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Working with language learner histories from three perspectives: Teachers, learners and researchers

100%

Mercer S.

Studies in Second Language Learning and Teaching

|

2013

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vol. 3

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issue 2

161-185

EN

In the present investigation, 15 first term university students were faced with 80 context-based idioms in English (L2) and Swedish (L1) respectively, 30 of which were in the source domain of animals, commonly used in both languages, and asked to explain their meaning. The idioms were of varying frequency and transparency. Three main research questions were thus addressed:1. How well do students master idioms in their L2 as compared to their L1?2. How do (a) degrees of transparency, (b) idiom frequency and (c) the choice of source domain affect students’ L1 and L2 comprehension?3. To what extent is context used when interpreting L1 and L2 idioms?Results show that while the frequency of an idiom does not appear to play a part in whether it is comprehended or not in either language, the degree of transparency is of great importance in students’ L2. Also, students make extensive use of context in their L2.

2

What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory

100%

Oxford R. L.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 4

593-615

EN

This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.

3

Working with language learner histories from three perspectives: Teachers, learners and researchers

100%

Mercer S.

Studies in Second Language Learning and Teaching

|

2013

|

vol. 3

|

issue 2

161-185

EN

Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.

4

What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory

100%

Oxford R. L.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 4

593-615

EN

This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.

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4 Studies in Second Language Learning and Teaching

2 Mercer S.

2 Oxford R. L.

2 2014

2 2013

Working with language learner histories from three perspectives: Teachers, learners and researchers

What can we learn about strategies, langugae learning, and life from the two extreme cases: The role of well-being theory

Working with language learner histories from three perspectives: Teachers, learners and researchers

What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory