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Language Education

Controversies, Observations and Proposals


Edited By Danuta Stanulewicz, Karolina Janczukowicz and Małgorzata Rocławska-Daniluk

This collection of papers explores various issues in English language teaching in Poland, mainly at the secondary and tertiary levels. The topics include Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and e-learning. The contributions also deal with teaching public speaking, pronunciation and writing. The contributors explore language education from the perspective of cognitive linguistics and propose solutions concerning English for Specific Purposes (Technical Writing in English and Maritime English) as well. The book also investigates teaching not only languages but also, inter alia, geography and linguistics, concentrating on the use of metaphors, prototypes and cognitive models.

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Why do Poles fail to produce Polish sounds in foreign words? (Mikołaj Rychło)


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Why do Poles fail to produce Polish sounds in foreign words?

Mikołaj Rychło

University of Gdańsk

Abstract: The aim of this text is to explain why Polish learners of foreign languages find it difficult to pronounce familiar sounds in foreign words, such as the voiceless palatal fricative [ç] in German ich, brechen, Bücher. This failure is particularly remarkable and surprising in view of the fact that native speakers of Polish do produce [ç] on an every-day basis in words like historia, machina, wysłuchiwać. There are several facts concerning the organization and functioning of the sound system which reveal the causes of the phenomenon. Finally, a teachability hypothesis is formulated concerning the role of conscious learning in bridging the gap between the usual pronunciation of these sounds by Polish students and the target, native-like one.

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