Titlebook: Aspects of Culture in Second Language Acquisition and Foreign Language Learning; Janusz Arabski,Adam Wojtaszek Book 2011 Springer-Verlag B

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Flame - Retardant Polymeric Materialss), to a relative older than themselves (only in L1) and to someone with whom they were in official relations (for example, their foreign language teacher). As the results show, the subjects‘ achievement strategies were of three types. First, L1 transfer was observed, either, rarely, in the form of

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Do We Need to Teach Culture and How Much Culture Do We Need?hools the emphasis on the socio-cultural knowledge and intercultural skills should lead pupils towards achieving a level of socio-cultural competence. Results of a survey are discussed,comparing and contrasting the beliefs of Polish teenagers from various backgrounds with the beliefs of in-service a

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The Contribution of FL Learning Experiences to the Development of Multicultural Identityving mastered a FL, students become new persons which may have a real impact on their L1 ego. Specifically, under the influence of TL culture different personality traits are subject to change which leads to creating new self-perception and acquiring different verbal/non-verbal skills.

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The Attitudes of English Teachers Towards Developing Intercultural Communicative Competence, their intercultural competence, necessity of IC introduction in L2 classroom, motivation of their students to IC. The subjects also evaluated the IC teaching materials available for English teaching.

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Cultural Differences in Perceptions of Form-Focused Instruction: The Case of Advanced Polish and Itats effects are durable. As a consequence, the main issue tackled by researchers has been the verification of the effectiveness of different ways of introducing and practicing grammatical structures, identification of linguistic features that are the most suitable candidates for pedagogic interventio

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Is Teaching Culture-Bound? A Cross-Cultural Study on the Beliefs of ELT TeachersBerliner Exploring teachers’ thinking. Cassell, London, pp. 60–83, 1987, p. 72) moulding the teacher beliefs about language teaching, learner, and teacher. Borg (Teacher cognition and language education. Continuum Research and Practice, London, 2006, p. 275) draws our attention to the impact of cont