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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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A directed utterance as a personal educational event and a tool for seamlessness between (L1 and L2) reception and production (Michał Daszkiewicz)


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A directed utterance as a personal educational event and a tool for seamlessness between (L1 and L2) reception and production

Michał Daszkiewicz

University of Gdańsk

Abstract: The chapter addresses the importance of – commonly underrated – students’ directed utterances, generally frowned upon as devoid of individuality and/or linguistic creativity. It presents a twofold benefit of promoting their articulation: first, the personal experiencing and affective significance assigned by students to what they orally reproduce and, second, the lessening of the distance between what students can understand and what they can articulate by themselves. The rationale rests here on the following two chief concepts: in the former case – on the issue of “personal educational event”, a concept derived from educational theory, and in the latter case – the concept of “seamlessness”, well established in the theory of educational measurement. The chapter draws on a selection of comments made by students on how they sense what they hear from others and what they themselves utter. The chapter can be seen as presenting a standpoint against the diminishing of reproduced utterances and speaking in favour of their persistent formulation, with students gaining linguistically, socially and emotionally.

Keywords: directed utterance, gap between reception and production, personal educational event, seamlessness

1. Terminology: Why directed utterances matter

The two facts that (a) learning of any school subject invariably necessitates the use of -language and, conversely, (b) language learning unavoidably rests on principles pertaining to...

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