目次

Age and the classroom learning of additional languages.- The sociolinguistic parameters of L2 speaking anxiety.- Comparing teachers’ and learners’ views on grammar instruction and error correction.- Stability and variability in pre-service teachers’ beliefs.- The relationship between learning strategies and speaking performance.- Strategic intervention in the foreign language classroom.- On the role of teacher questions in EFL classrooms – analyzing lesson videos.- Teacher interpersonal communication abilities in the classroom with regard to perceived classroom justice and credibility.- Discovering teacher-trainees’ understanding of TEFL theories with the use of think-aloud protocols.- Action research and teacher development: MA students’ perspective.- Communicating solidarity with the reader – linguistic politeness strategies in EFL methodology textbooks.- Micro- and macro-perspectives on students’ attitudes to online classes.- The use of Internet resources to develop autonomy in learning English pronunciation – a qualitative study.- Developing language learners’ intercultural competence through CALL.- Intercultural teaching in the Polish context.- Evaluating the use of group work in the foreign language classroom.- Observations – the eyes and ears of the lessons.- Using dynamic assessment to improve L2 learners’ knowledge of grammar: Evidence from the tenses.- ESP: Corpus studies and parametric test analysis for teaching purposes.- How to teach CLIL? Some remarks on CLIL methodology.