Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 2

Permanent URI for this collectionhttps://repozytorium.amu.edu.pl/handle/10593/11708

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    Book Reviews The Language of Peace: Communicating to Create Harmony
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) Ryan, Stephen
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    Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) Chaffee, Kathryn E.; Noels, Kimberly A.; McEown, Maya Sugita
    Positive psychology encompasses the study of positive outcomes, optimal functioning, and resilience in difficult circumstances. In the context of language learning, positive outcomes include academic engagement, self-determined motivation, persistence in language learning, and eventually becoming a proficient user of the language. These questionnaire studies extend previous research by addressing how these positive outcomes can be achieved even in adverse circumstances. In Study 1, the primary and secondary control scales of interest were validated using 2468 students at a Canadian university. Study 2 examined the capacity of 100 Ca- nadian language learners to adjust themselves to fit in with their environment, termed secondary control, and how it was related to their motivation for and engagement in language learning and their feelings of anxiety speaking in the class- room. Secondary control in the form of adjusting one’s attitude towards language learning challenges through positive reappraisals was positively associated with self-determined motivation, need satisfaction, and engagement. In regression analyses, positive reappraisals were also found to buffer the negative effects of having a controlling instructor on students’ engagement and anxiety. These find- ings suggest that personal characteristics interact with the learning environment to allow students to function optimally in their language courses even when the teacher is controlling.
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    Examining emotional intelligence within the context of positive psychology interventions
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) Gregersen, Tammy; MacIntyre, Peter D.; Finegan, Kate Hein; Talbot, Kyle; Claman, Shelby
    Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence interacted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.
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    Success: From failure to failure with enthusiasm
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) Gabryś-Barker, Danuta
    In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of this article looks at my own qualitative study of pre-service EFL teachers’ narratives and their perceptions of teacher enthusiasm and its impact on teaching and learning success, as seen from their own perspective. In the concluding part I suggest how teacher training should incorporate ideas on teacher enthusiasm and strategies to deploy them as prospective weapons in preventing professional burnout in teachers. As Churchill said, “success is not final . . . Failure is not fatal . . . it´s the courage to continue that counts.” I strongly believe that it is enthusiasm that gives us courage to continue.
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    The two faces of Janus? Anxiety and enjoyment in the foreign language classroom
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) Dewaele, Jean-Marc; MacIntyre, Peter D.
    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. Partici- pants’ 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.
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    Singing well-becoming: Student musical therapy case studies
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) Murphey, Tim
    Much research supports the everyday therapeutic and deeper social- neurophysiological influence of singing songs alone and in groups (Austin, 2008; Cozolino, 2013; Sacks, 2007). This study looks at what happens when Japanese students teach short English affirmation songlet-routines to others out of the classroom (clandestine folk music therapy). I investigate 155 student-conducted musical case studies from 7 semester-long classes (18 to 29 students per class) over a 4-year period. The assignments, their in-class training, and their results are introduced, with examples directly from their case studies. Each class published their own booklet of case studies (a class publication, available to readers online for research replication and modeling). Results show that most primary participants enjoyed spreading these positive songlets as they became “well-becoming agents of change” in their own social networks. “Well-becoming” emphasizes an agentive action or activity that creates better well-being in others, an action such as the sharing or teaching of a songlet. The qualitative data reveals a number of types of well-becoming such as social and familial bonding, meaning-making, teaching-rushes, and experiencing embodied cognition. The project also stimulated wider network dissemination of these well-becoming possibilities and pedagogical insights.
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    Positive psychology in cross-cultural narratives: Mexican students discover themselves while learning Chinese
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) Oxford, Rebecca L.; Cuéllar, Lourdes
    Using the principles of positive psychology and the tools of narrative research, this article focuses on the psychology of five language learners who crossed cultural and linguistic borders. All five were university students learning Chinese in Mexico, and two of them also studied Chinese in China. The grounded theory approach was used to analyze and interpret the students’ narratives. Seligman’s (2011) PERMA model, the centerpiece of the modern view of well-being, pro- vided the theoretical framework. The results led to the conclusion that language learning can be a major journey in selfdiscovery, rich in positive emotions tied to experiences of engagement, relationship, meaning, and accomplishment.
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    Introducing positive psychology to SLA
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) MacIntyre, Peter D.; Mercer, Sarah
    Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, stud- ies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.
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    Circular seating arrangements: Approaching the social crux in language classrooms
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) Falout, Joseph
    Circular seating arrangements can help instill a sense of belonging within classroom communities with overall positive effects on learning, emotions, and well- being. Yet students and their teachers within certain language classroom contexts, due to sociocultural limitations, may be relegated to learning in antisocial envi- ronments instilled partly by rank-and-file seating. Attributions for teacher demoti- vation can often lie in student misbehaviors, while student demotivation, silence, and resistance relate strongly to lack of bodily displays and physical affordances of interpersonal care, understanding, and trust that, if present, would contribute positively to many social aspects of their learning and identity formation. Specifically, rank-and-file seating constricts the area in the classroom most likely to dispose attention and interest to the learning and to others, whereas circular seating potentially expands this area, known as the action zone, to the whole classroom. Seating arrangements therefore can play an important role in the formation of interpersonal dynamics and identity formation among students and their teachers. In this paper, the purposes and ways of using circular seating in language classrooms will be explored from a social psychological perspective. Language teachers are invited to imagine and experiment with possibilities for uses of different seating arrange- ments in their own classrooms.
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    Editorial
    (Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu, 2014-06) MacIntyre, Peter; Gregersen, Tammy