Research interests: academic literacy, acquisition of academic discourse in English as a foreign language, discourse analysis
Selected publications:
Books:
Enhancing Linguistic Input in Answer to the Problem of Incomplete Second Language Acquisition: A Critical Redefinition of the Global Grammar Proposal. Opole, Wydawnictwo Uniwersytetu Opolskiego 1995.
Epistemology of the Composing Process: Writing in English for General Academic Purposes. Opole, Wydawnictwo Uniwersytetu Opolskiego 2004.
Books (editor):
Topics in applied linguistics. Opole: Wydawnictwo Uniwersytetu Opolskiego, 2007.
Language, Cognition and Society. Opole Wydawnictwo Uniwersytetu Opolskiego, 2009.
Books (co-editor):
(with Ilona Dobosiewicz and Liliana Piasecka) Crossing the Borders: English Studies at the Turn of the Century. Opole, 1998
Articles in academic journals:
Number/Person Errors in an Information-Processing Perspective: Implications for Form-Focused Instruction. TESOL Quarterly, Vol. 27, p. 691-705.
The Self and Context of Knowing in Writing. Zeitschrift Schreiben: Schreiben in Schule, Hochschule und Beruf. Vol.1, p. 1-9
Immediate versus displaced consciousness in writing: An EFL student’s problem with a writing task. Linguistica Silesiana, Vol. 29, p. 199-209.
“Problem obiektywizmu i subiektywizmu w ujęciu nauk kognitywnych a buddyjska droga środka“ Kwartalnik Opolski Vol. 56. 1, p. 29-41.
The academic tradition of literate argument making: Towards understanding the fundamentals of academic literacy and its instruction. Language and Literary Studies of Warsaw vol.3, p. 171-186.
Composition studies and cognitive linguistics in the light of the linguistic turn: An unrecognized affinity. Linguistica Silesiana, vol. 37, pp. 365-377, 2016.
Book chapters:
The sociopragmatic context of learning to write: Speaker versus Writer Context Sensitivity. Pragmatics and Language Learning. (p. 87-96). Ed. J. Arabski. Kraków: Universitats, 2004.
Foreign language learning in view of meaning as culture-specific. Topics in applied linguistics (p. 141-153). Ed. Jan Zalewski Opole: Wydawnictwo Uniwersytetu Opolskiego, 2007.
The comeback of rhetoric in its epistemic function: Composition studies in an evolutionary perspective. Challenging tasks for psycholinguistics in the new century (p. 653-662). Ed. J. Arabski. Katowice: University of Silesia Oficyna Wydawnicza WW, 2007.
Beyond surface mannerisms in teaching and learning academic discourse.Language Cognition and Society (p. 147- 155) Opole Wydawnictwo Uniwersytetu Opolskiego, 2009.
A connectionist-enactivist perspective on learning to write. Neurolinguistic and Psycholinguistic Perspectives on SLA (p. 93-105). Ed. J. Arabski & A. Wojtaszek. Buffalo, USA: Multilingual Matters, 2010.
The rhetorical situation as mental spaces enacted by the rhetor. Exploring space: Spatial notions in cultural, literary and language studies: Volume 2. Space in language studies (p. 125-133). Ed. A. Ciuk & K. Molek-Kozakowska. Newcastle-upon-Tyne, UK: Cambridge Scholars Publishing, 2010.
Accounting for one student’s failure and another’s success on a written academic assignment. Individual Learner Differences in SLA (p. 299-308). Ed. Janusz Arabski & Adam Wojtaszek. Bristol, UK: Multilingual Matters, 2011.
Beyond foreign language writing instruction: The need for literacy pedagogy.Foreign Language Opportunities in Writing (p. 5-19). Ed. Jan Majer & Łukasz Salski. Łódź: Łódź University Press, 2011,
Retoryka a kryzys piśmienności akademickiej z perspektywy amerykańskiej dydaktyki uniwersyteckiej. Filologiczny Widnokrąg: Obrazy Stare i Nowe (p. 347-360). Ed. Krystyna Kossakowska-Jarosz & Jolanta Nocoń. Opole: Wydawnictwo Uniwersytetu Opolskiego, 2012.
Why Have Our Students Write Master’s Theses: Variable Academic Environment versus Stable Literacy Goals. Variability and Stability in Foreign and Second Language Learning Contexts: Volume 2 (str. 266-282). Ed. Ewa Piechurska-Kuciel & Liliana Piasecka. Newcastle: Cambridge Scholars Publishing, 2012.
The Post-process era in composition studies and the linguistic turn of the 20th century. Investigations in Teaching and Learning Languages. (p.51-61). Ed. D. Gabryś-Barket et al. Heidelberg: Springer International, 2013.
The third way of cognitive science and the middle way of Buddhism. Language Learning, Discourse and Communication: Studies in Honor of Jan Majer. Ed. W. Szubko-Sitarek, Ł. Salski, & P. Stalmaszczyk, (p. 247-259). Heidelberg: Springer International 2014.
Helping low achievers to succeed in tertiary education: Explicit teaching of academic literacy as a way to positive educational experiences. In D. Gabryś-Barker & D. Gałajda (eds.), Positive Psychology Perspectives on Foreign Language Learning and Teaching (pp. 323-336). Springer International Switzerland, 2016. DOI 10.1007/978-3-319-32954-3_18