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SUBIEKTYWNE TEORIE NA TEMAT UCZENIA SIĘ JĘZYKA OBCEGO STUDENTÓW ROMANISTYKI

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Pudo D.

Neofilolog

2017

issue 48/1

55-71

Research on subjective (implicit) theories, similarly to studies on other kinds of beliefs, has a rich tradition in the SLA field. This study presents the results of a survey conducted among 55 Romance Philology stu-dents, containing open-ended questions about different aspects of the language learning process: nature of the language itself, learner's per-sonal attributes facilitating learning, effective learning activities, optimal learning environment, obstacles to learning, role played by other people. Due to the use of a qualitative methodology (open-ended questions), a large variety of different answers was collected. The data were analysed and divided into subject categories, and the answers falling into each category were counted in order to provide an overall view of the group's tendencies. The students' answers mainly confirm that they see learning a language as a long process demanding time and effort. Students' motivation and perseverance prove to be the most important factors whereas features such as intelligence or language aptitude are underestimated.

Le soi de l’apprenant d’une langue étrangère : adaptation de certaines théories psychologiques en didactique de langues

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Pudo D.

Neofilolog

2021

issue 56/1

23-38

As an interdisciplinary science, SLA studies are receptive to ideas formulated in other disciplines. Although the relevance of psychology for SLA is often underestimated, its influence has recently grown with the advent of neurosciences and the increased interest in learner variables. One f concept from psychology that is potentially interesting is theories of the self, some of which have recently been adapted into research on foreign language learner motivation. In this article, we examine two particular psychological concepts (possible selves and self-discrepancy) as sources of an influential L2 motivation model – Dörnyei’s L2 Motivational Self System – which is very little debated in French SLA literature. We outline the main points of the three theories, analyse them and try to assess the adaptation process. As in any case of transfer between disciplines, the source theories are altered, but the result has proven a meaningful and enriching addition to studies of L2 motivation.

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2 Neofilolog

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SUBIEKTYWNE TEORIE NA TEMAT UCZENIA SIĘ JĘZYKA OBCEGO STUDENTÓW ROMANISTYKI

Le soi de l’apprenant d’une langue étrangère : adaptation de certaines théories psychologiques en didactique de langues