Małgorzata Foryś-Nogala

Małgorzata Foryś-Nogala
University of Economics and Human Sciences in Warsaw · Psychology

PhD

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10
Publications
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224
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Publications

Publications (10)
Article
Full-text available
The aim of this research was to gain insights into the current state of English for Higher Education (EHE) teaching in Poland from the perspective of its key stakeholders-EHE teachers. A total of 128 EHE teachers employed in Polish universities participated in an online survey-based study that explored their self-reported practices and beliefs rega...
Article
The interface issue concerning the nature of interactions between explicit and implicit linguistic knowledge in second language acquisition (SLA) has been a focus of widespread academic interest for almost four decades. However, despite intense debate at the theoretical level and emerging methodologically rigorous studies related to the topic, the...
Article
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This correlational study investigated the relationship between cognitive aptitudes and online and offline processing of L2 syntactic structures. As a measure of online processing, the study used a self-paced reading task. To tap into offline L2 knowledge, it employed an untimed grammaticality judgment task (GJT). The main analyses focused on the co...
Article
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We explored the acquisition of three types of second language (L2) words in a paired–associates learning task. Seventy–six Polish participants were presented with 24 nonwords paired with pictures; they completed 8 interleaving test blocks of form production and meaning recognition, both followed by feedback. The nonwords included “cognates” (nonwor...
Article
L3 acquisition is influenced by L1-L3 typology, learners’ proficiency in those languages, and metalinguistic knowledge. However, the precise patterns of cross-linguistic influence (CLI) in L3 acquisition are still unclear. This study aimed to examine how the abovementioned factors affect learners’ sensitivity to subject placement in L3 Italian. We...
Article
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Some second language (L2) acquisition researchers have suggested that learners should be made aware of cross‐linguistic similarity for them to benefit from cognateness. To test this assumption, we ran two longitudinal classroom quasi‐experiments with Polish learners of English. We chose 30 Polish‐English cognates, 30 false cognates, and 30 non‐cogn...
Article
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Most studies on bilingual language development focus on children’s second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing, and discourse. We first compared Polish language skills between bilinguals and their Polish non-migra...
Article
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This study investigates relationships between acquisition of exhaustivity in single and multiple wh-questions, mastery of semantic and pragmatic aspects of quantifier comprehension and general skills in receptive grammar. The participants of the study were twenty five Polish monolingual typically developing children aged 4;02-6;02, who were adminis...
Chapter
Tertiary students’ perceptions of CB/CLIL language courses. A case study in a psychological English course by Małgorzata Foryś is a presentation of a practical application of CLIL principles to teaching at the tertiary level in the form of a course in psychological English offered to a group of second-year psychology students. The main aim of the p...
Article
Full-text available
CLIL (Content and Language Integrated Learning), is a teaching method, in which learners develop linguistic competence and problem-solving abilities by learning content-subjects in another language. However, learners’ cognitive gains may depend on their affectivity. Negative affect hampers complex cognitive processing essential for problem-solving,...

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