282 About the Authors

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1 About the Authors Halina Chodkiewicz is Professor of Applied Linguistics at the Department of English, Maria Curie-Skłodowska University, Lublin, Poland. She teaches psycholinguistics, second language acquisition and ELT courses and supervises M.A. and Ph.D. dissertations. Her research interests focus on second/foreign language reading development, vocabulary learning and teaching, and contentbased instruction. She is the author of numerous papers and three books on issues of developing reading competence and vocabulary acquisition in English as a foreign language. Her recent publications concern the implementation of reading to learn tasks in academic EFL settings, as well as the development of readers strategic behaviour. Maria Dakowska is Professor of Applied Linguistics at the Department of English Studies, University of Warsaw. Her research interests range from teaching and learning English as a foreign language in the global society, especially the field s articulation as an academic discipline with specialized levels and pure as well as applied goals, to psycholinguistic processes in second/foreign language learning and teaching, various aspects of foreign language teacher training and task design, as well as cognitive conceptions of human information processing, verbal communication and human development. Anna Ewert is an Assistant Professor at the Faculty of English, Adam Mickiewicz University in Poznań. She has also worked for a number of tertiary education institutions as consultant and programme coordinator. Her research interests are second language acquisition and bilingualism, especially cognitive aspects of second language acquisition and bilingualism. She has published articles and chapters in edited volumes as well as a book on L2 users L1 as seen from a multicompetence perspective. She is an active member of European Second Language Association and organizer of the annual conference of the association in D. Gabryś-Barker et al. (eds.), Investigations in Teaching and Learning Languages, Second Language Learning and Teaching, DOI: / , Ó Springer International Publishing Switzerland

2 282 About the Authors Danuta Gabryś-Barker is Professor of English at the University of Silesia, Katowice, Poland, where she lectures and supervises M.A. and Ph.D. theses in applied linguistics, psycholinguistics and especially in second language acquisition. She also works as a teacher trainer. Her main areas of interest are multilingualism (especially at the level of mental lexicon and syntax), neurolinguistics and psycholinguistics (modalities, learner profiles and affectivity). As a teacher trainer she lectures on research methods in second language acquisition and TEFL projects. Her major concern is the role of action research in teacher development. Prof Gabryś-Barker has published approximately a hundred articles nationally as well as internationally and a book Aspects of multilingual storage, processing and retrieval, Katowice: University of Silesia Press, She has edited among others a volume Morphosyntactic Issues in Second Language Acquisition, Clevedon: Multilingual Matters, A book Action research in teacher development edited by her was published in 2011 by University of Silesia Press. Her book on Reflectivity in pre-service teacher education came out this year. She is the chief editor (together with Eva Vetter) of the International Journal of Multilingualism (Routledge). Romuald Gozdawa-Gołębiowski is a professor of linguistics at the Institute of English Studies, Warsaw University. His research interests include applied linguistics (testing, pedagogical grammar, formulaic competence, applied contrastive syntax), theoretical linguistics (the generative paradigm) and recent developments in language teaching methodology, in particular Content and Language Integrated Learning, Intercultural Communicative Competence, lingua francas, and Euro-English(es). He has written a book on interlanguage growth, four manuals of English grammar for Polish secondary schools and adult learners and numerous papers in academic journals in Poland and abroad. He co-authored a testing manual and six collections of tests of English for Polish learners and co-developed attainment standards and the model of foreign language testing at Warsaw University. Aleksandra Jankowska is the head of The Centre for English Teacher Training at the Faculty of English, Adam Mickiewicz University in Poznań. For 20 years ( ) she was the head of The Teacher Training College at AMU and from 1994 to 2008 the leader of the Wielkopolska Region of INSETT, the national inservice teacher training programme run by The Centre for Teacher Development in Warsaw. She is an experienced EFL teacher and teacher trainer. Her interests include teacher education, foreign language teaching at the advanced level, taskbased teaching, classroom interaction, vocabulary acquisition and the place of culture in the process of foreign language learning. Professor Anna Michońska-Stadnik, Ph.D., works at the Institute of English Studies, University of Wrocław in Poland and at the Philology Section of the Karkonosze Higher State School in Jelenia Góra. She is a graduate of the University of Wrocław (1977) and Victoria University of Manchester, UK (MEd TESOL in

3 About the Authors ). Professor Stadnik teaches mostly diploma courses, M.A. and B.A., and ELT methodology. She is a member of IATEFL, of Modern Language Association of Poland (deputy chair), and Wrocław Scientific Society. Her scholarly interests include psycholinguistics, SLA studies, foreign language teacher training, and SLA research methods. She published four books and more than sixty research articles in Poland and abroad. Zbigniew P. Mo_zejko, Ph.D., is Assistant Professor at the Institute of English Studies, University of Warsaw, specializing at ELT methodology and teacher training. His research interests include CLIL, discourse analysis, language awareness, and needs analysis. Among his recent publications are: Student needs assessment in teaching English at the tertiary level: An individual learner differences perspective In. In Arabski, J. and Wojtaszek, A. (eds) Individual Learner Differences in SLA. Bristol: Multilingual Matters, pp and How much CLIL is there in CLIL? A study of the approach on the example of CLIL provision in a junior highschool, Acta Philologica 2011/40: Joanna Nijakowska, Associate Professor in the Department of Pragmatics, Institute of English, University of Łódź, Poland. She holds a Ph.D. in linguistics. A specialist in psycholinguistics, foreign language acquisition and didactics, and learning difficulties, she runs teacher training courses for ELT students and practitioners. She has authored and edited books and papers on EFL and dyslexia (including Dyslexia in the Foreign Language Classroom, Bristol: Multilingual Matters, 2010) and presented her research at European and American academic centres. Her research interests include learning difficulties, pragmatics and language learning as well as pragmatic language disorders. Her current focus is on metadiscourse and (im)politeness in written academic discourse. Anna Ni_zegorodcew took her Ph.D. at the Philosophical Faculty of the Jagiellonian University, Krakow, Poland. She is professor of English and head of the Applied Linguistics and English Language Teaching Section of the Department of English Studies at the Jagiellonian University. She was founder and head of the Jagiellonian University Foreign Language Teachers Training College. Prof. A. Ni_zegorodcew has published a number of books and articles in the areas of teaching English, second language acquisition and second/foreign language teacher education. Recently she has participated in two intercultural teacher training projects: the European Master for Teacher Training Project and the Polish- Ukrainian Project: Developing Intercultural Competence through English. Her main areas of interest are SLA theory and research, L2 classroom discourse, communication strategies, intercultural communication and English as a lingua franca. annanizegorodcew@gmail.com Mirosław Pawlak is Professor of English in the Department of English Studies at the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University in Kalisz, Poland and the Institute of Modern Languages of State School of Higher Professional Education, Konin, Poland. His main areas of interest are SLA theory

4 284 About the Authors and research, form-focused instruction, corrective feedback, classroom discourse, learner autonomy, communication and learning strategies, individual learner differences and pronunciation teaching. His recent publications include The place of form-focused instruction in the foreign language classroom (2006, Kalisz Poznań: Adam Mickiewicz University Press), Production-oriented and comprehension-based grammar teaching in the foreign language classroom (with Anna Mystkowska-Wiertelak, 2011, Heidelberg, New York: Springer), Error correction in the foreign language classroom: Reconsidering the issues (2012, Poznań, Kalisz, Konin: Adam Mickiewicz University Press), and several edited collections on learner autonomy, language policies of the Council of Europe, form-focused instruction, speaking in a foreign language and individual learner differences. Liliana Piasecka is Professor of English, Opole University, where she works as an applied linguist, researcher and teacher trainer. She teaches SLA and ELT courses, and supervises M.A. and Ph.D. theses. Her research interests include second/ foreign language acquisition issues, especially L2 lexical development, relations between L1 and L2 reading, gender and identity. She has published two books, numerous articles, and co-edited two collections of essays. Ewa Piechurska-Kuciel is Professor of English at the Institute of English, Opole University (Poland), where she teaches EFL methodology and SLA courses. She specializes in the role of affect in the foreign language learning process (anxiety, motivation, willingness to communicate in L2). Her interests also include special educational needs (developmental dyslexia, autism and AD/HD). She has published papers in Poland and worldwide, two books, and co-edited three others, as well as a special issue of Studies in Second Language Learning and Teaching, entitled Affect in second language learning. Stanisaw Puppel is Professor of English and Applied Linguistics at the Adam Mickiewicz University in Poznań, Poland. He is head of the Department of Ecocommunication and author of many publications in the areas of contrastive English-Polish phonology, teaching of English as a foreign language, psycholinguistics, ecolinguistics and rheolinguistics. His main publications are: A handbook of Polish pronunciation for English learners (1977 and 1979), Aspects of the psychomechanics of speech production (1988), The dynamics of speech production (1992), A concise guide to psycholinguistics (1966 and 2001). He has supervised 20 doctoral theses and served as supervisor in over 230 master s theses. Teresa Siek-Piskozub is Professor Ordinarius in the unit of English Applied Linguistics and English Didactics of the Faculty of English, Adam Mickiewicz University in Poznań and was its head till She is an author of many articles and five books on foreign language teaching and learning of which one was translated into Romanian. Her research and scholarship addresses applied linguistics, psycholinguistics, theories of language learning and teaching. She (co)edited collections on applied linguistics and EFL pedagogy. For many years

5 About the Authors 285 she was the editor of the Modern Language Association of Poland s journal Neofilolog and of the newsletter of the Fédération Internationale des Professeurs de Langues Vivantes FIPLV World News. She lectured in many countries and took part in a big number of national and international conferences. Contact information: Piskozub@amu.edu.pl Magdalena Szpotowicz, Ph.D., University of Warsaw, Poland, graduate of the Institute of English at the University of Warsaw. Assistant Professor at the Faculty of Education at her alma mater. She also works at the Educational Research Institute in Warsaw where she is involved in a national research project devoted to the monitoring of pupils foreign language achievement in school education. In years a country manager of a multinational longitudinal research study Early Language Learning in Europe (ELLiE). Co-author of the Polish national curriculum for foreign languages and author of academic publications on early language learning and teaching. She also authors coursebooks, school curricula and didactic materials. Ewa Waniek-Klimczak is Professor of English Linguistics and Head of the Department of English Language and Applied Linguistics at the University of Łódź. Her main areas of interest are second language phonetics and phonology, sociolinguistics and pronunciation teaching. She organizes annual conferences on native and non-native Accents of English every December. She has edited and coedited collections of papers on applied phonetics, with the most recent publication co-edited with Linda Shockey on Teaching and researching English accents in native and non-native speakers (2012, Berlin, Heidelberg: Springer Verlag). Her main previous publications include the book on Temporal parameters in second language speech: An applied linguistic phonetics approach. (2005, Łódź University of Łódź Press) and Issues in Accents of English I and II (2008 and 2010, Cambridge Scholars Publishing). She is an editor-in-chief of Research in Language, an international journal published by the University of Łódź. Jan Zalewski is Professor of English at Opole University, Poland. He received his M.A. in English philology from the University of Wroclaw, Poland, and his Ph.D. in English studies from Illinois State University. He is the author of two books (Enhancing linguistic input in answer to the problem of incomplete second language acquisition and Epistemology of the composing process) and the editor of three. His current research interests focus on the acquisition of academic discourse in English as a foreign language. Jerzy Zybert is Professor of English and Applied Linguistics at the University of Social Sciences, Warsaw, and the University of Warsaw. He teaches courses in SLA and EFL methodology. These two fields are his main academic interests. Prof. Zybert has published a few dozen articles in Poland and abroad and is the author of two monographs (Errors in foreign language learning. The case of Polish learners of English, 1999, and Efektywność w szkolnej nauce języka obcego [Effective language learning in the foreign language classroom], 2012). He has

6 286 About the Authors edited the collective monograph Issues in foreign language learning and teaching, He has supervised 12 doctorates and about 300 M.A. theses. Member of several scholarly organizations and editorial boards.

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