Ewa Guz (PhD)
position: senior lecturer

Research interests:
As a researcher I am interested in pretty much anything that has to do with the spoken language, but my primary interest has always been in the issues related to native-like fluency and lexical selection with special focus on the role of conventionalised pairings of meaning and form in language processing and production in highly proficient L2 learners.

As a teacher and FL teacher trainer, over the years I have come to appreciate the impact the actual language used by the teacher plays in the classroom; hence, my interest in classroom discourse and the way it creates learning opportunities. I have also recently become interested in the notion of learner engagement (short- and long-term) in a young learners’ classroom.

Main research areas:
second language acquisition
L2 speech production and processing
formulaic language in (non)native speech
measures of L2 proficiency/performance
academic literacy at the tertiary level
early foreign language instruction
classroom discourse

Current research projects:
(dys)fluency patterns in L1 and L2 speech
learner engagement in early FL learning
code-switching in teacher talk

Courses taught in 2016/17:
introduction to language acquisition
academic reading

Recent publications:
2016
Guz, E. (2016). Refining the methodology for investigating the relationship between fluency and the use of formulaic language in learner speech. Research in Language 14(2), 95-122.
Guz, E. (2016). Learner perception of academic register at the undergraduate level. In H. Chodkiewicz, P. Steinbrich, &  Krzemińska-Adamek, M. (Eds.), Working with text and around text in foreign language environments. (75-87), Springer International: Switzerland.
Guz, E. & Tetiurka, M. (2016). Positive emotions and learner engagement: Insights from an early FL classroom. In Gabryś-Barker, D. & Gałajda, D. (Eds.) Positive psychology perspectives on foreign language learning and teaching. (133-153), Springer International: Switzerland.
Guz, E. (2016). Learning through play. Roczniki Humanistyczne LXIV(11), 41-52. DOI: http://dx.doi.org/10.18290/rh.2016.64.11-3
2015
Guz, E. (2016). Establishing the fluency gap between native and non-native speech. Research in Language 13(2), 1-18.
2014
Guz, E. (2014). Gauging advanced learners’ language awareness: some remarks on the perceptual salience of formulaic sequences. In A. Łyda & Szcześniak, K. (Eds.) Awareness in action.(165-181). Springer:Switzerland.DOI:10.1007/978-3-319-00461-7_11.
Guz, E. (2014). Achieving the academic effect: lexical creativity in learners’ academic writing at the undergraduate level.” In H. Chodkiewicz & Trepczyńska, M. (Eds.) Language skills: Traditions, transitions and ways forward. (322-342). Newcastle upon Tyne: Cambridge Scholars Publishing.
Guz, E.,& Steinbrich P. (2014). Managing collaborative speaking tasks: pedagogic and naturalistic discourse in trainees’ instructional talk. n H. Chodkiewicz & Trepczyńska, M. (Eds.) Language skills: Traditions, transitions and ways forward. (95-118). Newcastle upon Tyne: Cambridge Scholars Publishing.
Guz, E. (2014). Formulaic sequences as fluency devices in the oral production of native speakers of Polish. Research in Language 12 (2), 113-129.
Guz, E. (2014). Phonetic/phonological indicators of the formulaic status: a study of L2 speech of Polish advanced learners of English. In J. Szpyra-Kozłowska, E. Guz, P. Steinbrich & Święciński, R. (Eds.) Recent developments in applied phonetics. (115-139). Lublin: Wydawnictwo Katolickiego Uniwersytetu Lubelskiego.
Szpyra-Kozłowska, J., Guz, E., Steinbrich P. & Święciński, R. (Eds.) (2014). Recent developments in applied phonetics. Lublin: Wydawnictwo Katolickiego Uniwersytetu Lubelskiego.