Pawel Scheffler
Biographic Data
| ID | 6303300 |
|---|---|
| NAME | Pawel Scheffler |
| GIVEN NAMES | Pawel |
| FAMILY NAME | Scheffler |
| SIGNATURE | SCHEFFLER P |
| AFFILIATIONS | Adam Mickiewicz University in Poznań |
| ORCID | 0000-0002-8130-8095 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Inductive instruction at beginner level
While there is evidence for an association between metalinguistic awareness (MLA) and second language (L2) achievement, no study has investigated the facilitative potential of MLA in an inductive instructional approach that encourages learners to focus on form to arrive at metalinguistic generalisations. We developed a short suite of online lessons in beginners’ Polish targeting two morphological features. International volunteers (N = 108) aged …
The role of individual learner differences in explicit language instruction
Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional c…
Locating Motivation for English as a Foreign Language Over Time
This article examines secondary school learners’ motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners’ motivation, conceptualized as a continuum from fully autonomous to fully controlled, was m…
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
The Peppa Pig television series as input in pre‐primary EFL instruction
The provision of instruction in English as a foreign language (EFL) is constantly being extended to include ever younger learners. As one of the challenges for pre‐primary EFL instruction is the delivery of a sufficient amount of appropriate input, the main aim of this article is to investigate one potential source of such input, namely an animated television series, in terms of its linguistic features and its suitability for use in pre‐primary i…
Learners’ perceptions of grammar-translation as consciousness raising
Foreign language (L2) teaching methodologies of the twentieth century were dominated by the principle of monolingualism. Language teaching specialists and linguists of that time generally argued in their publications against using learners’ own languages in the classroom and described translation as a dull activity, which did not contribute anything to language learning. However, since the beginning of the twenty-first century, calls for a reasse…
Introducing very young children to English as a foreign language
This paper describes how two very young P olish children were introduced to E nglish through children's animation series, with meaning being made clear through translation. The children were first exposed to E nglish when they were 21 months. After two years of exposure, documentation of their E nglish utterances took place over a period of six weeks starting when the children were four years and three months. The children's use of language is co…
Theories pass. Learners and Teachers Remain
The challenge facing foreign language (FL) learners and their teachers is enormous. To become successful, learners need to have at their disposal thousands of lexical items and chunks. They need to know what meanings and grammatical functions these items express, how to produce and how to combine them. They need to know when it is appropriate to use particular items and when it is not. They often need to apply all this information with little or …
Rule difficulty
The need for some form of explicit grammar instruction is recognised in most current approaches to second language teaching. Since the usefulness of explicit instruction is at least to some extent dependent on the difficulty of the rules that are taught, an important question for teachers is whether their judgements of rule difficulty are reliable. This study investigates the question of whether there is a significant relationship between the tea…
Grammar and meaning in early adult foreign language instruction
There are at present two general views on implementing second/foreign language instruction. First, we can start from meaning and communication, assuming that grammar will ‘take care of itself’ with only a little help from the teacher. Second, we can start from grammar, assuming that communicative ability will follow from subsequent practice. The present article examines the key arguments for the meaning‐first approach and two specific proposals f…
The Peppa Pig television series as input in pre‐primary EFL instruction
The provision of instruction in English as a foreign language (EFL) is constantly being extended to include ever younger learners. As one of the challenges for pre‐primary EFL instruction is the delivery of a sufficient amount of appropriate input, the main aim of this article is to investigate one potential source of such input, namely an animated television series, in terms of its linguistic features and its suitability for use in pre‐primary i…
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
Rule difficulty
The need for some form of explicit grammar instruction is recognised in most current approaches to second language teaching. Since the usefulness of explicit instruction is at least to some extent dependent on the difficulty of the rules that are taught, an important question for teachers is whether their judgements of rule difficulty are reliable. This study investigates the question of whether there is a significant relationship between the tea…
Grammar and meaning in early adult foreign language instruction
There are at present two general views on implementing second/foreign language instruction. First, we can start from meaning and communication, assuming that grammar will ‘take care of itself’ with only a little help from the teacher. Second, we can start from grammar, assuming that communicative ability will follow from subsequent practice. The present article examines the key arguments for the meaning‐first approach and two specific proposals f…
Theories pass. Learners and Teachers Remain
The challenge facing foreign language (FL) learners and their teachers is enormous. To become successful, learners need to have at their disposal thousands of lexical items and chunks. They need to know what meanings and grammatical functions these items express, how to produce and how to combine them. They need to know when it is appropriate to use particular items and when it is not. They often need to apply all this information with little or …
Learners’ perceptions of grammar-translation as consciousness raising
Foreign language (L2) teaching methodologies of the twentieth century were dominated by the principle of monolingualism. Language teaching specialists and linguists of that time generally argued in their publications against using learners’ own languages in the classroom and described translation as a dull activity, which did not contribute anything to language learning. However, since the beginning of the twenty-first century, calls for a reasse…
Introducing very young children to English as a foreign language
This paper describes how two very young P olish children were introduced to E nglish through children's animation series, with meaning being made clear through translation. The children were first exposed to E nglish when they were 21 months. After two years of exposure, documentation of their E nglish utterances took place over a period of six weeks starting when the children were four years and three months. The children's use of language is co…
The Peppa Pig television series as input in pre‐primary EFL instruction
The provision of instruction in English as a foreign language (EFL) is constantly being extended to include ever younger learners. As one of the challenges for pre‐primary EFL instruction is the delivery of a sufficient amount of appropriate input, the main aim of this article is to investigate one potential source of such input, namely an animated television series, in terms of its linguistic features and its suitability for use in pre‐primary i…
The role of individual learner differences in explicit language instruction
Aptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional c…
Locating Motivation for English as a Foreign Language Over Time
This article examines secondary school learners’ motivation to learn English as a foreign language (EFL) in relation to two contextual factors: school type and school location. Data were collected from 352 Polish learners who attended English instruction in general and technical secondary schools in a large city and a small town in western Poland. Learners’ motivation, conceptualized as a continuum from fully autonomous to fully controlled, was m…
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
Inductive instruction at beginner level
While there is evidence for an association between metalinguistic awareness (MLA) and second language (L2) achievement, no study has investigated the facilitative potential of MLA in an inductive instructional approach that encourages learners to focus on form to arrive at metalinguistic generalisations. We developed a short suite of online lessons in beginners’ Polish targeting two morphological features. International volunteers (N = 108) aged …
EFL/ESL Teaching and Learning (8 works) · Linguistics (8 works) · Psychology (8 works) · Mathematics education (6 works) · Second Language Acquisition and Learning (6 works) · Foreign language (5 works) · Computer Science (4 works) · Philosophy (4 works) · Grammar (3 works) · Sociology (3 works)