Browsing by Author "Lockley, Thomas"

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    Exploring self-perceived communication competence in foreign language learning
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2013-06) Lockley, Thomas
    Speaking self-perceived communication competence (SPCC) is a construct with many potential implications for foreign language learning, but one that has been little studied. SPCC itself is a major predictive factor in willingness to communicate, a construct which has been widely conceptualised and re-searched. This study (N= 103) used a repeated measures ANOVA to investigate SPCC and its correlation with actual L2 speaking proficiency over the course of a year; there was no significant correlation. Qualitative data was then treated with grounded theory to establish why SPCC was inaccurate and to provide pointers as to how SPCC accuracy might be improved. The findings are discussed with reference to the literature in an attempt to establish a deeper understanding of SPCC, particularly in the Japanese context,its formulation and its implications for foreign language learning.
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    Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2015-03) Lockley, Thomas
    This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom