About the Authors

Halina Chodkiewicz is Professor of Applied Linguistics at the Department ofEnglish, Maria Curie-Skłodowska University, Lublin, Poland. She teachespsycholinguistics, second language acquisition and ELT courses and supervisesM.A. and Ph.D. dissertations. Her research interests focus on second/foreignlanguage reading development, vocabulary learning and teaching, and content-based instruction. She is the author of numerous papers and three books on issuesof developing reading competence and vocabulary acquisition in English as aforeign language. Her recent publications concern the implementation of readingto 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 EnglishStudies, University of Warsaw. Her research interests range from teaching andlearning English as a foreign language in the global society, especially the field’sarticulation as an academic discipline with specialized levels and pure as well asapplied goals, to psycholinguistic processes in second/foreign language learningand teaching, various aspects of foreign language teacher training and task design,as well as cognitive conceptions of human information processing, verbalcommunication and human development.

Anna Ewert is an Assistant Professor at the Faculty of English, AdamMickiewicz University in Poznan. She has also worked for a number of tertiaryeducation institutions as consultant and programme coordinator. Her researchinterests are second language acquisition and bilingualism, especially cognitiveaspects of second language acquisition and bilingualism. She has publishedarticles and chapters in edited volumes as well as a book on L2 users’ L1 as seenfrom a multicompetence perspective. She is an active member of EuropeanSecond Language Association and organizer of the annual conference of theassociation in 2012.

D. Gabrys-Barker et al. (eds.), Investigations in Teaching and Learning Languages,Second Language Learning and Teaching, DOI: 10.1007/978-3-319-00044-2,� Springer International Publishing Switzerland 2013

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Danuta Gabrys-Barker is Professor of English at the University of Silesia,Katowice, Poland, where she lectures and supervises M.A. and Ph.D. theses inapplied linguistics, psycholinguistics and especially in second languageacquisition. She also works as a teacher trainer. Her main areas of interest aremultilingualism (especially at the level of mental lexicon and syntax),neurolinguistics and psycholinguistics (modalities, learner profiles andaffectivity). As a teacher trainer she lectures on research methods in secondlanguage acquisition and TEFL projects. Her major concern is the role of actionresearch in teacher development. Prof Gabrys-Barker has published approximatelya hundred articles nationally as well as internationally and a book Aspects ofmultilingual storage, processing and retrieval, Katowice: University of SilesiaPress, 2005. She has edited among others a volume Morphosyntactic Issues inSecond Language Acquisition, Clevedon: Multilingual Matters, 2008. A bookAction research in teacher development edited by her was published in 2011 byUniversity of Silesia Press. Her book on Reflectivity in pre-service teachereducation came out this year. She is the chief editor (together with Eva Vetter) ofthe International Journal of Multilingualism (Routledge).

Romuald Gozdawa-Gołebiowski is a professor of linguistics at the Institute ofEnglish Studies, Warsaw University. His research interests include appliedlinguistics (testing, pedagogical grammar, formulaic competence, appliedcontrastive syntax), theoretical linguistics (the generative paradigm) and recentdevelopments in language teaching methodology, in particular Content andLanguage Integrated Learning, Intercultural Communicative Competence, linguafrancas, and Euro-English(es). He has written a book on interlanguage growth,four manuals of English grammar for Polish secondary schools and adult learnersand numerous papers in academic journals in Poland and abroad. He co-authored atesting manual and six collections of tests of English for Polish learners andco-developed attainment standards and the model of foreign language testing atWarsaw University.

Aleksandra Jankowska is the head of The Centre for English Teacher Training atthe Faculty of English, Adam Mickiewicz University in Poznan. For 20 years(1992–2012) she was the head of The Teacher Training College at AMU and from1994 to 2008 the leader of the Wielkopolska Region of INSETT, the national in-service teacher training programme run by The Centre for Teacher Developmentin Warsaw. She is an experienced EFL teacher and teacher trainer. Her interestsinclude teacher education, foreign language teaching at the advanced level, task-based teaching, classroom interaction, vocabulary acquisition and the place ofculture in the process of foreign language learning.

Professor Anna Michonska-Stadnik, Ph.D., works at the Institute of EnglishStudies, University of Wrocław in Poland and at the Philology Section of theKarkonosze Higher State School in Jelenia Góra. She is a graduate of the Universityof Wrocław (1977) and Victoria University of Manchester, UK (MEd TESOL in

282 About the Authors

1985). Professor Stadnik teaches mostly diploma courses, M.A. and B.A., and ELTmethodology. She is a member of IATEFL, of Modern Language Association ofPoland (deputy chair), and Wrocław Scientific Society. Her scholarly interestsinclude psycholinguistics, SLA studies, foreign language teacher training, and SLAresearch methods. She published four books and more than sixty research articles inPoland and abroad.

Zbigniew P. Mo _zejko, Ph.D., is Assistant Professor at the Institute of EnglishStudies, University of Warsaw, specializing at ELT methodology and teachertraining. His research interests include CLIL, discourse analysis, languageawareness, and needs analysis. Among his recent publications are: ‘‘Studentneeds assessment in teaching English at the tertiary level: An individual learnerdifferences perspective’’ In. In Arabski, J. and Wojtaszek, A. (eds) 2011.Individual Learner Differences in SLA. Bristol: Multilingual Matters, pp. 184–196and ‘‘How much CLIL is there in CLIL? A study of the approach on the exampleof CLIL provision in a junior highschool’’, Acta Philologica 2011/40: 69–81.

Joanna Nijakowska, Associate Professor in the Department of Pragmatics,Institute of English, University of Łódz, Poland. She holds a Ph.D. in linguistics.A specialist in psycholinguistics, foreign language acquisition and didactics, andlearning difficulties, she runs teacher training courses for ELT students andpractitioners. She has authored and edited books and papers on EFL and dyslexia(including Dyslexia in the Foreign Language Classroom, Bristol: MultilingualMatters, 2010) and presented her research at European and American academiccentres. Her research interests include learning difficulties, pragmatics andlanguage learning as well as pragmatic language disorders. Her current focus ison metadiscourse and (im)politeness in written academic discourse.

Anna Ni _zegorodcew took her Ph.D. at the Philosophical Faculty of theJagiellonian University, Krakow, Poland. She is professor of English and headof the Applied Linguistics and English Language Teaching Section of theDepartment of English Studies at the Jagiellonian University. She was founder andhead of the Jagiellonian University Foreign Language Teachers’ Training College.Prof. A. Ni _zegorodcew has published a number of books and articles in the areasof teaching English, second language acquisition and second/foreign languageteacher education. Recently she has participated in two intercultural teachertraining projects: the European Master for Teacher Training Project and the Polish-Ukrainian Project: Developing Intercultural Competence through English. Hermain areas of interest are SLA theory and research, L2 classroom discourse,communication strategies, intercultural communication and English as a linguafranca. E-mail: annanizegorodcew@gmail.com

Mirosław Pawlak is Professor of English in the Department of English Studies atthe Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University in Kalisz,Poland and the Institute of Modern Languages of State School of HigherProfessional Education, Konin, Poland. His main areas of interest are SLA theory

About the Authors 283

and research, form-focused instruction, corrective feedback, classroom discourse,learner autonomy, communication and learning strategies, individual learnerdifferences and pronunciation teaching. His recent publications include The placeof form-focused instruction in the foreign language classroom (2006, Kalisz–Poznan: Adam Mickiewicz University Press), Production-oriented andcomprehension-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, Poznan, Kalisz, Konin: Adam Mickiewicz University Press), and severaledited collections on learner autonomy, language policies of the Council ofEurope, form-focused instruction, speaking in a foreign language and individuallearner differences.

Liliana Piasecka is Professor of English, Opole University, where she works as anapplied 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, relationsbetween 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, OpoleUniversity (Poland), where she teaches EFL methodology and SLA courses. Shespecializes in the role of affect in the foreign language learning process (anxiety,motivation, willingness to communicate in L2). Her interests also include specialeducational needs (developmental dyslexia, autism and AD/HD). She haspublished papers in Poland and worldwide, two books, and co-edited threeothers, as well as a special issue of Studies in Second Language Learning andTeaching, entitled Affect in second language learning.

Stanisaw Puppel is Professor of English and Applied Linguistics at the AdamMickiewicz University in Poznan, Poland. He is head of the Department of Eco-communication and author of many publications in the areas of contrastiveEnglish-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), Aspectsof the psychomechanics of speech production (1988), The dynamics of speechproduction (1992), A concise guide to psycholinguistics (1966 and 2001). He hassupervised 20 doctoral theses and served as supervisor in over 230 master’s theses.

Teresa Siek-Piskozub is Professor Ordinarius in the unit of English AppliedLinguistics and English Didactics of the Faculty of English, Adam MickiewiczUniversity in Poznan and was its head till 2012. She is an author of many articlesand five books on foreign language teaching and learning of which one wastranslated into Romanian. Her research and scholarship addresses appliedlinguistics, psycholinguistics, theories of language learning and teaching. She(co)edited collections on applied linguistics and EFL pedagogy. For many years

284 About the Authors

she was the editor of the Modern Language Association of Poland’s journalNeofilolog and of the newsletter of the Fédération Internationale des Professeurs deLangues Vivantes FIPLV World News. She lectured in many countries and tookpart in a big number of national and international conferences. Contactinformation: Piskozub@amu.edu.pl

Magdalena Szpotowicz, Ph.D., University of Warsaw, Poland, graduate of theInstitute of English at the University of Warsaw. Assistant Professor at the Facultyof Education at her alma mater. She also works at the Educational ResearchInstitute in Warsaw where she is involved in a national research project devoted tothe monitoring of pupils’ foreign language achievement in school education. Inyears 2006–2010 a country manager of a multinational longitudinal research studyEarly Language Learning in Europe (ELLiE). Co-author of the Polish nationalcurriculum for foreign languages and author of academic publications on earlylanguage learning and teaching. She also authors coursebooks, school curriculaand didactic materials.

Ewa Waniek-Klimczak is Professor of English Linguistics and Head of theDepartment of English Language and Applied Linguistics at the University ofŁódz. Her main areas of interest are second language phonetics and phonology,sociolinguistics and pronunciation teaching. She organizes annual conferences onnative and non-native Accents of English every December. She has edited and co-edited collections of papers on applied phonetics, with the most recent publicationco-edited with Linda Shockey on Teaching and researching English accents innative and non-native speakers (2012, Berlin, Heidelberg: Springer Verlag). Hermain previous publications include the book on Temporal parameters in secondlanguage speech: An applied linguistic phonetics approach. (2005, ŁódzUniversity of Łódz Press) and Issues in Accents of English I and II (2008 and2010, Cambridge Scholars Publishing). She is an editor-in-chief of Research inLanguage, an international journal published by the University of Łódz.

Jan Zalewski is Professor of English at Opole University, Poland. He received hisM.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 secondlanguage acquisition and Epistemology of the composing process) and the editorof three. His current research interests focus on the acquisition of academicdiscourse in English as a foreign language.

Jerzy Zybert is Professor of English and Applied Linguistics at the University ofSocial Sciences, Warsaw, and the University of Warsaw. He teaches courses inSLA 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 theauthor of two monographs (Errors in foreign language learning. The case ofPolish learners of English, 1999, and Efektywnosc w szkolnej nauce jezyka obcego[Effective language learning in the foreign language classroom], 2012). He has

About the Authors 285

edited the collective monograph Issues in foreign language learning and teaching,2006. He has supervised 12 doctorates and about 300 M.A. theses. Member ofseveral scholarly organizations and editorial boards.

286 About the Authors