- ItemBoard games for teaching English prosody to advanced EFL learners(Oxford University Press, 2019-02-28) Kacper Łodzikowski; Mateusz JekielThis exploratory study fills the gap in research on using print board games to teach English prosody to advanced EFL learners at university level. We developed three in-class print-and-play board games that accompanied three prosody-related topics in a course in English phonetics and phonology at a Polish university. For those topics, compared to topics without any board games, learners reported higher in-class engagement and obtained higher post-class quiz scores. At the end of the course, learners rated board games as equally or more useful than some of the other teaching aids. While traditional printed worksheets were still rated as the most useful teaching aid, learners expressed their preference for using extra classroom time for playing board games instead of completing extra worksheet exercises. We hope these promising results encourage teachers to experiment with implementing these and other board games in their advanced curricula.
- ItemL2 rhythm production and musical rhythm perception in advanced learners of English(De Gruyter Mouton, 2022-06-17) Jekiel, MateuszThe aim of this research is to investigate the relation between musical aptitude and the acquisition of L2 rhythm by Polish advanced learners of English. A longitudinal study was conducted among 50 Polish students of English reading the “Please Call Stella” passage before and after an intensive two-semester accent training course supplemented by an extensive practical course in English phonetics and phonology. Participants also completed two musical hearing tests (Mandell 2009) and a survey on musical experience. Automated alignment was performed in DARLA (Reddy and Stanford 2015) and reviewed in Praat (Boersma and Weenink 2019). We compared the rhythm metrics calculated in Correlatore (Mairano and Romano 2010) before and after training and juxtaposed them against the pronunciation teachers’ results. We reported a significant difference between the scores for vocalic intervals across all rhythm metrics, indicating that participants’ produced higher vocalic variation after training, more similar to their teachers. However, we observed no significant relationship between the participants’ rhythm metric scores and their musical hearing test scores or musical experience, suggesting that musical aptitude might not play a crucial role in the L2 rhythm production in a formal academic learning environment.
- ItemLiteratur im Ministerium des Innern. Die Villa Massimo in den Debatten der bundesrepublikanischen Kulturpolitik (1957–1974)(De Gruyter, 2023-06) Zajas, PawełThe Rome Prize of the German Academy Villa Massimo is by far the most important award for German artists. It is awarded to renowned artists from the fields of fine arts, composition, literature, and architecture. Despite the award’s sig- nificant status, its position in the German literary and cultural-political system and the selection policy on which it is based remains largely under-researched. This article examines institutional and personal networks of the Rome Prize, the objecti- ves of the respective actors and the mechanisms of selection. The major aim of the study is to analyse archival material on writers who have received grants. The pe- riod of investigation begins in 1957 and ends in 1974 with the institutional reorgani- zation of the Villa Massimo.
- Item"Helsinki sind wir". Sozialistische Transnationalität im Literaturbetrieb der DDR(Taylor & Francis Group, 2023-06) Zajas, PawełThe forced integration of European socialist states following WWII is usually viewed as a history of political misunderstandings and genuine social failures. From the early modernism and avant-garde periods onwards, socialism was also a common experience for the whole of East and Central Europe. Since the late 1950s, the densifying network of relations among culture departments of socialist parties, culture ministries of individual countries, writer associations, publishers or literary journals has resulted in thus far unknown transnational literature circula- tion. This article analyzes the transnational links between the GDR literary system and the literatures and literary institutions of the European Eastern Bloc. The paper aims to discuss two specific research questions. First, the international literature published in the GDR is examined statistically and regarding the prevail- ing concepts and practices of transnationality. Second, the transnationally net- worked places of socialist literature planning are presented. Documents preserved in East German archives form the basis for the research.
- ItemMusical hearing and the acquisition of foreign-language intonation(Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, 2023-03-31) Jekiel, Mateusz; Malarski, KamilThe present study seeks to determine whether superior musical hearing is correlated with successful production of second language (L2) intonation patterns. Fifty Polish speakers of English at the university level were recorded before and after an extensive two-semester accent training course in English. Participants were asked to read aloud a series of short dialogues containing different intonation patterns, complete two musical hearing tests measuring tone deafness and melody discrimination, and a survey regarding musical experience. We visually analyzed and assessed participants’ intonation by comparing their F0 contours with the model provided by their accent training teachers following ToBI (Tones and Break Indices) guidelines and compared the results with the musical hearing test scores and the survey responses. The results suggest that more accurate pitch perception can be related to more correct production of L2 intonation patterns as participants with superior musical ear produced more native-like speech contours after training, similar to those of their teachers. After dividing participants into four categories based on their musical hearing test scores and musical experience, we also observed that some students with better musical hearing test scores were able to produce more correct L2 intonation patterns. However, students with poor musical hearing test scores and no musical background also improved, suggesting that the acquisition of L2 intonation in a formal classroom setting can be successful regardless of one’s musical hearing skills.