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A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

100%
Csizér K., Kálmán C.
Studies in Second Language Learning and Teaching
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2019
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vol. 9
|
issue 1
225-246
EN
Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.
2
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Attributions in High and Low Willingness to Communicate in L2

75%
Piechurska-Kuciel E.
Anglica Wratislaviensia
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2014
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issue 52
129 - 146
EN
“Attributions” make up a psychological process that allows the individual to interpret and understand the behavior of others. As such, attributions refer to communicative behavior, enabling us to explain and understand the diversity of meanings given to communicative acts. Foreign language learners’ attributions regarding communication in L2 may be shaped by their willingness to communicate (WTC) in that language. The participants in this study were 609 secondary grammar school students. The results demonstrated that high levels of L2 WTC allow for responsible, internally driven, and stable behavior, firmly grounded in the student’s self-confidence. Learners willing to communicate in L2 demonstrate an unfaltering belief in their own abilities, and can take control of their own learning and fully rely on their hard work, irrespective of the hardships of the FL process. They are able to adapt to new challenges and new resources — a fact that makes them valuable assets to modern society. Conversely, students with low L2 WTC levels display serious maladaptive behaviors. They are not only convinced of their inferior abilities, but also reject investing more effort into their language learning processes. In effect, their self-confidence is extremely low, while their lack of volitional control makes them victims of blind fate governed by an FL context that they cannot understand or countenance. Ultimately it is very hard for them to adapt to new challenges, possibly resulting in fewer chances for success in adulthood.
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Wdzięczność w świetle wybranych koncepcji psychologiczno-społecznych

63%
Szcześniak M.
Roczniki Psychologiczne
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2007
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vol. 10
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issue 1
93-111
PL
Wprawdzie wdzięczność jest jedną z najbardziej „łączących” rzeczywistości, które regulują relacje międzyludzkie, i jako taka od dawna jest wysoce wartościowana w literaturze filozoficznej i teologicznej, to w dziedzinie psychologii przez długi czas nie cieszyła się zainteresowaniem. Status wdzięczności, jako „zapomnianej” i słabej emocji, powoli zaczął być przełamywany dzięki kilku wybitnym teoretykom, którzy zaoferowali wyjaśnienie zjawiska wdzięczności i zwrócili uwagę na istotne mechanizmy jej wzbudzania. Niniejszy artykuł jest przede wszystkim próbą historyczno-przeglądowej prezentacji wdzięczności w świetle wybranych koncepcji psychologiczno-społecznych, które zostały wypracowane przez takich autorów, jak Heider, Weiner, Maslow, Ortony, Emmons, McCullough, Fredrickson, Buck, Wojciszke i Kemper. Część historyczno-przeglądowa poprzedzona jest wstępem przedstawiającym zarys leksykalnych i filozoficznych ujęć wdzięczności.
EN
Although gratitude has privilege to be one of the most bonding realities regulating people’s relations and as such has been highly valued in philosophical and theological literature, in the field of psychological science for a long time it was not considered as a topic worthy of consideration. The status of gratitude as a neglected and weak emotion was gradually overcome thanks to various theorists who explained the phenomenon of gratitude and clarified the essential mechanisms of its development. The present article is primarily an attempt of concise historical presentation of gratitude in the light of chosen social–psychological theories, which were elaborated by such authors as: Heider, Weiner, Maslow, Ortony, Lazarus, Emmons, McCullough, Fredrickson, Buck, Wojciszke and Kemper. Theoretical accomplishments of the above-mentioned authors and other topics related to conceptualization of gratitude explicate complexity and multidimensional character of this construct. Historical presentation is preceded by linguistic and philosophical outline concerning gratitude.
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