Search results

1

Neurology of foreign language aptitude

100%

Biedroń A.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 1

13-40

EN

This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.

2

Some People Probably Need to Make More Sense: An Exploratory Study on Individual Differences and the Need for Sense-Making

100%

Cantarero K., van Tilburg W. A. P., Kuźma B., Gąsiorowska A., Wojciszke B.

Polish Psychological Bulletin

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2019

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vol. 50

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issue 2

3

Individual differences in police dog handlers

100%

Kaleta T., Pisula W., Fiszdon K., Kondrakiewicz P.

Polish Psychological Bulletin

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2011

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vol. 42

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issue 2

52-55

EN

The Polish adaptation of the NEO-FFI inventory (see Costa & McCrea, 1989; 1992b; Zawadzki et al. 2007) was used in the present study to assess the personality of dog handlers. For diagnosis of the emotional intelligence, the Polish scale Popular Questionnaire of Emotional Intelligence was used (Jaworowska & Matczak, 2005). There were 601 participants out of the total estimated number of 1408 police dog handlers in Poland. The results were compared with normalization tests for the measures used. The personality profile and emotional intelligence of dog handlers differ significantly from general population. Described in the NEO-FFI terms, police dog handlers are characterized by very low neuroticism, slightly above average extraversion, slightly below average openness to experience, a little above average agreeableness, and very high conscientiousness. In terms of emotional intelligence, they demonstrate higher control and understanding of emotions. It seems that the results obtained in the study may become relevant for the recruitment and training of police officers.

4

The two faces of Janus? Anxiety and enjoyment in the foreign language classroom

100%

Dewaele J.-M., MacIntyre P. D.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 2

237-274

EN

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.

5

CLIL and non-CLIL students' beliefs about language

100%

Sylven L. K.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 2

251-272

EN

This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.

6

A Study of Foreign Language Learning Styles Used by Georgian Students

100%

Gogokhia R., Imedadze N.

Psychology of Language and Communication

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2011

|

vol. 15

|

issue 2

121-127

EN

The aim of the work was to research learning style distribution in Georgian university students to determine which styles or their complexes are optimal in foreign language learning in similar conditions of teaching. Learning style preferences of more and less successful students were compared using a standardized test (Ehrman, 1998). An analysis of frequencies does not reveal reliable differences between more successful and less successful students. A statistically reliable correlation between varieties of styles was detected only in more successful students, giving grounds to conclude that successful students use diverse and multiple styles, while less successful ones are mostly stuck with one style.

7

CLIL and non-CLIL students’ beliefs about language

100%

Sylvén L. K.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 2

251-272

EN

This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.

8

Neurology of foreign language aptitude

100%

Biedroń A.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 1

13-40

EN

This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.

9

Neurology of foreign language aptitude

100%

Biedroń A.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 1

13-40

EN

This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selected methodological issues.

10

Styl atrybucji, poczucie kontroli i płeć a podatność na powstawanie syndromu wyuczonej bezradności

100%

Jarmakowski T., Instytut Psychologii U. Ł.

Acta Universitatis Lodziensis. Folia Psychologica

|

2009

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vol. 13

EN

The article is the review of chosen researches and theories that relates to individual differences in susceptibility of learned helplessness (LH). In the first part of the article the specificity of the learned helplessness syndrome is outlined. Next the theories that are relevant when individual differences in susceptibility of LH are concerned, are presented. Then the researches related to the role of three individual differences: attributional style, Locus of Control and sex, in susceptibility of LH are presented and discussed. In the last part of the article there are some conclusions from the presented researches. Also some conclusions about the possible directions of the future researches to help to separate the reactions to single failure from the reactions to helplessness training.

11

The art of non-verbal communication in perlocutionary giftedness

100%

Świątek A.

Linguistics Beyond and Within

|

2019

|

vol. 5

135-147

EN

Language aptitude and perlocutionary acts and effects have been subjects of extensive research since their true beginnings in the 1950’s and 1960’s, respectively. On the one hand, Carroll and Sapon (1959), Pimsleur (1966), or Biedroń (2012) aimed at revealing the factors responsible for a learner’s sixth sense for languages. On the other hand, almost simultaneously, Austin (1962) introduced the tripartite division of a speech act, with locutions, illocutions, and perlocutions as the integral components, later developed by Searle (1969), who shed new light on the Speech Act Theory (SAT). At that time, however, the role of the perlocutionary component was significantly diminished, since the primary goal of pragmatics was to investigate the speaker’s intentions. Gradually, the role of perlocutionary acts and effects changed and more attention was drawn to the perlocutionary aspect. In 1979, Cohen, Davis and Gaines highlighted the fact that perlocutionary acts have perlocutionary goals, which might be observed by the subsequent effects utterance have on the listener. In 2013, Post offered a new insight into the SAT and suggested that the role of perlocution ought not to be diminished, but enhanced and intensified. In 2015, Świątek suggested a contrasting approach to both concepts and combined them to investigate the role of individual differences responsible for one’s verbal perlocutionary giftedness. The research revealed that the aspects like verbal aptitude, anxiety, willingness to communicate, or personality type had considerable impact on perlocutionary skills and the desired perlocutionary effects. Świątek’s approach shed new light on the research on pragmatic aspects of glottodidactics and opened a new chapter in that field of science. The aim of the presentation is to concentrate on yet another fundamental factor of perlocutionary giftedness, i.e. non-verbal aspects in its manifestation. The research, based on experiential and comparative methods as well as individual case analysis, aimed at revealing a strong link between verbal perlocutionary giftedness and the accompanying non-verbal aspects of communication, such as kinesics, proxemics, vocalics, or posture, which affect the listener’s decisions, who then complies with the speaker’s will.

12

Interrelations of Speech Perception and Speech Comprehension in Young Children

100%

Gósy M.

Poznań Studies in Contemporary Linguistics

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2008

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vol. 44

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issue 1

21-36

EN

Children's first-language perception base and their operative strategies of perceptual processes take shape gradually from age one onwards. A large amount of research has been devoted to the analysis of children's speech processing; however, this is the first comprehensive study of the speech perception processes of Hungarian two- and three-year-olds (based on 3360 data of 48 children, using 7 subtests of the GMP diagnostic procedure). The aim of the present research was to characterize the organization of speech decoding processes, the interrelations of speech perception and comprehension as well as the strategies children use. The analysis proved the existence of a strong top-down decoding process which is entirely different from the organization of adults' processes. There was no significant variation across age groups but significant differences have been found depending on the decoding processes themselves. In addition, children's speech perception showed enormous individual differences. The results have important consequences for the practice of speech therapy.

13

Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom

100%

Dewaele J.-M., MacIntyre P., Boudreau C., Dewaele L.

Theory and Practice of Second Language Acquisition

|

2016

|

vol. 2

|

issue 1

EN

The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986). An open question on FLE also provided us with narrative data. Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences. The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance. However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom. We argue that this heightened emotionality benefits the acquisition and use of the FL.

14

Finding the key to successful L2 learning in groups and individuals

100%

Lowie W., van Dijk M., Chan H., Verspoor M.

Studies in Second Language Learning and Teaching

|

2017

|

vol. 7

|

issue 1

127-148

EN

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

15

Finding the key to successful L2 learning in groups and individuals

100%

Lowie w., van Dijk M., Chan H., Verspoor M.

Studies in Second Language Learning and Teaching

|

2017

|

vol. 7

|

issue 1

127-148

EN

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

16

Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA

100%

Goetze J., Driver M.

Studies in Second Language Learning and Teaching

|

2022

|

vol. 12

|

issue 2

233-259

EN

The positive psychology movement (Seligman, 1998) has contributed to the proclamation of a positive turn in second language acquisition (SLA) (MacIntyre et al., 2016). Within the context of individual differences, self-efficacy (Bandura, 1997), an individual’s judgment of their capability to achieve goals, has gained particular interest in language learning (e.g., Lake, 2013). The present study meta-analyzes a body of research that has investigated the relationship between second language (L2) self-efficacy and L2 achievement by exploring 1) reporting practices in this domain, 2) the strength and direction of the relationship, and 3) the effects of moderator variables on the self-efficacy-achievement link. A comprehensive literature search uncovered 37 studies, which contributed to a total of 40 independent samples (N = 23,050). The average observed effect in the sample was r = .46. A moderator analysis showed systematic variations in the effect size for learners’ first language, target language, proficiency level, and both self-efficacy and achievement type. We discuss our findings with respect to theoretical constructs and methodological practices and suggest implications for L2 pedagogy and future research into self-efficacy in SLA.

17

The two faces of Janus? Anxiety and enjoyment in the foreign language classroom

100%

Dewaele J.-M., MacIntyre P. D.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 2

237-274

EN

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.

18

Kwestionariusz Myśli Oderwane od Zadania. Doniesienie wstępne

100%

Kowalczyk M.

Polskie Forum Psychologiczne

|

2013

|

vol. 18

|

issue 2

173-196

EN

The paper reports research aimed at developing a self-report measure of the propensity to experience off-task thoughts. Exploratory factor analyses of experimental versions of Off-Task Thoughts Questionnaire (OTTQ) suggest the need for distinguishing three broad categories of task-unrelated thoughts, based on the kind of emotional involvement of the person. The first category encompasses thoughts that involve negative emotions (about failures, difficulties, conflicts, threats), the second – emotionally positive thoughts (pleasant memories, dreams of successes, plans), and the third – thoughts relating to emotionally neutral matters, thoughts that are ego-dystonic, and episodes of zoning out with no specific conscious content. The respective three scales of the OTTQ correlate differently with personality and temperament traits measured by Eysenck’s EPQ-R and Zawadzki and Strelau’s FCZ-KT, and also with a self-report measure of everyday “cognitive failures” that result from not paying proper attention to the task at hand.

19

The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

88%

Biedroń A., Pawlak M.

Studies in Second Language Learning and Teaching

|

2016

|

vol. 6

|

issue 3

395-422

EN

While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.

20

Does the effect of enjoyment outweigh that of anxiety in foreign language performance?

88%

Dewaele J.-M., Alfawzan M.

Studies in Second Language Learning and Teaching

|

2018

|

vol. 8

|

issue 1

21-45

EN

Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.

Refine search results

Neurology of foreign language aptitude

Some People Probably Need to Make More Sense: An Exploratory Study on Individual Differences and the Need for Sense-Making

Individual differences in police dog handlers

The two faces of Janus? Anxiety and enjoyment in the foreign language classroom

CLIL and non-CLIL students' beliefs about language

A Study of Foreign Language Learning Styles Used by Georgian Students

CLIL and non-CLIL students’ beliefs about language

Neurology of foreign language aptitude

Neurology of foreign language aptitude

Styl atrybucji, poczucie kontroli i płeć a podatność na powstawanie syndromu wyuczonej bezradności