Justyna Leśniewska
Biographic Data
| ID | 3530778 |
|---|---|
| NAME | Justyna Leśniewska |
| GIVEN NAMES | Justyna |
| FAMILY NAME | Leśniewska |
| SIGNATURE | LEŚNIEWSKA J |
| AFFILIATIONS | Jagiellonian University |
| ORCID | 0000-0002-8121-2210 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment
This article focuses on the uncertainty surrounding the issue of the Critical Period Hypothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both "not proven" and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual co…
Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test
This study investigated possible gender bias on a vocabulary test, using a method suggested by Andrich and Hagquist to detect "real" differential item functioning (DIF). A total of 443 adult ESL learners completed all 228 items of the Peabody Picture Vocabulary Test (PPVT-IV). The 310 female and 133 male participants were assumed to be of equal competence, corresponding to levels B1 and B2 on the Common European Framework of Reference for Languag…
Songs vs. stories: Impact of input sources on ESL vocabulary acquisition by preliterate children
Research in second language acquisition has paid little attention to preliterate children learning a language which is absent from their environment outside the language class. This study examines the acquisition of English words by 24 French-speaking children aged 35–59 months, who were introduced to 57 words, embedded in stories and songs. Four stories and four songs were randomly spread across four consecutive weekly workshops consisting of pl…
The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment
This article focuses on the uncertainty surrounding the issue of the Critical Period Hypothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both "not proven" and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual co…
Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test
This study investigated possible gender bias on a vocabulary test, using a method suggested by Andrich and Hagquist to detect "real" differential item functioning (DIF). A total of 443 adult ESL learners completed all 228 items of the Peabody Picture Vocabulary Test (PPVT-IV). The 310 female and 133 male participants were assumed to be of equal competence, corresponding to levels B1 and B2 on the Common European Framework of Reference for Languag…
Songs vs. stories: Impact of input sources on ESL vocabulary acquisition by preliterate children
Research in second language acquisition has paid little attention to preliterate children learning a language which is absent from their environment outside the language class. This study examines the acquisition of English words by 24 French-speaking children aged 35–59 months, who were introduced to 57 words, embedded in stories and songs. Four stories and four songs were randomly spread across four consecutive weekly workshops consisting of pl…
Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test
This study investigated possible gender bias on a vocabulary test, using a method suggested by Andrich and Hagquist to detect "real" differential item functioning (DIF). A total of 443 adult ESL learners completed all 228 items of the Peabody Picture Vocabulary Test (PPVT-IV). The 310 female and 133 male participants were assumed to be of equal competence, corresponding to levels B1 and B2 on the Common European Framework of Reference for Languag…
The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment
This article focuses on the uncertainty surrounding the issue of the Critical Period Hypothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both "not proven" and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual co…
EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Psychology (3 works) · Cognitive psychology (2 works) · Competence (human resources (2 works) · Peabody Picture Vocabulary Test (2 works) · Reading and Literacy Development (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Vocabulary (2 works)