No. 35 (2010): Glottodidactic research in practice

Słowo wstępne

Katarzyna Karpińska-Szaj

5-6

Słowo wstępne

https://doi.org/10.14746/n.2010.35.1

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PLANOWANIE BADAŃ

Mirosław Pawlak

9-22

Issues in measuring foreign language knowledge

https://doi.org/10.14746/n.2010.35.2

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Joanna Sobańska-Jędrych

23-32

qools of measuring foreign language learning aptitude, their analysis and possibilities of application in language pedagogy

https://doi.org/10.14746/n.2010.35.3

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Andrzej Kaczmarek

33-41

jethodological issues of conducting research in bilingual classrooms

https://doi.org/10.14746/n.2010.35.4

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Monika Kusiak

43-52

Interdisciplinarity in reading comprehension research

https://doi.org/10.14746/n.2010.35.5

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Agnieszka

53-61

Modeling the process of reading in L2 pedagogy

https://doi.org/10.14746/n.2010.35.6

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Bernadetta Wojciechowska

63-74

Development of multilingualism in the Polish educational context

https://doi.org/10.14746/n.2010.35.7

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Regina Strzemeska

75-84

A Babe in the Tower of Babel or Multilingual Preparation in early education

https://doi.org/10.14746/n.2010.35.8

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Małgorzata Bielicka

85-94

Activation of autobiographical memory as a factor supporting affective learning in FLL

https://doi.org/10.14746/n.2010.35.9

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Monika Janicka

95-103

Success in learning and its social determinants

https://doi.org/10.14746/n.2010.35.10

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Dorota Karczewska

105-115

qransformations in the perception of the innovative aspect in ICT applications for foreign language teaching

https://doi.org/10.14746/n.2010.35.11

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Małgorzata Kubica

117-128

aeveloping communicative abilitó in teaching a foreign language language for specific purposes: Needs, challenges, innovations

https://doi.org/10.14746/n.2010.35.12

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PRZEGLĄD BADAŃ

Ewa Andrzejewska

131-141

Teaching foreign languages in the early years of education – Polish empirical studies in the light of the current debate concerning research on foreign language acquisition and children

https://doi.org/10.14746/n.2010.35.13

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Ewa Wieszczeczyńska

143-152

Speaking skills related issues in an early language education from the perspective of recent empirical studies based on the German language

https://doi.org/10.14746/n.2010.35.14

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Małgorzata Burzyńska

153-162

A foreign language lesson with a disabled pupil – the place of a case study method

https://doi.org/10.14746/n.2010.35.15

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Aleksandra Więckowska

163-171

Ego-protective strategies – motivational analysis of self, handicapping and defensive pessimism

https://doi.org/10.14746/n.2010.35.16

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Agnieszka Kubiczek

173-183

Attention management in the foreign language classroom during the phase of perception and processing of language structures

https://doi.org/10.14746/n.2010.35.17

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Marzanna Karolczuk

185-194

ln selected factors influencing the teaching and learning of Russian as a second foreign language – research conclusions

https://doi.org/10.14746/n.2010.35.18

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Artur Dariusz Kubacki

195-206

The role of translation exercises during foreign language lessons

https://doi.org/10.14746/n.2010.35.19

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Agnieszka Król-Markefka

207-219

„A” and „the” for students with imagination: the effects of applying cognitive grammar in the classroom

https://doi.org/10.14746/n.2010.35.20

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Mariusz Kruk

221-232

The use of the Internet in the development of learner autonomy – the results of a questionnaire study

https://doi.org/10.14746/n.2010.35.21

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PRZYKŁADY ROZWIĄZAŃ PRAKTYCZNYCH

Anna Niżegorodcew

235-241

European Master for European Teacher Training (EMMET) Studies – intercultural modules

https://doi.org/10.14746/n.2010.35.22

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Elzbieta Gajewska, Magdalena Sowa

243-253

Methodology of constructing a foreign language course for specific purposes

https://doi.org/10.14746/n.2010.35.23

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Wiesława Jarosz

255-262

Teaching Polish as a second language for specific purposes, with special emphasis on business and economics

https://doi.org/10.14746/n.2010.35.24

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Barbara Morcinek

263-272

Iconic Stimuli in Integrated Teaching of Speaking and Writing

https://doi.org/10.14746/n.2010.35.25

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