Mirosł‚aw Pawlak is Professor of English in the English Department at the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University in Kalisz, Poland. His main areas of interest are SLA theory and research, form-focused instruction, classroom discourse, learner autonomy, communication and learning strategies, individual learner differences and pronunciation teaching.Ewa Waniek-Klimczak is Professor of English linguistics and the Director of Studies in the Institute of English at the University of Lodz. She teaches courses in phonetics, phonology, accents of English and spoken discourse. Her main research interests are the acquisition and usage of the SL sound system, cross-linguistic phonetics and phonology and pronunciation teaching.Jan Majer is Professor of English and head of the Department of Psycholinguistics and ELT, Institute of English Studies, Faculty of Philology, University of Lodz, Poland. His main areas of interest are bilingualism, second language acquisition theory and research, analysis of classroom communication, and English as an International Language.

• PrefacePart I: Theoretical perspectives on instructed acquisition of speaking1. Mirosław Pawlak: Instructed acquisition of speaking: Reconciling theory and practice2. Agnieszka Nowicka and Weronika Wilczyńska: Authenticity in oral communication of instructed L2 learners3. Piotr Białas: Formulaic sequences in the output of instructed L2 learners4. Agnieszka Wróbel: Formulaicity vs. fluency and accuracy in using English as a foreign language.5. Jan Majer: Talking the same language: Sociocultural aspects of code-switching in L2 classroom discourse6. Anna Niżegorodcew: Speaking in English for Academic Purposes in the light of Lingua Franca EnglishPart II: Speaking and individual variables7. Adriana Biedroń: Near-nativeness as a function of cognitive and personality factors. Three case studies of highly able foreign language learners8. Ewa Waniek-Klimczak: ‘I am good at speaking, but I failed my phonetics class’ – pronunciation and speaking in advanced learners of English9. Krystyna Droździał-Szelest: Oral skills awareness of advanced ESL learners10. Aneta Całka: Pronunciation learning strategies – identification and classification11. Magdalena Wrembel: Metaphonetic awareness in the production of speech12. Krzysztof Nerlicki: Foreign language speaking anxiety from the perspective of Polish students of German studies13. Ewa Piechurska-Kuciel: The relationship between language anxiety and the development of the speaking skill. Results of a longitudinal studyPart III: Research into instructed acquisition of speaking14. Sebastian Piotrowski: On the authenticity of communication in the foreign language classroom15. Irena Czwenar: Ways to proficiency in spoken English as a foreign language – tracing individual development16. Anna Mystkowska-Wiertelak: Task repetition as a way of enhancing oral communication in a foreign language17. Mariusz Kruk: The use of the Internet and Instant Messengers in assisting the acquisition of speaking skills in English lessons18. Dorota Werbińska: Investigating the perception of speaking skills with metaphor-based methods19. Jolanta Szpyra-Kozłowska: Phonetically difficult words in intermediate learners’ English20. Przemysław Krakowian: Transcultural interference, communities of practice and collaborative assessment of oral performance

This volume offers comprehensive analysis of speaking skills as one of the most important issues in instructed foreign language acquisition. The nature and development of speaking are not only discussed here from theoretical and practical perspectives but are also well-illustrated with examples of empirical studies in the area.

Mirosł‚aw Pawlak is Professor of English in the English Department at the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University in Kalisz, Poland. His main areas of interest are SLA theory and research, form-focused instruction, classroom discourse, learner autonomy, communication and learning strategies, individual learner differences and pronunciation teaching.Ewa Waniek-Klimczak is Professor of English linguistics and the Director of Studies in the Institute of English at the University of Lodz. She teaches courses in phonetics, phonology, accents of English and spoken discourse. Her main research interests are the acquisition and usage of the SL sound system, cross-linguistic phonetics and phonology and pronunciation teaching.Jan Majer is Professor of English and head of the Department of Psycholinguistics and ELT, Institute of English Studies, Faculty of Philology, University of Lodz, Poland. His main areas of interest are bilingualism, second language acquisition theory and research, analysis of classroom communication, and English as an International Language.

• PrefacePart I: Theoretical perspectives on instructed acquisition of speaking1. Mirosław Pawlak: Instructed acquisition of speaking: Reconciling theory and practice2. Agnieszka Nowicka and Weronika Wilczyńska: Authenticity in oral communication of instructed L2 learners3. Piotr Białas: Formulaic sequences in the output of instructed L2 learners4. Agnieszka Wróbel: Formulaicity vs. fluency and accuracy in using English as a foreign language.5. Jan Majer: Talking the same language: Sociocultural aspects of code-switching in L2 classroom discourse6. Anna Niżegorodcew: Speaking in English for Academic Purposes in the light of Lingua Franca EnglishPart II: Speaking and individual variables7. Adriana Biedroń: Near-nativeness as a function of cognitive and personality factors. Three case studies of highly able foreign language learners8. Ewa Waniek-Klimczak: ‘I am good at speaking, but I failed my phonetics class’ – pronunciation and speaking in advanced learners of English9. Krystyna Droździał-Szelest: Oral skills awareness of advanced ESL learners10. Aneta Całka: Pronunciation learning strategies – identification and classification11. Magdalena Wrembel: Metaphonetic awareness in the production of speech12. Krzysztof Nerlicki: Foreign language speaking anxiety from the perspective of Polish students of German studies13. Ewa Piechurska-Kuciel: The relationship between language anxiety and the development of the speaking skill. Results of a longitudinal studyPart III: Research into instructed acquisition of speaking14. Sebastian Piotrowski: On the authenticity of communication in the foreign language classroom15. Irena Czwenar: Ways to proficiency in spoken English as a foreign language – tracing individual development16. Anna Mystkowska-Wiertelak: Task repetition as a way of enhancing oral communication in a foreign language17. Mariusz Kruk: The use of the Internet and Instant Messengers in assisting the acquisition of speaking skills in English lessons18. Dorota Werbińska: Investigating the perception of speaking skills with metaphor-based methods19. Jolanta Szpyra-Kozłowska: Phonetically difficult words in intermediate learners’ English20. Przemysław Krakowian: Transcultural interference, communities of practice and collaborative assessment of oral performance

This volume offers comprehensive analysis of speaking skills as one of the most important issues in instructed foreign language acquisition. The nature and development of speaking are not only discussed here from theoretical and practical perspectives but are also well-illustrated with examples of empirical studies in the area.

Mirosł‚aw Pawlak is Professor of English in the English Department at the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University in Kalisz, Poland. His main areas of interest are SLA theory and research, form-focused instruction, classroom discourse, learner autonomy, communication and learning strategies, individual learner differences and pronunciation teaching.Ewa Waniek-Klimczak is Professor of English linguistics and the Director of Studies in the Institute of English at the University of Lodz. She teaches courses in phonetics, phonology, accents of English and spoken discourse. Her main research interests are the acquisition and usage of the SL sound system, cross-linguistic phonetics and phonology and pronunciation teaching.Jan Majer is Professor of English and head of the Department of Psycholinguistics and ELT, Institute of English Studies, Faculty of Philology, University of Lodz, Poland. His main areas of interest are bilingualism, second language acquisition theory and research, analysis of classroom communication, and English as an International Language.

• PrefacePart I: Theoretical perspectives on instructed acquisition of speaking1. Mirosław Pawlak: Instructed acquisition of speaking: Reconciling theory and practice2. Agnieszka Nowicka and Weronika Wilczyńska: Authenticity in oral communication of instructed L2 learners3. Piotr Białas: Formulaic sequences in the output of instructed L2 learners4. Agnieszka Wróbel: Formulaicity vs. fluency and accuracy in using English as a foreign language.5. Jan Majer: Talking the same language: Sociocultural aspects of code-switching in L2 classroom discourse6. Anna Niżegorodcew: Speaking in English for Academic Purposes in the light of Lingua Franca EnglishPart II: Speaking and individual variables7. Adriana Biedroń: Near-nativeness as a function of cognitive and personality factors. Three case studies of highly able foreign language learners8. Ewa Waniek-Klimczak: ‘I am good at speaking, but I failed my phonetics class’ – pronunciation and speaking in advanced learners of English9. Krystyna Droździał-Szelest: Oral skills awareness of advanced ESL learners10. Aneta Całka: Pronunciation learning strategies – identification and classification11. Magdalena Wrembel: Metaphonetic awareness in the production of speech12. Krzysztof Nerlicki: Foreign language speaking anxiety from the perspective of Polish students of German studies13. Ewa Piechurska-Kuciel: The relationship between language anxiety and the development of the speaking skill. Results of a longitudinal studyPart III: Research into instructed acquisition of speaking14. Sebastian Piotrowski: On the authenticity of communication in the foreign language classroom15. Irena Czwenar: Ways to proficiency in spoken English as a foreign language – tracing individual development16. Anna Mystkowska-Wiertelak: Task repetition as a way of enhancing oral communication in a foreign language17. Mariusz Kruk: The use of the Internet and Instant Messengers in assisting the acquisition of speaking skills in English lessons18. Dorota Werbińska: Investigating the perception of speaking skills with metaphor-based methods19. Jolanta Szpyra-Kozłowska: Phonetically difficult words in intermediate learners’ English20. Przemysław Krakowian: Transcultural interference, communities of practice and collaborative assessment of oral performance

This volume offers comprehensive analysis of speaking skills as one of the most important issues in instructed foreign language acquisition. The nature and development of speaking are not only discussed here from theoretical and practical perspectives but are also well-illustrated with examples of empirical studies in the area.