Wyniki wyszukiwania - Biblioteka Nauki

1

Expanding the theoretical base for the dynamics of willingness to communicate

100%

MacIntyre P.

Studies in Second Language Learning and Teaching

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2020

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tom 10

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nr 1

111-131

EN

The dynamics underlying willingness to communicate in a second or third language (L2 for short), operating in real time, are affected by a number of intra- and inter-personal processes. L2 communication is a remarkably fluid process, especially considering the wide range of skill levels observed among L2 learners and speakers. Learners often find themselves in a position that requires the use of uncertain L2 skills, be it inside or outside the classroom context. Beyond issues of competencies, which are themselves complex, using an L2 also evokes cultural, political, social, identity, motivational, emotional, pedagogical, and other issues that learners must navigate on-the-fly. The focus of this article will be on the remarkably rapid integration of factors, such as the ones just named whenever a language learner chooses to be a language speaker, that is, when the moment for authentic communication arrives. Communicative events are especially important in understanding the psychology of the L2 learner. Our research group has developed the idiodynamic method to allow examination of an individual’s experience of events on a timescale of a few minutes. Results are describing complex interactions and rapid changes in the psychological conditions that accompany both approaching and avoiding L2 communication. The research takes a new approach to familiar concepts such as motivation, language competence, learning strategies, and so on. By examining willingness to communicate as a dynamic process, new types of research questions and answers are emerging, generating new theory, research methods, and pedagogical approaches applicable both within language classrooms and beyond.

2

Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness

63%

Wang L. , MacIntyre P.

Studies in Second Language Learning and Teaching

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2021

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tom 11

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nr 4

491-515

EN

Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.

3

Emotions that facilitate language learning: The positive-broadening power of the imagination

63%

MacIntyre P. , Gregersen T.

Studies in Second Language Learning and Teaching

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2012

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tom 2

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nr 2

193-213

EN

The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the language. In contrast, negative emotion produces the opposite tendency, a narrowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positivebroadening and negative-narrowing emotions in the language classroom, and beyond. The emotion system is an engine for the positive-broadening power of the imagination.

4

Emotions that facilitate language learning: The positive-broadening power of the imagination

63%

MacIntyre P. , Gregersen T.

Studies in Second Language Learning and Teaching

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2012

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tom 2

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nr 2

193-213

EN

The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the language. In contrast, negative emotion produces the opposite tendency, a narrowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positivebroadening and negative-narrowing emotions in the language classroom, and beyond. The emotion system is an engine for the positive-broadening power of the imagination.

5

Positive Language Education: Combining Positive Education and Language Education

51%

Mercer S. , MacIntyre P. , Gregersen T. , Talbot K.

Theory and Practice of Second Language Acquisition

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2018

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tom 4

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nr 2

EN

In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.

6

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

51%

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

Theory and Practice of Second Language Acquisition

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2016

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tom 2

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nr 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.