EWA PIECHURSKA-KUCIEL

Research interests

  • The role of affect in foreign language learning
  • Special educational needs
  • Bilingualism and multilingualism
  • Willingness to communicate in L2
  • Personality in SLA

Selected publications

Books

Piechurska-Kuciel, E. (2005). The importance of being aware: Advantages of    explicit grammar study. Opole: Wydawnictwo Uniwersytetu Opolskiego.

——. (2008). Language anxiety in secondary grammar school students. Opole: Wydawnictwo Uniwersytetu Opolskiego.

Coedited volumes

Bokszczanin, E. Piechurska-Kuciel, A. Letowt-Vorbek (Eds.). (2006). How to study in the foreign languages teacher training college. Opole: Nauczycielskie Kolegium Języków Obcych.

Piechurska-Kuciel, L. Piasecka (Eds.). (2012). Variability and Stability in Foreign and Second Language Learning Contexts. Volume 1. Newcastle upon Thyne: Cambridge Scholars Publishers. ISBN-10: 144383579X, ISBN-13: 978-1443835794, 375 stron.

Piechurska-Kuciel, L. Piasecka (Eds.). (2012). Variability and Stability in Foreign and Second Language Learning Contexts. Volume 2. Newcastle upon Thyne: Cambridge Scholars Publishers. ISBN-10: 1443835803, ISBN-13: 978-1443835800, 375 stron.

Gabryś-Barker, E. Piechurska-Kuciel (Eds.). (2012). Studies in Second Language Learning & Teaching. Special issue: Affect in second language learning, vol. 2 (2). ISSN 2083-5205, 284 strony.

Piechurska-Kuciel, E. Szymańska-Czaplak (red.). (2013). Language in cognition and affect. Berlin/Heidelberg: Springer. ISBN 978-3-642-35304-8, 343 stron.

Gabryś-Barker, E. Piechurska-Kuciel, J. Zybert (Eds.). (2013). Investigations in teaching and learning languages. Studies in honour of Hanna Komorowska. Berlin/Heidelberg: Springer. ISBN 978-3-319-00044-2, ISBN 978-3-319-00043-5, 286 stron.

Piechurska-Kuciel & M. Szyszka (Eds.). (2015). The ecosystem of the foreign language learner. Selected Issues. Berlin/Heidelberg: Springer. ISBN 978-3-319-14333-0, 286 stron.

Piechurska-Kuciel, E. Szymańska-Czaplak, M. Szyszka (Eds.). (2017). At the crossroads: Challenges of foreign language learning. Berlin/Heidelberg: Springer. ISBN 978-3-319-55155-5. 203 strony.

Book chapters

Piechurska-Kuciel, E. (2010). Reading anxiety and writing anxiety in dyslexia: Symptomatic and asymptomatic adolescents. W: A. Psaltou-Joycey, M. Mattheoudakis (red.), Advances in Research on Language Acquisition and Teaching: Selected Papers (s. 375-386). Thessaloniki: Greek Applied Linguistics Association GALA.

—–. (2011). The relationship between language anxiety and the development of the speaking skill: Results of a longitudinal study. W: M. Pawlak, E. Waniek-Klimczak, J. Majer. (red.), Speaking and instructed foreign language acquisition (s. 200-214)Clevedon: Multilingual Matters.

—–. (2011). The relationship between communication apprehension and the willingness to communicate in Polish adolescents learning English. W: B. C. Swaffield, I. Guske (red.), Global encounters: Pedagogical paradigms and educational practices (s. 106-126). Newcastle upon Thyne: Cambridge Scholars Publishers.

—–. (2011). A study of gender-related levels of processing anxieties over three years of secondary grammar school instruction. W: J. Arabski, A. Wojtaszek (red.), Individual learner differences in SLA (s. 129-145). Bristol: Multilingual Matters.

—–. (2011). Perceived teacher support and language anxiety in Polish secondary school EFL learners. Studies in Second Language Learning and Teaching 1 (1), 8198.

—–. (2011). Foreign language teacher burnout: A research proposal. W: M. Pawlak (red.), Extending the boundaries of research on second language learning and teaching (s. 211-223). Berlin: Springer.

—–. (2011). Trudności w rozwijaniu sprawności interakcyjnych – rola lęku językowego. W: H. Komorowska (red.), Nauka języka obcego w perspektywie ucznia (s. 239-258). Warszawa: Oficyna Wydawnicza Łośgraf. ISBN 978-83-62726-32-5, 422 strony.

—–. (2011). Willingness to communicate in L2 and self-perceived levels of FL skills in Polish adolescents. In: J. Arabski, A. Wojtaszek (Eds.), Aspects of culture in second language acquisition and foreign language learning (s. 235-250). Berlin: Springer.

—–. (2012). Beliefs about language learning of Polish dyslexia symptomatics and asymptomatics. W: G. Mininni, A. Manuti (red.), Applied Psycholinguistics. Vol. 2 (s. 234-240). Milano: Franco Angeli.

—–. (2012). Dynamika rozwoju lęku językowego. W: K. Kossakowska-Jarosz, J. Nocoń (Eds.), Filologiczny widnokrąg. Obrazy stare i nowe (s. 373-385). Opole: Wydawnictwo Uniwersytetu Opolskiego.

—–. (2013). Causal attributions in foreign language learners. W: E. Mańczak-Wolhfeld, M. Jodłowiec (Eds.), Exploring the microcosm and macrocosm of language teaching and learning (pp. 104-114). Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.

—–. (2013). Proximal predictors of L2 willingness to communicate in Polish adolescents. In: N. Lavidas, T. Alexiou, A.-M. Sougari (Eds.), Major trends in theoretical and applied linguistics: Selected papers from the 20th International Symposium on Theoretical and Applied Linguistics. Volume 3 (pp. 315-328). London: Versita de Gruyter.

—–. (2015). Correlates and predictors of L2 willingness to communicate in Polish adolescents. In: M. Pawlak, E. Waniek-Klimczak (Ed.), Issues in Teaching, Learning and Testing Speaking in a Second Language (pp. 85-102). Berlin/Heidelberg: Springer.

—–. (2016). Self-regulatory efficacy and foreign language attainment. In: D. Gabryś-Barker, D. Gałajda (Eds.), Positive Psychology Perspectives on Foreign Language Learning and Teaching (pp. 337-352). Berlin/Heidelberg: Springer.

—–. (2016). Economic strain and foreign language attainment: A Polish perspective. In: M. Mattheoudakis, K. Nikolaidis (Eds.), Selected Papers on Theoretical and Applied Linguistics, (pp. 73-742). Open Journal Systems.

—–. (2017). L2 or L3? Foreign language enjoyment and proficiency. In: D. Gabryś-Barker, D. Gałajda, A. WojtaszekP. Zakrajewski (Eds.), Multiculturalism, Multilingualism and the Self (pp. 97-111). Berlin/Heidelberg: Springer. 

Articles

Piechurska-Kuciel, E. (2010). The interplay of good teacher qualities and language anxiety levels. Strani Jezici 39 (1-2), 29-50.

—–. (2011). Task difficulty and the use of coping strategies in the FL classroom. Linguistica Silesiana 32, 289-301. ISSN 0208- 4228, 316 stron.

—–. (2011). Lęk przed czytaniem i pisaniem w języku obcym u osób z symptomami dysleksji. Biuletyn Polskiego Towarzystwa Dysleksji 3 (11), 21-24. ISSN 1689-4839, 66 stron.

Piechurska-Kuciel, E. (2012). Gender-dependent language anxiety in Polish communication apprehensives. Studies in Second Language Learning & Teaching. Special issue: Affect in second language learning 2 (2)¸ 227-248.

—–. (2013). Cognitive, affective and linguistic consequences of ethnocentrism in apprehensives’ communication. Linguistica Silesiana 34, 265-279.

—–. (2013). Desire to learn a foreign language and support from parents, teachers, and peers in the process of foreign language learn. Journal of the Worldwide Forum on Education and Culture 4 (1), 9-18.

—-. (2014). Self-efficacy in the foreign language learning process: The language anxiety perspective. Linguistica Silesiana 36, 397-415. ISSN 0208-4228, 434 strony.

—–. (2014). Attributions in high and low willingness to communicate. Anglica Wratislaviensia LII, 131-148.

—–. (2014). Poglądy na naukę języka obcego u osób z wysoką i niską gotowością komunikacyjną w języku angielskim. Neofilolog 42(2), 107-120.

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