Investigating the Nature of Classroom WTC: A Micro-Perspective
Miroslaw Pawlak, Anna Mystkowska-Wiertelak & Jakub Bielak (Adam Mickiewicz University, Poland)
The presentation reports the results of a study investigating the willingness to communicate of advanced learners of English during speaking classes at a university level. The data collected through self-ratings, immediate reports and interviews reveal the dynamic character of WTC and allow identification of factors responsible for its fluctuations.
Taking L3 Learning by the Horns: Dyslexia and Learning Software
Simone E. Pfenninger (University of Zürich, Switzerland)
Based on questionnaire data gathered from 40 subjects, this study found that self-directed computer-based training in L3 English is potentially an important tool in intervention for dyslexic students, as it not only allows the students to improve in learning foreign languages but also to move from feelings of apprehension and doubt to linguistic self-confidence.
Exploring Engagement in Task Based Interaction with Younger L2 Learners
Jenefer Philp, Susan Duchense & Rhonda Oliver (Lancaster University, UK; Wollongong University, Australia & Curtin University, Australia)
Based on analysis of dyadic task-based interaction among child L2 learners, we explore learners’ engagement and disengagement (Janosz, 2012) with the task, with language, and with one another.This study attempts to refine our construct of engagement in interaction as a step forward in research on engagement and L2 learning.
Language Anxiety and the Four Skills
Katalin Piniel (Eötvös Loránd University, Hungary)
This study investigates the psychometric properties of a Hungarian instrument measuring foreign language speaking, writing, reading, and listening anxiety. Participants comprised 226 Hungarian secondary school language learners in Budapest. The data were submitted to analysis by fitting a partial credit (Rasch) model to assess the construct validity of each scale.
Attitudes and Strategy Use in Predicting Perceived L2 Competence
Maria Platsidou & Zoe Kantaridou (University of Macedonia, Greece)
Based on a sample of 1302 school students we apply confirmatory factor analysis to test a model accounting for the relevant importance of attitudes and strategy use in predicting perceived competence in language learning (LL).We conclude that learner strategy training may be enhanced through parallel interventions in changing learners’ attitudes towards LL.
WTC in the L2 Engineering Classroom
Tanja Psonder & Gerhild Janser-Munro (University of Applied Sciences FH JOANNEUM, Austria)
This talk discusses the willingness factors that exert influence on the communicative behaviour of students in the L2 classroom in two different engineering master degree programmes. Based on a small sample size in the form of a questionnaire, selected linguistic, communicative and social-psychological variables are analysed and interpreted.
“Striving for Survival”: Changing Beliefs in a Task-Based Approach
Carmen Ramos & Miquel Llobera (Munich University of Applied Languages, Germany; University of Barcelona, Spain)
Can we teachers contribute to changing learners’ beliefs? We can, if we get learners engaged in a new learning approach. We will discuss effects of task-based Spanish teaching on the beliefs of German university students and we will relate them to former learning experiences, to anxiety and motivation.
The Psychology of Online Learning Environments: Assessing Online Language Learning
Margit Reitbauer (University of Graz, Austria)
The growing importance of online learning environments has been recognized widely. Many proponents of e-learning believe that virtual classrooms can increase motivation, engagement, collaboration and/or autonomous language learning.
Song and Speech: Singing Ability and Second Language Pronunciation Aptitude
Susanne Reiterer & Markus Christiner (University of Vienna, Austria)
In previous research we isolated musicality/singing as most powerful predictors for L2 pronunciation ability. Replicating this with an Austrian sample of singers we tested musicality, singing, working memory, pronunciation, language proficiency, etc. Working memory, singing ability and educational background explained 65% variance and predicted the pronunciation performance in L2.
Emotions, Multilingualism and Language Choice
Pia Resnik (University of Graz, Austria)
When a multilingual tries to communicate feelings in one of the languages they ttknow, they frequently face the problem of partial or complete untranslatability of the respective words and concepts. Drawing on the results of 24 in-depth interviews, this study offers an insight into influential factors in this process.
Pre-Service Teachers’ Emotions and Beliefs
Neide Rodrigues (Universidade Federal de Viçosa, Brazil)
In this presentation, I talk about an on-going exploratory and descriptive qualitative research project about the relationship between beliefs (Barcelos, 2006, 2007), and emotions (Hargreaves, 2000; Zembylas, 2002, 2003; Aragão, 2008; Shutz e Zembylas, 2009) of EFL pre-service teachers during their English teaching Practicum in Brazil.
Individual Differences in Language Learners: A Determinant of Study Choice?
Alexandra Rosiers, Hildegard Vermeiren & June Eyckmans (Ghent University, Belgium)
This contribution aims to establish that Individual Learner Differences play a role in the choice of study programme and career of advanced language learners. A study focusing on four Individual Difference Variables (cognitive style, extraversion, ego permeability and willingness to communicate) in three populations of University students will be presented.
Speaking Out: Sexual Identity and Language Learning in Cambodia
Benedict Rowlett (Tokai University, Japan)
This presentation reports on the beginning stages of a narrative inquiry conducted with self-identified gay language learners in Cambodia. By sharing their stories, I will draw attention to some of the significant issues they have faced while negotiating their identities as both gay men and language learners.
Insights into L2 Teachers’ Pedagogical Content Knowledge
Hugo Sanchez (University of Bath, UK)
This study examined the use of pedagogical techniques in L2 grammar explanations. The findings highlight the wide range of pedagogical concerns which informed the teachers’ selection of instructional strategies as well as the influence of their self-perceived grammar knowledge, grammar teaching beliefs, and their unique interpretations of their teaching contexts.
Foreign Language Anxiety of Japanese learners of EFL
Johannes Scherling (University of Graz, Austria)
This talk deals with Foreign Language Anxiety of EFL learners in Japan. A particular focus will be on the Japanese conception of the English native speaker and the ensuing devaluation of non-native varieties which, along with cultural factors, account for a general uneasiness with English in some Japanese EFL learners.
Promoting Learner Autonomy: Feedback as Dialogue
Jennifer Schumm-Fauster & Nancy Campbell (University of Graz, Austria)
This presentation reports on an action research project we carried out with tertiary -level EFL students which approached feedback as a dialogue between teacher and learners. We will discuss the ways in which this approach appeared to promote learner autonomy and enhance learners’ motivation during the writing process.
Motivation as a Control Parameter in EFL Learners Trajectory
Walkyria Magno E Silva (Universidade Federal do Pará, Brazil)
In the frame of FL learning as a complex adaptive system, this study analyses motivation in students’ trajectories. Using language learning narratives and data from language advising sessions, results show motivation as a powerful force for successful learning, but not always strong enough to pull students out of attractors.
Analogical Reasoning as a Lexical Communication Strategy in L2 Speakers
Caitlin Vanessa Smith (University of Toulouse, France)
Our study focuses on the use of ‘approximative’, unconventional terms by L2 English speakers in production situations, a strategy that demonstrates not only a willingness to communicate despite gaps in lexical knowledge, but also the ability to use analogical reasoning to identify semantically similar terms in a second language.
Becoming an Intentional Language Learner – Making an Intentional World
Juup Stelma & Woojoo Lee (University of Manchester, UK)
This talk conceptualises ‘becoming a language learner’ using the notions of intentionality as purpose and intentionality as experience. Norwegian and South Korean young language learner data helps to exemplify the conceptualisation. The talk highlights the roles of both structure and autonomy in children developing their own sense of intentionality.
Language Learners’ Belief Change
Sakae Suzuki (Shonan Institute of Technology, Japan)
This longitudinal study provides an account of how beliefs about English language learning change among seven high school students in Japan. Beginning when the students were first-year high school students, the investigation takes a qualitative multiple-case-study approach. Data gathering ended in third year when each student chose a university. Conclusions include: (1) factors that influence changes in learners’ beliefs and (2) implications for educators.
“What Does Your L1 and Your L2 Mean to You?”
Liss Kerstin Sylvén (University of Gothenburg, Sweden)
An innovative, qualitative study involving CLIL (Content and Language Integrated Learning) students (N=6) and students in a parallel, non-CLIL program (N=6) at upper secondary level in Sweden is presented. The aim is to investigate differences in students’ view on language which, in turn, may have fundamental pedagogical implications.