Karolina Janczukowicz Livres

This book aims to aid English teachers at the junior and senior secondary school levels in teaching pronunciation within a regular EFL syllabus. It presents such a way of incorporating the phonetic and lexical components so as to facilitate students’ acquisition of a standard phonetic system and to prevent them from forming habitual mistakes in individual words. It highlights key areas of the English phonetic system and provides examples of strategies how to use a course-book for the sake of teaching pronunciation. The discussion of teaching the phonetic system relies on the comparison between its conscious and unconscious acquisition. Teaching individual vocabulary items (especially reversing habitual mispronunciations) is analysed through contrasting mental and behavioural learning.

This book presents a selection of papers on teaching English as a foreign language and the role of language education in human development. As thinking skills rely on language, language education should exceed utilitarian and everyday communicative needs and should be the basis for developing other school subjects. The book provides practical suggestions for language teaching, for the development of logical thinking and the understanding of the linguistic relationship between the first and the second languages in a historical perspective.

The book considers some educational implications of the emergence of human consciousness. Part 1 sets out to define this phenomenon by analysing it from the perspective of memory and language in its individual and collective aspects. Part 2 shows several domains of human existence within which both progress and regress are constantly taking place. The educational implications taken up in each part of the book range from very practical didactic suggestions to broad theoretical and philosophical discussions. The book is intended not only for a general audience, including teachers, students and researchers in all areas of the humanities, but also for scholars researching human development and evolution. No previous knowledge on the part of the reader of linguistics, psychology, theory of education or philosophy is required. The book treats consciousness as an essentially evolutionary phenomenon; however it does not attempt to apply the features of biological evolution to conscious processes. Instead, it presents the emergence of consciousness as a turning point. From this moment on, evolution ceases to be a struggle for the biological survival of the fittest, and moves beyond it into the domains of cognition, creation and co-existence. The aim of education is understood in this context as a development of the intensity of consciousness, which means ensuring that humanity continues to progress rather than regress in terms of its consciousness.