Investigating Individual Learner Differences in Second Language Learning
Preface
Contents
The Interrelationship of Language Learning Autonomy, Self-Efficacy, Motivation and Emotions: The Investigation of Hungarian Secondary School Students
1 Introduction
2 Background to the Study
2.1 Autonomy
2.2 Motivation
2.3 Emotions
2.4 Self-Efficacy
3 Methods
3.1 Research Questions and Design
3.2 Participants
3.3 Questionnaires
3.4 Data Collection Procedures and Analysis
4 Results and Discussion
4.1 Descriptive Analyses
4.2 Interrelationships of Language Learning Autonomy, Motivation, Self-Efficacy, and Emotions
5 Conclusion
References
Psychological Aspects of Self Across Contexts: A Comparison of China, Saudi Arabia, Sweden, Turkey, and the United States
1 Introduction
2 Literature Review
2.1 The Ideal, Ought-To, and Anti-Ought-To Selves
2.2 The Role of Language Learning and Motivation in a Variety of Contexts
3 The Study
3.1 Participants, Data Collection, and Instruments
4 Results
4.1 Comparison of Five Contexts
4.2 Comparison of China and the US
5 Discussion
5.1 Implications for the Ideal Self
5.2 Implications for the Ought-To Self
5.3 Implications for the Anti-Ought-To Self
6 Conclusions
References
The Changing Nature of Foreign Language Anxiety: The Case of Individual Learners
1 Introduction
2 Literature Review
2.1 On the Uniqueness of Anxiety in SLA
2.2 Previous Research into Anxiety
3 The Study
3.1 Aims and Research Questions
3.2 Participants
3.3 Procedures, Data Collection Instruments and Analysis
4 Results
4.1 Students Who Tested High for Anxiety
4.2 Students Who Tested Low for Anxiety
5 Discussion
6 Conclusions and Implications
Appendix
References
Investigating Second Language Pronunciation Anxiety in the Japanese Context
1 Introduction
2 Literature Review
2.1 L2 Pronunciation Anxiety as an Independent Construct
2.2 Difficulties of L2 Pronunciation and Social Concerns
2.3 Social Concerns and Their Behavioral Consequences
3 The Study
3.1 Rationale and Research Question
3.2 Participants
3.3 Procedure
3.4 Analysis
4 Findings
4.1 Need to Belong
4.2 Presence of Others
4.3 Teaching for Accuracy
4.4 Social Expectations
4.5 Language Ownership
5 Discussion
6 Conclusion
References
In-Class Willingness to Communicate in English Among Third Agers: Results of a Questionnaire Study
1 Introduction
2 L2 Willingness to Communicate
3 In-Class WTC
4 Variables Influencing WTC Inside the Classroom
5 The Significance of WTC in Senior Learners’ Language Classroom
6 The Study
6.1 Aims and Research Questions
6.2 Participants
6.3 Research Instrument and Procedure
6.4 Findings
7 Discussion
8 Conclusions
Appendix
References
Vocabulary Learning Strategies and the Representation of L2 and L3 Words in the Mental Lexicon
1 Introduction
2 The Development of the Multilingual Mental Lexicon
2.1 The Representation of Words in the Multilingual Lexicon
2.2 Vocabulary Learning Strategies
3 The Study
3.1 Participants
3.2 Method
3.3 Results
4 Discussion
5 Conclusion
References
Pronunciation Learning Strategies Used by EFL University Students: A Classroom-Based Investigation
1 Introduction
2 Pronunciation Learning Strategies (PLS)
3 Oxford’s (1990) Framework
4 The Study
4.1 Research Questions
4.2 Participants
4.3 Data Collection
4.4 Data Analysis
5 Findings
5.1 Observable Pronunciation Learning Strategies
5.2 Non-Observable Pronunciation Learning Strategies
5.3 Students’ Evaluation of Pronunciation Learning Tactics
5.4 Categorizing Pronunciation Learning Tactics
6 Discussion
7 Conclusion
References
Beliefs About Grammar Instruction and the Mastery of the English Passive Voice
1 Introduction
2 Mastery of L2 Grammar
3 Previous Research on Beliefs About Grammar Instruction
4 The Study
4.1 Aim
4.2 Participants
4.3 Data Collection and Analysis
4.4 Findings
5 Discussion
6 Conclusion
References
Foreign Language Learners’ Pronunciation Learning Beliefs and Strategies
1 Introduction
2 Language Learner Beliefs and Pronunciation Learning Strategies
3 The Current Study
3.1 Participants
3.2 Instruments and Procedure
4 Results and Discussion
5 Concluding Remarks
References
Oral Corrective Feedback in University EFL Contexts: The Interplay Between Students’ and Teacher’s Beliefs
1 Introduction
2 Literature Review
3 Method
3.1 Context of the Study and Participants
3.2 Instrument and Data Collection Procedure
3.3 Data Analysis Procedures
4 Results and Discussion
4.1 What Are the Beliefs Held by EFL University Students About OCF and Their Emotional Reactions to It? (RQ1)
4.2 What Are the Beliefs Held by an EFL University Teacher About OCF? (RQ2)
4.3 How Do Students’ and teacher’s Beliefs About OCF Interplay in the EFL Classroom? (RQ3)
5 Conclusions and Implications
Appendix A: Semi-structured Student Interview Regarding OCF
Appendix B: Semi-structured Teacher Interview Regarding OCF
References
Teacher Learning in Action: Reflection on Responses to an Evidence-Based Task on Teaching English to Young Learners
1 Introduction
2 Literature Review
3 Theoretical Background
3.1 Developing Early Skills in Reading
3.2 Educating L2 Primary School Teachers to Teach Reading in L2 English
3.3 Research into the Practice of Teacher Education
4 The Study
4.1 Research Context
4.2 Participants
4.3 Research Design
4.4 Research Instruments
4.5 Reflective Questions
4.6 Procedure
4.7 Analysis
5 Results
6 Discussion
7 Conclusion
References