśniewska). [also 10]
Przewiedzikowska, Renata: A positive attitude toward a foreign culture as a yardstick of success in
second language learning. Poznań (2006). (D. Wiśniewska). [also 32]
Siekierka, Sylwia: Motivational components in foreign language learning. Łódź (2006). (H. Majer).
Słomka, Beata: The perception and use of nonverbal cues during a foreign language lesson. Katowice
Terkowska, Patrycja: The role affective factors in the second language acquisition by adults in the
target language community. Katowice (2006).
Wojciechowska-Pondel, Magdalena: Motivational factors affecting success in English language
learning. Rzeszów (2006). (T. Hrehovcik).
Wołodźko, Agnieszka: Relationship between learning styles of ESL learners and their choice of
writing tasks. Opole (2006). (M. Adams-Tukiendorf). [also 23]
Wołyńska, Milena: Communication and the self. Poznań (2006). (D. Wiśniewska).
Worobiec-Kugac, Joanna: Motivation of adults learning foreign languages at the elementary level.
Wójtowicz, Marta: Learning strategies in primary school. Rzeszów (2006). (T. Hrehovcik).
237
Wróbel, Ewa: The role of motivation in achieving communicative competence in English as a foreign
language. Poznań (2006). (D. Wiśniewska). [also 28]
Zakrzewska, Hanna: Self-esteem and success in second language acquisition. Warsaw2 (2006).
Zwiersz, Agnieszka: English language learning motivation of junior high school students in state and
private schools: A case study. Kraków (2006). (A. Niżegorodcew).
Życka, Marta: Lexical phrases and language learning and language use strategies as aids in reducing
foreign language anxiety. Warsaw2 (2006). (M. Sicińska). [also 22]
Adamczuk, Iwona: Language and intelligence. Szczecin (2007). (J. Sadownik).
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 15/16/32]
Bauer-Duha, Agata: The impact of emotions on vocabulary learning. Poznań (2007). (A. Cieślicka).
[also 22]
Biskup, Karolina: Anxiety at input, processing, and output stages of foreign language learning
processing in junior high school students. Opole (2007). (E. Piechurska-Kuciel).
Brentkowska, Marta: Affective factors in EFL classroom. Poznań (2007). (D. Wiśniewska).
Borysiuk, Katarzyna: The interaction between language anxiety and learner's gender in the process of
second language acquisition among secondary school students. Opole (2007). (E. PiechurskaKuciel).
Calów, Ewa: Integrativeness towards British and German in Polish and Silesian origin secondary
school student of Opole Silesia. Opole (2007). (E. Piechurska).
Cynka, Elżbieta: Do learners with higher language learning inductive abilities learn foreign language
better? A correlational study. Poznań (2007). (D. Wiśniewska).
Czarnecka, Agnieszka: The influence of pair and group work on English language learning. Warsaw2
(2007). (E. Gajek).
Czerniak, Martyna: The pursuit of the bilingual identity among mature target language speakers.
Poznań (2007). (A. Cieślicka). [also 4/8]
Długowska, Anna: The influence of personality and social factors on young adolescents’ foreign
vocabulary learning by means of the keyword method. Szczecin (2007). (P. Kamińska).
Dudkiewicz, Arkadiusz: The relationship between intelligence and phonetic coding ability, and their
influence on FL learning achievement among ninth graders. A correlational study. Poznań
(2007). (J. Rysiewicz). [also 25]
Dziekarowska, Dorota: Adjusting the syllabus to the students’ needs and learning styles with the use
of pop-culture elements. Szczecin (2007). (P. Kamińska). [also 32]
Duda, Urszula: Introducing graded readers in EFL courses at the higher education level as a way of
developing student’s autonomy and motivation. Kraków (2007). (A. Niżegorodcew). [also 30]
238
Gejda, Weronika: Motivation and personality factors affecting strategy use. Investigating Polish
secondary learners of English. Warsaw (2007). (J. Zybert).
Golusińska, Agnieszka: Motivation of English for specific purposes students. Poznań (2007).
Graba, Ewelina: The relationship between situational and global self-esteem when learning English as
a foreign language. Opole (2007). (E. Piechurska-Kuciel).
Grabowska, Barbara: Emotions and bilingualism: Linguistic preferences in early bilinguals' emotional
expressions. Poznań (2007). (A. Ewert).
Granisz, Aleksandra: The influence of learning styles on error correction preferences. Szczecin (2007).
Gromek, Aleksandra: The relationship between foreign language anxiety and grades in junior high
school students. Opole (2007). (E. Piechurska-Kuciel).
Gruszka, Marta: The development of learners' metacognitive knowledge as the most important role of
the contemporary English teacher. Poznań (2007). (K. Droździał-Szelest).
Gurgul, Katarzyna: Foreign language anxiety and personality factors: Extraversion and introversion in
junior high school students. Opole (2007). (E. Piechurska-Kuciel).
Hapunik, Anna: The comparision of anxiety level among students and teachers in Denmark and
Poland. Wrocław (2007). (A. Michońska-Stadnik).
Hersztowska, Anna: Integrative motivation and its relationship with final grades in Polish high school
students. Opole (2007). (E. Piechurska-Kuciel).
Hrabia-Latocha, Marzena: Investigating writing anxiety factors among learners of English: Survey
Jankowska, Mariola: Investigating the interrelationship of motivation and learning autonomy in
elementary students in grades 4-6. Warsaw (2007). (J. Zybert). [also 30]
Jaworska, Emilia: Cross-linguistic influence in L3 lexical processing. Poznań (2007). (A. Cieślicka).
[also 8]
Karmelita, Monika: The influence of foreign language anxiety on the L2 English proficiency of Polish
high school learners. A correlational study. Poznań (2007). (J. Rysiewicz). [also 10]
Kobyliński, Piotr: The impact of age and educational level on adults' attitude towards learning English
as a foreign language. Warsaw2 (2007). (J. Lewkowicz).
Koniewicz, Michał: Strategies reducing language anxiety as a way to successful foreign language
learning. Łódź (2007). (J. Majer). [also 30]
Kozłowska, Katarzyna: Idiom production in bilinguals. Poznań (2007). (A. Cieślicka). [also 2/3/8]
Krongauz, Malwina: Enhancing motivation in the process of learning English as a foreign language in
the secondary school context. Białystok (2007). 85 pp. + append. (D. Potocka).
Kudaś, Marek: The influence of musical intelligence on the acquisition of English as language in the
sphere of writing. Opole (2007). (M. Adams-Tukiendorf). [also 23]
239
Kujałowicz, Agnieszka: Cross-linguistic factors in multilingual lexical processing: A case of trilingual
speakers with English or German as L2. Poznań (2007). (A. Cieślicka). [also 8/19b]
Kujawska, Małgorzata: Gender implications in strategy use in English as a foreign language: The case
of Polish junior high school learners. Poznań (2007). (K. Droździał-Szelest). [also 30]
Lasecka, Anna: Cross-language priming effect in beginning bilinguals. Poznań (2007). (A. Cieślicka).
[also 8/21]
Łobaczewski, Adam: Field independence in teaching vocabulary through keyword method to adults at
pre-intermediate level. Szczecin (2007). (P. Kamińska).
Łuszcz, Beata: The relationship between the level of high school students' language anxiety and
teacher's attribution of those students' success and failure. Opole (2007). (E. PiechurskaKuciel).
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
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
Szastok, Maciej: Factors that have an impact on students’ motivation to take part in classroom
interaction. Katowice (2007).
240
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: Selfobservations. 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.
Duczemińska, Anna: The influence of age and gender on ESL Polish learners' motivation. Wrocław
(2008). (M. Jedynak).
241
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.
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]
242
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.
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.
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]
243
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
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.
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
Kossobudzka, Dorota: The understanding and usage of the multiple intelligence theory in the ESL
classroom: Teacher’s perspective. Wrocław (2009). 70 pp. (R. Lewicki).
244
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.
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).
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.
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
Raczyńska, Magdalena: Diagnosing anxiety in speaking English as a foreign language. Warsaw
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.
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]
245
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.
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)
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 SiekPiskozub).
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]
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
246
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
247
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
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]
248
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]
249
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.
250
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.
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
vs. the contrastive analysis hypothesis with reference to teaching. Opole (1995). [also 3/21]
Otwinowska, Agnieszka: Adult-child interaction in the process of first language acquisition and
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
(1996). 108 pp.
Jurewicz, Ewa: Teaching English to children with Down’s syndrome. Gdańsk (1996). 43 pp. [also 31]
251
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
cons of teaching two languages simultaneously from infancy. Poznań (1996). 67 pp. [also 8]
Roban, Katarzyna: The critical period for second language acquisition. Poznań (1996). 75 pp. [also 8]
Różycka, Anetta: The caretaker speech and its relations to the process of language development in
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
Bobula, Monika: Second language acquisition in childhood: A survey of theory and research. Kraków
(1997). [also 8]
Chomicz, Beata: Teaching foreign languages to pre-school children. Warsaw (1997). 64 pp.
Klimczak, Monika: Developing accuracy: Implications for the teaching of English to primary school
students. Warsaw (1997). 69 pp.
Kremky, Maciej: Verbal signals of bilinguality. Łódź (1997). 115 pp. [also 8/20]
Kurowska, Monika: Games and disruptive behavior in teaching to kindergarten children. Poznań
(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 lowintensity course. Kraków (1997).
Tworkowska, Adriana: Ways of building young learners’ motivation and creativity in a foreign
language classroom. Katowice (1997). 117 pp.
Wańkowicz, Paulina: Developing children’s oral competence through games. Poznań (1997). 87 pp.
Wojtyś, Katarzyna: An early start in foreign language learning and its impact on the attainment of
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.
+ append.
Domżał, Ewa: Learner’s difficulties in language learning: Implications for the teaching of English to
children with special needs. Warsaw (1998). 89 pp. + append. [also 31]
252
Gabrysiak, Agnieszka: Children’s characteristics and their significance in teaching English to young
learners. Poznań (1998). 97 pp.
Gruszka, Artur: Activities developing language skills for children aged 6 to 11. Katowice (1998). 86
pp. + append. (E. Krawczyk-Neifar). [also 23]
Hager, Barbara: The development of language in young children with Down Syndrome. Wrocław
(1998). 61 pp. & 20 k. tables. [also 31]
Jasińska, Eliza: Teaching basic literacy skills to young language learners: An action research project.
Poznań (1998).
Kolonko, Gabriela: The role of play and games in teaching English to children. Katowice (1998). 63
pp. + append. (E. Krawczyk-Neifar).
Kowalczyk, Jolanta: Songs and rhymes as input in teaching English to children: Classroom
procedures. Warsaw2 (1998). 93 pp.
Raczak, Agnieszka: The importance of a child’s development and culture in teaching English. Poznań
(1998). 55 pp. [also 32]
Szyszka, Agnieszka: Identifying learners’ difficulties and supporting language growth in the primary
context. Warsaw (1998). 57 pp. + append.
Białek, Dorota: Communicative activities for 8-11 year old children. Łódź (1999). 64 pp.
Borowska, Monika: Learning by doing: Teaching English to young learners. Łódź (1999). 51 pp.
Czerniak, Anna: Growing up with two languages: Observations on patterns of linguistic behaviours in
bilingual families. Gdańsk (1999). 82 pp. [also 8]
Fajkis, Ewa: The elements of fun in teaching vocabulary to children aged 7 to 8. Katowice (1999).
(D. Gabryś).
Matuszewska, Anna: The early start in language education: Implications for the teaching of English in
the primary context. Warsaw (1999). 108 pp.
Michałowska, Monika: The acquisition of English as L2 by disruptive children. Wrocław (1999). 49
pp. [also 8/31]
Niedużak, Joanna: Plays and games as developmental and educational tools in the early stages of
schooling. Warsaw2 (1999). 117 pp.
Nowotarski, Konrad: Techniques of teaching English in pre-school environment. Katowice (1999).
(U. Frysztacka-Szkróbka).
Pająk, Maria: Young children comprehension of indirect requests. Wrocław (1999). 51 pp.
Pasterny, Andrzej: Ideas and activities for English classes in kindergarten. Katowice (1999).
(D. Gabryś).
Palonek, Monika: Young learners vs. adult learners: Similarities and differences in foreign language
learning―focus on vocabulary. Katowice (1999). (J. Arabski).
253
Smoczyk, Tomasz: The optimal age for the commencement of foreign language instruction. Poznań
(1999).
Staworko, Justyna: The acquisition of English by the speakers of the northeast Polish dialects within
the framework of natural phonology. Poznań (1999). [also 1/28]
Wrońska, Anna: Maturational development of children and its influence on language teaching. Łódź
(1999). 63 pp.
Besta, Marzena: Self-correction in developing accuracy of students’ written work: Primary school
learners. Katowice (2000). (D. Gabryś).
Blek, Katarzyna: An analysis of the linguistic development of feral children with regard to the CPH:
The case of Genie. Poznań (2000). [also 8] [Critical Period Hypothesis]
Gasz, Anna: Primary school learners’ background knowledge and linguistic knowledge in foreign text
comprehension. Opole (2000).
Jagucka, Magdalena: First language acquisition in congenitally hearing impaired children. Poznań
(2000). [also 8/31]
Kamińska, Wioleta: A story-based design for teaching English to 9-10 year old children. Warsaw2
(2000). 96 pp. + append. (M. Dakowska). [also 30]
Kańska, Dorota: Language of the young. Warsaw2 (2000). (K. Hejwowski).
Kęsek, Joanna: Areas of difficulty in learning English in primary school learners. Katowice (2000).
(M. Wysocka).
Kuźnik, Joanna: The mediational purposes of private speech in child development and adults’ learning
of a second language: The relation of second language private speech to linguistic proficiency.
Poznań (2000).
Pasierbek, Beata: Behaviour and learning problems in teaching English to children aged 5-9. Katowice
(2000).
Paździor, Agnieszka: The bilingual experience and its consequences for school achievement in a
monolingual education setting: The case study of a bilingual individual. Poznań (2000). [also
8/28]
Pliszka, Maciej: Comparing acquisition of English grammar by children aged 7-8 and 10-12. Wrocław
(2000). 97 pp. (A. Michońska-Stadnik). [also 8/27]
Fedorowicz, Joanna: Training young learners (aged 7-10) in learning how to learn English. Kraków
(2001). (M. Jodłowiec).
Gudarowska, Joanna: The influence of humanistic tasks on the development of multiple intelligences
in primary children. Wrocław (2001). (A. Michońska-Stadnik). [also 26]
Kozłowska, Agnieszka: The authoring programme for teaching English to very young learners. Łódź
254
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.
Krenz, Sławomir: Young language learners―a look at orientation and motivational factors. Poznań
Kubak, Magdalena: The role of parents and teachers in the process of teaching young children.
Miazek, Agnieszka: Adapting language teaching methods and techniques to primary school children.
Moll-Musiał, Anetta: Teaching through total physical response: Practical application in a course-book
for children. Łódź (2001). (H. Majer).
Rucińska, Jolanta: Melodic approach to teaching English and young learners' concept of self-efficacy.
Szupiluk, Grzegorz: Children as language learners: Issues at early and late bilingualism. Warsaw2
(2001). (W. Woźniakowski). [also 26]
Syrowska, Anna: Selected aspects of cognitive second language learning motivation: Educational
implications. Gdańsk (2001). 73 pp. (R. Wenzel).
Baron, Luiza: Age factor in second language acquisition: Children vs. adults. Poznań (2002).
Burchardt, Maria: Didactic games and the young learner. Poznań (2002). (A. Nowacka).
Czajor, Agnieszka: Baby talk in the first year. Poznań (2002). (S. Puppel). [also 10]
Giedrojć, Gabriela: The influence of topic-based teaching on the acquisition of vocabulary by young
children. Wrocław (2002). (L. Zabor). [also 22]
Jankowska, Joanna: The potential of text creation method in aptitude test construction. Gdańsk (2002).
88 pp + append. (R. Wenzel).
Kapitułka, Katarzyna: Tasks as input for young children in learning a second language. Łódź (2002).
(B. Krakowian).
Knapik, Aleksandra: Music and pictures in teaching vocabulary to young children. Łódź (2002).
Kurdziel, Agata: Using the Helen Doron method in teaching English to children up to the age of six.
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. KrawczykNeifar). [also 32]
Miśkiewicz, Marzena: Teaching children in the primary classroom through storytelling. Poznań
255
Pawlicki, Sebastian: Multiple intelligences theory and the choice of activities in a foreign language
Seweryn, Iwona: Teaching English to very young children with the Helen Doron Method. Łódź
Sobieraj, Aleksandra: Teaching English to young learners―some theoretical considerations. Poznań
Wąsowska, Agnieszka: Developing reading skills in primary context. Implications for the teaching of
English to eight-year olds. Warsaw (2002). (H. Komorowska). [also 23]
Ziemba, Jolanta: The application of British early literacy strategies in teaching young learners.
Bekisz-Michalska, Zuzanna: Motivating young learners through implementing elements of popular
culture in teaching. Poznań (2002). (T. Siek-Piskozub). [also 32]
Benesevich, Richard: Language learning by a child in a bilingual environment: One system or many?
Wrocław (2003). (W. Sullivan).
Bielecka, Aneta: Effective techniques in teaching listening comprehension to seven-to-ten year olds
(songs, stories and games). Warsaw (2003). (J. Zybert). [also 23]
Charchuła, Justyna: The choice of stories in Total Physical Response. Storytelling and its impact on
performance in second language learning. Wrocław (2003). (W. Sullivan). [also 28/30]
Czapiewska, Aleksandra: Mother-child communication: The case of the child's influence on the
mother. Poznań (2003). (S. Puppel). [also 8]
Danieluk, Paulina: Unconventional ways of teaching languages to young learners: The Helen Doron
method. Łódź (2003). (B. Krakowian).
Kalwik, Justyna: Motivating techniques employed when teaching English to the Polish grammar
school first-graders. Katowice (2003). (E. Krawczyk-Neifar).
Kasprzak, Agata: Music in the preschool instruction of English as a foreign language. A case study.
Poznań (2003). (T. Siek-Piskozub). [also 32]
Kucharska, Katarzyna: The use of multiple intelligences theory in teaching older children. Łódź
Kujawski, Andrzej: Teaching vocabulary to young learners through multi-sensory stimulation.
Warsaw2 (2003). (M. Sicińska). [also 22]
Małkiewicz, Anna: Young learners' second language acquisition with reference to ELT methods. Łódź
Misztal, Bogumiła: Touching the language: Dramatization and drama in teaching primary English.
Lublin (2003). 53 single-spaced pp. + append. (H. Chodkiewicz).
Morawska, Joanna: Simultaneous acquisition of two languages in the early childhood. Wrocław
(2003). (R. Lewicki).
256
Muszyński, Daniel: Facilitating foreign language learning among kindergarten children. Katowice
Pankowska, Edyta: Success and failure in early language learning. Warsaw (2003). (H. Komorowska).
[also 28]
Pekrul, Dominika: Observing children’s participation in song-based activities in EFL. Warsaw2
(2003). (M. Sicińska). [also 30]
Sawicka, Beata: Evaluation of tests accompanying coursebooks for beginning level children. Poznań
(2003). (A. Jankowska). [also 32]
Sztramska, Marta: Motivating children from dysfunctional families in the process of foreign language
learning. Poznań (2003). (T. Siek-Piskozub).
Warec, Joanna: Factors influencing successful teaching in the computer-enhanced classroom of 4-6
year old pupils. Poznań (2003). (W. Sobkowiak). [also 30]
Wasilewska, Karolina: Fostering cognitive development of ten-year-old learners in the teaching of
English as a foreign language. Białystok (2003). 70 pp. (H. Komorowska).
Waszak, Małgorzata: Children and their school problems―focus on disorders interfering with
children's English language learning. Poznań (2003). (K. Droździał-Szelest). [also 31]
Zimnicka, Mariola: Psychological aspects of teaching English to young learners. Łódź (2003).
(B. Krakowian).
Dąbrowska, Agnieszka: A relevance-theoretical approach to language comprehension processes in
children. Warsaw (2004). (E. Wałaszewska). [also 6/8/10]
Drab, Magdalena: Teaching English to children with special educational needs. Warsaw (2004).
Gauza. Dominika: Teaching English to very young learners. Warsaw (2004). 58 pp. + append.
(H. Komorowska).
Hautz, Małgorzata: Teaching English to preschool children. Presentation and evaluation of HDEE
method. Warsaw (2004). 66 pp. + append. (H. Komorowska). [Helen Doron Early English
approach]
Janicka, Julia: Responding to young language learners' needs in English language coursebooks.
Poznań (2004). (K. Droździał-Szelest). [also 32]
Kidybińska, Magda: Individualisation in foreign language teaching. The value of multisensory
activates in the lower secondary contex. Warsaw (2004). (H. Komorowska).
Paluch, Joanna: Code-switching by compound bilingual children. Wrocław (2004). (A. MichońskaStadnik).
Polak, Dominika: Exploiting the potential of stories for teaching English to pre-school children.
Rejman, Ewa: The assessment of language proficiency in young learners (age 5-7). Wrocław (2004).
257
Rybczyńska, Anna: The influence of cooperative and competitive classroom teaching on children's
achievement in SLA. Wrocław (2004). (A. Michońska-Stadnik). [also 24]
Szajkowska, Barbara: Developing communicative competence of young learners in Helen Doron
classes. Wrocław (2004). (A. Michońska-Stadnik).
Szyłko, Joanna: Coursebook selection and exploitation in the reformed Polish primary classroom.
Poznań (2004). (M. Kębłowska). [also 32]
Tomeczek, Agnieszka: Strategy training in teaching foreign language writing at the elementary level.
Wlazło, Katarzyna: Learner-generated materials in teaching young learners English as a foreign
language. Łódź (2004). (B. Krakowian).
Wojtyś, Ewelina: Teaching English through drama to Polish learners at the primary level. Lublin
(2004). 41 single-spaced pp. + append. (H. Chodkiewicz).
Figlus, Izabela: An objective evaluation of the Helen Doron teaching method. Łódź (2005). (H.
Majer).
Jacewicz, Barbara: Multilingualism from birth―an opportunity or a threat? A longitudinal study of
a preschool child. Wrocław (2005). (W. Sullivan).
Jamróz, Magdalena: Developing speaking skills through storytelling to five and six year olds. Poznań
Kalisz, Marta: Teaching English to children with special educational needs. Białystok (2005). 83 pp.
Łuczak, Agnieszka: Teaching small and large groups of children. Łódź (2005). (H. Majer). [also 24]
Mroczkowska, Dominika: A psycholinguistic approach to second language acquisition in children.
Poznań (2005). (S. Puppel). [also 8]
Pełka, Joanna: White lies in the speech of children. Wrocław (2005). (R. Barzycka).
Poświatowska, Urszula: Games, stories and role plays in teaching children English. Warsaw (2005).
(J. Zybert).
Puda, Weronika: Early English for children: Helen Doron approach. Katowice (2005). (D. GabryśBarker).
Targońska, Hanna: The use of puppet in teaching English to six-year-old children. Toruń (2005).
(T. Siek-Piskozub).
Wojciechowska, Anna: Using project work with primary school children. Poznań (2005). (T. SiekPiskozub). [also 28]
Zwierzycka, Anna: The suitability of songs for children in ELT (a case study). Poznań (2005).
258
Bąk, Małgorzata: Teaching English to children: Focus on active-learning techniques. Bydgoszcz
Chojnacka, Joanna: Factors of success in Helen Doron early English. Łódź (2006). (H. Majer).
Drążela, Emilia: Teaching English to children and discipline problems. Bydgoszcz (2006).
Figarska, Paulina: Foreign language acquisition by children in the light of the natural approach.
Poznań (2006). (A. Cieślicka).
Frejlich, Karina: Teaching English to Polish children within the system of integrated education.
Warsaw (2006). (M. Dakowska).
Głowacka, Anna: The Montessori Method and interactive language teaching. Wrocław (2006).
(R. Lewicki).
Grywaczewska, Jolanta: The significance of motive in the classroom play activity. Supporting [a]
child's whole person development in the process of teaching a foreign language through play.
Herczyńska, Katarzyna: The role of kindergarten in the promotion of an early start. Warsaw (2006).
(H. Komorowska).
Kowalska. Iwona: Teaching vocabulary to children. Bydgoszcz (2006). (A. Bączkowska). [also 22]
Krysztop, Magdalena: Raising intercultural awareness of nine eleven-year-old learners of English by
introducing them to English holidays and legends. Białystok (2006). 57 pp. + append.
(E. Lewicka-Mroczek). [also 32]
Kuźma, Dorota: Using storytelling when teaching English to children. Białystok (2006). 74 pp. +
append. (P. Thomas). [also 30]
Sakowska, Anna: The language progress of Polish young learners in an immersion program―a case
study. Warsaw2 (2006). (A. Leńko-Szymańska).
Sochacka, Anna: Teaching vocabulary to young learners in kindergarten. Wrocław (2006).
(R. Lewicki).
Stall, Aleksandra: Teaching foreign language communication to kinaesthetic learners at early stages of
education. Wrocław (2006). (R. Lewicki).
Świątek, Sylwia: The role of L1 in learning English as a foreign language in childhood. Poznań
(2006). (A. Ewert).
Witczak, Ewa: Parental influence on the primary learner’s success in learning English. Wrocław
(2006). (R. Lewicki).
Żybura, Agnieszka: The advantages and disadvantages of using games in teaching foreign languages
to children. Katowice (2006). (J. Latkowska).
259
Chraniuk, Monika: Body language as a form of nonverbal communication during the English lesson.
Białystok (2007). 65 pp. (S. Griniev-Griniewicz).
Dąbrowska, Marta: Effective techniques of teaching English to children in kindergarten. Warsaw
(2007). (J. Zybert).
Ekert, Julianna: Implementing storytelling in teaching English as a foreign language to preschoolers.
Frączkowska, Anna: Teaching writing in the Helen Doron method at primary school level: Case study.
Galas, Katarzyna: Dictionary of the effectiveness of teaching dictionary reference skills to primary
school children. Poznań (2007). (R. Lew). [also 16/32]
Galusik, Joanna: Teaching young learners English through writing. Poznań (2007). (D. Wiśniewska).
[also 23]
Gogołewska, Karolina: Integrating perceptual learning styles in teaching English to children. Warsaw
(2007). (J. Zybert).
Janiec, Monika: How to teach children successfully. Poznań (2007). (D. Wiśniewska).
Kliszewska, Magdalena: Exploring the functions of drama activities in teaching English as a foreign
language to primary school children. Warsaw (2007). (M. Dakowska). [also 28]
Kowalska, Joanna: Motivation to learn and motivated language units. Gdańsk (2007). 52 pp.
(T. Danilewicz).
Łybek, Dominika: Effective teaching foreign languages to preschool children. Bydgoszcz (2007).
(T. Goncharova).
Maciejak, Alicja: Multiple intelligences theories in second language acquisition. Szczecin (2007).
(M. Stawna).
Maj, Paulina: Drama techniques in teaching English to young learners. Warsaw2 (2007). (A. LeńkoSzymańska).
Malewska, Anna: The role of emotions in second language learning: Selected aspects. Gdańsk (2007).
69 pp. (T. Danilewicz).
Mularczyk, Beata: Methods and techniques of teaching English as a foreign language in the
kindergarten context. Warsaw (2007). (H. Komorowska).
Peek, Marta: Cognitive aspects of teaching English to young learners. Gdańsk (2007). 55 pp.
(T. Danilewicz).
Przybył, Iwona: The influence of bilingualism on children's cognitive development. Poznań (2007).
(A. Ewert). [also 2/26]
Putkowska, Agnieszka: Teaching English to children aged 3-4. Development of the English language
curriculum. Bydgoszcz (2007). (T. Goncharova).
Rucińska, Diana: The role of the mascot as a teacher assistant in teaching EFL to seven-year-old
children. Toruń (2007). (T. Siek-Piskozub).
260
Szehidewicz, Elwira: A corpus-based study of communication skills in two-year-olds from relevancetheoretic perspective. Warsaw (2007). (E. Wałaszewska).
Tyndyk, Marta: Implementation of the integrated approach to teaching English to lower primary
school children in the context of the New School Reform. Wrocław (2007). (A. MichońskaStadnik).
Wasiuk, Magdalena: Enhancing teaching grammar to children through pictures and rhymes. Szczecin
Włodarczyk, Kamila: Analysis of lexical syllabi in selected EFL coursebooks for children. Kraków
(2007). (A. Kurtyka). [also 32]
Zabłocka, Magdalena: Factors motivating children to learn English. Bydgoszcz (2007).
(A. Bączkowska).
Zdzienicka, Alicja: The influence of background music on vocabulary acquisition by children. Poznań
(2007). (T. Siek-Piskozub). [also 10/16]
Żarska, Małgorzata: Linguistic and psycholinguistic issues in second language acquisition by children:
Helen Doron's [Early English] approach. Warsaw2 (2007). (E. Gajek).
Anuszkiewicz-Pycka, Agata: Teaching English in the primary classroom―games and plays as major
motivators. Warsaw (2008). (J. Zybert).
Gołda, Aleksandra: Teaching English vocabulary to children. Bydgoszcz (2008). (A. Bączkowska).
[also 22]
Kowalczyk, Monika: Foreign language instruction for kinesthetic learners. Kraków (2008).
Lendzion, Dorota: Interaction with young EFL learners: Evidence from Helen Doron Early English
course. Poznań (2008). (D. Wiśniewska).
Moroziewicz, Anna: The relationship between child development and the second language learning
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).
261
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).
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]
262
28. THEORETICAL ISSUES, APPROACHES, METHODS, TECHNIQUES
(1952-2009)
1,081 MAs (877 solo & 206 cross-listed)
Dr hab. Marton, Waldemar: The maximization of meaningful learning in language didactics in the
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 optimizing 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).
263
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 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).
264
Dr Styszyński, Jan: Contextual and glottodidactic requirements of materials for the learning of foreign
languages. Warsaw2 (2000). (Franciszek Grucza).
(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).
(Jan Iluk). [also 26]
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]
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-optimalminimal 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).
traits of students. Poznań (2007). (Wacław Strykowski). [also 30]
265
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).
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.
266
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.
267
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.
268
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
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.
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.
269
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
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.
270
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.
271
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.
272
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.
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.
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.
273
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.
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
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).
274
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
Sych, Michał: Otto Jespersen’s views on teaching foreign languages in the light of contemporary
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]
275
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.
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.
276
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.
277
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.
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.
Śliwińska, 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.
278
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.
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.
279
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
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.
280
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
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).
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.
281
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
Adamska, Katarzyna: Does English still belong to the English? Teaching English as an international
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.
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]
282
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.
283
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).
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
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.
284
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.
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
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
the students. Katowice (1996). 75 pp.
285
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
and application of classroom research. Warsaw (1996). 91 pp. [Eng. as a second language;
Eng. as a foreign language]
Radomska, Beata: Drama activities in teaching communication strategies. Poznań (1996). 67 pp.
Smentek, Małgorzata: Teaching translation as a language development technique. Gdańsk (1996). 95
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
interrogatives. Poznań (1996). 76 pp. [also 21]
Augustyn, Agnieszka: Communicative activities: Success and failure. Katowice (1997). 104 pp. [also
7]
Bąkowska, Paulina: Misconceptions about communicative language teaching. Poznań (1997). 58 pp.
Bednarczyk, Paweł: Reasons and techniques for increasing interactive language use. Poznań (1997).
61 pp.
Brańska, Małgorzata: The use of communicative techniques in one-to-one instruction. Warsaw2
(1997). 109 pp.
Czepułkowska, Magdalena: On the interrelation of aims, materials and exercises in teaching English.
Gdańsk (1997). 116 pp.
Dąbrowska, Małgorzata: Communication strategies and their role in relation to the affective domain in
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
Poland. Katowice (1997). 71 pp.
Fedorów, Anna: Brain dominance and its influence on language learning and teaching. Poznań (1997).
71 pp.
Fusiarz, Jolanta: A motivating and demotivating role of language games in foreign language learning:
Adult learners. Katowice (1997). 74 pp.
286
Gwiazda-Rzepecka, Brygida: The influence of the left- and right-brain functioning on attitude towards
autonomy. Wrocław (1997). 76 pp. [also 30]
Heczko, Wojciech: Using language games, puzzles and quizzes in teaching vocabulary to children.
Warsaw2 (1997). 88 pp.
Jakubczyk, Adam: The processes involved in translation: Some teaching recommendations. Łódź
(1997). 92 pp. [also 15]
Jankowska, Aleksandra: Input enhancement in second and foreign language teaching. Łódź (1997). 77
pp.
Jonowski, Paweł: Teachers’ vs. students’ preferences of interaction patterns for specific activities.
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
phonetic and spelling skills in the second language use. Poznań (1997). 94 pp. & il. [also 1/14]
Lewandowski, Łukasz: The innateness hypothesis in the light of contemporary science. Warsaw2
(1997). 83 pp. [also 8]
Łanczkowska, Alicja: The use of drama techniques in teaching English as a foreign language.
Warsaw2 (1997). 71 pp.
Marczak, Mariusz: Natural sequences of second language acquisition: Implications for teaching. Łódź
(1997). 75 pp. [also 8]
Nijakowska, Joanna: Some aspects of neurolinguistics and language learning. Łódź (1997). 83 pp.
Nowak, Agnieszka: Semantic networks in the bilingual memory model of advanced Polish students of
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
learning strategy use. Poznań (1997). 96 pp. & ils. [also 8/22]
Prokop, Dariusz: Awareness/consciousness-raising in teaching English. Warsaw2 (1997). 55 pp.
Przeździk, Małgorzata: The structure of English teaching institutes. Katowice (1997). 80 pp.
Rokita, Joanna: Implementation of projects works in EFL classes. Kraków (1997).
287
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
pp. [also 22]
Skwarek, Agnieszka: The use of drama-based activities as the alternative for traditional coursebook
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
Trzonek, Renata: Teaching vocabulary to young teenagers. Poznań (1997). 53 pp. (T. Siek-Piskozub).
[also 22]
Wata, Marta: The influence of humanistic tasks on learners’ changing attitudes towards classroom
activities. Wrocław (1997). 83 pp.
Wolańczuk, Agnieszka: Pair work and group work in language education: Implications for the
teaching of speaking skills to adults. Warsaw (1997). 68 pp.
Wróblewska, Monika: The implementation of self-directed learning in the foreign language classroom:
Myth or reality? Kraków (1997).
Zalewska-Juszczak, Miłosława: Individual learning project as a tool for promotion learner autonomy
at secondary school level. Wrocław (1997). 70 pp.
Zawartowska, Ewa: Investigating the TPR method for teaching young beginners. Poznań (1997). 82
pp. [Total Physical Response]
Zborowska, Justyna: Self-organization in second language acquisition in the case of phonostylistics.
Poznań (1997). 150 pp. [also 22]
Bąk, Joanna: Managerial role of a teacher in a foreign language classroom. Katowice (1998). 112 pp.
[also 22]
Bazak, Aneta: The role of self-instruction in language learning. Warsaw (1998). 57 pp. & ils.
Bergant, Renata: The communicative and content-based approach in dealing with mixed ability
classes. Poznań (1998). 73 pp.
Bryzek, Bożena: Teaching English to adult beginners. Katowice (1998). 64 pp + append.
288
Czapnik, Dariusz: Content-based activities in some English manuals. Łódź (1998). 53 pp. [also 32]
Dąbrowska, Marzena: How to help students become holistic men: A teacher as a facilitator. Katowice
(1998). 74 pp.
Depa, Elżbieta: Syllabus design in English for travel agents. Warsaw2 (1998). 90 pp. [also 29]
Duda, Grzegorz: Does new mean better in methodology of foreign language teaching? Katowice
(1998). 45 pp. + append. (E. Krawczyk-Neifar).
Gajewska, Anna: Teaching in a student-friendly way. Kraków (1998).
Głombik, Agnieszka: Communicative language teaching: Teachers’ and learners’ attitude and its
application at Polish secondary schools. Katowice (1998). 61 pp. + append.
Grzegorczyk, Irena: Nonlinguistic factors contributing to successful second language learning. Poznań
(1998). 100 pp.
Handzlik-Mydłowska, Beata: Language awareness development. Gdańsk (1998). 99 pp.
Hermanowski, Piotr: Evaluation of the “Snapshot” course for Polish high school learners. Poznań
(1998).
Janda, Marta: Implementing eclectic methodology into communicative language teaching. Łódź
(1998). 71 pp. + append.
Janiak, Alicja: Enhancing input for Polish adult learners of English. Łódź (1998). 68 pp. + append.
Jarzębowska, Julita: The natural order of acquisition and vocabulary learning. Łódź (1998). 64 pp. +
append. [also 8]
Kilan-Lipka, Anna: Content-based foreign language teaching in primary education: The teaching of
a foreign language through the teaching of primary science and environmental education.
Kupczyńska, Joanna: The influence of task-based learning in fluency in oral production. Wrocław
(1998). 74 pp.
Lewińska, Joanna: Cognitive, social and educational dimensions of bilingualism. Poznań (1998). 102
pp. [also 8]
Maciakowska, Magdalena: The psychological and methodological aspects of drama in the language
classroom. Poznań (1998).
Markunas, Olga: Translation in teaching English at the academic level. Poznań (1998). 90 pp. [also
15]
Pacholczak, Aneta: Developing fluency in the teaching of English as a foreign language. Warsaw
(1998). 50 pp. + append.
Pająk, Justyna: Verbal memory in foreign language learning. Katowice (1998). 92 pp. + append.
Sawicka, Magdalena: Use of translation in foreign language teaching: A survey. Wrocław (1998). 94
pp. [also 15]
289
Sokołowska-Katzer, Ewa: Stream of consciousness in a second language classroom. Gdańsk (1998).
82 pp.
Sosnowska, Barbara: Modern humanistic methodology: The Polish classroom. Poznań (1998). 68 pp.
Spurtacz, Monika: Foreign language teaching in adult education. Warsaw (1998). 58 pp. + append.
Śnieżyńska, Elżbieta: Teaching English in post-secondary schools to students with previous
experience of German. Katowice (1998). 54 pp. + append. (E. Krawczyk-Neifar).
Walczak, Małgorzata: The influence of internal and external learner’s factors on the foreign language
learning success. Katowice (1998). 58 pp. + append.
Walkowiak, Joanna: The place of formal instruction in the classroom. Poznań (1998). 107 pp.
Weselska, Katarzyna: Teachers’ and learners’ attitudes towards project work. Katowice (1998). 110
pp. + append.
Witkowska, Joanna: The Silent Way and its practical application. Wrocław (1998). 92 pp.
Zakrzewska, Magdalena: How to make learners use both sides of the brain: Creative activities. Poznań
(1998). [also 8]
Antoszczyk, Aleksandra: Content-based instruction. Łódź (1999). 78 pp. + append.
Augustyńczyk, Ewa: Communicative language teaching: The treatment of error in the lexical
approach. Warsaw (1999). 60 pp. [also 20/21]
Binek, Agata: Self-assessment in foreign language learning: Implications for classroom language
teaching in the primary and secondary context. Warsaw (1999). 67 pp. + append.
Cabaj, Renata: Self-access and learner-centered teaching as a sine qua non in ministering to learner’s
individual needs: Theory to practice. Kraków (1999).
Chwiszczuk, Dorota: CLT and TPR in teaching primary school learners in Poland. Poznań (1999).
[Critical Learning Theory & Total Physical Response]
Dądela, Barbara: Reasons for failure in foreign language learning in children and adults. Katowice
(1999). (M. Wysocka).
Drzewowska, Joanna: Task-based language teaching in the primary context: The role of visuals in task
planning and implementation. Warsaw (1999). 61 pp.
Dyrda, Katarzyna: Drama techniques and teacher creativity: A case study. Katowice (1999).
(M. Wysocka).
Falkowska, Dorota: Success in SLA as a result of memory training. Łódź (1999). 59 pp. + append.
[also 8]
Gąsiorowski, Krzysztof: Games in English language teaching. Toruń (1999).
Janowska, Agnieszka: Parental support in foreign language learning: Implications for parent-teacher
cooperation in the secondary context. Warsaw (1999). 51 pp + append.
Jaroszek, Marcin: Modern TEFL trends in the reality of Polish high schools. Poznań (1999).
290
Jurkowska, Katarzyna: The role of nondefensive behaviour towards foreign language learning.
Katowice (1999).
Kazimierowicz, Anna: The humanistic approach to teaching English to very young learners. Toruń
(1999).
Kędzierski, Jacek: Adapting the Bangalore Project to conditions of foreign language teaching in the
Polish educational system. Łódź (1999). 71 pp.
Kondrak, Joanna: Student evaluation of “humanistic” tasks in teaching English as a foreign language:
An exploratory study. Warsaw2 (1999). 105 pp. + append.
Kuhn, Aleksandra: The need for teaching nonverbal communication in the foreign and second
language context. Opole (1999).
Kupczyński, Łukasz: The influence of the left- and right-brain dominance on the use of metacognitive
strategies. Wrocław (1999). 58 pp.
Kutrowska, Ewa: Sensitising EFL learners to selected aspects of nonverbal communication for a better
understanding of the target audience: Theory to classroom practice. Kraków (1999).
Leszczyńska, Agnieszka: Drama techniques in developing learners’ communicative skills in English
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
teaching and material design in the primary context. Warsaw (1999). 85 pp. + append.
Miś, Anna: Institution of school causing failure in foreign language learning: Pedagogical aspect.
Moryc, Agnieszka: The Callan Method: An attempt at evaluating the method. Łódź (1999). 77 pp.
Ostalczyk, Eliza: Role-play and its influence on communication, interaction and the language learning
environment. Łódź (1999). 75 pp.
Oświęcimska, Liliana: The effectiveness of task-based framework in developing students’ accuracy in
language performance. Wrocław (1999). 71 pp.
Owczarek, Joanna: The role of the mother tongue in foreign language teaching. Poznań (1999).
Pawska, Daria: Factors determining the success and failure in second language acquisition. Toruń
(1999).
Piełowska, Ewa: Stereotypes in LG teaching methods. Poznań (1999).
Pietkiewicz, Igor: Accelerating foreign language learning with educational kinesiology. Poznań
(1999).
Pietruszka, Lilianna: Extracurricular factors contributing to failure in foreign language learning among
Polish secondary school students. Katowice (1999). (M. Wysocka).
291
Pietrzak, Magorzata: The Callan Method: A breakthrough or a hoax. Poznań (1999).
Pituch, Agnieszka: Structure games as a motivating factor in teaching grammar to primary school
children. Katowice (1999). (D. Gabryś).
Pliś, Monika: The family socioeconomic status as a predictor of success in foreign language study.
Wrocław (1999). 101 pp.
Pluta, Jolanta: Role-plays in teaching English at upper-intermediate level: Development of oral
fluency. Katowice (1999).
Polak, Anita: Success and failure in achieving oral fluency in advanced learners of English:
Approaches to fluency assessment. Katowice (1999).
Polak, Marzena: The influence of using warm-up activities on students’ attitude to classroom learning.
Polowiec, Renata: The role of warm-up activities in the foreign language learning process. Katowice
(1999).
Schneider, Wojciech: Input and interaction in SLC: Factors affecting language acquisition. Poznań
(1999). [Second language comprehension/competence]
Sobieska, Patrycja: Translation and language awareness in foreign language teaching. Toruń (1999).
[also 15]
Staworko, Justyna: The acquisition of English by the speakers of the northeast Polish dialects within
the framework of natural phonology. Poznań (1999). [also 1/27]
Szumacher, Joanna: Evaluating ELT materials: The teachers’ criteria. Poznań (1999).
Theis, Daniel: The positive and negative effects of bilingualism on communicative competence:
A case study. Poznań (1999).
Urzynowicz, Anna: Social factors in language learning: Implications for parent-teacher cooperation.
Warsaw (1999). 51 pp.
Wojciechowska, Wioleta: The learner-centered approach: Beliefs, styles and strategies in learning.
Wojtan, Hanna: Peace Corps teacher training in Poland. Poznań (1999).
Wołyńska, Monika: The role of intercultural training in raising cross-cultural awareness in the ELT
classroom. Poznań (1999). [English language training] [also 32]
Andrzejczyk, Agnieszka: The European Community educational programmes as a form of culture
awareness raising. Poznań (2000). [also 32]
Bachleda, Agnieszka: The role of parents, teachers and peers in the English learning process. Kraków
(2000).
Blumczyński, Piotr: Temperament type and the concept of the good language learner. Wrocław
(2000). 77 pp. (A. Michońska-Stadnik). [also 26]
292
Bromirska, Małgorzata: Adapting TPR method for regular Polish conditions of teaching. Łódź (2000).
64 pp. (B. Krakowian). [Total Physical Response]
Bukowiec, Magdalena: Bilingual mode in the language of students of the English philology
department. Kraków (2000).
Chomczyńska, Anna: Multilingualism: An attempt to define a multilingual speaker. Łódź (2000). (P. J.
Melia).
Derek-Nowadyła, Małgorzata: Teenage learners’ needs and authoring syllabuses in teaching English
as a foreign language. Łódź (2000). 71 pp. + append. (B. Krakowian).
Domagała, Małgorzata: The application of spiral arrangement of language material by foreign
language teachers in the course of high school education. Kraków (2000). [Notional syllabus]
Dombrowska, Agnieszka: Anxiety in the foreign language classroom. Katowice (2008).
(J. Latkowska).
Dremza, Agnieszka: Motivation and selected personality factors as determinants of success in second
language acquisition. Warsaw (2000). (J. Zybert).
Dudek, Janusz: Investigating the optimal amount to formal instruction for developing EFL
proficiency. Wrocław (2000). 85 pp.
Durlak, Agnieszka: The role of the mother tongue in the foreign language classroom: Translation as an
efficient cross-lingual technique. Poznań (2000).
Filar, Judyta: Effectiveness of learning to learn training. Poznań (2000).
Fórmaniak, Joanna: Approaches to ELT in Polish secondary schools. Poznań (2000).
Fryc, Anna: Using communicative activities in Polish secondary schools. Kraków (2000).
(A. Niżegorodcew).
Grabiec, Łucja: Developing oral communicative abilities through language games. Some aspects of
theory and classroom practice. Kraków (2000). (M. Jodłowiec).
Helis, Magdalena: Language awareness: Its role in foreign language teaching and teacher training.
Opole (2000). (G. Nickel). [also 8/28]
Herman, Elżbieta: Course planning and syllabus design: Implications for the teaching of English to
teenagers. Warsaw (2000). 67 pp. + append. (H. Komorowska).
Janusz, Aleksandra: Cognitive abilities in learner instruction matching. Wrocław (2000). 98 pp. [also
8]
Joczyn, Iwona: Gender differences and preferred learning environment in a foreign language
classroom. Wrocław (2000). 92 pp. (A. Michońska-Stadnik). [also 26]
Karmańska, Beata: The natural approach in developing lexical abilities in high school learners―an
action research. Katowice (2000). (M. Wysocka). [also 22]
Karpeta, Dorota: The In-Use evolution of profiles. Poznań (2000).
293
Kęsek, Joanna: Areas of difficulty in learning English in primary school learners. Katowice (2000).
(M. Wysocka).
Kosmala, Aleksandra: The effect of perceptual learning styles on foreign language success. Łódź
(2000). 56 pp.
Kowalska, Danuta: The acquisition order of selected derivations in English as a second language.
Kozłowska, Marta: The role of artistic endowment in developing foreign language proficiency.
Poznań (2000).
Krajewski, Andrzej: Supporting social growth through free practice and communicative activities.
Warsaw (2000). 47 pp. + append. (H. Komorowska).
Kulesza, Marzena: The role and place of translation in ELT and its possible interferential effect.
Kraków (2000). [also 10]
Kułach, Justyna: The discrepancy between competence and performance in high school learners of
English. Katowice (2000). (M. Wysocka). [also 8]
Lewandowska, Katarzyna: Success and failure in foreign language learning: The study of the “bad”
language learner. Wrocław (2000). 93 pp.
Loesch, Joanna: Timetables as a teaching tool―an attempt at evaluation. Kraków (2000).
(M. Korosadowicz).
Maj, Marzena: Mnemonic devices: Theoretical background and glottodidactic implications. Warsaw2
(2000). 75 pp. + append.
Małkowska-Gąska, Katarzyna: Strategies of enhancing assertiveness in teaching English as a foreign
language in secondary school. Warsaw2 (2000). (M. Dakowska).
Marcinkowska, Ewa: Learning in a group versus learning individually. A study of a recall task in
English as a foreign language. Warsaw2 (2000). (M. Dakowska).
Mazur, Joanna: Bilingual education at the secondary school level in Kraków. Kraków (2000).
Merkiel, Emilia: The role of metacognition in second language learning. Poznań (2000). [also 8]
Nadczuk, Joanna: Realia: The effective way of teaching basic grammatical structures to teenagers.
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
pp. (L. Zabor). [also 23]
Paździor, Agnieszka: The bilingual experience and its consequences for school achievement in a
monolingual education setting: The case study of a bilingual individual. Poznań (2000). [also
8/27]
294
Piejko, Daria: Meaning-form interface and its practical implications. Warsaw (2000). 72.pp.
Potocka, Edyta: The development of critical thinking in the teaching of English in the secondary
school. Warsaw (2000). 61 pp. + append. (H. Komorowska).
Przerwa, Aleksandra: Action zone as an important factor of EFL teaching. Łódź (2000). (P. J. Melia).
Redkiewicz, Agnieszka: The role of the learner in DDL learning and teaching of foreign language.
Opole (2000). (T. Piotrowski).
Różycka, Anna: Efficient mentoring. An investigation into some aspects which contribute to
successful mentoring. Kraków (2000). (M. Jodłowiec).
Sierant, Erwina: Memory processes in second language acquisition: Enhancement through memory
games. Poznań (2000).
Skrajna, Małgorzata: Mind map organic study technique as an aid to learning English. Wrocław
(2000). 78 pp. + append. [also 8]
Słotwińska, Joanna: Learners’ family background and its influence on their attitudes towards language
Solich, Justyna: Advantages and disadvantages of data-driven learning. Opole (2000). (T. Piotrowski).
Suchoń, Magdalena: Learner training and its effectiveness in language learning. Poznań (2000).
Sutowicz, Danuta: An experiment in the effectiveness of Pop English 3.0 during tutorial lessons and
self-study. Poznań (2000).
Szplit, Agnieszka: Breaking through the learning barriers of EFL students. Katowice (2000).
Szymańska, Romualda: The role of the teacher in data-driven learning. Opole (2000). (T. Piotrowski).
[also 24]
Turło, Rafał: Accessing the cognitive system through task-based learning. Łódź (2000). 67 pp. +
append. (H. Majer).
Wesołowska-Kierpiec, Magdalena: Adult beginners’ problems with learning English. Katowice
(2000).
Wieczorek, Patrycja: The anatomy of an implication: The integral part of the process of foreign
language teaching to many learners. Poznań (2000).
Wojas, Katarzyna: Affective filter in high school learners. Katowice (2000).
Wojtoń, Małgorzata: Extra-curricular factors that influence foreign language teacher effectiveness.
Wołowicz-Guzik, Barbara: Techniques used in data-driven learning and teaching of foreign languages.
Wosik, Liliana: Action research: Reward and punishment. Łódź (2000). (P. J. Melia).
Wójkowska, Beata: The role of self-assessment in language learning. Poznań (2000).
295
Wujec-Kaczmarek, Alicja: The importance of subject knowledge in teaching English for specific
purposes based on business English research and analysis. Poznań (2000). [also 29]
Załęska, Anna: Learner beliefs. Poznań (2000).
Zyzańska, Barbara: Learners’ beliefs as predictors of foreign language achievement. Wrocław (2000).
92 pp. (A. Michońska-Stadnik).
Zawadzki, Piotr: The influence of student's role in the group on foreign language oral achievement.
Ambroży, Marzena: Developing communicative language skills through songs and music. Poznań
Berdysz, Małgorzata: Native language as a valid tool in teaching a foreign language. Poznań (2001).
(A. Dorodnych).
Bernert, Małgorzata: Individualizing foreign language instruction through pair-work: Students’ and
teachers’ views. Kraków (2001). (M. Korosadowicz).
Brodowicz, Anna: Negative emotions in language learning and teaching. Łódź (2001). (B.
Krakowian).
Bulska, Małgorzata: A syllabus design for the English course in international business studies at
Cracow Academy of Economics. Kraków (2001). (M. Korosadowicz).
Burdziełowska, Anna: Fostering the emotional development of adolescents via secondary ELT
evaluation. Warsaw (2001). (H. Komorowska).
Corona, Magdalena: Conversational skills of 12-and-18 year olds. Wrocław (2001). (R. Barzycka).
Ficoń, Joanna: Students' reception of task-based learning in Polish secondary school environment.
Gryboś, Krzysztof: Drama techniques in developing the listening skills in teaching English to children
aged 9-11. Kraków (2001). (M. Jodłowiec).
Grygiel, Anna: Self-instruction in language learning―implications for teaching of English as a foreign
language. Warsaw (2001). (H. Komorowska).
Guźniczak, Magdalena: Developing student’s creativity in a second language classroom. Gdańsk
(2001). 76 pp. (R. Wenzel). [also 30]
Henger, Kamila: Group work as a factor influencing vocabulary learning. Wrocław (2001).
Hertmanowska, Aneta: Humanistic techniques in English language teaching. Poznań (2001).
(A. Jankowska).
Jaszczak-Baran, Monika: The use of first language by teachers in foreign language classroom.
Kabata, Marta: The natural approach in language acquisition. Łódź (2001). (B. Krakowian).
Kijanka, Karolina: Age and the learners’ ideas about language learning. Warsaw2 (2001).
(M. Dakowska).
296
Kmieć, Mirosława: The specificity of teaching English as a second language to adolescents. Łódź
Krzeszowska, Ewa: Foreign language learning as a social process: The importance of needs analysis.
Lublin (2001). 74 pp. (H. Chodkiewicz). [also 29]
Kuświk, Magdalena: The problem of backwardness in school learning. Łódź (2001). (B. Krakowian).
Kutyna, Mariola: The role of mass media in TEFL: An attempt at evaluating their benefits and
drawbacks. Kraków (2001). (M. Korosadowicz).
Leszkiewicz, Irena; Basic interpersonal communication skills in predicting success in speaking in [a]
foreign language. Wrocław (2001). (L. Zabor).
Ładnowska-Wańkowska, Katarzyna: The use of L1 and L2 and the effectiveness of teaching English
as a foreign language at the intermediate level. Wrocław (2001). (L. Zabor).
Mackiewicz, Ewa: The reform of education and the new English teaching programs in the reality of
the Polish gimnazjum. Gdańsk (2001). 87 pp. (R. Wenzel).
Marucha, Monika: Language teaching methods used by Waldorf School as an example of holistic
education. Wrocław (2001). 50 pp + append. (A. Michońska-Stadnik).
Masternak, Anna: Songs and music as foreign language learning facilitators: Theory and practice.
Mazur, Maria: Motivational influence of modern music in teaching English to adolescents. Kraków
(2001). (M. Korosadowicz). [also 30]
Mączka, Wojciech: Material preparation for teaching ESP in Polish secondary vocational schools.
Poznań (2001). (A. Jankowska). [also 29]
Nasewicz, Bili: Implementing the communicative approach in a foreign language classroom. Poznań
Nowakowska, Adrianna: Drama as a teaching tool. Łódź (2001). (B. Krakowian).
Nowrocka, Joanna: Comparative analysis of English language syllabuses for Polish junior high
schools: The beginner level. Poznań (2001). (A. Jankowska).
Olma, Tomasz: Role-plays and simulations in developing learners' accuracy. Wrocław (2001).
Pawlak, Ewa: Song-based activities as indispensable aids in teaching English to primary school
children. Poznań (2001). (D. Nowacka).
Pielin, Sylwia: The role of nonverbal communication in first and second language acquisition. Poznań
(2001). (S. Puppel).
Płaziak, Małgorzata: Neurolinguistic programming in foreign language education. Poznań (2001).
(S. Puppel).
297
Przekowiak, Aleksandra: Selected difficulties in implementing Communicative Approach to teaching
English as a foreign language. Warsaw2 (2001). (M. Dakowska).
Raczkowska, Maria: The role of dictation in teaching English. Poznań (2001). (A. Jankowska).
Sawicka, Bożena: Virtual corpus in self-study of lexical co-occurrence. Łódź (2001).
(B. Lewandowska-Tomaszczyk).
Semeniuk, Marzena: Implementation of autonomy in foreign language learners: The teacher’s
responsibility. Warsaw2 (2001). (W. Woźniakowski).
Skotnicka, Beata: Authoring syllabus design. Łódź (2001). (B. Krakowian).
Sobocińska, Anita: Learners' beliefs and success in second language learning. Łódź (2001).
(B. Krakowian).
Szczepański, Piotr: Emotional distance vs. emotional comfort as factors in FLL success. Łódź (2001).
(H. Majer).
Walczak, Magda: Task-based learning. Kraków (2001). (M. Jodłowiec).
Warszawska, Anna: Developing interlingual awareness through translation activities. Toruń (2001).
(J. Majer). [also 15]
Włodarczyk, Edyta: Learning through tasks at the intermediate level of proficiency. Łódź (2001).
(B. Krakowian).
Zielińska, Iwona: Developing independence, responsibility and efficiency in language learning.
Kraków (2001). (J. Świątek).
Adamska-Zdanowicz, Marta: The bilingual family―should parents bring children up bilingual?
Poznań (2002). (B. Paflin). [also 16/26]
Ciesielska, Aleksandra: In-use evaluation of Project 1, a course package for primary school learners.
Czajkowska, Ewa: Towards a working model of foreign language learning―a personal account of the
acquisition of French as a third language. Warsaw (2002). (R. Gozdawa-Gołębiowski).
Czak, Agnieszka: Perceptual learning modality and the use of memory strategies. Wrocław (2002).
(L. Zabor).
Dronia, Iwona: Teenagers’ attitudes towards the foreign language teaching methods with special
reference to communicative language teaching. Katowice (2002). (E. Krawczyk-Neifar).
Ejankowska, Małgorzata: The contribution of neurolinguistic programming to the effectiveness of
communicative language teaching. Łódź (2002). (B. Krakowian).
Gębarska, Marta: Towards a model of second language acquisition―for and against the lexical
approach. Warsaw (2002). (R. Gozdawa-Gołębiowski).
Jeż, Łukasz: Beating swords into plowshares or using the force to do good: The role of translation in
foreign language teaching. Kraków (2002). (E. Tabakowska).
298
Kamisznikow, Agnieszka: The psycholinguistic relationship between verbal and nonverbal modalities:
Implications for the skilled management of face-to-face didactic interactions. Poznań (2002).
Karykowska, Kamilla: Input and second language acquisition. Łódź (2002). (B. Krakowian).
Kita, Justyna: The English teaching profession and intercultural approaches in Polish teacher
education. Katowice (2002). (E. Krawczyk-Neifar). [also 24]
Kluz-Machlik, Justyna: The role of drama techniques in teaching and learning the skills of speaking
and listening. Katowice (2002). (E. Krawczyk-Neifar).
Kobiałka, Małgorzata: Differential success in foreign language learning. Implications for the teaching
of English in secondary schools. Warsaw (2002). (H. Komorowska).
Komorowska, Agnieszka: Teaching communicative competence through project work. Poznań (2002).
(T. Siek-Piskozub).
Kuśnierek, Alicja: The correlation between the appearance of language errors and the environment of
learning English. Wrocław (2002). (A. Michońska-Stadnik). [also 21]
Maciejewska, Katarzyna: The problem of attention in ELT. Gdańsk (2002). 72 pp. (R. Wenzel).
Pabis, Joanna: Creative picture usages in fostering oral fluency at intermediate level. Katowice (2002).
Pallado, Emilia: Polish student’s experience in a bilingual programme. Warsaw2 (2002).
(M. Dakowska).
Perlińska, Magdalena: The influence of social status on EFL learning effectiveness. Wrocław (2002).
Piankowska, Jolanta: Miscommunication in FL classroom setting. Warsaw2 (2002). (U. ZaliwskaOkrutna). [also 24]
Pietrzak, Agnieszka: Teaching large classes. Katowice (2002).
Raś, Marta. The distribution of teacher attention in mixed-ability classes. Katowice (2002).
Romecka, Sylwia: The process approach towards writing in Polish secondary school. Poznań (2002).
(T. Siek-Piskozub).
Skubicka-Czarnek, Barbara: Project work as a communicative use of written and spoken English.
Katowice (2002).
Spytkowska, Ewa: Integrating intercultural communication into the teaching of negotiation skills.
Kraków (2002). (W. Chłopicki).
Sysa, Joanna: The educational value of foreign language teaching in primary and secondary contexts.
Szecówka, Michał: Inhibiting factors in TEFL. Wrocław (2002). (A. Michońska-Stadnik).
Ślęzak, Agnieszka: Procedures breaking emotional barriers during foreign language lessons. An action
research. Katowice (2002).
299
Tłuchowska, Dominika: Professional communication: Social correlates of response strategies in
computer training. Warsaw2 (2002). (A. Duszak).
Zalewska, Paulina: Effectiveness of “active techniques” of teaching culture to elementary level
students. Łódź (2002). (H. Majer). [also 32]
Anioł, Magdalena: Attention in perception and language. Łódź (2003). (A. Kwiatkowska).
Banach-Węcek, Ewelina: Students' excuses for the lack of the homework―pragmatic analysis.
Wrocław (2003). (R. Barzycka).
Charchuła, Justyna. The choice of stories in Total Physical Response. Storytelling and its impact on
Cisek, Beata: First language acquisition: Implications for second language teaching. Łódź (2003).
(B. Krakowian).
Czarnecka, Joanna: The influence of designing a topic-based syllabus on primary learners' proficiency
in vocabulary. Wrocław (2003). (W. Sullivan). [also 22]
Dudniczek, Katarzyna: The nature of the mental lexicon and its processing in bilinguals. Poznań
(2003). (S. Puppel). [also 8/16/22]
Ellmann-Buchwald, Monika: Analysis of five ELT syllabuses for Polish liceum. Poznań (2003).
(A. Jankowska).
Fałat, Alicja: The influence of music on adult learners’ development of communicative skills.
Gaus, Agnieszka: The influence of role-plays on shy students’ participation in oral tasks. Toruń
Glonek, Piotr: EU teaching English: From suggestions to reality―case study (France, Netherlands,
Poland, Czech Republic). Warsaw2 (2003). (K. Kujawińska-Courtney).
Głodzik, Marcin: Elements of history in teaching the English language. Katowice (2003).
Gołko, Renata: Intonation and its role in teaching English. Białystok (2003). 72 pp. (H. Miatliuk).
Gregorjew, Karolina: Developing fluency in English among Polish teenagers. Katowice (2003).
Grobelska, Helena: The motivational potential of meaningful teaching materials in FLT. Gdańsk
(2003). 91 pp. (R. Wenzel).
Grochowska, Anna: European identity formation in English language teaching: European issues in
ELT materials. Białystok (2003). 71 pp. + append. (H. Komorowska).
Gurgielewicz, Monika: Stress and competence. Łódź (2003). (B. Krakowian).
Hausman, Tomasz: The role of native language in foreign language teaching/learning. Some aspects of
theory and classroom practice. Kraków (2003). (M. Jodłowiec).
300
Jacenik, Iwona: Student achieving success in learning English by the Callan Method. Poznań (2003).
(T. Siek-Piskozub).
Jaczyńska, Małgorzata: The lexical approach: Implications for teaching Polish adolescents. Łódź
Jarlińska, Małgorzata: Translation quality assessment in simultaneous translation of advanced students
of English. Łódź (2003). (B. Lewandowska-Tomaszczyk). [also 15]
Jarońska, Marta: Psychological and neurological evidence for the structure of the lexicon in L2
learners. Poznań (2003). (S. Puppel). [also 16/22]
Jurkiewicz, Emilia: Empathy in foreign language teaching. Łódź (2003). (B. Krakowian).
Kaczmarek, Urszula: The effectiveness of task-based instruction in learning English as a foreign
language by the upper-primary students. Łódź (2003). (K. Ciepiela).
Karwacki, Przemysław: The use of translation in teaching English as a foreign language. Łódź (2003).
(B. Krakowian).
Kępczyński, Łukasz: Motivation in language learning on the basis of traditional and new teaching
methods. Łódź (2003). (K. Ciepiela).
Koper, Dorota: Syllabus design in teaching English for specific purposes. Warsaw (2003).
(H. Komorowska).
Kowalska, Anna: Dictation as a successful way of teaching English spelling. Wrocław (2003).
Kruk, Magdalena: Teaching mixed-level classes in primary school: Some aspects of theory and
practice. Kraków (2003). (M. Jodłowiec). [also 31]
Ksol, Joanna: Social status of a learner within the peer group. Katowice (2003). (D. Gabryś-Barker).
Kwiatkowska, Joanna: "I am Polish so I am a European citizen": A syllabus for Polish third-grade
middle school students. Łódź (2003). (H. Majer).
Łakus, Anna: Evaluation of foreign language teaching activities: Implications for the teaching of
English to young learners. Białystok (2003). 65 pp. (H. Komorowska).
Lis, Marta: Social rules of behaviour and the teaching of English. Łódź (2003). (B. Krakowian).
Machtel, Magdalena: Memory and language learning-teaching process. Toruń (2003). (J. Majer).
Malinoska-Łacinik, Aleksandra: The influence of sex on the use of paraphrase in spoken language.
Mospan, Emilia: From passive to active bilingualism―activities and methods fostering the
transformation. Wrocław (2003). (A. Michońska-Stadnik). [also 21]
Niegrebecka, Grażyna: Grice's cooperative principles and teacher talk. Poznań (2003). (B. Paflin).
[also 7/24]
Nowakowska, Monika: The natural approach from theory to practice. Łódź (2003). (B. Krakowian).
301
Osowska, Izabela: Communication strategies in second language acquisition used by Polish secondary
school learners. Poznań (2003). (T. Siek-Piskozub). [also 30]
Pankowska, Edyta: Success and failure in early language learning. Warsaw (2003). (H. Komorowska).
[also 27]
Pawlak, Ewa: The brain and the mind in the learning process. Łódź (2003). (E. Waniek-Klimczak).
Pawlak, Marcin: Selected factors determining successful learning of English as a foreign language.
Potrzuska, Sylwia: The effectiveness of natural approach techniques in teaching English to adults.
Rajkowski, Anna: The influence of language simulations on student motivation. Wrocław (2003).
(W. Sullivan).
Ratajczak, Leszek: Investigating teachers' perceptions of their roles in the Callan Method. Poznań
(2003). (K. Droździał-Szelest). [also 24]
Rosińska, Agnieszka: A method as a motivating factor in language learning. Łódź (2003).
(B. Krakowian).
Rzepecka, Maria: The threshold level of English for basic interpersonal communication. Łódź (2003).
(B. Krakowian).
Sawczuk, Anna: Teaching English to adult learners―procedures in syllabus design. Warsaw (2003).
(H. Komorowska).
Spyt, Sebastian: Elements of neurolinguistic programming in English language teaching―application
of the NLP technique of anchoring via a single presentation in the TEFL classroom to
teaching English grammar rules. Kraków (2003). (M. Jodłowiec). [also 22]
Staciwa, Aneta: Implementing task-based procedures in Polish secondary school. Łódź (2003).
(H. Majer).
Sujka, Magdalena: The evaluation of ELT materials for pre-intermediate students. Warsaw (2003).
(H. Komorowska).
Szymczak, Anna: Social aspects of interlanguage in foreign language acquisition. Łódź (2003).
(B. Krakowian).
Tuzikiewicz, Aleksandra: The lexical approach―identifying communicative needs of young learners.
Tymochowicz, Karolina: Developing learner autonomy by means of project work. Katowice (2003).
Tytko, Marta: Teaching English as a foreign language to adults. Learners’ difficulties. Warsaw (2003).
(H. Komorowska).
Wilk, Justyna: The use of L1 and L2 in the English classroom. Katowice (2003). (D. Gabryś-Barker).
Wirska, Anna: Developing effective oral presentation skills. Kraków (2003). (W Chłopicki).
302
Wojciechowska, Agata: The role of nonverbal communication in foreign language teaching. Poznań
(2003). (S. Puppel). [also 8/24]
Wołejko-Majewska, Bożena: Learning a foreign language without a teacher. Łódź (2003).
(B. Krakowian).
Wójtewicz, Joanna: Language policy and language planning in the European Union. Gdańsk (2003).
95 pp. + append. (R. Kalisz).
Wrzask, Agnieszka: A comparative analysis of six ELT syllabi for gimnazjum learners at beginner
level. Poznań (2003). (A. Jankowska).
Zawadka, Justyna: An evaluation of the effectiveness of the Callan method in relation to the principles
of second language teaching. Toruń (2003). (T. Siek-Piskozub).
Ziemianowicz, Irmina: The effectiveness of the Callan Method in teaching productive skills. Wrocław
Żuchora, Edyta: The influence of oral information-gap activities on listening comprehension in the
classroom. Wrocław (2003). (A. Michońska-Stadnik). [also 23]
Adamczyk, Agnieszka: Promoting communication and learner autonomy through projects. Warsaw2
Adamus, Marzena: The evaluation of input in SLA. Łódź (2004). (E. Waniek-Klimczak).
Banach, Sylwia: The acquisition of first language: A case study of a Polish child. Łódź (2004).
Bauza, Magdalena: The policy of non-sexist language in EFL teaching. Kraków (2004). (D. ZielińskaDługosz).
Chałupniczak, Jolanta: Implementing WDN in a Polish gimnazjum―a case study. Poznań (2004).
(A. Jankowska).
Chilińska, Joanna: Psychological distance and learning efficiency of English as a foreign language.
Czekajova, Zuzanna: Top-down approach to classroom phonology. Poznań (2004). (D. Nowac-ka).
[also 1//22]
Drybs, Jakub: Learning techniques used in the SITA learning system. Łódź (2004). (B. Krakowian).
Filak, Aleksandra: Cohesive devices employed by female and male learners. Katowice (2004).
(J. Arabski).
Gajda, Beata: Innovative methods of teaching English―the Callan Method and its effectiveness in
teaching grammar. Katowice (2004). (J. Latkowska). [also 22]
Gąsiorowska, Agnieszka: The implementation on task-based learning in teaching English in Polish
schools. Katowice (2004). (J. Latkowska).
Ginalska, Magdalena: The effectiveness of the Callan Method in teaching grammar to Polish students.
303
Góral, Anna: Relationship between learner proficiency and attitudes towards English language and
towards native speakers of English. Opole (2004). (E. Piechurska).
Jakielczyk, Sylwia: Role plays as useful practices in teaching how to express evaluation. Wrocław
(2004). (M. Post).
Jarzynka, Anna: Input and interaction in English classrooms in Polish secondary schools. Toruń
Jurkiewicz, Ilona: Bilingual children: From birth to teens. Warsaw2 (2004). (M. Sicińska). [also 26]
Łapczuk, Magdalena: An attempt at evaluation of the effectiveness of the SITA Learning System in
teaching adult beginners. Kraków (2004). (A. Niżegorodcew).
Karwowska, Alina: Fostering higher cultural values in a second language classroom: Classical vs.
popular culture. Gdańsk (2004). 66 pp. (R. Wenzel). [also 32]
Kaźmierska, Ewa: Glottodidactics and “sister” disciplines: Selected problems and implications. Łódź
Klęczar, Anna: Selected differences between girls and boys as regards the usage of mnemonic
techniques in learning English. Wrocław (2004). (P. Chruszczewski).
Kmita, Arkadiusz: Input and accuracy orders: A re-examination of the issues. Łódź (2004).
(B. Krakowian).
Konsek, Sabina: The influence of the expectancy effect on students’ educational development.
Katowice (2004). (J. Latkowska.).
Kosior, Anna: Realising cognitive goals of culture teaching at the secondary school level. Kraków
(2004). (A. Strzałka). [also 32]
Kosycarz, Agnieszka: Learner training in the Polish reformed school. Poznań (2004). (M.
Kębłowska). [also 30]
Krajewska, Dagmara: Is ELT in Polish secondary schools based on communicative approach? A case
study. Toruń (2004). (T. Siek-Piskozub).
Maczuga, Agnieszka: The advantages of using communicative activities for practicing grammar in
EFL classroom. Lublin (2004). 75 single-spaced pp. (H. Chodkiewicz). [also 22]
Malona, Agnieszka: Maintaining discipline in the foreign language classroom with a particular focus
on the role of learner attention in this field. Warsaw2 (2004). (M. Sicińska).
Maniak, Monika: Translation as a pedagogical tool at the intermediate level. Katowice (2004).
(J. Latkowska).
Mossakowska, Malina: Humanism and education: Humanistic approach to teaching English as second
language. Warsaw2 (2004). (M. Sicińska).
Mroczkowska, Anita: An evaluation of the Callan Method from a teacher's and student's perspective.
Niemiec, Katarzyna: The place of translation in contemporary foreign language teaching. Warsaw2
(2004). (A. Kopczyński). [also 15]
304
Olczyk, Agnieszka: The comparative analysis of English philology students' translation competence.
Olejniczak, Joanna: Drama techniques in developing communicative competence. Poznań (2004).
(D. Nowacka).
Ososińska, Joanna: Role-plays in teaching adults oral communication skills in a foreign language.
Pałczyńska, Joanna: Applications of neurolinguistic programming procedures in language pedagogy.
Pawłowska, Justyna: An attempt at an evaluation of the Callan Method. Łódź (2004). (B. Krakowian).
Pilarczyk, Krzysztof: The use of games which aim at the language system in the Polish junior high
school classroom. Poznań (2004). (M. Kębłowska).
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 24]
Rdzanek, Dominika: Developing learners' competence through input enhancement activities. Łódź
Rutkowska-Lis, Olga: Various aspects of
(A. Niżegorodcew).
attention in
EFL teaching.
Kraków (2004).
Siemieniec, Monika: Success and failure of drama activities in the English language classroom.
Katowice (2004).
Skowrońska, Anita: The changing role of the English teacher in various methods and approaches.
Smolarczyk, Aleksandra: Encouraging foreign language learners to speak. Katowice (2004).
Smul, Agnieszka: Roles of the teacher in one-to-one adult class. Warsaw2 (2004). (M. Sicińska).
Stawicka, Izabela: The role of group work in the language classroom. Poznań (2004). (K. DroździałSzelest).
Stefańska, Małgorzata: Should L1 be used in the classroom? The role of mother tongue in foreign
language teaching. Łódź (2004). (P. Krakowian).
Strzelecka, Anna: Teaching English under tension. Łódź (2004). (B. Krakowian).
Tarasiewicz, Bożena: Teachers and stress: Managing the causes and effects of stress. Katowice (2004).
Toboła, Piotr: Incidental learning of a foreign language by a young child: A case study. Łódź (2004).
(B. Krakowian).
Urbańska, Agnieszka: Cognitive linguistics and its implications for foreign language teaching. Łódź
(2004). (B. Krakowian). [also 10a]
Urbańska, Małgorzata: A synthesis of general education and ELT at primary level. Gdańsk (2004). 82
pp. + append. (R. Wenzel).
305
Wasielewska, Anna: Developing learner independence in the foreign language classroom. Łódź
(2004). (H. Majer). [also 30]
Waszin, Marta: The role of native language of the student in the process of teaching and learning a
foreign language: A reassessment. Łódź (2004). (B. Krakowian).
Wiśniewska, Małgorzata: Learning difficulties experienced by teenage foreign language students.
Witczak, Joanna: Berlitz and SITA―different approaches to language teaching. Warsaw2 (2004).
(M. Sicińska).
Wojciechowska, Marta: Presentation and practice in developing accuracy and fluency in ELT. Warsaw
Augusiak, Michał: Review of processability theory in second language acquisition. Łódź (2005).
(H. Majer).
Brzezińska, Weronika: The impact of positive learner interaction on foreign language learning.
Ciesielska, Kamilla: Designing grammar consciousness-raising tasks for Polish gimnazjum learners of
English. Poznań (2005). (A. Jankowska). [also 22]
Detka, Karolina: Developing students’ communicative competence through the use of the classroom
debate. Szczecin (2005). (P. Kamińska).
Forystek, Marta: The effects of creative drama in English language teaching of primary school
learners. Poznań (2005). (T Siek-Piskozub).
Gałęzowska, Izabela: Task-based learning: A key to successful communication. Łódź (2005).
(H. Majer).
Gawron, Anna: Teaching English to a mixed-ability group. Kraków (2005). (E. Witalisz). [also 31]
Gątarek, Aneta: The role of universal grammar in adult SLA. Poznań (2005). (S. Puppel). [also
8/10/22]
Gerlach, Anna: Which accent for foreigners? Attitudes towards RP, GA and LFC-based pronunciation
as models of ELT at Polish high schools. Poznań (2005). (A. Kiełkiewicz-Jankowiak). [LFC =
lingua franca core] [also 1/22]
Giecewicz, Anna: Developing strategic competence through simulations. Poznań (2005).
(D. Wiśniewska).
Giejbo, Natalia: Drama as an English teaching aid with children and teenagers. Szczecin (2005).
(M. Stawna).
Gładyszewska, Anna: The role of translation in English language teaching. Bydgoszcz (2005).
(M. Oliver). [also 15]
Grabowski, Tomasz: Functional approach to translation in EFL methodology. Bydgoszcz (2005).
(M. Oliver). [also 15]
306
Greczyńska, Agnieszka: Perceived value of the activity as a factor influencing success in learning
English pronunciation at the primary level. Wrocław (2005). (A. Michońska-Stadnik).
Hammer, Katarzyna: Intercultural communication in a multinational metropolis in the era of
globalisation and language imperialism. Poznań (2005). (D. Nowacka).
Hryckiewicz, Olga: The implications for the context-embedded instruction in the EFL classroom.
Jachimowska, Magdalena: Project work: Its contribution to second language acquisition at elementary
and pre-intermediate levels. Szczecin (2005). (P. Stawna).
Jakubowska, Anna: L1-L2 transfer as a communication strategy in the performance of lower
secondary school students. Poznań (2005). (A. Ewert). [also 28]
Jankowska, Monika: The impact of formal instruction on learners' second language development.
Jóźwiak, Anita: The use of songs in foreign language teaching as a way of enhancing learner
motivation and autonomy. Poznań (2005). (M. Kębłowska). [also 28]
Jóźwiak, Iwona: The factor of L1 in covert and overt approaches to strategic competence training.
Kaczmarek, Anna: Using pictures and short texts in vocabulary teaching to adolescent learners of
English at pre-intermediate level. Szczecin (2005). (P. Kamińska).
Kloczkowska, Anna: The social and psychological factors affecting second language learning of the
exchange students in Denmark. Wrocław (2005). (A. Michońska-Stadnik).
Kompa, Joanna: Teaching ethical values through English to adolescents aged 13-15. Łódź (2005).
(H. Majer).
Koper, Marta: The social context of second language learning. Łódź (2005). (H. Majer).
Kucharska, Anna: Translation into English as a second language. Bydgoszcz (2005). (M. Oliver). [also
15]
Kuben, Marta: NLP in language pedagogy. Methods and techniques in the teaching of English to
lower secondary school students. Warsaw (2005). (H. Komorowska). [Neuro-linguistic
programming]
Kulik, Zbigniew: Reinstating the status of lesson planning with the lexical approach. Szczecin (2005).
Kurek, Kamila: Principles and implementation of the lexical approach in the foreign language
classroom. Poznań (2005). (A. Cieślicka). [also 8/22]
Kuśmierek, Justyna: Knowledge of target language culture: Student views. Katowice (2005).
(M. Wysocka). [also 32]
Malinowska, Małgorzata: The influence of communicative gender differences on the teacher’s use of
the mother tongue in a linguistically homogeneous EFL classroom. Białystok (2005). 67 pp. +
append. (P. Thomas).
307
Markiel, Michał: Learners' personality features and the effectiveness of communicative language
teaching method. Wrocław (2005). (A. Michońska-Stadnik). [also 26]
Matykiewicz, Marcin: The role of interactive teaching techniques in enhancing the trainee’s ability to
use communication-persuasion matrix. Kraków (2005). (promoter unknown).
Michalska, Agnieszka: Learner-generated attention to form. Poznań (2005). (A. Jankowska). [also 22]
Mosur, Małgorzata: The influence of using the process syllabus on teaching EFL to students with low
motivation. Wrocław (2005). (A. Michońska-Stadnik).
Niewiadowy, Łukasz: Teaching through games with a special regard to children with disruptive
behaviour. Warsaw2 (2005). (M. Sicińska). [also 31]
Nowak, Piotr: A pedagogical IT vocabulary list for Polish students of English―a corpus-based study.
Poznań (2005). (P. Kaszubski). [Information technology] [also 16]
Nowakowska, Anna: Teaching English to adults―the choice of the teaching method. Warsaw2
Poniewska, Renata: Employing the elements of the natural approach in adult foreign language
teaching. Warsaw2 (2005). (M. Sicińska).
Radkiewicz, Iwona: Success and failure in foreign language learning. Białystok (2005). 48 pp. +
Rączkowska, Beata: The role of storytelling in teaching English to junior high school learners. Poznań
Smarduch, Edyta: Evaluating tests for English Zone 1. Kraków (2005). (E. Witalisz).
Smarsz, Dorota: Is language innate? A review of theory and research. Poznań (2005). (A. Ewert).
Spychaj, Mariusz: Thinking/Vale systems and learning styles in teaching English as a foreign
language. Szczecin (2005). (M. Stawna). [Alisson Vale’s system]
Stach, Agnieszka: Syllabus for "The time of change: History of painting at the beginning of the 20th
century" course. Katowice (2005). (M. Bielski).
Stuchlik, Anna: Assessing the methodological knowledge of ETTC graduates: Towards a new format
of the licentiate examination. Kraków (2005). (A. Niżegorodcew).
Szymańska, Marta: Polish and Italian students' beliefs about the teacher's role in the clasroom.
Tracy, Patrick: The role of the native speaker. Poznań (2005). (K. Droździał-Szelest). [also 10]
Walor, Katarzyna: The role of classroom dramatic activities in enhancing learners’ self-confidence.
Węglarska, Magdalena: Treatment-by-gender phenomenon in English language teaching. Wrocław
Wimmer, Katarzyna: Grammar in the Callan Method. Szczecin (2005). (P. Kamińska).
308
Wojciechowska, Anna: Using project work with primary school children. Poznań (2005). (T. SiekPiskozub). [also 27]
Wrzeszcz, Katarzyna: Mnemonics, rote and meaningful: Three learning techniques which bring
success in foreign language learning. Łódź (2005). (K. Ciepiela).
Babral, Jadwiga: Edward Hall’s concept of context in English language teaching: An attempt at an
application. Kraków (2006). (A. Kurtyka).
Barcikowska, Aleksandra: Applicability of nonverbal communication to language teaching. Bydgoszcz
Borychowski, Łukasz: The role of overt intuition in developing L2 competence. Warsaw (2006).
Burzyńska, Kamila: The criticism of the audiolingual method. Katowice (2006). (M. Wysocka).
Carło, Magdalena: Teaching adults and children through Total Physical Response. Szczecin (2006).
(P. Kamińska).
Czajkowska, Patrycja: Comicality and humour as effective methods in foreign language teaching.
Dopierała, Magda: Perception and presentation of teenage aggression and misconduct in educational
discourse (on the basis of texts from pedagogy and methodology). Poznań (2006). (Z. Wąsik).
[also 9]
Dumara, Agata. Motion and language: The application of bodily movement in teaching English as
a foreign language. Gdańsk (2006). 70 pp. (T. Danilewicz).
Frankowska, Bogusława: English as a foreign language in urban and rural schools. Kraków (2006).
(E. Witalisz).
Giel, Lidia: Psychological and social distance in second language acquisition. Poznań (2006).
Herda, Anna: Methods of vocabulary selection and presentation. Rzeszów (2006). (T. Hrehovcik).
Izydorska, Monika: Assessing the effectiveness of SITA learning system through a diary study. Łódź
(2006). (H. Majer).
Jędrejasz, Anna: Using elements of Total Physical Response in primary school. Rzeszów (2006).
(T. Hrehovcik).
Just, Edyta: The influence of project method on the learner’s autonomy. Szczecin (2006). (M. Stawna).
Kacała, Małgorzata: The criticism of CLT. Katowice (2006). (M. Wysocka).
Kapeluszna, Edyta: The communicative approach in practice. Advantages and disadvantages.
Knyziak, Dominika: The role of CEF in syllabus and materials design for teaching of English and
upper intermediate and advanced levels. Warsaw (2006). (H. Komorowska). [Common
European framework]
309
Kopacz, Anna: Individualized approach to foreign language teaching/learning. Poznań (2006).
(D. Wiśniewska).
Kosińska, Joanna: Teaching English vocabulary: Analysis of selected techniques. Bydgoszcz (2006).
Kowolik, Iwona: The role of the teacher in the development of project work in a foreign language
classroom. Katowice (2006). (D. Gabryś-Barker). [also 24]
Kściuczyk, Justyna: The teacher’s perspective on pair work and group work in communicative
language teaching. Katowice (2006). (J. Latkowska).
Kuźma, Anna: Evaluation of selected materials and teaching aids for visual and auditory teenage
learners. Warsaw2 (2006). (E. Gajek). [also 30]
Lisowska, Lidia: The criticism of liberal foreign language teaching. Katowice (2006). (M. Wysocka).
Moczkowska, Linda: Factors influencing interactive communication in a foreign language classroom.
Mydłowska, Anna: Speech accommodation theory in television programmes for children. Warsaw2
(2006). (U. Okulska). [also 9b]
Niemyska, Marzena: Learning to learn. Learner training in the upper secondary school English
coursebooks. Warsaw (2006). (H. Komorowska). [also 32]
Olszewska, Anna: The sociocultural component in the teaching of English as a foreign language to
lower secondary school students. Warsaw (2006). (H. Komorowska).
Opalach, Aleksandra: Willingness or necessity? The Poles' motivation for learning English in the light
of the labour market tendencies of the recent years. Warsaw2 (2006). (A. Leńko-Szymańska).
Oryl, Alicja: Discourse functions of code-switching by bilinguals. Gdańsk (2006). 68 pp. (R. Kalisz).
[also 24]
Ostrowska, Magdalena: Twenty-five years of undergraduate research projects in English language
learning and teaching. Kraków (2006). (A. Niżegorodcew).
Ostrowska, Magdalena: Database of MA theses on TEFL. Kraków (2006). (A. Niżegorodcew).
Paszel, Maja: Drama-based activities as a tool useful in acquiring foreign language vocabulary.
Pilaszkiewicz, Magdalena: The role of self-evaluation in foreign language learning on the basis of the
European Language Portfolio. Warsaw2 (2006). (A. Leńko-Szymańska).
Poręcka, Anna: Course planning and syllabus design in the teaching of English as a foreign language
to adult learners. Warsaw (2006). (H. Komorowska).
Radłowska, Edyta: The role of NLP metaprograms in promoting project work among adolescent
learners. Poznań (2006). (M. Kębłowska). [Neurolinguistic programs] [also 8]
Rejniak, Anna: A bilingual child in a formal classroom environment. Łódź (2006). (J. Majer).
Sarna, Joanna: The role of games in teaching collocations. Rzeszów (2006). (T. Hrehovcik).
310
Siuta, Barbara: Fairy tales in teaching English. Rzeszów (2006). (T. Hrehovcik).
Skóra, Gabriela: Evaluation of the teaching materials for learners to age twelve. Katowice (2006).
(M. Wysocka).
Skrzypek, Katarzyna: The impact of culture-specific knowledge on text understanding and recall.
Sokołowska, Kamila: Course design in one-to-one teaching: A case study. Kraków (2006).
(A. Kurtyka).
Spyra, Monika: Using the mother tongue in the process of foreign language learning. Kraków (2006).
(A. Niżegorodcew).
Stanowski, Marcin: Drama in the teaching of English to lower secondary school students. Warsaw
Strzyżewska, Kalina: Project work as a communicative activity in ELT classroom. Toruń (2006).
(T. Siek-Piskozub).
Szuba, Piotr: The role of using various teaching devices in preparing learners for the new matura
examination in English. Warsaw2 (2006). (M. Sicińska).
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 9/24]
Wilkowska, Iga: Teaching the key competencies through affective activities. Poznań (2006).
(M. Kębłowska).
Włodzisz. Joanna: Teaching translation in a sociocultural context to adolescent learners of English at
pre-intermediate level. Szczecin (2006). (M. Stawna).
Wnęk, Monika: Applications of corpus linguistics in evaluating quality of learner language: The case
of the Callan Method. Łódź (2006). (P. Krakowian).
Wróbel, Ewa: The role of motivation in achieving communicative competence in English as a foreign
language. Poznań (2006). (D. Wiśniewska). [also 26]
Zając, Aleksandra: How to encourage spontaneous speaking. Rzeszów (2006). (T. Hrehovcik).
Zamyłka, Magda: Learning to learn. Learner training in the lower secondary school English
Zawada, Kinga: English as a lingua franca―the future standard for Polish learners of English?
Belowska, Katarzyna: Age and second language acquisition. A critical look at the critical period
hypothesis. Warsaw (2007). (R. Gozdawa-Gołębiowski).
Bochen, Katarzyna: The role of language awareness in teaching foreign language. Wrocław (2007).
Borczyk, Justyna: Implementing self-assessment techniques in foreign language teaching. Lublin
(2007). (H. Chodkiewicz).
311
Borowa, Agnieszka: Research-based approach towards the teaching of communication. Poznań
Brozek, Lidia: Stereotypes and beyond: A diachronic analysis of stereotypes in selected EFL
materials. Kraków (2007). (A. Kurtyka).
Budzińska, Katarzyna: Alternative methods of teaching English in Poland with the Callan Method as
a research example. Wrocław (2007). (R. Lewicki).
Bukarczyk, Karolina: Strategic cross-linguistic influences in multilingual speakers. Poznań (2007).
(T. Siek-Piskozub). [also 10/21]
Chobot, Agnieszka: Task-based language teaching as an alternative to the presentation-practiceproduction model. Katowice (2007). (J. Latkowska).
Chodkowska, Lidia: Neurolinguistic programming as a collection of techniques for effective learning
and communication. Warsaw2 (2007). (E. Gajek).
Czeremcha-Olszewska, Dorota: Communication strategies as a way to overcome communication
problems. Szczecin (2007). (M. Stawna). [also 30]
Dembska, Katarzyna: Willingness to acculturate as related to secondary school students' grades. Opole
(2007). (E. Piechurska-Kuciel).
Dobiecka, Ewa: The teacher’s and the student’s perception of each other in the process of foreign
language learning. Katowice (2007). (J. Latkowska).
Domagała, Agnieszka: Influence of the English language on the language of young Poles on the basis
of blogs. Warsaw2 (2007). (T. Krzeszowski). [also 9]
Gabryś, Katarzyna: English as an international language: Teaching implications. Kraków (2007).
(E. Witalisz).
Golda, Anna: L2 teachers as learners of another foreign language. Wrocław (2007). (A. MichońskaStadnik). [also 24]
Grzeszczyk, Ewa: Developing fluency and accuracy in the upper secondary school context. Warsaw
Iwanicka, Sylwia: Visual context in understanding language input: Comic art in young learners’
classroom. Lublin (2007). (H. Chodkiewicz).
Jabłońska, Agnieszka: Acquisition of English by Polish and Swedish learners aged 11-12:
A comparative study. Warsaw2 (2007). (J. Lewkowicz).
Jankowska, Agnieszka: Is native-like attainment possible in second language learning? Implications
for teaching. Warsaw (2007). (R. Gozdawa-Gołębiowski). [also 21]
Jurczak, Bogusława: Language testing. The case of primary school learners preparing for the
Cambridge Young Learners Tests. Warsaw (2007). (J. Zybert).
Kamińska, Agnieszka: Learning or acquisition? Analysing prepubescent linguistic development.
312
Kiecko, Anna: Drills and language games in teaching pronunciation to pre-intermediate adults.
Kleniuk, Paula: How language policy in Poland reflects language policy in Europe. Wrocław (2007).
(R. Lewicki).
Kliszewska, Magdalena: Exploring the functions of drama activities in teaching English as a foreign
language to primary school children. Warsaw (2007). (M. Dakowska). [also 28]
Konieczna, Dagmara: Learning about EFL learners: Evaluation of different methods of data collection.
Poznań (2007). (D. Wiśniewska). [also 24]
Koniuszewski, Wojciech: Teaching English as a foreign language to adult learners. The Callan
method. Warsaw (2007). (H. Komorowska).
Kozielska, Anna: Developing L2 pragmalinguistic awareness of Polish secondary school students.
Kostrzewa-Mała, Agnieszka: Nonverbal communication in teaching English in upper secondary
schools in Poland. Wrocław (2007). (R. Lewicki).
Kowalczyk, Kamila: UG-based and usage-based models of first language acquisition: Conflict or
concord. Warsaw (2007). (R. Gozdawa-Gołębiowski).
Kowalkowska-Przegoń, Marta: Psychological barriers in learning English as a foreign language in
Poland. Wrocław (2007). (R. Lewicki).
Kreis, Agnieszka: Research in teaching English as a foreign language in Poland. Wrocław (2007).
(R. Lewicki).
Królik, Anna: The role of the first language in second language acquisition. Warsaw (2007).
Krzemińska, Dominika: The underlying differences between first language acquisition and adult
foreign language learning. UG-based and UG-free account. Warsaw (2007). (R. GozdawaGołębiowski).
Kubica, Matylda: Characteristic features of pair work and group work: Self-observation. Katowice
(2007). (M. Wysocka).
Kulik, Beata: Games and communicative activities in teaching business English to adults at the preintermediate level. Szczecin (2007). (P. Kamińska).
Kuźmicka, Beata: Gaming and simulation in Business English for multicultural classes. Szczecin
Lubecki, Artur: Football-related vocabulary in English: Glottodidactic implications. Białystok (2007).
89 pp. + append. (A. Rozumko). [also 16]
Maĉkovska, Marta: Bilingualism and biculturalism: Case analysis of Polish-Macedonian bilinguals.
Kraków (2007). (E. Chrzanowska-Kluczewska).
Manterys, Małgorzata: Teaching English to Polish adult immigrants living in Ireland―designing and
teaching a Survival English course. Warsaw2 (2007). (J. Lewkowicz).
313
Maćkała, Piotr: Promoting ambiguity tolerance through communicative listening and reading
activities. Szczecin (2007). (P. Kamińska).
Maciejewska-Stępień, Ewa: Incorporating intercultural communication training into the foreign
language classroom: A case study evaluation of a Socrates project. Poznań (2007).
Marciniak, Karolina: An evaluation of English and Russian teaching materials. Toruń (2007). (T.
Siek-Piskozub).
Miedzianowska, Anna: Developing interactional competence in upper secondary schools in Poland.
Oberg, Małgorzata: Language teaching in secondary school: theory of mediation and reality of its
implications. Wrocław (2007). 54 pp. (R. Lewicki).
Picz, Damian: How does a proficiency course prepare learners to write in English: Descriptive study.
Pyka, Karolina: Foreign teachers’ strategies of repeating syntactic material–self-observation. Katowice
(2007). [also 22]
Pyrkosz, Katarzyna: The use of newspaper advertisements in foreign language teaching. Łódź (2007).
(H. Majer). [also 9b]
Rosińska, Joanna: Code-switching in the language of bilingual children. Warsaw2 (2007).
(T. Krzeszowski). [also 7/9]
Sekuła, Jarosław: One-to-one English teaching in Poland. Wrocław (2007). (R. Lewicki).
Stasiuk, Kamil: Issues of mixed ability and differential success teaching English in the lower
secondary context. Warsaw (2007). (H. Komorowska). [also 24]
Stojanowska, Sandra: The value of role-play in communicative language teaching. Szczecin (2007).
(P. Kamińska).
Szeżyńska, Agnieszka: English as a lingua franca―to teach or not to teach? Warsaw (2007).
Tkacz, Karolina: Investigating identity in bilinguals. Łódź (2007). (J. Majer).
Walaszek-Tomczyk, Agnieszka: Development of learner autonomy through project work. Katowice
(2007).
Warowna, Sylwia: European Language Portfolio and its impact on gimnazjum learners’ autonomy.
Warsaw2 (2007). (E. Gajek). [Middle school] [also 30]
Wnętrzak, Gabriela: Stylistic sensitivity of Polish learners of English as part of their sociological
competence. Kraków (2007). (A. Kurtyka).
Wojdas, Paweł: Native and non-native English teachers in team-teaching. Katowice (2007).
Wołoszyk, Joanna: A comparative analysis of the selected problems in teaching English to adults and
theories of learning. Gdańsk (2007). 87 pp. (T. Danilewicz).
314
Wojtczak, Karolina: Theoretical and practical insights into first language acquisition and adult foreign
language learning. Warsaw (2007). (R. Gozdawa-Gołębiowski).
Wygnańska, Marta: Developing interactive skills in the upper secondary school context. Cognitive
development in adolescence as a factor influencing the process of learning spoken English.
Zajkowska, Agnieszka: The examination of intercultural competence in coursebooks for business
English students. Warsaw2 (2007). (E Gajek). [also 29/32]
Załęcka, Małgorzata: Do we need near-native competence in an L2? Exploring the consequences of
the global diffusion of English. Warsaw (2007). (R. Gozdawa-Gołębiowski).
Ziólkowska, Karolina: Translation as a teaching tool. Bydgoszcz (2007). (M. Oliver). [also 15]
Zmolek, Alisa: Englishes in EFL teaching: A Polish perspective. Kraków (2007). (E. Witalisz).
Biesiada, Małgorzata: Learners’ past learning attributions and their EFL achievement. Poznań (2008).
(J. Rysiewicz).
Błaut, Małgorzata: Introducing poetry writing in a language class: Descriptive study. Opole (2008).
Boniecka, Agata: Evaluation of an original program designed for teaching English to lower primary
learners. Łódź (2008). (J. Majer).
Borucińska; Roma: The influence of nonverbal communication on classroom discipline. Bydgoszcz
Celmer, Agnieszka: The role of ELT materials in teaching English to primary school learners. Warsaw
Ciesielczyk, Joanna: Child development processes: The affective domain in language acquisition.
Kraków (2008). (D. Gabryś-Barker).
Czerwińska, Magdalena: Group discussion in foreign language teaching. Szczecin (2008).
(P. Kamińska).
Domachowska, Malina: A model of a Polish learner of English at upper-secondary education.
Dominiak, Magdalena: The use of communicative activities in the EFL classroom. Poznań (2008).
(D. Nowacka).
Dudek, Aleksandra: The role of communicative activities in overcoming communication problems.
Dzik, Monika: Play as one of the ludic strategies in teaching a foreign language to children. KUL
Fiderewicz, Katarzyna: Teaching English and content-based teaching in multicultural education.
Figurska, Magdalena: How to succeed in teaching English to adult learners? A study of the selected
factors. Warsaw (2008). (R. Gozdawa-Gołębiowski).
315
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
Gościński, Jan: The criticism of English teaching organization at Polish lower secondary schools.
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
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).
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.
Mętel, Magdalena: Improving learners’ communicative competence through task-based language
teaching. Szczecin (2008). (P. Kamińska).
Mirowska, Małgorzata: Teaching English, nonverbal communication and discipline problems.
Bydgoszcz (2008). (A. Bączkowska). [also 24]
Mliczek, Małgorzata: Nonverbal communication in foreign language teaching. Bydgoszcz (2008).
(T. Goncharova).
316
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.
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).
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.
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
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).
Sarna, Anna: Supplementary private language tuition for primary and secondary school students―free
choice or necessity. Warsaw2 (2008). (J. Lewkowicz).
317
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. BlochRozmej).
Strus, Aleksandra: Multisensory techniques in teaching English to primary school learners. Warsaw
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).
Szylko-Borowik, Ada: Creative teaching techniques in teaching English as a foreign language.
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.
Akhmetova, Aigerim: First language acquisition vs. foreign language learning. Selected issues.
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).
318
Chałupczyńska, Ewa: Can ELT materials foster stereotypes? A case study. Poznań (2009). (T. SiekPiskozub).
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
Falkowska, Katarzyna The influence of the foreign language learning environment in learner errors.
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.
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.
Krauzowicz, Aleksandra: Factors influencing success in EFL among junior high school learners.
319
Krótki, Mateusz: Significance of drills in the development of communicative competence. Katowice
Kujawska, Agnieszka: Criteria for evaluating language tasks. Designing tasks in primary schools.
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).
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.
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).
320
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.
Sosna, Julia: The influence of socioeconomic status of a learner on the matura exam results. Szczecin
Sosnowska, Joanna: Gender differences in attitudes to error correction in secondary school. Wrocław
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).
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]
321
29.
ESP: ENGLISH FOR SPECIFIC PURPOSES COURSES (1972-2009)
1 Dr hab. (solo)
9 Drs. (all solo)
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 DroździałSzelest).
Dr Sobkowiak, Paweł: Issues in ESP: Designing a model for teaching English for business purposes.
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.
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.
322
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.
323
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.
324
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.
325
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 skillsbased 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]
326
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.
327
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.
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.
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
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.
328
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).
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).
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).
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).
329
Daliga, Dorota: Teaching English for specific purposes to adult learners. Warsaw (2004).
(H. Komorowska).
Harmala, Agnieszka: Teaching adolescents via psychotherapy: Learner development and motivation.
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.
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).
330
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).
Hornicka, Ewa: Teaching ESP to students of the Technical University of Łódź: A needs analysisbased 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.
Podwalska, Irena: Teaching technical vocabulary to students of technical universities. Szczecin (2006).
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.
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).
331
Majkusiak, Martyna: Campaign English for the military coursebook evaluation. Kraków (2008).
Mielniczuk, Joanna: The development of diagnostic business English test for the work place. Warsaw2
(2008). (J. Lewkowicz). [also 25]
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
Szymczyk, Iwona: Business English―a pedagogical perspective. KUL (2008). (A. MalickaKleparska).
Wilk, Magdalena: Aspects of motivation within the context of Business English course. Poznań
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
332
30. VARIOUS: AUTONOMY, STRATEGIES, AUTHENTIC MATERIALS,
TEACHING AIDS (including electronic ones), CLIL (1968-2009)
3 Dr habs. (all solo)
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
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 Szumilewicz, Benedykt: The place and role of computer programs in didactics: On the basis of
TEFL. Poznań (1990). 158 pp. (Jan Zaniewski).
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.
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).
333
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).
Sobkowiak). [also 32]
Dr Trawiński, Mariusz: Individual vocabulary teaching and learning strategies used by advanced
English and the social rehabilitation of blind students. Łódź (2002). (Barbara LewandowskaTomaszczyk). [also 31]
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).
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 MichońskaStadnik).
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).
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).
Dr Kurek, Malgorzata: Developing functional alphabetization in a foreign language at above
secondary school level with computer-aided teaching. Opole (2009). (Tadeusz Piotrowski).
users. Katowice (2009). (Maria Wysocka). [also 28]
334
************
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.
335
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.
336
Kaptur, Marzena: The use of audio-visual aids in teaching English as a foreign language: receptive
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.
337
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.
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.
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.
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).
338
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.
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.
339
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
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.
340
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.
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.
341
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
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]
342
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.
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.
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]
343
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.
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.
344
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
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.
345
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
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]
346
Dąbrowski, Jacek: Advertisements and language schools in Britain. Toruń (1997). 54 pp. & il. [also 7]
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
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.
347
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 preintermediate 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]
348
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. KrawczykNeifar).
Tarapacz, Beata: The use of reading strategies by efficient foreign language readers. Opole (1998). 48
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
pp.
Bednarczyk, Agnieszka: The use of song and music in the teaching of grammar in secondary school.
Łódź (1999). 68 pp.
Bojczuk, Witold: Effective learning styles leading to autonomous study of foreign language. Katowice
(1999).
349
Brzozowska, Magdalena: Strategy training in the area of speaking English as a foreign language.
Warsaw2 (1999). 71 pp. + append. [also 23]
Bujakiewicz, Mirosława: Towards learner autonomy: The degree of autonomy of a Polish learner in
a FL classroom. Katowice (1999).
Grodecka, Agnieszka: The role of authentic materials in teaching vocabulary. Kraków (1999).
Król, Magdalena: The role of TV programs in the acquisition of the English language: Case study.
Łęcki, Robert: Memory and learning strategies in the acquisition of L2 vocabulary. Warsaw (1999). 71
Marchwiak, Joanna: High input generators vs. low input generators and the classroom performance.
Łódź (1999). 70 pp. [Active vs. passive students]
Matuszewska, Joanna: The effect of background music on the retention of learnt vocabulary in the
long term memory. Poznań (1999).
Matyja, Maria: Prose and poetry in foreign language teaching. Katowice (1999).
Mik, Marzena: Communication strategies of foreign language learners in speech production. Łódź
(1999). 63 pp.
Mrozek, Beata: Music and songs in the process of the development [of] language learners’
communicative competence. Poznań (1999).
Mrozek, Wojciech: A good language learner. Kraków (1999).
Olkiewicz, Maria: Selected standards of textuality and comprehension strategies employed by
children: A case study based on a selection of texts. Toruń (1999).
Panek, Marcin: Computer-assisted language learning and the use of the Internet in EFT. Łódź (1999).
66 pp.
Pietraszko, Izabela: Communication strategies in interlanguage communication. Łódź (1999). 59 pp.
Płaza, Ewa: Learning to learn: Learning training across age groups. Warsaw (1999). 59 pp. + append.
Przybysz-Krawiec, Aleksandra: Computers in English as a second language: A feature of modern
society. Poznań (1999).
Rosiak, Aleksandra: Computer technology in EFL learning and teaching. Łódź (1999). 73 pp.
learning. Warsaw2 (1999). 82 pp. [also 22/32]
Techmańska, Alicja: The influence of learning strategies and strategy training on secondary language
acquisition. Warsaw (1999). 51 pp.+ append.
Barnaś, Artur: The role of video in teaching vocabulary to intermediate students. Katowice (2000).
(D. Gabryś).
350
Chladek, Alina: Computer-assisted language learning as a way of promoting the learners’ autonomy.
Katowice (2000).
Chrystek, Magdalena: Cognitive listening strategy training and awareness raising as facilitators of L2
acquisition. Poznań (2000).
Ciążyńska, Adrianna: Vocabulary learning strategies. Łódź (2000). 79 pp. + append. (A. LeńkoSzymańska). [also 22]
Ciecierska, Anna: English CALL programs for teaching primary school children. Poznań (2000).
Czarnik, Gabriela: Learner training as a way of developing autonomy in foreign language learning.
Katowice (2000).
Dadej, Edyta: The use of poetry in foreign language teaching. Katowice (2000). (D. Gabryś).
Dajnowicz, Joanna: The role of communication strategy training in the reduction of language one
switches and the use of video-based activities to stimulate oral communication among
students. Poznań (2000).
Dembowska, Agnieszka: Studying L2 strategies at different proficiency levels. Warsaw2 (2000). 79
pp. + append. (M. Dakowska).
Dudzikowska, Ewelina: Authentic video materials in teaching English to intermediate students.
Warsaw2 (2000). 126 pp. (M. Dakowska).
Dymek, Monika: Songs in teaching the past simple tense in the first grade of secondary school.
Głowacka-Ziajka, Aleksandra: The influence of elaborated memory strategies on vocabulary retrieval.
Opole (2000. [also 23]
Golik-Czarnecka, Anna: Elements of artificial intelligence in CALL software. Poznań (2000). [8/FLT]
Goppold, Marta: Computer programs for English language teaching. Katowice (2000).
Graczyk, Marcin: The computer in the EFL classroom. Łódź (2000). 57 pp. + append. (B. Krakowian).
Guzicka, Izabela: Exploring second language proficiency and communication strategies [used by
Polish students learning] English as a second language. Warsaw2 (2000). 55 pp. + append.
(M. Dakowska).
Jakubczak, Magdalena: The use of authentic and made-up examples in popular monolingual English
learner’s dictionaries. Poznań (2000). [also 32]
Jankowski, Bogdan: Video in FLT. Kraków (2000). (M. Jodłowiec).
Janowska, Karolina: Learner autonomy and its perception by teachers of English in Poland. Poznań
(2000).
Jasińska, Monika: Learner autonomy and learner training as crucial aspects of effective foreign
language learning. Poznań (2000).
351
Junkieles, Magdalena: Teacher and learner roles in autonomous classroom. Warsaw (2000). 61 pp. +
Kalus, Katarzyna: Developing language skills by using songs and music during foreign language
lesson. Katowice (2000). [also 23]
Kamińska, Wioleta: A story-based design for teaching English to 9-10 year old children. Warsaw2
(2000). 96 pp. + append. (M. Dakowska). [also 27]
Kąkol, Iwona: Comparison on learning strategies of students of neophilology and military centres.
Kledecka-Nadera, Aleksandra: Application of computer-assisted language learning in the development
of reading comprehension skills. Poznań (2000). (W. Sobkowiak).
Kowalski, Robert: The use of computer in teaching English. Łódź (2000). 52 pp. (P. J. Melia).
Kręgielczak, Renata: The value of music and songs in language teaching at early primary level.
Poznań (2000).
Kwiatkowski, Cezary: Viewing authentic video materials as pre-reading activity. Opole (2000).
Kwitek, Sylwia: The influence of individual factors on strategy choice: Extroversion/ introversion and
anxiety. Warsaw (2000). 72 pp. + append. (J. Zybert). [also 26]
Lewandowska, Anna: Vocabulary learning strategies. Katowice (2000). (J. Latkowska). [also 22]
Madzia, Mariola: Fairy tales and storytelling in teaching English to children. Katowice (2000).
(M. Wysocka).
Małkowska-Gąska, Katarzyna: Strategies of enhancing assertiveness in teaching English as a foreign
language in secondary school. Warsaw2 (2000). 94 pp. + append.
Marciniak, Małgorzata: The influence of learning styles on the choice of learning strategies. Łódź
(2000). 94 pp. + append. (A. Leńko-Szymańska). [also 26]
Mazur, Joanna: Bilingual education at the secondary school level in Kraków. Kraków (2000).
Mechel, Monika: Text analysis of classical fairy tales and modern short stories for children. Opole
(2000). (T. Piotrowski).
Mihułka, Dorota: Exploring communicative strategies in EFL with reference to proficiency levels.
Warsaw2 (2000). 89 pp. + append. (M. Dakowska).
Piechota, Ewa: Conventional metaphors and the learners’ strategy. Katowice (2000). (E. KrawczykNeifar). [also 4]
Piwowar, Barbara: The effectiveness of communication strategies in developing fluency in a foreign
language. Katowice (2000). (D. Gabryś).
Pomykała, Wioletta: Communication strategies of introvert and extrovert language learners. Łódź
(2000). 75 pp. + append. (H. Majer). [also 26]
352
Rachwalska, Grażyna: Visuals in teaching English. Poznań (2000).
Skajna, Małgorzata: Mind map organic study techniques as an aid to learning English. Warsaw (2000).
78 pp. + append. (H. Komorowska).
cognitive strategies. Wrocław (2000). (A. Michońska-Stadnik). [also 22]
Stec-Gamracy, Joanna: Computer-assisted simulation and adventure games as valuable educational
tools for computer-assisted language learning. Poznań (2000).
Stempnakowska, Agnieszka: The positive influence of age on the range of language learning
strategies: A study of 10-year-old and 15-year-old Polish learners of English as a foreign
language. Poznań (2000). [also 8]
Stępień, Marta: Communication strategies used by Polish learners of English at the pre-inter-mediate
and advanced levels. Łódź (2000). 84 pp. + append. (A. Leńko-Szymańska).
Szarek, Zygmunt: Learning English vocabulary with the assistance of computer programs: An attempt
at evaluation of selected software. Kraków (2000). (M. Jodłowiec). [also 22]
Woroniecki, Wiktor: The use of video in teaching English to individual students. Łódź (2000). (P. J.
Melia).
Strzelczyk, Justyna: Learning strategies used by successful English language learners. Katowice
Szczepaniak, Sylwia: The Internet as the source of materials supplementing coursebooks. Poznań
(2000). [also 32]
Szewczyk, Joanna: Attitudes towards English as a curriculum subject among secondary school
students in Poland. Katowice (2000). (J. Latkowska).
Tomaszek, Danuta: The role of authentic materials in teaching listening comprehension. Łódź (2000).
61 pp. + append. (A. Leńko-Szymańska). [also 23]
Waśkowiak, Anna: Learning strategies employed by successful second language students. Warsaw
(2000). 61 pp. (J. Zybert).
Wisiorowska, Magdalena: Using the Internet of today and of the future for computer-assisted language
learning. Poznań (2000).
Wolicka-Wolszleger, Irena: Projects: Activities promoting autonomous learning in communicative
language learning. Poznań (2000).
Woroniecki, Wiktor: The use of video in teaching English to individual students. Łódź (2000). 59 pp.
Zadrożna, Aleksandra: The role of music in teaching English as a foreign language. Warsaw2 (2000).
70 pp. + append. (M. Dakowska).
Broniszewski, Dariusz: Communication strategies facilitating effective communication in English as a
foreign language. Wrocław (2001). (L. Zabor).
Brzozowski, Radosław: Solutions for bilingual education in Poland. Gdańsk (2001). 75 pp.
(R. Wenzel).
353
Chlebińska, Aldona: Popular songs as cultural and linguistic input in teaching English. Warsaw2
Cholewka, Grzegorz: The correlation between extroversion-introversion and the application of social
strategies by second language learners. Wrocław (2001). (A. Michońska-Stadnik). [also 26]
Czarnecka, Edyta: Teaching English as a foreign language. Video in developing receptive and
productive skills. Białystok (2001). 78 pp. + append. (H. Komorowska). [also 23]
Czerniakowski, Robert: Using authentic materials in teaching English for specific purposes. Warsaw2
Dańczak, Danuta: Electronic aids―an alternative method for raising cultural awareness in the EFL
classroom. Kraków (2001). (M. Korosadowicz). [also 32]
Dudek, Izabela: The cognitive aspects of learning strategies in foreign language learning:
A questionnaire study of young teenagers. Kraków (2001).
Florczykowska, Maria: Teaching English as a foreign language to adults. The role of learning
strategies and strategy training. Białystok (2001). 69 pp. + append. (H. Komorowska).
Gajdowicz, Zofia: Communication strategies in Polish and English adopted by native speakers of
Polish and learners of English. Łódź (2001). (A. Leńko-Szymańska).
Głębocka, Ewa: Comparing the use of mediation in language and subject classroom. Wrocław (2001).
Goleniewska, Anna: Teaching strategies in mixed-ability classes. Warsaw2 (2001). (M. Dakowska).
Grotek, Monika: Foreign language learning in late adulthood: memory strategy training. Katowice
(2001). (D. Gabryś).
Grzegorczyk, Anna: The place of computers and the Internet in modern English language teaching.
Guźniczak, Magdalena: Developing student’s creativity in a second language classroom. Gdańsk
(2001). 76 pp. (R. Wenzel). [also 28]
Jankowska, Renata: Using authentic language learning materials in teaching reading at the
intermediate level. Białystok (2001). 41 pp. + append. (M. Inshakova).
Jaskółowska, Katarzyna: Communication strategies in interlanguage development. Łódź (2001).
(B. Krakowian).
Kamiński, Tomasz: The Internet in teaching English to intermediate and higher level students:
potential of practical application. Łódź (2001). (H. Majer).
Kosieradzki, Jacek: A contrastive analysis of the effectiveness of two vocabulary learning strategies:
Case study. Łódź (2001). (A. Leńko-Szymańska).
Kosińska, Aneta: A correlation between individual factors, strategy choice and success in second
language learning. Warsaw (2001). (J. Zybert). [also 26]
Kościan, Edyta: Using dictionaries and guessing from context as vocabulary learning strategies. Łódź
354
Kuleta, Rafał: Teaching foreign languages on the basis of bilingual education. Gdańsk (2001). 100 pp.
(R. Wenzel).
Łozińska, Aneta: The use of learning strategies in mature learners between 40 and 60 years of age.
Mazur, Maria: Motivational influence of modern music in teaching English to adolescents. Kraków
(2001). (M. Korosadowicz). [also 28]
Mędryk, Adam: Reading strategies in language learning―implications for teaching English as
a foreign language. Warsaw (2001). (J. Zybert). [also 23]
Michnikowska, Katarzyna: Developing students' autonomy in writing by project work. Wrocław
Mrozowska, Katarzyna: The influence of language learning strategy instruction on listening
comprehension. Wrocław (2001). (A. Michońska-Stadnik). [also 23]
Nowak, Agnieszka: Exploiting the potential of learners’ imagination in teaching English as a foreign
language. Warsaw2 (2001). (M. Dakowska). [also 26]
Pierściński, Marek: Headlines as macrostructural signals of contextualization in press texts used in
English language teaching materials. Warsaw2 (2001). (T. Konik).
Pyłko, Izabela: The theme of death in the poetry of Emily Dickinson. Poetry in the language
classroom. Białystok (2001). 71 pp. (L. Aleksandrowicz-Pędich).
Reiner, Elżbieta: The role of the Internet in foreign language teaching. Wrocław (2001). (L. Zabor).
Skalska, Klaudia: Unqualified teachers of English in small towns and villages–a quantitative study.
Katowice (2001).
Sławińska, Marta: Training in reading strategies: An evaluation of selected EFL materials. Lublin
Słomowicz, Beata: Teaching literature in a bilingual class. Gdańsk (2001). 117 pp. (R. Wenzel).
Stańczyk, Monika: Auxiliary devices and materials used in independent learning. Łódź (2001). (B.
Krakowian).
Stożek, Jakub: The use of computers and the Internet in teaching English as a foreign language.
Kraków (2001). (J. Świątek).
Stróżycka, Karolina: Learner training as a means of developing learner autonomy: Theory and
practice. Poznań (2001). (K. Droździał-Szelest).
Synder, Katarzyna: The use of song and music in the teaching vocabulary in middle school. Łódź
Szwarc, Wioletta: Teaching strategies and the reading process. A study. Warsaw2 (2001).
355
Tomaszewski, Jacek: Evaluating computer software for ELT purposes. Łódź (2001). (B. Krakowian).
Tomczak, Mirella: Information technology in ELT. Toruń (2001). (J. Majer).
Twaróg, Andrzej: Flexible use of cognitive and metacognitive strategies. Wrocław (2001). (L. Zabor).
Warda, Aneta: Vocabulary learning strategies for children. Łódź (2001). (A. Leńko-Szymańska). [also
22]
Wiącek, Katarzyna: The importance of music and songs in TEFL. Łódź (2001). (B. Krakowian).
Witczak, Łukasz: Integrating language and content instruction. Poznań (2001). (A. Jankowska).
Włodarczyk, Agnieszka: Language learners' strategies and their correlation with brain dominance
types. Łódź (2001). (H. Majer).
Zdrzyłowska, Karina: The role of self-study in foreign language education in the secondary context.
Zegar, Ewa: The use of communication strategies by secondary school learners of English as a foreign
Żmudzka-Kruszyńska, Joanna: Introducing autonomy to gimnazjum students: A case study. Toruń
(2001). (J. Majer).
Barczak, Waldemar: Elements of CALL in teaching English to Polish secondary learners. Łódź (2002).
(H. Majer).
Bartmańska, Barbara: Semi-autonomy as a cure for problems typical of large heterogeneous classes.
Bodnar, Agnieszka: Gender differences and the use of cognitive strategies at the pre-inter-mediate
level. Wrocław (2002). (L. Zabor). [also 26]
Bury, Jowita: Strategies used by teachers and advanced students of English to develop and maintain
fluency. Katowice (2002). (J. Latkowska).
Cywińska, Anna: The turn-teaching system of Online chats. Poznań (2002). (B. Paflin).
Dudkiewicz, Julia: Literature in foreign language teaching. Implications for teaching English to upperintermediate and advanced students. Warsaw (2002). (H. Komorowska).
Ferenc, Anna: Stimulating the process of learning a foreign language (English) through relaxation
techniques. Warsaw2 (2002). (W. Woźniakowski).
Gwiazda, Karina: The case for natural context in a learners' dictionary. Poznań (2002). (A. AdamskaSałaciak). [also 16/32]
Hammer, Edyta: Teaching the productive skills through songs and music. Implications for the teaching
of English in the secondary context. Warsaw (2002). (H. Komorowska). [also 23]
356
Kacprzak, Ewa: Introducing some elements of translation strategies in the early years of teaching
English as a foreign language to Polish pupils. Toruń (2002). (M. Oliver).
Kaśnikowska, Joanna: The Associative-Functional method as an alternative―its didactic and
organizational principles. Warsaw2 (2002). (M. Dakowska).
Kłos, Magdalena: Reference skills and methods of their assessment used in modern lexicography.
Poznań (2002). (A. Adamska-Sałaciak). [also 16]
Knapik, Aleksandra: Music and pictures in teaching vocabulary to young children. Łódź (2002).
Koniuszy, Agnieszka: The treatment of collocations in monolingual English learners' dictionaries.
Kuczborski, Adam: Teaching English using authentic materials: Sociolinguistic aspects. Łódź (2002).
(H. Majer).
Kolanus, Agata: Learner strategies in the use of the target language. Łódź (2002). (B. Krakowian).
Konopelska, Alicja: Authentic reading materials in the English foreign language classroom. Warsaw2
Malec, Katarzyna: The use of communication strategies and the acquisition of foreign language
grammar. Wrocław (2002). (L. Zabor). [also 22]
Małecka, Agnieszka: A study of learner motivation and autonomy arising from a series of debate
classes followed by project work. Warsaw2 (2002). (M. Dakowska). [also 26]
Miernik, Grzegorz: Teaching presentations in Poland. Kraków (2002). (W. Chłopicki).
Nowacka, Agnieszka: The effects of strategy training on secondary learners of English. Poznań
Obermajer, Lidia: Compensatory role of supplementary materials in foreign language teaching.
Katowice (2002).
Piasecka, Anetta: Vocabulary learning strategies used by Polish secondary school learners of English.
Piechura-Sadowska, Marta: Self-esteem as one of the factors affecting the selection and
implementation of communication strategies. Łódź (2002). (H. Majer).
Pietrzak, Agnieszka: Teaching literature as an important component of foreign language classroom.
Purczyńska, Ewa: Examples in the bilingual dictionary: An empirical study. Poznań (2002).
(A. Adamska-Sałaciak). [also 16/32]
Rosiak, Marcin: The role of communication strategies in a foreign language classroom. Łódź (2002).
(B. Krakowian).
Roczek, Elżbieta: Authentic materials in teaching English as a foreign language. Łódź (2002).
(H. Majer).
357
Reszka, Adrianna: Sex differences and the use of communication strategies. Wrocław (2002).
Sagan, Ewa: The Internet and multimedia programmes in English second language teaching, learning
and acquisition. Łódź (2002). (B. Krakowian).
Samodulska, Barbara: Learner autonomy and the teaching of reading. Łódź (2002). (B. Krakowian).
[also 23]
Sobytkowska, Agnieszka: Designing materials for teaching vocabulary to teenagers according to the
lexical approach. Katowice (2002).
Spychała, Barbara: Learner autonomy as a response to needs of mixed ability classes. Poznań (2002).
(T. Siek-Piskozub).
Stęplewska, Izabela: Authentic materials and their influence on the level of language learners'
motivation. Łódź (2002). (H. Majer).
Strzelec, Sylwester: Introducing elements of autonomy to Polish gimnazjum students. Łódź (2002).
(H. Majer).
Szczepaniak, Katarzyna: Designing a content-based course of English for advanced adults. Warsaw2
Szczygielska, Weronika: The role of the teacher in promoting learner autonomy in foreign language
Talar, Elżbieta: The use of the Internet in teaching English as a foreign language in secondary schools.
Warsaw2 (2002). (M. Dakowska).
Taraszczuk, Alicja: Strategies in successful vocabulary learning. Poznań (2002). (T. Siek-Piskozub).
[also 22]
Twardak, Kinga: The influence of compensation strategies training on communicative compet-ence.
Wałkuska, Aneta: Developing receptive skills through authentic materials. Warsaw (2002).
Wojciechowska, Sylwia: Polysemy vs. homonymy: Representation in learners' dictionaries of English.
Poznań (2002). (A. Adamska-Sałaciak). [also 4/16/32]
Wróbel, Małgorzata: The concept of autonomy in SLL. Poznań (2002). (K. Droździał-Szelest).
Ząbek, Ewa: The role of the teacher in autonomous language learning. Wrocław (2002).
Zakrocki, Piotr: Computer-assisted language learning: An attempt at evaluation of selected Business
English programs. Kraków (2002). (M. Jodłowiec).
Zmaczyńska, Natalia: The influence of visual aids upon the acquisition of English tenses. Opole
358
Arkabus, Anna: The relationship between students’ learning modality and their choice of learning
strategies―the case of good language learners in the secondary language context. Warsaw
(2003). (J. Zybert).
Basiak, Marcin: An attempt to introduce elements of CALL into instructional process of EFL. Poznań
(2003). (T Siek-Piskozub). [Computer Assisted Language Learning]
Białoskórska, Ilona: Virtual language learning classroom. Language learning and teaching Online in
multimedia environments. Warsaw2 (2003). (M. Sicińska).
Bolesta, Jolanta: Autonomous learning through homework and project work. Katowice (2003).
Buchowska, Anna: Promoting learner autonomy through Webquest activities. Białystok (2003). 84 pp.
+ append. (H. Komorowska).
Budny Dorenda, Dorota: Learners,’ teachers,’ and parents’ perception of educational success. A case
study of a rural community. Katowice (2003). (D. Gabryś-Barker).
Charchuła, Justyna: The choice of stories in Total Physical Response. Storytelling and its impact on
Charchuta, Joanna: Elements of introducing students to autonomy in Polish high schools. Łódź (2003).
(H. Majer).
Choromańska, Sylwia: Communication strategies of foreign language learners. Warsaw (2003).
(H. Komorowska).
Chudzińska, Ewelina: The influence of brain dominance on using communication strategies in
speaking. Wrocław (2003). (A. Michońska-Stadnik).
Czerniak, Joanna: Authenticity of tasks―an analysis of selected ELT coursebooks for intermediate
students. Poznań (2003). (A. Jankowska). [also 32]
Dolat, Luiza: The role of songs in developing vocabulary in the English as a second language primary
classroom. Toruń (2003). (T. Siek-Piskozub). [also 22]
Drużkowska, Małgorzata: Authentic materials and the task-based approach in the language classroom.
Filipów, Laura: “Talk to Me!”―as an exemplary tool for computer-assisted pronunciation teaching
and learning. Poznań (2003). (W. Sobkowiak). [also 1/22]
Fudali, Marta: An investigation of EFL listening strategies. Warsaw2 (2003). (M. Dakowska). [also
23]
Glazik, Monika: Results of vocabulary strategy training to secondary school students of English as
a second language. Toruń (2003). (T. Siek-Piskozub). [also 2]
Gomola, Anna: CAPL: Learning English pronunciation with the help of computers. Katowice (2003).
(D. Gabryś-Barker). [Computer-assisted pronunciation learning] [also 22]
Grabowska, Aleksandra: Survey and evaluation of the selected multimedia programs advantageous in
teaching and learning English. Katowice (2003). (E. Krawczyk-Neifar).
359
Grembowska, Anna: A survey of the language learning strategies of tertiary EFL students in Poland.
Grodzka, Anna: Learners’ strategies used in vocabulary acquisition and teachers’ objectives in the
English language vocabulary teaching. Katowice (2003). (E. Krawczyk-Neifar). [also 22]
Guanghua, Xu: The teaching of English in China: Facts, problems and solutions. Warsaw (2003).
(J. Rusiecki).
Jędrzejczak, Patrycja: Lowering students' anxiety in speaking by strategy training. Łódź (2003).
Jastrzębski, Rafał: Incorporating authentic materials into teaching business English. Warsaw2 (2003).
Kapela, Magdalena: Comparing communication stategies used by monolingual and bilingual English
language learners. Wrocław (2003). (A. Michońska-Stadnik).
Kardaszyńska, Gabriela: Pharos woordebooke / dictionaries 5-in-1 on CD-ROM as help in computerassisted language learning. Poznań (2003). [also 1]
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).
Kordecka, Magdalena: The Internet in English language teaching. Łódź (2003). (A. LeńkoSzymańska).
Krych, Katarzyna: The effectiveness of the use of songs’ lyrics in teaching and learning of English
vocabulary among teenagers. Katowice (2003). (E. Krawczyk-Neifar).
Kuplińska, Katarzyna: Promoting learner autonomy in teaching English to teenagers. Łódź (2003).
(H. Majer).
Kurianiuk, Barbara: Authentic texts in teaching reading comprehension. Białystok (2003). 66 pp. +
Makuch, Ewelina: Using video as the main teaching aid with secondary school students. Katowice
Małańczuk, Katarzyna: The correlation between the use of affective and social strategies and
emotional intelligence. Wrocław (2003). (A. Michońska-Stadnik). [also 26]
Matraszek, Małgorzata: The influence of teaching styles on primary learners' communication
strategies. Wrocław (2003). (A. Michońska-Stadnik). [also 24]
Nyszler, Wioletta: Second language learning strategies and developing language competence. Łódź
Osowska, Izabela: Communication strategies in second language acquisition used by Polish secondary
school learners. Poznań (2003). (T. Siek-Piskozub). [also 28]
360
Paszkiewicz, Marta: The role of teacher in fostering learner autonomy in foreign language learning.
Pekrul, Dominika: Observing children’s participation in song-based activities in EFL. Warsaw2
Piskorz-Zarzycka, Ewa: Using authentic video materials in teaching foreign languages. Katowice
(2003).
Podolska, Marta: Ways of minimizing the shock and stress of learners of English during their first
contact with the target language community. Katowice (2003). (E. Krawczyk-Neifar).
Przybylska, Wioletta: Learning strategies and strategy training in the lower secondary context.
Rakowicz, Karolina: Promoting learner autonomy in teaching English as a foreign language (the case
of the curriculum for the Polish gymnasium). Warsaw2 (2003). (M. Dakowska).
Rostkowska, Katarzyna: The role of visual aids in teaching English as a foreign language. Warsaw2
Skutela, Klaudia: Using the Internet in teaching English as a foreign language. Katowice (2003).
Strzelbicka, Karolina: Education via the Internet: Perspectives of distance learning and computermediated communication. Poznań (2003). (W. Sobkowiak).
Suchorzyńska, Iwona: Computer-assisted language learning and the writing skill. Opole (2003).
Szydło, Magdalena: Bilingual education: Theory and practice. Łódź (2003). (K. Ciepiela).
Szymańska, Dagmara: The communication strategies applied by Polish students of German speaking
English as their L3. Poznań (2003). (T. Siek-Piskozub).
Terbak, Monika: Learner training in FL vocabulary development. Katowice (2003). (D. GabryśBarker). [also 22]
Urban, Joanna: The language learning process of left-handed students in respect to the application of
language learning strategies. Wrocław (2003). (R. Lewicki).
Warec, Joanna: Factors influencing successful teaching in the computer-enhanced classroom of 4-6
year old pupils. Poznań (2003). (W. Sobkowiak). [also 27]
Witkowska, Agata: An exploration of communication strategies by “good” and “bad” learners of
English. Warsaw2 (2003). (M. Dakowska).
Wojtczak, Anna: Learner autonomy: Enhancing strategic competence through paraphrase strategy
training. Toruń (2003). (J. Majer).
Wróbel, Anna: Promoting learner autonomy through strategy training. Toruń (2003). (J. Majer).
Wróblewska, Weronika: The programs Study Pack and Web Pack as a complement of the teaching
method at Archibald, a school of English. Warsaw2 (2003). (M. Sicińska).
361
Zienkiewicz, Małgorzata: Cooperative tasks as a factor influencing students' attitudes towards learner
autonomy. Wrocław (2003). (A. Michońska-Stadnik).
Zięterski, Wiktor: English language teaching and learning via the Internet. Poznań (2003). (W.
Sobkowiak).
Zwoliński, Grzegorz: The use of videos in teaching English as a foreign language: Theoretical
principles and pedagogical practices. Katowice (2003). (E. Krawczyk-Neifar).
Adamczyk, Agnieszka: Promoting communication and learner autonomy through projects. Warsaw2
Bajor, Izabela: Vocabulary learning strategies of secondary school learners on different proficiency
levels. Toruń (2004). (T. Siek-Piskozub). [also 22]
Banasiak, Ilona: Vocabulary learning strategies. Poznań (2004). (K. Droździał-Szelest). [also 22]
Cholewa, Joanna: Learning strategies for listening comprehension in the young learners’ EFL
classroom. Katowice (2004). (G. Kiliańska-Przybyło).
Dachtena, Magdalena: Developing communicative competence through the use of authentic materials.
Gomulak, Aleksandra: Developing learner autonomy in teaching other subjects through the medium of
English. Łódź (2004). (B. Krakowian).
Grzelak, Jolanta: The role of the Internet in teaching reading skills. Łódź (2004). (A. LeńkoSzymańska).
Grzyb, Ewa: Technology in the classroom: The use of multimedia in the context of the principles
governing teaching English as a second/foreign language. Łódź (2004). (B. Krakowian).
Imirowicz, Agata: The importance of students' subjective needs in language learning. Poznań (2004).
(M. Kębłowska).
Juszczak, Agnieszka: The use of language learning strategies in foreign language education. Poznań
(2004). (D. Nowacka).
Kaczmarczyk, Paweł: Foreign
(A. Porzuczek). [also 22]
language
grammar
learning
strategies.
Katowice
(2004).
Kaźmierska, Monika: Language learning strategies as perceived by EFL teachers. Kraków (2004).
Kędzierski, Rafał: Joining English instruction and subject matter. Katowice (2004). (G. KiliańskaPrzybyło).
Klewin, Marta: The influence of teaching style on the use of cognitive and metacognitive strategies.
Klimczak, Katarzyna: Drama techniques and the young learner's self-efficacy. Poznań (2004).
(D. Nowacka).
362
Kostusiak, Agnieszka: The foreign language learning implications of learner ??, individual and
autonomous learning in the classroom setting. Poznań (2004). (M. Kębłowska).
Kosycarz, Agnieszka: Learner training in the Polish reformed school. Poznań (2004). (M.
Kębłowska). [also 28]
Kotorowicz, Karolina: The role of popular music in vocabulary acquisition by adolescent learners in
ELT. Lublin (2004). 87 single-spaced pp. (H. Chodkiewicz).
Kowalska, Marta: Teaching English vocabulary through action songs to children at the age of eight to
ten. Toruń (2004). (T. Siek-Piskozub). [also 2]
Kuźmińska, Iwona: The influence of attributional style on the choice of memory and cognitive
strategies. Wrocław (2004). (A. Michońska-Stadnik).
Laskowska, Elżbieta: Literary text as authentic input in EFL. The case of materials for matriculation
examination. Warsaw2 (2004). (M. Sicińska).
Łęska, Daria: Literature and the conscious acquisition of a second language. Gdańsk (2004). 94 pp.
(R. Wenzel).
Majczak, Patrycja: Metacognitive strategies as a key to learner autonomy. Katowice (2004).
(J. Latkowska).
Majdecka, Joanna: Introducing learner autonomy in the mixed ability classroom. Łódź (2004).
(H. Majer).
Meszczyńska, Małgorzata: Vocabulary learning strategies in foreign language education. Poznań
(2004). (D. Nowacka). [also 22]
Mliczak, Renata: Exploiting authentic video materials in teaching English as a foreign language to
young learners. Lublin (2004). 52 single-spaced pp. (H. Chodkiewicz).
Niedzińska, Aleksandra: The influence of learners' age and sex on their choice of language learning
strategies. Łódź (2004). (H. Majer).
Olesiak, Łukasz: A description and evaluation of an ICT/CALL course for teachers of English.
Paliga, Katarzyna: The role [of] learning strategies in effective vocabulary acquisition. Katowice
(2004). (A. Porzuczek). [also 22]
Parr-Modrzejewska, Anna: Differentiation and learner autonomy in a successful EFL classroom. Łódź
Pelc, Małgorzata: Age differences in the use of compensation strategies. Wrocław (2004).
Pieścikowski, Mateusz: The use of dictionaries by university students: Users' habits and skills. Poznań
(2004). (A. Adamska-Sałaciak). [also 15/32]
Piłechaty, Małgorzata: Incorporating visual images to enhance cognitive processes as exemplified by
the use of an overhead projector in English language teaching. Warsaw2 (2004).
(M. Sicińska).
363
Piotrowicz, Anna: Multimedia techniques in teaching and learning languages. Łódź (2004).
(B. Krakowian).
Rybacka, Agnieszka: Motivational strategies and successful language learners. Poznań (2004).
(D. Nowacka). [also 26]
Siemieniuk, Mirosław: Poor language learners: A case study conducted in a Polish technical secondary
school. Poznań (2004). (A. Jankowska). [also 26]
Skiba, Anna: A relationship between ambiguity tolerance and students' degree of autonomy. Wrocław
(2004). (L. Berezowski). [also 26]
Skrodziuk, Jerzy: Media in English language teaching. Warsaw2 (2004). (M. Sicińska).
Słychań, Daria: The influence of the Internet on writing skills in the foreign language. Wrocław
(2004). (L. Zabor). [also 22]
Solarczyk, Jolanta: Training compensatory and cooperative communication strategies in an EFL
classroom. Kraków (2004). (A. Niżegorodcew).
Strzelecka, Maja: Authentic materials in foreign language teaching to intermediate students. Łódź
Ślepaczuk, Andrzej: The role of computer-assisted language learning in contemporary foreign
language learning and teaching. Warsaw2 (2004). (M. Sicińska).
Wasielewska, Anna: Developing learner independence in the foreign language classroom. Łódź
(2004). (H. Majer). [also 28]
Wawrzyńczyk, Małgorzata: The effectiveness of the implementation of a strategy training to secondyear English philology students of the Nicholas Copernicus University in Toruń. Toruń
Wojnowska, Aleksandra: Analysis and evaluation of CALL authoring tools in the context of ESL
language tests. Poznań (2004). (W. Sobkowiak). [also 29]
Woźniak, Paweł: Motivating adolescent language learners through the use of authentic materials. Łódź
(2004). (H. Majer). [also 26]
Wyrodek, Monika: Gender differences and direct strategies use in listening comprehension. Wrocław
(2004). (L. Zabor). [also 23]
Zadrożna, Justyna: The role of learning materials in the process of fostering learner autonomy:
Analysis of selected coursebook materials. Poznań (2004). (A. Jankowska). [also 32]
Barć, Paulina: Negotiation of academic face in university teacher-student e-mail communication.
Warsaw2 (2005). (A. Duszak).
Bełkowska, Magdalena: The power of story: Using storytelling to assess the development of listening
and speaking skills. Łódź (2005). (H. Majer). [also 23]
Dorawa, Krystian: The use of the Internet in teaching English to upper-intermediate students. Szczecin
(2005). (M. Stawna).
364
Garzyńska, Małgorzata: Towards autonomy via cross-cultural awareness. Szczecin (2005).
Górska, Magdalena: Learner-based teaching as a path to teenage-learner autonomy. Szczecin (2005).
(P. Kamińska).
Gurlaga, Ewelina: Promoting learner autonomy in the secondary foreign language classroom. Poznań
Hajduk, Magdalena: Teaching cultural aspects through songs. Szczecin (2005). (M. Stawna). [also 32]
Hałat, Agnieszka: The motivational influence of using computers and the Internet in teaching English
as a foreign language: A case study. Kraków (2005). (J. Leśniewska).
Jackowski, Przemysław: Making use of Newsweek Educational Programme in preparation for the new
matura reading exam. Poznań (2005). (M. Kębłowska). [also 23]
Jakubowska, Anna: L1-L2 transfer as a communication strategy in the performance of lower
secondary school students. Poznań (2005). (A. Ewert). [also 28]
Jangtao, Ma: Language learning strategies and their relationship to listening
proficiency―investigating non-English majors in China (from theory to practice). Warsaw
(2005). (J. Zybert). [also 23]
Jóźwiak, Anita: The use of songs in foreign language teaching as a way of enhancing learner
motivation and autonomy. Poznań (2005). (M. Kębłowska). [also 28]
Junik, Katarzyna: The development of the use of learning strategies in English by primary students
with special learning needs. Wrocław (2005). (A. Michońska-Stadnik).
Kado, Katarzyna: Vocabulary learning strategies: The study of adolescent learners of English. Poznań
(2005). (D. Wiśniewska). [also 16/22]
Kajalidis, Monika: The effectiveness of explicit strategy training on reading comprehension. Szczecin
Kaszuba, Anna: Listening comprehension problems and the concept of listening strategies in case of
a Polish secondary school. Katowice (2005). (G. Kiliańska-Przybyło). [also 23]
Kręcisz, Monika: Student-teacher e-mail communication: A genre approach. Warsaw2 (2005).
(A. Duszak).
Kubiak, Agnieszka: Reading literary texts as a factor enhancing development of foreign language
skills. Łódź (2005). (K. Ciepiela).
Kubina, Anna: The role of motivation on distance courses of English. Warsaw2 (2005). (E. Gajek).
Kudas, Iwona: Computer literacy as a motivating factor in foreign language learning. Katowice
Makowska, Ewa: Autonomy and language learning. Poznań (2005). (D. Wiśniewska). [also 16]
Malepsza, Barbara: Teaching English language culture with the use of authentic reading materials.
365
Marcinkowska, Karolina: Friends or enemies? The use of computers by foreign language teachers in
Poland. Poznań (2005). (P. Kaszubski).
Miciuk Joanna: Ecological themes in selected middle school EFL textbooks and the ecological
consciousness of students and teachers. Bydgoszcz (2005). (S. Puppel). [also 32]
Litwin, Rafał: Partners’ role in shaping their children’s bilingual and bicultural identity. Szczecin
(2005). (M. Stawna).
Marchlewska, Milena: The use of keyword method in teaching vocabulary to adolescents at
elementary level. Szczecin (2005). (P. Kamińska). [also 22]
Mitas, Angelika: Learner training in foreign language vocabulary learning strategies. Katowice (2005).
Orlik, Krzysztof: Language learning strategies employed by primary, middle and grammar school
students with a special focus on vocabulary. Poznań (2005). (A. Cieślicka). [also 8/22]
Plutecka, Dorota: Designing a course based on the use of newspapers and magazines for boosting
students’ confidence and developing their language skills. Kraków (2005).
(A. Niżegorodcew).
Polańska, Elżbieta: Task-based supporting of learner autonomy in teaching English to teenagers.
Rochowska, Gabriela: Enhancing vocabulary learning via authentic materials. Łódź (2005). (J. Majer).
[also 22]
Skrzydlewska, Marta: Literature as the source of authenticity in a foreign language classroom. Łódź
(2005). (H. Majer).
Skuza, Beata: Introducing autonomy and its influence on vocabulary learning at the upper primary
levels. Wrocław (2005). (A. Michońska-Stadnik). [also 22]
Sperka, Agata: The influence of the command of other foreign language on the choice of
communication strategies in English at different age groups. Katowice (2005).
Torzewska-Witkowska, Iwona: Ecology in selected English coursebooks for secondary schools.
Bydgoszcz (2005). (S. Puppel). [also 32]
Trella-Leśnik, Anna: Music as the external factor influencing secondary school writing. Opole (2005).
Tutka, Dorota: Learner autonomy from the teacher’s perspective. A questionnaire survey. Kraków
Walczak, Mariusz: Incorporating bible stories into secondary classroom syllabus. Łódź (2005).
(H. Majer).
Walendziuk, Katarzyna: The role of creative thinking in promoting foreign language learner’s
autonomy in the secondary school context. Białystok (2005). 63 pp. (H. Komorowska).
366
Wardecka, Beata: Computer-assisted language learning in upper-primary education (grades 4-6).
Wolska, Agnieszka: The role and utility of CALL in teaching writing to secondary students. Łódź
(2005). (P. Krakowian).
Wypych, Katarzyna: Learner personality and communication strategies in the foreign language
classroom. Łódź (2005). (H. Majer).
Zmudzińska, Magdalena: Alternative teaching techniques as a source of FL learner autonomy. Łódź
(2005). (H. Majer).
Zwierzycka, Anna: The suitability of songs for children in ELT (a case study). Poznań (2005).
Balewska, Anna: Teaching English with the aid of Computer Assisted Language Learning. Bydgoszcz
(2006). (A. Bączkowska). [CALL]
Barczyk, Magdalena: Learner strategies in learning phrasal verbs. Katowice (2006). (D. GabryśBarker).
Benko, Ewelina: From self-awareness to greater autonomy. Katowice (2006). (D. Gabryś-Barker).
Bobrowska, Katarzyna: Gender and compensation strategies in speech production. Wrocław (2006).
Burda, Anna: The influence of content and language integrated learning (CLIL) lessons on students’
attitude towards foreign language learning in secondary school. Warsaw2 (2006). (E. Gajek).
Dalecka, Katarzyna: Active-learning techniques in learner autonomy development. Bydgoszcz (2006).
(A. Bączkowska).
Darowska, Natalia: Development of communicative competence via communication strategy training.
Domaradzka, Małgorzata: Training Polish high school students of English in the use of vocabulary
learning strategies. Warsaw (2006). (J. Zybert). [also 22]
Dudziak, Wojciech: Commercial computer games and English vocabulary acquisition. Kraków (2006).
(A. Kurtyka).
Dukalska, Grażyna: Internet for language teachers: Its application to the process of explaining lexis
and grammar to high school students―action research. Katowice (2006). (M. Wysocka).
Dzięgielewska, Agata: Developing learner autonomy with the European Language Portfolio: Teaching
English to teenagers. Warsaw2 (2006). (E. Gajek).
Gajewska-Kudroń, Barbara: Fairy tales as a basis for teaching the skills of listening, speaking, reading
and writing to primary school EFL learners. Kraków (2006). (J. Leśniewska).
Gawlik, Ewelina: Developing writing skills with the use of information and telecommunication
technologies. Warsaw2 (2006). (E. Gajek). [also 23]
Gregorczyk, Iwona: Exploring the role of gender in the choice of communication strategies by learners
of English as a foreign language. Warsaw2 (2006). (A. Leńko-Szymańska).
367
Hoffmann, Karolina: Sources of learner training in the reformed Polish senior high school. Poznań
Ignyś, Natalia: The use of lexical communication strategies at a Polish gimnazjum level. Poznań
(2006). (D. Wiśniewska). [also 22]
Jendrzej, Monika: Relationship between computer-assisted language learning and learner autonomy in
English: Survey study. Opole (2006). (M. Adams-Tukiendorf).
Kalisiak, Magdalena: Fostering autonomy in senior secondary school learners. Łódź (2006). (J. Majer).
[also 29/32]
Kosałka, Marzena: The role of video and the Internet in developing students' communicative
competence. Poznań (2006). (D. Wiśniewska).
Kozłowska, Danuta: The influence of literature on students’ affective factors in a foreign language
classroom. Szczecin (2006). (P. Kamińska).
Kuleczko, Jakub: The role of information technology in teaching English as a foreign language.
Kupiec, Martyna: The use of learner strategies in teaching and learning idioms. Katowice (2006).
Kuźma, Anna: Evaluation of selected materials and teaching aids for visual and auditory teenage
learners. Warsaw2 (2006). (E. Gajek). [also 28]
Lempart, Joanna: The constructivist approach to developing compensation strategies in young
Leszczyńska, Katarzyna: Promoting learner autonomy among adult foreign language students. Łódź
(2006). (J. Majer).
Leśniak-Nowak, Agnieszka: Influence of computer-assisted learning on dyslexic learners writing
performance: Experimental study. Opole (2006). (M. Adams-Tukiendorf). [also 31]
Lis, Anna: Effectiveness of vocabulary learning strategies. Warsaw2 (2006). (A. Leńko-Szymańska).
[also 22]
Majchrzak, Ewa: Making listening comprehension more effective: Video use. Katowice (2006).
Madej, Alicja: Content and language integrated learning (CLIL): Theory into practice. Kraków (2006).
(E. Witalisz).
Małek, Jagoda: The use of fairy tales in foreign language teaching to young learners. Katowice (2006).
Marek, Beata: Developing language learning strategies at primary school level. Katowice (2006).
(J. Latkowska).
Markiewka, Ewa: Relationship between using graphic symbols (emoticons and acronyms) and writing
performance in English. Opole (2006). (M. Adams-Tukiendorf). [also 23]
368
Matejuk, Elżbieta: Audio-visual recordings in teaching vocabulary. Warsaw2 (2006). (M. Sicińska).
[also 22]
Mik, Anna: The use of authentic materials in developing reading skills with students at preintermediate. Szczecin (2006). (M. Stawna).
Modrzejewska, Magdalena: The use of language learner strategies as reflected in student’s gender.
Skorupa, Małgorzata: The didactic and authentic materials in developing cultural awareness. Katowice
(2006). [also 32]
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 32]
Sobczak, Sławomira: The superiority of achievement strategies over reduction strategies in the context
of successful FL oral comm. Poznań (2006). (D. Wiśniewska).
Starzycka, Monika: The use authentic newspaper materials in the process of developing integrated
language skills. Katowice (2006).
Szymankiewicz, Dominika: The role of the Internet in teaching culture to upper-primary learners.
Światłowska, Justyna: Developing learner autonomy in the EFL classroom. Kraków (2006).
(E. Witalisz).
Wawrzyniak-Kitta, Marta: Learner autonomy and learning strategies: The case of pilot programme
school. Bydgoszcz (2006). (A. Bączkowska).
Wójcik, Piotr: The use of songs and song-based activities in teaching grammar and vocabulary in 1415-year olds. Warsaw (2006). (J. Zybert). [also 22]
Xiaoyan, Guo: A study of learner autonomy on non-English majors in China: Metacognitive strategy
use and its impact on English proficiency. Warsaw (2006). (J. Zybert).
Zezula, Agata: Computers in English language teaching: Using the Internet with teenage learners.
Zhe, Wang: Learner autonomy in China: English teachers’ attitudes and practice. Warsaw (2006).
(J. Zybert).
Zioło, Barbara: How to teach specialized terminology on the leases of vocabulary concerned with
environmental protection. Rzeszów (2006). (T. Hrehovcik).
Zmudzińska, Małgorzata: The use of compensation strategies in secondary foreign language
classrooms. Poznań (2006). (M. Kębłowska).
Zubrzycka, Katarzyna: The importance of motivational strategies in the foreign classroom discourse.
Adamowska, Katarzyna: Authentic materials in teaching students of English for tourism and hotel
industry. Szczecin (2007). (P. Kamińska).
369
Budasz, Aneta: Using teaching aids in motivating learners with various learning modalities. Warsaw
(2007). (J. Zybert).
Czeremcha-Olszewska, Dorota: Communication strategies as a way to overcome communication
problems. Szczecin (2007). (M. Stawna). [also 28]
Duda, Urszula: Introducing graded readers in EFL courses at the higher education level as a way of
developing student’s autonomy and motivation. Kraków (2007). (A. Niżegorodcew). [also 26]
Durkiewicz, Marika: Designing an Internet-based course for pre-intermediate students. Szczecin
Dziubiel, Katarzyna: Bilingual education in Poland and the USA. Wrocław (2007). (R. Lewicki).
Glamowski, Karol: Taking advantage of the Internet in teacher self-development. Poznań (2007).
Gołembiewska, Danuta: Motivating students with behavioural problems through authentic materials.
Grodzicka, Katarzyna: Developing reading strategies to increase the reading comprehension skill.
A study of upper secondary school students. Warsaw (2007). (J. Zybert). [also 23]
Hardyś, Aleksandra: An ELT coursebook as a source of strategy training with regard to pronunciation
and speaking strategies: An analysis of selected high school coursebooks. Poznań (2007).
Hościłowicz, Emilia: Strategies for the teaching of English as a foreign language to ADHD learners.
Białystok (2007). 66 pp. + append. (D. Potocka). [also 31]
Jankowska, Mariola: Investigating the interrelationship of motivation and learning autonomy in
elementary students in grades 4-6. Warsaw (2007). (J. Zybert). [also 26]
Jakubiec, Agata: Leetspeak as a language game. Warsaw2 (2007). (T. Krzeszowski).
Kaczmarek, Anna: Investigating communication strategies of adolescent foreign language learners.
Kałła, Malgorzata: Learning strategies among teenagers. Szczecin (2007). (P. Kamińska).
Karalus, Aleksandra: The effectiveness of multimedia CALL programs in teaching grammar. Szczecin
(2007). (M. Stawna).
Koniarska, Magdalena: Teaching phrasal verbs in the light of students’ language learning strategies.
Koniewicz, Michał: Strategies reducing language anxiety as a way to successful foreign language
learning. Łódź (2007). (J. Majer). [also 26]
370
Kotuńska, Ewa: The use of songs in developing listening comprehension. Szczecin (2007).
(M. Stawna).
Kowalewska-Bochen, Agnieszka: Using the Internet in teaching British culture. Warsaw2 (2007).
(E. Gajek). [also 32]
Kozera, Magdalena: Teacher development through the Internet. Poznań (2007). (D. Wiśniewska).
[also 24]
Kujawska, Małgorzata: Gender implications in strategy use in English as a foreign language: The case
of Polish junior high school learners. Poznań (2007). (K. Droździał-Szelest). [also 26]
Lankiewicz, Kamila: Investigating reading strategies in EFL. The case of Norwegian and Polish high
school learners. Poznań (2007). (K. Droździał-Szelest). [also 23]
Łabuda, Ewa: Acquiring cultural competence and intercultural skills within and beyond the classroom.
Warsaw2 (2007). (J. Lewkowicz). [also 32]
Machnicka-Kaczmarczyk, Margita: Developing learner autonomy through reading. Katowice (2007).
Maliszewska, Barbara: E-learning in teaching English to gifted students. Warsaw2 (2007). (E. Gajek).
Marciniak, Julia: Developing autonomy through self-assessment to adult learners in private language
schools. Wrocław (2007). (R. Lewicki).
Mastalerz, Julita: The use of comics in teaching English to Polish teenage students―potential and
practice. Warsaw2 (2007). (J. Lewkowicz).
Niziołek, Monika: The impact of motivation on developing learner autonomy. Investigating
intermediate adult learners of English. Warsaw (2007). (J. Zybert). [also 26]
Obidzińska, Daria: Raising cultural awareness of teenage students. Szczecin (2007). (M. Stawna). [also
32]
Ołówek, Dorota: Teaching learning strategies: Investigating the development of lexical competence in
Polish secondary school learners of English. Warsaw (2007). (J. Zybert).
Pająk, Barbara: The influence of autonomous learning on foreign language proficiency. An
experimental study into the effects of strategy training on foreign language competence.
Poznań (2007). (J. Rysiewicz).
Pełka, Anna: The use of stories in teaching English to Polish children. A comparative study of
storytelling and reading a story aloud. Warsaw2 (2007). (J. Lewkowicz).
Pluta, Dagmara: Metacognitive knowledge and learner beliefs as crucial variables in the development
of learner autonomy in EFL learning. Poznań (2007). (K. Droździał-Szelest).
Przybylska, Joanna: Social and affective language learning strategies in teaching English to young
learners. Wrocław (2007). (R. Lewicki).
Przydryga, Ewa: The influence of teenage perceptual learning styles on their meta-cognitive strategy
choice in the foreign language classroom. Poznań (2007). (K. Droździał-Szelest). [also 7/26]
371
Pyrkosz, Katarzyna: The use of newspaper advertisements in foreign language teaching. Łódź (2007).
(H. Majer).
Rey, Inga: The role of communication in distance language education. Warsaw2 (2007). (E. Gajek).
Romaniuk, Magdalena: Strategy training in teaching English to secondary school students with
learning difficulties. Warsaw (2007). (H. Komorowska).
Sałatka, Małgorzata: Implementing elements of autonomy among 17-year-old learners of English.
Sieciechowicz, Anna: Facilitating learner autonomy in EFL learning―an analysis of junior high
school coursebook. Poznań (2007). (K. Droździał-Szelest). [also 32]
Słowikowska, Justyna: Speaking strategies in teaching English as a foreign language―the analysis of
the selected EFL coursebooks. Poznań (2007). (K. Droździał-Szelest). [also 23/32]
Sokal, Anna: The awareness of learning strategies among primary school students and teachers of
English as a second language and the usefulness of explicit strategy training for 6th grade
primary school students. Szczecin (2007). (M. Stawna).
Sokólska, Joanna: Incidental learning of English vocabulary in a computer-assisted translation task.
Poznań (2007). (R. Lew). [also 10/22]
Szczepaniak, Jakub: Talk to Me! 7.0 vs. Professor Henry 5.5: The efficiency of popular CALL
software in developing pronunciation accuracy. Poznań (2007). (K. Dziubalska-Kołaczyk).
[also 1/17/22]
Szulc, Katarzyna: The use of language learning strategies as dependent on locus of control. Szczecin
Ślęk, Danuta: The influence of instruction on processing strategies in word identification. Poznań
Świątek, Dorota: Language learning autonomy and the age factor―pre- and post-pubertal Polish
learners of English. Warsaw (2007). (J. Zybert). [also 26]
Świderska, Edyta: Vocabulary learning strategies of advanced students of English. Kraków (2007).
Urkiel, Anna: Gender related distribution of direct learning strategies as a determining factor of
successful SLA. Wrocław (2007). (A. Michońska-Stadnik).
Warowna, Sylwia: European Language Portfolio and its impact on gimnazjum learners’ autonomy.
Warsaw2 (2007). (E. Gajek). [Middle school] [also 28]
Więch, Magdalena: Motivating teenagers to learn English through video projects. Warsaw2 (2007).
(E. Gajek).
Witusowska, Małgorzata: Learning to learn for introducing autonomy in a lower primary classroom.
Wolski, Bartosz: Measuring the usability of American studies online resources to Polish EFL students:
From language to history. Poznań (2008). (W. Sobkowiak).
372
Yun, Gao: Learner autonomy in foreign language learning: The Chinese scene. Warsaw (2007).
(J. Zybert).
Zduniak, Katarzyna: Individual variables affecting choice of L2 learning strategies. Gdańsk (2007). 94
pp. (T. Danilewicz). [also 26]
Zgódka, Monika: Developing listening strategies―a way of increasing comprehension in a foreign
language. Warsaw (2007). (J. Zybert). [also 23]
Bartoszewska, Marta: The role of British songs in acquiring L2 vocabulary by learners of English as
a foreign language. Wrocław (2008). (A. Michońska-Stadnik).
Berendowicz, Michał: Computer-assisted reading comprehension instruction: Software evaluation.
Opole (2008). (J. Zalewski). [also 23]
Bogusz, Anna: Using authentic materials to develop reading skills and to stimulate motivation and
autonomous learning. Warsaw2 (2008). (E. Gajek). [also 24]
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 24/32]
Borowska, Dorota: Fostering autonomy by means of Internet-based lessons. Szczecin (2008).
(P. Kamińska).
Burghardt, Jolanta: The use of the Internet-based activities in teaching English vocabulary to primary
school learners. Opole (2008). (L. Piasecka). [also 23]
Bury, Maria: Gender differences in language learners' preferences in self-reported use of reading
strategies. Opole (2008). (L. Piasecka). [also 23]
Bylińska, Izabela: Project work and learner autonomy. Bydgoszcz (2008). (A. Bączkowska).
Byrtek, Aleksandra: Storytelling as a technique of enhancing writing skills of young learners. Opole
Bzikot, Magdalena: Enhancing English listening skills through the use of authentic materials.
Chmielewski, Dawid: Using video materials as means of accidental vocabulary acquisition. Szczecin
(2008). (M. Stawna). [also 22]
Cieśla, Joanna: The role of learning strategies in the development of learner autonomy: The case of
teaching English in Polish junior high school. Bydgoszcz (2008). (A. Bączkowska).
Czajkowska, Kinga: Computer-assisted vocabulary instruction. Opole (2008). (J. Zalewski). [also 23]
Dolińska, Joanna: The influence of using authentic materials on improving reading comprehension
and writing skills. Opole (2008). (L. Piasecka). [also 23]
Dwornicka, Anna: Writing tasks and testing writing: Computer-assisted preparation for the EFL
writing part of the new matura exam. Opole (2008). (J. Zalewski). [also 23]
Gańczorz, Lucyna: Influence of blogging on writing skill development. Opole (2008). (M. AdamsTukiendorf). [also 23]
373
Hetmańczyk, Andżelina: Computer-supported vocabulary teaching: Software evaluation. Opole
Hołowicka, Mara: Teaching communication through debates in junior high school. Bydgoszcz (2008).
(A. Bączkowska).
Jakubek, Martyna: The effect of the factors of age, proficiency level and experience on vocabulary
strategy use. Poznań (2008). (D. Nowacka).
Jakubowska, Ewa: Teaching English vocabulary through story-telling and the Internet. Bydgoszcz
Janiga, Marta: Teachers' knowledge of assessment practices and procedures: An investigation on the
example of Online tools. Warsaw2 (2008). (J. Lewkowicz). [also 24]
Jarosz, Małgorzata: Metacognitive strategies and listening comprehension tasks. Kraków (2008).
(M. Jodłowiec). [also 23]
Jurczyk, Agnieszka: Authentic materials as a means of developing students' vocabulary. Wrocław
Kałuska, Barbara: The role of On-line newspapers in teaching English to advanced students. Warsaw
Kałużna, Magdalena: Evaluation of selected types of grammar tasks carried out on a computer. Opole
Karczewska, Monika: Teaching English through Harry Potter and the Philosopher’s Stone to 10-12
year old children. KUL (2008). (A. Bloch-Rozmej).
Kirylczuk, Adam: The efficiency of using authentic video materials and films in teaching EFL to
young and adult learners. Poznań (2008). (D. Wiśniewska).
Kita, Paweł: Creating a language learning environment in Moodle as a way of facilitating language
learner autonomy development. Kraków (2008). (M. Jodłowiec).
Klimek, Lucyna: Using the Europlus+ software in teaching English to two students of different ages:
An empirical software evaluation. Opole (2008). (J. Zalewski).
Kołomańska, Weronika: The influence of CALL on students' use of English. Wrocław (2008).
(A. Michońska-Stadnik). [Computer-assisted language learning]
Kozdra, Cezary: The teacher of the future on the eTwinning example. Warsaw2 (2008). (E. Gajek).
[also 24]
Koźlak, Katarzyna: Teacher autonomy in the context of one-to-one teaching: Self-observation.
Krawczyk, Anna: Teaching and learning English through content and language integrated instruction:
An action research project. Kraków (2008). (M. Jodłowiec).
Krupińska, Alicja: The use of short stories in teaching grammar to young learners. Szczecin (2008).
374
Kubacka, Agnieszka: The use of consciousness-raising approach in grammar teaching and its
contribution to learner autonomy. Wrocław (2008). 68 pp. (A. Michońska-Stadnik). [also 22]
Kugaj, Małgorzata: Computer-assisted pronunciation teaching: Software evaluation. Opole (2008).
Kurek, Justyna: Song lyrics in teaching English to primary and secondary school learners. KUL
Kusy, Aneta: Computer-assisted vocabulary teaching: Evaluation of a computer program. Opole
Lewczycka, Anna: The relationship between the level of learners’ proficiency and the use of
compensatory strategies. Szczecin (2008). (M. Stawna).
Luba, Anna: Visual aids in teaching vocabulary to children at the beginning stage of learning English.
KUL (2008). (A. Bloch-Rozmej).
Lubieniecka, Anna: The role of eTwinning projects in young learners' linguistic and cultural
development. Warsaw2 (2008). (E. Gajek). [also 32]
Łukaszewska, Joanna: The role of metacognitive strategies in learning English vocabulary at the
secondary school level. Szczecin (2008). (M. Stawna). [also 22]
Maciejewska, Joanna: Self-access resources as a means of developing learner’s autonomy. Szczecin
Makocka, Anna: Investigating reading strategies by means of introspective methods and think-aloud
technique. Kraków (2008). (A. Kurtyka).
Malcherek, Magdalena: The influence of task-based learning on the development of autonomy in
a high school classroom. Wrocław (2008). 83 pp. (B. Rozwadowska).
Markiewicz, Marta: The role of brain hemisphere dominance in communication strategies selection.
Wrocław (2008). (M. Jedynak).
Mazur, Katarzyna: Learner autonomy in theory and practice as seen by high school English teachers.
Wrocław (2008). (R. Lewicki). [also 24]
Michalczyk, Marta: Using CBI in pre-intermediate classroom as a means of developing oral fluency.
Wrocław (2008). (A. Michońska-Stadnik). [Computer-based instruction] [also 23]
Mierzejewska, Małgorzata: The influence of using raps and limericks on suprasegmental aspects of
English pronunciation. Wrocław (2008). (A. Michońska-Stadnik).
Nowok, Małgorzata: Evaluation of English as a second language teaching software for very young
learners. Opole (2008). (J. Zalewski). [also 27]
Opalińska, Mariola: The age factor in computer-assisted foreign language vocabulary learning:
Software evaluation. Opole (2008). (J. Zalewski). [also 26]
Pajzert, Karolina: Facilitating oral communicative activities with the use of authentic materials and
real-life tasks. Wrocław (2008). (R. Lewicki).
375
Pałczyńska, Marta: Computer-assisted language learning in secondary school context. Warsaw (2008).
(H. Komorowska).
Pantal, Adriana: The influence of youth magazines on students' motivation in English learning.
Pastucha, Agnieszka: Developing learner autonomy in the EFL secondary school classroom: An action
research project. Kraków (2008). (M. Jodłowiec).
Pelczar, Justyna: Designing a content-based unit for teaching culture in EFL. Warsaw (2008).
Piekutowska, Zuzanna: The effect of linguistic and methodological training on vocabulary strategy
use. Poznań (2008). (D. Nowacka). [also 22]
Piotrowicz, Katarzyna: Teachability of communication strategies in a foreign language. Wrocław
(2008). (L. Zabor).
Polechońska, Katarzyna: Technology in teaching English to teenagers: The use of interactive board.
Połóg, Artur: CLIL-based methodology and how to make it work in the classroom. A case study.
Warsaw (2008). (R. Gozdawa-Gołębiowski). [Content and language integrated learning]
Pospieszyńska, Anna: Learner strategies and gender. Szczecin (2008). (P. Kamińska). [also 26]
Rogaś, Marta: Blogs as a motivating factor in the teaching of reading and writing skills to adult
students of English. Warsaw (2008). (H. Komorowska).
Rupa, Mariola: The relationship between using the Internet at home and learners' reading
comprehension skills. Opole (2008). (L. Piasecka). [also 23]
Sawicka, Małgorzata: Language learning strategies and foreign language attainment of twelfth-grade
learners of English as a foreign language. A correlational study. Poznań (2008).
(J. Rysiewicz).
Sikorska, Joanna: Designing a syllabus integrating foreign language work and content subjects in the
primary school. Szczecin (2008). (P. Kamińska).
Skjold, Josh: Music and affect in EFL learning. Kraków (2008). (E. Witalisz).
Skoczylas, Patrycja: Advantages and disadvantages of using the Internet and multimedia in teaching
primary and junior high school learners. KUL (2008). (A. Bloch-Rozmej).
Skorupka, Olga: Teaching conference interpreting to philology students and interpreting trainees in
Poland and abroad. Łódź (2008). (Ł. Bogucki). [also 15]
Stodulska, Agnieszka: Computer-supported foreign language instruction: Evaluation of vocabulary
teaching software. Opole (2008). (J. Zalewski).
Suchowierska, Sylwia: Personality and gender as factors determining vocabulary learning strategies
among Polish learners of English. Warsaw2 (2008). (J. Lewkowicz). [also 22]
Syroka, Beata: Teaching language learning strategies to upper primary students in developing reading
comprehension skills. Warsaw (2008). (J. Zybert). [also 23]
376
Szczepańska, Anna: Online language instruction as an alternative to traditional classroom instruction:
Evaluation of an online language course. Opole (2008). (J. Zalewski). [also 28]
Szumowska, Aleksandra: Authentic materials in teaching integrated skills to upper-intermediate
students. KUL (2008). (A. Bloch-Rozmej). [also 23]
Szwedek, Kamila: Teaching integrated skills through literature. Bydgoszcz (2008). (A. Bączkowska).
[also 23]
Tabaka, Dagmara: Learner communication strategies. Poznań (2008). (D. Nowacka).
Tatar, Danuta: Introducing eTwinning projects in English language teaching in Poland. Kraków
(2008). (A. Kurtyka).
Tchorzewska, Kamila: Factors influencing learners’ creativity in a second language classroom.
Wiśniewska, Katarzyna: Jane Austen’s Pride and Prejudice in the English language classroom. KUL
Wnuczko, Małgorzata: Towards becoming an autonomous learner. Warsaw2 (2008). (J. Lewkowicz).
Wujkowska, Karolina: Vocabulary learning strategies and learner autonomy – a study of lower
secondary school learners of English. Warsaw (2008). (J. Zybert). [also 22]
Zawiła, Katarzyna: Third age EFL learners: Strategy training. Kraków (2008). (E. Witalisz).
Zawistowska, Katarzyna: English for web developers: Course design. Kraków (2008). (E. Witalisz).
[also 29]
Bara, Roma: Storytelling in teaching English to very young learners. Szczecin (2009). (P. Kamińska).
[also 27]
Bąkowska, Anna: The use of language portrait in developing autonomy in 16-18 year olds. Szczecin
Bogus, Anna: Short stories in the English coursebooks. Wrocław (2009). 56 pp. + append.
Bogusz, Katarzyna: The Internet support in the teaching of English in the lower secondary context.
Borkowski, Łukasz: Distance learning systems as a step towards individual learning in formal
education. Warsaw2 (2009). (J. Lewkowicz).
Bzdak, Rafał: Assessment of the feasibility of Online strategy-based instruction. Warsaw (2009).
(Z. Możejko).
Ciułkowska, Anna: Task adjustment in teaching English as a foreign language to dyslexic children.
Warsaw (2009). (M. Dakowska). [also 31]
Ćwik, Monika: Classifications of language learning strategies. KUL (2009). (T. Derkacz-Padiasek).
Dąbrowska, Krystyna: Teachability of self-motivating strategies in foreign language learning.
377
Delmanowicz, Agnieszka: Using computers to enhance language learning. KUL (2009). (T. DerkaczPadiasek).
Grzywacz, Anna: The usage of songs in teaching vocabulary in the classroom. Szczecin (2009).
Jamróz, Jan: The influence of rhythmic refrains in stories on vocabulary retention in 7-8 year-old
learners. Kraków (2009). (M. Jodłowiec). [also 27]
Janusz, Renata: Teaching integrated skills through songs. KUL (2009). (A. Bloch-Rozmej).
Jęczalik, Ewa: Teaching English through narratives. KUL (2009). (A. Bloch-Rozmej).
Kalińska, Agata: Language learning strategy training in listening comprehension with learners of
English as a second language. Szczecin (2009). (P. Kamińska). [also 23]
Kałucka, Agnieszka: Instruction in language learning strategies. Wrocław (2009). 61 pp. (R. Lewicki).
Kamelska, Gabriela: A study of language learning strategies in EFL of upper secondary school
students. Warsaw (2009). (M. Dakowska).
Kępczyńska, Katarzyna: The effectiveness of listening strategies instruction in teaching English to
high school students. Szczecin (2009). (P. Kamińska).
Kłopska, Katarzyna: The attitude of young learners to storytelling. Poznań (2009). (T. Siek-Piskozub).
Korecka, Grażyna: Linguistic and cognitive progress in content and language integrated learning
implemented in Europe. Szczecin (2009). (P. Kamińska).
Kosowska, Marta: Effective language learning strategies in learning vocabulary and using a second
language. Szczecin (2009). (P. Kamińska). [also 22]
Krent, Aleksandra: The influence of memory strategy training on vocabulary retention by elderly
learners. Wrocław (2009). 81 pp. (A. Michońska-Stadnik). [also 22]
Król, Anna: New technology in developing the receptive skills in English. KUL (2009). (A. BlochRozmej). [also 23]
Kubów, Anna: Classroom management and factors influencing discipline. Bydgoszcz (2009).
(T. Goncharova).
Lasko, Aleksandra: Authentic video films as an aid in vocabulary teaching. Szczecin (2009).
(P. Kamińska).
Lehmann, Anna: Using advertisements to raise language awareness of EFL students. Katowice (2009).
Madejska, Daria: Learning-to-learn and authentic materials in developing listening comprehension
skills. Warsaw (2009). (J. Zybert). [also 23]
Marciniszyn, Joanna: The affective variables as related to the affective strategies in the Polish ELT
classroom. Wrocław (2009). 44 pp. + append. (R. Lewicki).
Miazgowski, Jakub: Computer games and vocabulary teaching. Szczecin (2009). (P. Kamiń-ska). [also
22]
378
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 23]
Mosak, Kamila: Vocabulary learning strategies―a study of primary school Polish learners of English.
Nowak, Ewelina: Take responsibility for a crack in the ceiling, or the influence of casual attributions
on learner autonomy. Wrocław (2009). 73 pp. (R. Lewicki).
Pazio, Monika: Blended learning and its potential in expanding vocabulary knowledge. Kraków
(2009). (A. Niżegorodcew). [also 22]
Potapczyk, Kazimierz: Implementation of the Internet resources and computer technology into
everyday classroom practice of teaching English. Białystok (2009). 71 pp. + append. (D.
Potocka).
Prodziewicz, Magdalena: The interactive whiteboard as a teaching aid in the EFL classroom. Kraków
(2009). (J. Leśniewska).
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 32]
Sikora, Justyna: The use of literature in teaching English in primary school. KUL (2009). (A. BlochRozmej).
Skwarczyńska, Beata: Developing learner autonomy in exam-oriented classes as exemplified by the
new matura. Warsaw (2009). (Z. Możejko).
Sładkiewicz, Monika: Mnemonics in teaching vocabulary towards the basic level of the matura exam.
Staniewski, Mateusz: The mutual influence of (mis)match between self-assessment and DIALANG
test result on learners’ use of cognitive and metacognitive strategies. Wrocław (2009). 73 pp.
Staszewski, Michał: The use of computers and Internet in developing writing skills in primary school.
Szot, Anna: Exploring the potential of songs for the purpose of teaching English grammar to students
of the Polish junior high school. Kraków (2009). (A. Kurtyka).
Ścioch, Leszek: Computer-mediated communication as a motivating factor in foreign language
teaching and learning. Warsaw (2009). (H. Komorowska).
Titz, Joanna: Reading strategies of EFL adolescent learners at three different proficiency levels
(a questionnaire survey). Katowice (2009). (D. Gabryś-Barker). [also 23]
Wróblewska, Adriana: Autonomy creation in the ELT classroom. Wrocław (2009). 63 pp.
(R. Lewicki).
Wyrzykowska, Małgorzata: Approaching extensive reading in the ELS classroom: A case study based
on Nick Hornby’s Slam. Warsaw2 (2009). (J. Lewkowicz). [also 23]
379
Zakrzewski, Paweł: Memory strategies in learning second language vocabulary. Szczecin (2009).
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 31]
31. LEARNERS WITH SPECIAL NEEDS: ADHD, APHASIA, AUTISM,
BLIND, DEAF, DOWN’S SYNDROME, DYSLEXIA, GIFTED STUDENTS
(1974-2009)
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. 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. 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] [8/16/TEFL]
************
Dr Butkiewicz, Anna: Integrative English language teaching of children affected by (a) brain stroke.
Gdańsk (2002). (Halina Stasiak).
English and the social rehabilitation of blind students. Łódź (2002). (Barbara LewandowskaTomaszczyk). [also 30]
Dr Nijakowska, Joanna: Teaching English as a foreign language to Polish dyslexic students. Łódź
(2004). (promotor unknown).
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).
************
Hebda-Jakubowska, Helena: An analysis of the Braille version of We Learn English (Part 1) by
J. Smólska and A. Zawadzka from the point of view of the needs of the blind learners.
Warsaw2 (1974).
Jakubowska, Helena: Teaching foreign languages to the blind. Kraków (1974). 46 pp.
Rembowska, Anna: Teaching English as a foreign language to blind children. Poznań (1979). 50 pp.
Maj, Wojciech: Specificity of teaching foreign languages to blind Poles. Katowice (1981). 95 pp.
380
Skotnicka, Małgorzata: Teaching English to the visually impaired: Theory and practice. Kraków
(1989). 128 pp.
Jurewicz, Ewa: Teaching English to children with Down’s Syndrome. Gdańsk (1996). 43 pp. [also 27]
Pawlikowski, Romuald: Perception of second language speech sounds by hearing-impaired listeners.
Poznań (1996). 60 pp. [also 22]
Tomaszewska, Dominika: Dyslexic children in the classroom. Kraków (1996). 88 pp.
Wiazowski, Jarosław: Computer-assisted language learning for the blind and visually handicapped.
Łódź (1996). 70 pp. [also 30]
Gromadzka, Katarzyna: Contextually independent texts as foreign language teaching potential for
blind and visually-handicapped students. Gdańsk (1997). 62 pp.
Jojdziałło-Odrobińska, Małgorzata: Developing methods and techniques for teaching EFL to visuallyimpaired children. Poznań (1997). 87 pp.
Klimanek, Dominik: Consonant disintegration in aphasia and its implications for second language
learning. Poznań (1997). 57 pp. [also 1]
Skwierawski, Robert: Specific learning disabilities of Polish dyslexic children studying EFL. Kraków
(1997). [also 8]
Stołowska, Barbara: Agrammatism and paragrammatism in aphasia. Warsaw (1997). 48 pp. [also 8]
Butkiewicz, Anna: Teaching English to the mentally handicapped. Warsaw (1998). 57 pp. + append.
Domżał, Ewa: Learner’s difficulties in language learning: Implications for the teaching of English to
children with special needs. Warsaw (1998). 89 pp. + append. [also 27]
Głąb, Ewa: Teaching English to congenitally-blind preschoolers. KUL (1998). 111 pp.
Hager, Barbara: The development of language in young children with Down syndrome. Wrocław
(1998). 61 pp. & 20 k. tables. [also 27]
Hołówko, Ilona: Learning difficulties in reading and writing: Specific needs of dyslectic children in
language acquisition. Poznań (1998). [also 8/23]
Kluz, Grzegorz: Chatterbox (Oxford University Press) adaptation of an English language coursebook
for severely visually-impaired children. KUL (1998). 74 pp. [also 32]
Kopańska, Małgorzata: The phenomenon of conversion in English to congenitally-blind children. KUL
(1998). 123 pp.
Krajewska, Milada: Visually-based concepts and vocabulary in the teaching of English to
congenitally-blind children. KUL (1998). 74 pp. [also 8/22]
Louw, Robert de: Teaching learning-disabled students with focus on possible difficulties in the
acquisition of reading and writing skills. Poznań (1998). 71 pp. [also 8]
Sobczyński, Kasper: Braille systems in English and Polish: Implications for teaching English to blind
learners. KUL (1998). 133 pp.
381
Staniszewski, Tomasz: The effectiveness of teaching English to visually-impaired learners in
mainstream and special schools. KUL (1998). 82 pp.
Śleszyńska, Monika: The role of self-esteem and its influence on the performance of stuttering
students in a foreign language classroom. Poznań (1998). 62 pp. [also 26]
Wrześniowska, Justyna: Testing and evaluating dyslexic students in English language teaching.
Bojanowicz, Bernadeta: Developing speaking skills of the disabled: A case study of a blind learner.
Kęsik, Agnieszka: Teaching English vocabulary to blind children. Lublin (1999). 71 pp. [also 22]
Kuczumow, Barbara: Teaching English to physically-impaired students. Gdańsk (1999). 103 pp.
Michałowska, Monika: The acquisition of English as L2 by disruptive children. Wrocław (1999). 49
pp. [also 8/27]
Molga, Agnieszka: Language acquisition and learning in mentally-handicapped children: Implications
for the teaching of first and second language in special education. Warsaw (1999). 63 pp. +
append. [also 8]
Muzyka, Beata: Dyslexic students’ comprehension of written text in foreign language: Nonlinguistic
response to the text. Katowice (1999). (U. Frysztacka-Szkróbka).
Opitek, Kinga: Primary school teachers’ creativity aimed at work with incapable learners. Katowice
(1999). (M. Wysocka).
Piotrowska, Elżbieta: Development of reading and writing of a dyslexic child: A case study. Katowice
(1999). (D. Gabryś).
Grygierczyk, Dominika: Ways of dealing with low achievers in foreign language learning. Katowice
(2000). (D. Gabryś).
Jagucka, Magdalena: First language acquisition in congenitally hearing-impaired children. Poznań
(2000). [also 8/27]
Marek, Magdalena: Foreign language acquisition in congenitally-blind children. Poznań (2000). [also
8]
Mikołajczyk, Katarzyna: Psychological and linguistic aspects of the attainment of special relations in
the blind and the sighted. Lublin (2000). 85 pp. [also 8]
Szuman, Joanna: Teaching English to the blind: Implications for an EFL classroom. Poznań (2000).
Walczak, Grzegorz: Developmental dyslexia. Łódź (2000). (P. J. Melia).
Zielonka, Paulina: Dyslexic children inside and outside an English language classroom. Wroc-ław
Czajka, Krystyna: Teaching English as a foreign language to an 11-year-old autistic child. A case
study. Poznań (2001). (A. Jankowska).
Dorobisz, Katarzyna: Teaching English in special schools. Katowice (2001). (A. Porzuczek).
382
Golnik, Małgorzata: Spelling mistakes in dyslexic learners of English. Wrocław (2001). (L. Zabor).
Hajdukiewicz, Anna: Teaching English to learners from deprived social contexts. Warsaw (2001). (H.
Komorowska).
Jatczak, Ewa: Analysing autistic children’s speech within the framework of the theory of relevance.
Warsaw (2001). (E. Mioduszewska).
Kowal, Monika: Teaching English to problem children on a one-to-one basis. A case study. Kraków
Kozaczek, Grażyna; Teaching English language to an inattentive and hyperactive child. Wrocław
Nawacka, Agnieszka: Teaching English to a dyslexic learner: A case study. Katowice (2001).
Wąsik, Barbara: Individualized instruction in mixed ability middle school class. Warsaw2 (2001).
(W. Woźniakowski).
Wójcik, Angelica: Teaching English to emotionally disturbed children. Warsaw (2001).
(H. Komorowska).
Besz, Magdalena: The acquisition of English vocabulary by severely and profoundly deaf children.
Cichy, Anna: Teachers’ role in facilitating the passive-active vocabulary transition at the intermediate
level. Katowice (2002). (D. Gabryś-Barker). [also 24]
Czupryńska, Marta: The influence of dyslexia on learning English as a foreign language. Łódź (2002).
(K. Ciepiela).
Ławer, Małgorzata: Developmental dyslexia as a phonological deficit. Poznań (2002). (S. Puppel).
[also 1/8]
Maciocha, Marta: Linguistic characteristics of autistic children. Poznań (2002). (S. Puppel). [also 8]
Mackiewicz, Anna: Dyslexia: Second language learning and teaching. Poznań (2002). (S. Puppel).
[also 8]
Michalak, Magdalena: Psycholinguistic aspects of reading: Reaching disorders. Poznań (2002).
Michalska, Eliza: The acquisition of phonology and phonetics by deaf children. Poznań (2002).
Piątkowska, Maria: Language processing and acquisition in children with dyslexia. Łódź (2002).
(B. Krakowian).
Trybusiewicz, Małgorzata: Pedagogical diagnosis of dyslexia and its implications for foreign language
didactics. Warsaw2 (2002). (M. Dakowska).
Bil, Katarzyna: Teaching English in the upper primary context: Specific reading difficulties of
dyslexic students. Warsaw (2003). (H. Komorowska).
383
Brzezińska, Joanna: Dyslexia and reading skills in foreign language teaching and learning. Łódź
Dębicka-Rasiak, Anna: Efficiency of communication in the light of language deficits: Aphasia.
Dędek, Małgorzata: The influence of dyslexia on conversational abilities in L1 and L2. Łódź (2003).
(K. Ciepiela).
Gałązka, Alicja: The interpretation of guided and independent reading with deaf children on their text
comprehension. Wrocław (2003). (A. Michońska-Stadnik).
Gałek, Katarzyna: Analysis of difficulties in learning―slow learners in an English classroom.
Gałła, Aleksandra: Dyslexia, learning disabilities and the problem of backwardness. Łódź (2003).
Kaczuga, Urszula: Teaching spelling to dyslexic learners at pre-intermediate level of ELT. A case
study of a dyslexic student. Warsaw (2003). (H. Komorowska).
Kruk, Magdalena: Teaching mixed-level classes in primary school: Some aspects of theory and
practice. Kraków (2003). (M. Jodłowiec). [also 28]
Majka-Pauli, Agnieszka: Teaching a foreign language to dyslexics: Some theoretical aspects of
classroom practice. Kraków (2003). (M. Jodłowiec).
Małecka, Dominika: Erratic spelling as the result of deficient phonemic awareness in dyslexic
children. Łódź (2003). (K. Ciepiela).
Mruga, Agnieszka: Remedial activities in the teaching of dyslexic learners in the primary context.
Parysiewicz, Adriana: Dyslexia in second language acquisition. Łódź (2003). (A. Leńko -Szymańska).
Pędzimąż, Agnieszka: Writing in English as a difficult for dyslexic students skill to overcome.
Katowice (2003). (E. Krawczyk-Neifar). [also 23]
Radzik, Marta: Dyslexia as an instance of learning disabilities. Warsaw2 (2003). (M. Sicińska).
Rybarska, Agnieszka: The interlanguage analysis as the way to identify developmental dyslexia. Łódź
(2003). (H. Majer).
Tryner, Agnieszka: Kinds of language deficits. Katowice (2003). (P. Kakietek).
Tymowicz, Karolina: Psychological and linguistic difficulties in profoundly hearing impaired subjects:
The role of sign language in the development of their communication. Poznań (2003). (S.
Puppel). [also 1/7/8]
Waszak, Małgorzata: Children and their school problems―focus on disorders interfering with
children's English language learning. Poznań (2003). (K. Droździał-Szelest). [also 27]
Wlizło, Justyna: Reading retardation in foreign language learning. Białystok (2003). 72 pp.
384
Wolańska, Joanna: Teaching gifted students. Katowice (2003). (D. Gabryś-Barker).
Zieliński, Stefan: Teaching slow learners. Łódź (2003). (B. Krakowian).
Drab, Magdalena: Teaching English to children with special educational needs. Warsaw (2004).
Dziadzio, Marzena: Access to English as a foreign language for young learners with a visual
impairment. KUL (2004). (B. Marek). 31
Fornal, Katarzyna: Teaching totally blind and fully-sighted children. Implications for teachers. KUL
(2004). (B. Marek). 31
Frąckiewicz, Agnieszka & Przybylak, Izabella: Testing the blind and visually impaired learners.
Generowicz, Kamila: Impact of autism on linguistic communication. Łódź (2004). (K. Ciepiela).
Głozak, Katarzyna: Didactic potential in teaching reading to the deaf and hard of hearing adolescent
students of English (aged 16-18). School-Education Centre for the Deaf in Warsaw. Warsaw
(2004). (J. Zybert).
Jacewicz, Agata: Dyslexic language learners in the secondary context. The teacher’s perspective.
Kilarska, Magdalena: Multisensory teaching as a possible way to improve spelling skills of dyslexic
pupils. Katowice (2004). (A. Porzuczek).
Kozołup, Katarzyna: Comparison between the most and the least able students in a mixed-ability class.
Kulak, Magdalena: Teaching foreign languages to dyslexic children. Katowice (2004). (J. Latkowska).
Makoś, Anna: Accessibility of English language coursebooks for partially-sighted learners:
Adaptation of English Zone. KUL (2004). (B. Marek). [also 32]
Masłowska, Anna: Visual concepts in an English language classroom: Adaptation of Shine for young
congenitally blind learners. KUL (2004). (B. Marek). [Music]
Matachowska, Bożena: Dyslexia and the process of teaching English. KUL (2008). (A. MalickaKleparska).
Mazurkiewicz, Karolina: Effect of multisensory structured language method on a dyslexic child with
phonological deficit. Opole (2004). (E. Piechurska).
Misiewicz, Anna: The role of touch in foreign language learning: Adaptation of English Parades for
congenitally blind learners. KUL (2004). (B. Marek). [Music]
Pasterny, Aleksandra: Communication in a visual-gestural mode: advantages and deficiences of
a language without sound. Wrocław (2004). (A. Skrzypiec).
Stebelska, Rut E.: Defining a deaf student as a second language learner. Warsaw2 (2004).
(M. Sicińska).
385
Szumlańska, Magdalena: Teaching vocabulary to dyslexic children―programmes and techniques.
Zacłona, Izabela: Successful teaching English to dyslexic secondary school students while teaching
everyone: Mission possible. Łódź (2004). (K. Ciepiela).
Bełzak, Irena: Communicative difficulties in autism in view of relevance theory. Warsaw (2005).
(E. Wałaszewska).
Cherek, Kinga: Teaching English spelling to dyslexic children in Poland. Gdańsk (2005). 62 pp.
(T. Danilewicz).
Ciemna, Małgorzata: Language teacher's guide to dyslexia: Diagnosis, etiology and revalidation.
Poznań (2005). (A. Ewert). [also 8]
Danielska, Sylwia: Dyslexia: Teaching and testing vocabulary and grammar in the English classroom.
Dąbrowska, Monika: Teaching English to a dyslexic learner: A case study. Kraków (2005).
(E. Witalisz).
Gaworowski, Bartłomiej: An analysis of selected therapeutic programmes dealing with aphasia.
Gawron, Anna: Teaching English to a mixed-ability group. Kraków (2005). (E. Witalisz). [also 28]
Grygo, Beata: Linguistic competence in language-impaired speakers. Poznań (2005). (S. Puppel).
Janion, Ireneusz: Production errors in children afflicted with hearing impairment. Łódź (2005). (K.
Ciepiela).
Kalisz, Marta: Teaching English to children with special educational needs. Białystok (2005). 83 pp.
Kaliszewicz, Barbara: Teaching English to children suffering from impaired hearing. Białystok (2005).
58 pp. (H. Komorowska).
Kędziora, Małgorzata: Teaching English to a dyslexic student―a case study. Poznań (2005).
(A. Jankowska).
Kobosowicz, Magdalena: The model of gesture and speech interaction: Two case studies of patients
with aphasia. Poznań (2005). (A. Cieślicka). [also 8]
Korobkiewicz, Edyta: Teaching English to handicapped students in the integrated classroom. Białystok
(2005). 80 pp. + append. (H. Komorowska).
Kosacka, Marta: Dyslexia in mentally handicapped and non-mentally handicapped primary school
learners. Warsaw (2005). (H. Komorowska).
Krysztofiak, Katarzyna: Disturbances in verbal communication and language disorders in people
diagnosed with paranoid schizophrenia: paranoia vera. Wrocław (2005). (P. Chuszczewski).
Krzyżak, Anna: The phenomenon of dyslexia in the EFL classroom―some theoretical and practical
guidelines. Poznań (2005). (A. Cieślicka). [also 8]
386
Kuran, Maria: Teaching a foreign language to children with attention deficit hyperactivity disorder
(ADHD). A sample study of Polish schools. Warsaw2 (2005). (U. Zaliwska-Okrutna).
Libuda, Iwona: Teaching English to dyslectic students. Poznań (2005). (M. Kębłowska).
Lisiak, Karolina: ADHD children in a foreign language classroom: The basic treatment. Łódź (2005).
(H. Majer).
Matuszak, Paulina: Dyslexia: Psycholinguistic and pedagogical perspectives. Poznań (2005).
(A. Cieślicka). [also 8]
Mazur, Katarzyna: Teaching vocabulary with computers to the blind learners. Warsaw2 (2005).
(E Gajek). [also 22]
Mioduszewska, Krystyna: Methods and techniques in teaching English to underachievers in the lower
Mockałło, Dorota: Researching developmental dyslexia in the context of teaching English as a foreign
Niewiadowy, Łukasz: Teaching through games with a special regard to children with disruptive
behaviour. Warsaw2 (2005). (M. Sicińska). [also 28]
Nikolen, Estera: Teaching English [to] dyslexic children. Poznań (2005). (D. Wiśniewska).
Poleszczuk, Katarzyna: Creating conditions for teaching foreign languages to students suffering from
ADHD. Warsaw2 (2005). (M. Sicińska).
Raczyńska, Monika: Teaching English to children with ADHD. Łódź (2005). (K. Ciepiela).
Steliga, Gabriela: How to protect classroom victims. Katowice (2005). (D. Gabryś-Barker).
Święch, Teresa: Teaching English spelling to dyslexic EFL learners using the multisensory method.
Kraków (2005). (E. Witalisz).
Świętek, Anna: Teaching English to Polish primary school dyslexic children. Poznań (2005).
(D. Wiśniewska).
Wiśniewska, Anna: Using metaphors in teaching English to a dyslexic student―a case study. Toruń
Wyrembak, Joanna: The usage of the Fernald tracing method in dyslexic learners' therapy. Łódź
(2005). (H. Majer).
Zając-Malinowska, Katarzyna: Towards contractive pedagogical grammar―theoretical issues and
practical applications. Warsaw (2005). (R. Gozdawa-Gołębiowski).
Zglińska, Katarzyna: Shaping positive attitudes of teenage dyslexic students of English. Łódź (2005).
(K. Ciepiela).
Zhiru, Jin: Interference of mother tongue on learning English by Chinese adult learners. Warsaw
(2005). (J. Zybert).
Bolibczuk-Juszczak, Barbara: Influence of pre-writing techniques on dyslexic learners fluency in
writing: Case study. Opole (2006). (M. Adams-Tukiendorf).
387
Ciepluch, Aneta: Teaching English to mildly impaired students. Bydgoszcz (2006). (A. Bączkowska).
Dobieszewska, Joanna: Teaching English to students with disorders: Focus on ADHD. Bydgoszcz
Gryglewska, Ewelina: Problems and solutions in mixed ability classes. Łódź (2006). (H. Majer). [also
26]
Gucma, Milena: Teaching English to a Polish teenage dyslexic student. Szczecin (2006). (P. Stawna).
Januszak, Katarzyna:. Teaching English to dyslexic learners. Bydgoszcz (2006). (A. Bączkowska).
Jerzak, Bernadeta: ADHD learners at secondary school. Poznań (2006). (A. Cieślicka).
Kubasiak, Urszula: Adapting language tests for dyslexic students. Katowice (2006). (J. Latkowska).
[also 25]
Kietla, Olga: Teaching English speaking to the deaf and hard-of-hearing students. Warsaw2 (2006).
(E. Gajek).
Kubasiak, Urszula: Adapting language tests for dyslexic students. Katowice (2006). (M. Wysocka).
Kuźniar, Agnieszka: Teaching English to pupils with hearing difficulties. Rzeszów (2006).
(T. Hrehovcik).
Łukasiewicz, Maria: Implementing the interface model in adult foreign language education. Linguistic
and psychological considerations. Warsaw (2006). (R. Gozdawa-Gołębiowski).
Niechwiadowicz, Anna: Multisensory teaching in overcoming dyslexia at early stages. Wrocław
(2006). (R. Lewicki).
Pietrzykowska, Nadia: Personality factors in ADHD learners' foreign language development: Case
study. Łódź (2006). (H. Majer).
Połczyńska-Fiszer, Monika: First and second language dysarthria in TBI patients after prolonged
coma. Poznań (2006). (K. Dziubalska-Kołaczyk). [Traumatic brain injury] [also 8]
Rygiel, Joanna: Enhancing English spelling efficiency among dyslexic secondary students. Łódź
(2006). (J. Majer).
Sadza, Agata: Multisensory techniques in teaching English to a Polish dyslexic student: A case study.
Sidor, Aleksandra: Teaching English to 12-year-old learners with specific learning difficulties.
Terzis, Dagmara: Investigating writing anxiety in dyslexic and non-dyslexic ESL learners―survey
Witkowski, Paweł: The influence of coloured overlays on reading performance of dyslexics with
scopotic sensitivity syndrome. Łódź (2006). (H. Majer).
Wojciechowski, Aleksander: Motor speech disorders: description of speech and review of
remediation. Poznań (2006). (K. Dziubalska-Kołaczyk).
388
Wyrobek, Marzena: Teaching English as a foreign language to an aurally impaired learner―the
Montessori method. Katowice (2006). (D. Gabryś-Barker).
Bąk, Maria: Effectiveness of Lee Silverman voice treatment in dysarthric? Speech therapy for English
and Polish: A case study. Poznań (2007). (K. Dziubalska-Kołaczyk). [also 1/19a]
Borowska, Kamila: Teaching English to students with various deficit conditions at lower secondary
level of an inclusive school. Wrocław (2007). (R. Lewicki).
Chmurzyńska, Agnieszka: Dyslexia and the acquisition of English among Polish teenager learners.
Ciasnocha, Joanna: Assessing students with special educational needs. Poznań (2007).
Derlatka, Ewelina: Integrating S.E.N. (Special Education Needs) students into mainstream language
teaching. Warsaw (2007). (H. Komorowska).
Gołembiewska, Danuta: Motivating students with behavioural problems through authentic materials.
Hościłowicz, Emilia: Strategies for the teaching of English as a foreign language to ADHD learners.
Białystok (2007). 66 pp. + append. (D. Potocka). [also 30]
Janus, Agnieszka: Teaching English spelling to Polish dyslexic learners using the Multisensory
Method. Kraków (2007). (E. Witalisz).
Jaworowska, Ewa: Teaching speaking English for dyslexic children aged 10-12. Białystok (2007). 67
pp. (H. Miatliuk). [also 23]
Karczewska, Małgorzata: Visual-phonetic system ‘cued speech’ in teaching a language to the hard-ofhearing people. Białystok (2007). 89 pp. + append. (H. Miatliuk).
Kądziela, Joanna: Coping with dyslexia in English lessons. Wrocław (2007). (R. Lewicki).
Kraśkiewicz, Anna: The role of action songs in teaching EFL to children suffering from learning
disabilities. Toruń (2007). (T. Siek-Piskozub).
Kuryluk, Julia: Colour coding techniques as a tool for teaching grammar to dyslexic learners. A case
study. Szczecin (2007). (P. Kamińska).
Lysakowski, Marcin: Teaching writing to learners with cerebral palsy. Warsaw2 (2007). (E. Gajek).
[also 23]
Łuszczyńska, Joanna: Language disorders and their influence on the second language learning process.
Minartowicz, Monika: Beliefs about language learning of students with developmental dyslexia
symptoms. Opole (2007). (E. Piechurska-Kuciel).
Podlecka, Eliza: Methods and techniques of teaching English to dyslexic students. Warsaw (2007).
(H. Komorowska).
Śniadek, Sylwia: Dyslexia as one of the disorders in second language teaching. Gdańsk (2007). 59 pp.
(T. Danilewicz).
389
Undro, Małgorzata: Efficient methods of teaching English to dyslexic students in regular classes.
Zima, Izabela: The influence of immediate reward on motivation of an ADHD student to carry on
English language tasks: a case study. Opole (2007). (E. Piechurska-Kuciel).
Fabiszewski-Jaworski, Mateusz: Defining strategies in English moderate learning difficulties vs.
Polish folk defining tradition. Poznań (2008).
Guzik, Agnieszka: Spelling difficulties of dyslexics studying EFL: action research. Kraków (2008).
(A. Kurtyka).
Janiak, Emilia: Visual word processing as a source of reading impairments in dyslexia. Łódź (2008).
(K. Ciepiela).
Kozińska, Grażyna: Dyslexia and foreign language teaching. Warsaw (2008). (J. Zybert).
Mazurowska, Katarzyna: An English teacher’s approach towards reading and writing difficulties of
students with developmental dyslexia. Gdańsk (2008). 68 pp. (T. Danilewicz). [also 23]
Syrwid-Pikell, Justyna: Individualizing the teaching of English to children with ADHD. Warsaw2
(2008). (J. Lewkowicz).
Wesołowska, Agata: Memory strategies applied by visually-impaired learners in learning Eng-lish
vocabulary. Wrocław (2008). (M. Jedynak).
Wichłacz, Bożena: Dyslexia and difficulties in reading foreign language. Opole (2008). (L. Piasecka).
Falkowska, Małgorzata: Fostering creativity through speaking and writing activities in the teaching of
English to secondary school learners. Warsaw (2008). (H. Komorowska). [also 23]
Krasińska, Beata: Aphasia―series impediment in verbal communication. Bydgoszcz (2008).
(A. Bączkowska).
Kucharczyk, Anna: The poor language learner in the communicative classroom. Poznań (2008).
(D. Nowacka).
Łockiewicz, Marta: The awareness of the phenomenon of developmental dyslexia among university
students. Gdańsk (2008). (T. Danilewicz).
Olczyk, Emilia: Awareness of the problem of dyslexia among teachers and teacher trainees. Łódź
(2008). (J. Majer). [also 24]
Olszewska, Joanna: Teaching English to children with ADHD and dyslexia. Bydgoszcz (2008).
(A. Bączkowska).
Siłakowska, Magdalena: The phenomenon of attention deficit hyperactivity disorder and effective
strategies to deal with an ADHD child in a classroom environment. Gdańsk (2008). 110 pp. +
append. (T. Danilewicz).
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 23]
Szopa; Agata: Mixed ability classes and their preferred writing assessment techniques. Opole (2008).
390
Szymerowska, Anna: Nonverbal communication in teaching English to hard-of-hearing students.
Wachowska, Katarzyna: Teaching English to students with specific learning difficulties and ADHD.
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.
391
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)
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]
************
(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).
Sobkowiak). [also 30]
Dr Walat, Maria: Culture in a foreign language classroom. Poznań (2003). (Krystyna DroździałSzełest).
Dr Dziemianko, Anna: Verb syntax in monolingual English learners' dictionaries: A study of userfriendliness. Poznań (2004). (Arleta Adamska-Sałaciak). [also 4/16/21]
(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).
392
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).
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).
(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]
393
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
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.
394
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
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]
395
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
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 MichalskaOyrzanowska. 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.
396
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.
397
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.
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]
398
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.
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.
399
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.
400
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.
Knapik, Monika: The elements of British and American culture in English language teaching.
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.
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.
Bilan, Patrycja: The use of concordances in designing supplementary teaching materials. Poznań
(1997). 116 pp.
401
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.
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]
402
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.
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.
403
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 contentbased 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.
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]
404
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
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
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
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).
of English using two types of dictionaries: Monolingual and bilingual. Poznań (2001).
(R. Lew). [also 22/23]
405
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
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
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.
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).
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.
Tupalska, Marta: Teaching English as a foreign language to adults. Issues in culture-based pedagogy.
Białystok (2001). 75 pp. + append. (H. Komorowska).
406
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).
Gwiazda, Karina: The case for natural context in a learners' dictionary. Poznań (2002). (A. AdamskaSałaciak). [also 16/30]
Iwaniec, Anna: Using poetry in teaching foreign language vocabulary to young learners. Poznań
Koniuszy, Agnieszka: The treatment of collocations in monolingual English learners' dictionaries.
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. KrawczykNeifar). [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).
407
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 preintermediate junior high school students of English as a foreign language. Poznań (2003).
Czerniak, Joanna: Authenticity of tasks―an analysis of selected ELT coursebooks for intermediate
students. Poznań (2003). (A. Jankowska). [also 30]
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
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.
Kobylańska, Dagmara: The effectiveness of adapting a coursebook for mixed-ability classes. Wrocław
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).
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
Norbert, Anna: Presentation of British and American culture in selected ELT coursebooks for grades
4-6 of primary school. Poznań (2003). (A. Jankowska).
408
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.
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
Wysocka, Marzena: A syllabus proposal for developing cultural awareness in a FL classroom.
Zanio, Eleonora: A study of illustration accompanying texts concerning culture in textbooks for TEFL.
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).
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.
Dziemianko, Ann: Verb syntax in monolingual English learners' dictionaries: A study of userfriendliness. 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).
Fiałkowska, Magdalena: Language and culture in bilingual families. Poznań (2004). (B. KrykKastovsky). [also 7/9]
409
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.
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.
Kamiennik, Ewa: The influence of political correctness on ELT materials. Łódź (2004).
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 contentbased 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]
410
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.
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
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
Garzyńska, Małgorzata: Towards autonomy via cross-cultural awareness. Szczecin (2005).
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).
411
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.
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.
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]
Piórkowska, Anna: Are English coursebooks stereotype-free. A case study of the Project series.
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.
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]
412
Tracz, Agnieszka: Analysis of upper-primary coursebooks Live and Click on 1 at the lexical level.
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
Winiecka, Anna: Cultural awareness as a factor facilitating communicative competence in foreign
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
discourse on the basis of ELT methodology handbooks with special reference to introductions.
Poznań (2005). (Z. Wąsik). [also 7/8/9]
Żylak, Ilona: Target language culture in teaching English as a foreign language: Attitudes of
secondary school learners. Łódź (2005). (H. Majer).
Błachuciak, Agnieszka: Teaching culture in primary school. Rzeszów (2006). (T. Hrehovcik).
Buchalik, Kinga: The visual input in EFL coursebooks for different age groups. Katowice (2006).
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. LewickaMroczek).
Czech, Beata: Vocabulary teaching techniques and their applications in coursebooks for lowersecondary learners. Warsaw2 (2006). (E. Gajek). [also 22]
Czerny, Dariusz: Teaching values and valuation in FLT classroom. An evaluation of course-books
“opportunities”. Wrocław (2006). (M. Post).
Gałuszka, Renata: The role of visual materials in teaching English. Rzeszów (2006). (T. Hrehovcik).
Jarżębska, Katarzyna: The self-presentation in academic discourse (on the basis of the Cambridge
textbooks in linguistics). Poznań (2006). (Z. Wąsik).
Daszczuk, Joanna: How to avoid cross-cultural misunderstandings? The role of intercultural
communicative competence in FLT. Warsaw (2006). (R. Gozdawa-Gołębiowski).
Dziermańska, Sylwia: Culture teaching as an integral part of the foreign language syllabus. Katowice
413
Górska, Weronika: Culture as interactional context in teaching a second language to young learners.
Gralewska, Teresa: From a monolith to a mosaic: Two versions of British culture in EFL textbooks
used in Poland in the 1970s and at the beginning of the 21st century. Lublin (2006).
(C. Garbowski).
Gubała, Katarzyna: The relationship between effective coursebook material and the development of
communicative competence. Poznań (2006). (D. Wiśniewska).
Hoponiuk, Małgorzata: Teachers’ opinions on the value of the cultural context of primary school
English coursebooks. Warsaw (2006). (H. Komorowska). [also 24]
Jaworska, Paulina: British or American? Vocal and cultural stereotype of the British and Americans
by the Polish learners of English. Kraków (2006). (M. Dąbrowska). [also 9/13]
Juszkiewicz-Grzyb, Anna: Teachers’ evaluation of teacher’s books. Katowice (2006). (M. Wysocka).
[also 24]
[also 29/30]
Krysztop, Magdalena: Raising intercultural awareness of nine eleven-year-old learners of English by
introducing them to English holidays and legends. Białystok (2006). 57 pp. + append.
(E. Lewicka-Mroczek). [also 27]
Krzymiński, Mariusz: Teaching culture with English authentic materials to avoid communicative and
cultural clashes. Poznań (2006). (D. Wiśniewska).
Kuberska, Karolina: On values and valuing in scientific discourse on the basis of academic handbooks
in anthropology. Poznań (2006). (Z. Wąsik). [also 8/10]
Liukevich, Hanna: Elements of culture and intercultural communication in foreign language learning.
Lis-Pusz, Agnieszka: The possible or impossible. Introducing Jacek Kaczmarski’s poetic songs about
Polish history to an English language readership. Warsaw (2006). (A. Korzeniowska). [also 9]
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.
Łukowska, Aleksandra: Intercultural competence in L1 use and foreign language teaching. Warsaw
Malczyk, Anna: Introducing knowledge about British culture into EFL classes with Polish gimnazjum
pupils. Kraków (2006). (J. Leśniewska).
Meller, Alicja: The sociocultural component in ELT materials for upper secondary school. Warsaw
Michalska-Sejud, Izabela: Teaching foreign languages across the curriculum: Evaluation of secondary
school coursebooks. Łódź (2006). (H. Majer).
414
Mikuśkiewiecz, Andrzej: Animal vocabulary in ELT coursebooks. Kraków (2006). (E. Witalisz). [also
22]
Piłat, Katarzyna: The use of literature as a cultural medium for teaching English at advanced level.
Prekurat, Małgorzata: The role of ELT materials in teaching culture to lower secondary school
Przewiedzikowska, Renata: A positive attitude toward a foreign culture as a yardstick of success in
SLL. Poznań (2006). (D. Wiśniewska). [also 26]
Rewerska, Mirela: Authenticity in teaching the target language culture as the factor influencing
writing skill. Opole (2006). (M. Adams-Tukiendorf). [also 23]
Rode, Barbara: Teaching American and Canadian history and culture to EFL students: Developing
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
(2006). [also 30]
Skrzypek, Katarzyna: The impact of culture-specific knowledge on text understanding and recall.
Smarzyński, Łukasz: Which English for Polish students? Socio-cultural aspects of teaching a foreign
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
upper-intermediate level. Szczecin (2006). (M. Stawna). [also 23]
Szeruga, Anna: The role of classroom setup in English. Rzeszów (2006). (T. Hrehovcik).
Szymankiewicz, Dominika: The role of the Internet in teaching culture to upper-primary learners.
Ufel, Monika: The role of selected coursebooks in developing cultural awareness in teenage learners.
Zamyłka, Magda: Learning to learn. Learner training in the lower secondary school English
Zdunek, Karolina: The cultural component in foreign language teaching―its significance in the Polish
secondary school context. Warsaw (2006). (J. Zybert).
415
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).
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 pedagogic

Show publication content! - Warsaw University Digital Library

Transcription

Similar documents

representatives of institutions supporting the

Ben Vaske – Unique approach of basic skills

Polish Film Festival Flyer 8_5x5_5

ZILUKS IN POLAND Dear Diary, Last week I was in Poland. It is an

Prezentacja nowego produktu

by Mazurkas Travel - Mazurkas Travel Poland

report - Łódź Design Festival

IGSC7 Conference Book

High Speed planning in Poland. Preparation and implementation of

Residential and hotel facilities