Social Anxiety and Silence in the Foreign language Classroom
Jim King (University of Leicester, UK)
With a focus on psychological inhibition and its impact upon L2 oral performance, this presentation will examine how the findings of a large-scale, mixed methods investigation of L2 classroom silence within Japanese universities (King, 2013a, 2013b) relate to Clark and Wells’s (1995) seminal cognitive model of social anxiety.
A Dynamic Systems Approach to Online Informal Language Learning
Meryl Kusyk (Université de Strasbourg, France)
This paper discusses the various individual differences that exist across informal learner profiles. Non-symbolic psychological theories (emergentism, dynamic and complex systems theories, connectionism) offer a framework for analyzing and describing learners’ incidental acquisition of English and the representation of this knowledge in the mind.
Understanding an Unfamiliar Language: An Uneven Playing Ground?
Amelia Lambelet and Pierre Yves Mauron (University of Fribourg, Switzerland)
This talk focuses on the link between receptive multilingualism and personality traits. In particular, its aim is to discuss the evaluation of a receptive task by lower secondary students in relation to their personality as defined by the NEO-PI-R questionnaire, as well as to other individual differences (linguistic background, attitudes etc.).
Psychology of Foreign Language Acquisition in Malaysia’s Multilingualism Society
Jin Zhuo Lee (University Malaya, Malaysia)
The level of acquirement in foreign language acquisition concerns not only linguistic competence but also requires the instrumental efforts of the learners’ learning attitude and teachers’ motivation. This presentation focuses on the comprehensive learning of German as a foreign language in Malaysia by learners, who are multilingual.
Struggling to Learn English in Brazil: Pre-Service Teachers’ Narratives
Fernando Silverio de Lima (Universidade Estadual Paulista, FAPESP, Brazil)
The presenter will report the results of a study with pre-service teachers and their struggle to learn English as a Foreign Language, through narrative inquiry. Results show teachers’ narrative as a valuable tool for understanding how they experience learning a language they are going to teach in the future.
Pronunciation Anxiety and WTC in a FL Outside the Classroom
Małgorzata Baran-Łucarz (University of Wrocław, Poland)
The aim of the presentation is to report on a study examining whether Pronunciation Anxiety, a multidimensional construct shaped by fear of negative evaluation, pronunciation self-perceptions and sets of beliefs, can be considered an important determinant of Willingness to Communicate in a FL outside the classroom.
Effects of Styles- and Strategies-Based Instruction in teaching ELP
Ivana Lukica (University of Zagreb, Croatia)
In this talk I will present the results of a study which shows the effects of Styles- and Strategies- Based Instruction on reading comprehension, reading motivation and metacognitive awareness of 150 EFL law students as well as the correlation between individual differences (language learning styles(s), reading habits) and the SSBI method of instruction.
The Association Between Phrasal Knowledge and Cultural Empathy in SLA
Fanny Forsberg Lundell, Alexandra Rosiers and June Eyckmans (Stockholm University, Sweden; Ghent University, Belgium)
The association between phrasal knowledge as measured by a rational cloze test and cultural empathy is investigated in two populations of first year university students: 50 learners of English in Belgium and 50 learners of French in Sweden. Results are discussed in relation to personality factors in SLA.
Going Global, Staying Local: Identity and language in the UAE
Debra McDermott (Zayed University, United Arab Emirates)
The L2 Motivational Self System and Positioning Theory are useful frameworks with which to undertake research aimed at understanding and influencing learner motivation in diverse contexts. This presentation describes a study carried out with university students in the United Arab Emirates, which explored self, identity and motivation using these frameworks.
The Challenges of Dyslexic Students in Learning a Foreign Language
Karin Martin (University of Verona, Italy)
This study investigates the relationship between the ability of children with Developmental Dyslexia to learn a foreign language (FL) and their working memory (WM) capacity. The results of the experimental protocol suggest that WM can affect dyslexic children’s ability to learn a FL, but this effect appears under certain conditions.
An Introduction to Self Concept in Adult GSL Learners
Andrea Mentel-Winter (University of Kassel, Germany)
The aim of this talk is to illustrate selected aspects of self concept in adult German as a Second Language learners. It is based on explorative-interpretative research carried out with an all female, Turkish-speaking group of learners. In addition, practical suggestions for classroom instruction will be given.
Experiential Research: a Brazilian Alternative Approach to Understand Classroom SLA
Laura Miccoli (Federal University of Minas Gerais, Brazil)
This study traces the evolution of an experiential alternative approach to SLA research. Emerging from students’ and teachers’ classroom-processes descriptions and framed by socio-cultural and complexity theories, experience is both construct and unit of analysis. Frameworks for experiential analyses and research results will be presented to support such arguments.
Self-Efficacy in Second Language Acquisition
Nicole Mills (Harvard University, USA)
Bandura (1997) suggests that self-efficacy beliefs can influence one’s decisions, expended effort and perseverance, resilience to adversity, thought processes, affective states, and accomplishments. This presentation will provide an overview of the construct of self-efficacy in foreign language education research including the sources of self-efficacy, relationship of self-efficacy to other self constructs, strategies to guide self-efficacy research, and approaches to fostering students’ self-efficacy beliefs.
Effects of Musical Training on Foreign Language Reading Skills
M.C.Fonseca-Mora and J.Ávila-López (University of Huelva, Spain; University of Córdoba, Spain)
This talk explains the effects of musical training on EFL adolescent learners’ reading skills and on their sustained motivation towards learning a FL as deficiencies in the specific linguistic sub-skills of phonological decoding ability and word segmentation have been related to lack of self-efficacy and willingness to communicate.
Self-Regulation and L2 Writing Development: A Complex Dynamic Systems Perspective
Ryo Nitta and Kyoko Baba (Nagoya Gakuin University, Japan and Kinjo Gakuin University, Japan)
This study investigates how self-regulatory processes lead to long-term development of L2 writing in an EFL classroom over one year from a complex dynamic systems perspective. The findings show that students’ attitudes towards the task and use of effective self-regulatory processes have a significant influence on their L2 writing development.
Back to School: Studying Language Learner Self-Concept of the Young-Old
Miriam Neigert (Justus-Liebig University, Giessen, Germany)
This presentation traces the language learning experiences of young-old EFL-learners at German ‘Volkshochschulen’ (adult-education centers).Using the research on learner self-concept by Sarah Mercer (2011) as a starting point, the research project was designed to investigate the interplay of older learners’ life experiences, their self-concept and language learning processes.
Effects of Metacognitive Instruction in Listening for Vietnamese EFL Learners
Thi Hang Nga Ngo (University of Sydney, Australia)
This study investigates the effects of listening strategy instruction (ELI) grounded in sociocognitve theory on students’ metacognitive awareness, listening strategy use, and listening comprehension. This study aims to make a contribution to the investigation of effectiveness of ELI in actual classroom practice, thereby, bridging the gap between theory and practice.
Between Worlds: Language Learners’ Psychology in Their Own Words
Rebecca Oxford & Lourdes Cuéllar (Professor Emerita University of Maryland, USA and National Autonomous University of México)
To understand language students, let us listen to their own words via learning histories, which reveal strategies, identity, resilience, flow, self-determination, hot cognition, peak experiences, inspired consciousness, and emotional range. This exciting presentation uncovers learners’ psychology in sociocultural contexts and offers implications for teaching, teacher education, and research.