item: #1 of 481 id: ssllt-10019 author: Nakamura, Sachiko title: How I see it: An exploratory study on attributions and emotions in L2 learning date: 2018-08-27 words: 8451 flesch: 51 summary: An examination of qualitative data in attribution studies in fact reveals various emotions expressed by L2 learners. Conclusion The current study sought to investigate how adult L2 learners attributed changes in their L2 learning attitudes and motivation during a TOEIC preparation program. keywords: attitudes; attributions; beginner; changes; emotions; language; learners; learning; motivation; students; study cache: ssllt-10019.pdf plain text: ssllt-10019.txt item: #2 of 481 id: ssllt-10026 author: Hryniuk, Katarzyna title: Expressing authorial self in research articles written by Polish and English native-speaker writers: A corpus-based study date: 2018-08-27 words: 8786 flesch: 59 summary: A very often cited study of first person pronoun use in many languages is a qualitative exploration by Vassileva (1998). Only a few researchers, however, con- centrated on the comparison between pronoun use in different languages by L1 writers, and between the use of pronouns and determiners by English native Expressing authorial self in research articles written by Polish and English native-speaker writers. . . keywords: articles; english; polish; pronouns; research; sections; self; use; writers; writing cache: ssllt-10026.pdf plain text: ssllt-10026.txt item: #3 of 481 id: ssllt-11402 author: Sobkowiak, Paweł title: The impact of studying abroad on students’ intercultural competence: An interview study date: 2019-12-31 words: 12738 flesch: 51 summary: Other students said that “the Finns get dressed only to be warm and not to stand out” (S11), “the Croats wear thick jackets in relatively high temperatures” (S5) and “the Belgians wear extravagant and eccentric outfits; for example, males wear colorful socks” (S12). How- ever, the narratives of other students did not contain evidence of such huge cul- tural differences – although they noticed and reported quite a few differences between life in the country of their residence and life in Poland, they were never confronted with inappropriate behaviors of people from other cultures which would violate their comfort zones. keywords: competence; contact; country; cultures; development; differences; experience; impact; interview; journal; language; participants; people; polish; research; students; study cache: ssllt-11402.pdf plain text: ssllt-11402.txt item: #4 of 481 id: ssllt-11693 author: ssllt, ssllt title: Notes on Contributors date: 2017-12-29 words: 2012 flesch: 35 summary: Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://pressto.amu.edu.pl/index.php/ssllt Editors: Editor: Mirosław Pawlak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Edyta Olejarczuk (Poznań University of Technology) Language Editor: Melanie Ellis (Pedagogical University of Kraków) Vol. 7 No. 4 December 2017 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: adam; english; faculty; language; learning; mickiewicz; research; studies; teaching; university cache: ssllt-11693.pdf plain text: ssllt-11693.txt item: #5 of 481 id: ssllt-11694 author: Pawlak, Mirosław title: Editorial date: 2017-12-29 words: 987 flesch: 44 summary: 569 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 7 (4). I am hopeful that the move to the new platform, with all of its useful functionalities, will not only result it more speedy and efficient pro- cessing of the submissions, but will also make it easier for us to find the most suitable reviewers and even further enhance the visibility of SSLLT and its impact in the domain of research in learning and teaching foreign languages. keywords: language; learning; ssllt; university cache: ssllt-11694.pdf plain text: ssllt-11694.txt item: #6 of 481 id: ssllt-11696 author: Scida, Emily E.; Jones, Jill E. title: The impact of contemplative practices on foreign language anxiety and learning date: 2017-12-29 words: 10572 flesch: 53 summary: We had expected that the integration of contemplative practices would have a significant impact on student anxiety, as had been reported in other studies on FLA (Franco et al., 2010; Schlesiger, 1995) and in numerous studies demonstrating the positive effects of mindfulness on stress and anxiety (e.g., Bamber & Schneider, 2016; Conley et al., 2013). Addressing FLA in the classroom Given the potential negative consequences of experiencing FLA in second lan- guage contexts of use, we might ask ourselves what can be done to prevent or reduce student anxiety in our classrooms. keywords: affect; anxiety; classroom; contemplative; efficacy; fla; group; language; language anxiety; language learning; learning; macintyre; positive; practices; research; self; students cache: ssllt-11696.pdf plain text: ssllt-11696.txt item: #7 of 481 id: ssllt-11699 author: Zychowicz, Katarzyna; Biedroń, Adriana; Pawlak, Mirosław title: Polish Listening SPAN: A new tool for measuring verbal working memory date: 2017-12-29 words: 7560 flesch: 61 summary: WM span tests seem to be reliable across time as well. The results of their research indicate that the construct measured by WM span tests is the ability to control attention and thought. keywords: acquisition; language; learning; memory; processing; second; span; test; working cache: ssllt-11699.pdf plain text: ssllt-11699.txt item: #8 of 481 id: ssllt-11704 author: Liao, Fang-Yu title: The relationship between L2 students’ writing experiences and their perceived poetry writing ability date: 2017-12-30 words: 11902 flesch: 63 summary: Fang-Yu Liao 622 2. Studies on writing poetry in a second language There is an increasing body of literature focusing on L2 poetry writing (see Cahnmann- Taylor, Bleyle, Hwang, & Zhang, 2017; Cahnmann-Taylor, Zhang, Bleyle, & Hwang, 2015; Chamcharatsri, 2009, 2013; Garvin, 2013; Hanauer, 2004, 2010, 2011a, 2011b, 2014, 2015; Iida, 2008, 2010, 2012a, 2012b; Liao 2016; Ostrow & Chang, 2012; Tin, 2010). We have also seen that L2 poetry writing is regarded as a process that is free, expressive, and valuable to L2 writers. keywords: ability; english; grammar; language; participants; poetry; poetry writing; students; study; topics; writing; writing experiences cache: ssllt-11704.pdf plain text: ssllt-11704.txt item: #9 of 481 id: ssllt-11706 author: Vickov, Gloria; Jakupčević, Eva title: Discourse markers in non-native EFL teacher talk date: 2017-12-30 words: 9676 flesch: 61 summary: Even though language teachers are said to be responsible for about two thirds of classroom discourse (Ellis, 1994) and their Discourse markers in non-native EFL teacher talk 651 language use is very likely to be at least as influential as the textbooks are (Mül- ler, 2005), there is a serious lack of research focusing on non-native teachers’ use of DMs (Yang, 2011). 649-671 doi: 10.14746/ssllt.2017.7.4.5 http://pressto.amu.edu.pl/index.php/ssllt Discourse markers in non-native EFL teacher talk Gloria Vickov University of Split, Croatia gvickov@ffst.hr Eva Jakupčević University of Split, Croatia ejakupcevic@ffst.hr Abstract The present study aims to investigate the use of discourse markers (DMs) in non- native (Croatian) EFL teachers´ talk with primary and secondary school students. keywords: classroom; discourse; dms; efl; functions; language; markers; native; non; students; teachers; use cache: ssllt-11706.pdf plain text: ssllt-11706.txt item: #10 of 481 id: ssllt-11709 author: De Wilde, Vanessa; Eyckmans, June title: Game on! Young learners’ incidental language learning of English prior to instruction date: 2017-12-30 words: 7377 flesch: 66 summary: The presence of written English on the streets of Rome. Cambridge English: Young Learn- ers: Flyers. keywords: children; english; instruction; language; listening; reading; results; scores; study; test cache: ssllt-11709.pdf plain text: ssllt-11709.txt item: #11 of 481 id: ssllt-11710 author: Hild, Gabriella title: A case study of a Hungarian EFL teacher’s assessment practices with her young learners date: 2017-12-30 words: 8790 flesch: 65 summary: Teacher assessment: The concept of diagnostic competence. Two recent trends in educational assessment, diag- nostic and dynamic testing, can assist language teachers in accomplishing these requirements and, consequently, in boosting their students’ learning potential (Nikolov & Szabó, 2012). keywords: anikó; assessment; english; language; learners; nikolov; students; study; tasks; teacher cache: ssllt-11710.pdf plain text: ssllt-11710.txt item: #12 of 481 id: ssllt-11711 author: Krajka, Jarosław title: Review of Assessment in the language classroom: Teachers supporting student learning; Authors: Liying Cheng, Janna Fox; Publisher: Palgrave, 2017; ISBN: 978-1137464835; Pages: 246 date: 2017-12-30 words: 2192 flesch: 55 summary: The question might arise, then, whether there is a need for a new publication dealing with the complex nature of language assessment, and if yes, what kind of addressee to aim at, how to bridge the gap between what is available and what might be desired, and how to structure it to respond to the currently changing educational reality. This is an interesting way of approaching language assessment holistically, adopting a bird’s eye view of the language classroom, regardless of the particu- lar testing purposes that might be needed during a lesson. keywords: assessment; book; chapter; classroom; language; learning cache: ssllt-11711.pdf plain text: ssllt-11711.txt item: #13 of 481 id: ssllt-11712 author: Pawlak, Mirosław title: Review of Demotivation in second language acquisition: Insights from Japan; Author: Keita Kikuchi; Publisher: Multilingual Matters, 2015; ISBN: 9781138783093946; Pages: 162 date: 2017-12-30 words: 1970 flesch: 38 summary: When discussing future directions of motivational research, she makes the point that demotivation should be one of the key areas that specialists should investigate, and, following the suggestions of Dörnyei and Ushioda (2011), she argues that such research should focus on the relationship of demotivation to more general motivational dispositions as well as personality traits, the situated na- ture of the construct, and the impact of demotivation on the validity of instruments used to tap motivation. Obviously, empirical investigations into demotivation have immense practical value as well since, irrespective of the specific context in which they teach, practitioners have to deal with learners’ demotivation on a regular ba- sis, often being at a loss as to how to motivate students who gradually lose interest 722 in learning a foreign language, a phenomenon that has been well attested to in re- search (see e.g., Dörnyei, 2005; Pawlak & Mystkowska-Wiertelak, 2018, for over- views). keywords: demotivation; dörnyei; language; motivational; research cache: ssllt-11712.pdf plain text: ssllt-11712.txt item: #14 of 481 id: ssllt-11713 author: ssllt, ssllt title: Reviewers for Volume 7/2017 date: 2017-12-30 words: 849 flesch: -80 summary: Their insightful and thorough comments and suggestions have without doubt greatly enhanced the quality of the papers in- cluded in the 2017 volume: Ali Al-Hoorie University of Nottingham, UK Heather Willis Allen University of Miami, USA Tanja Angelovska University of Salzburg, Austria Larissa Aronin Oranim College of Education, Israel Dario Luis Banegas University of Warwick, UK Helen Basturkmen University of Auckland, New Zealand Szilvia Bátyi University of Pannonia, Hungary Alessandro Benati University of Portsmouth, UK Adriana Biedroń Pomeranian University, Słupsk, Poland Marie-Josee Bisson De Montfort University, Leicester, UK Cylcia Bolinbaugh University of York, UK Simon Borg University of Leeds, UK Kees de Bot University of Pannonia, Hungary Kelly A. Bridges New York University, USA Petra Burmeister University of Education, Weingarten, Germany Melisa Misha Cahnmann-Taylor University of Georgia, USA Christine Pearson Casanave Temple University, Japan Huiping Chan University of Groningen, The Netherlands Letty Chan Hong Kong Institute of Education, China Anna Cieślicka A&M International University, Texas, USA Kata Csizér Eötvös Loránd University, Budapest, Hungary Anna Czura University of Wrocław, Poland Jean-Marc Dewaele Birkbeck College, University of London, UK Dina El-Dakhs Prince Sultan University, Riyadh, Saudi Arabia M. Ángeles Escobar-Álvarez National Distance Education University, Madrid, Spain Susanne Even Indiana University at Bloomington, USA Doreen E. Ewert University of San Francisco, USA Thomas Farrell Brock University, Canada 728 Fan (Gabriel) Fang Shantou University, China Fang Fang University of Pannonia, Hungary Anne Frenzel University of Munich, Germany Mara Fuertes-Gutiérrez Open University, UK Danuta Gabryś-Barker University of Silesia, Poland Joseph Gafaranga University of Edinburgh, UK Sue Garton Aston University, UK Monika Geist University of Munich, Germany Shannon Giroir University of Texas at Austin, USA Christina Gkonou University of Essex, UK Jagoda Granić University of Split, Croatia Junkal Gutierrez University of the Basque Country (Spain) Todd Hernandez Marquette University, Milwaukee, USA Phil Hiver Florida State University, USA Maria Adelina Ianos University of Lleida, Spain Teppo Jakonen University of Jyväskylä, Finland Yinxing Jin University of Groningen, The Netherlands Mari Haneda Pennsylvania State University, USA Angela Hahn University of Munich, Germany Naeema Hann Leeds Beckett University, UK Nigel Harwood University of Sheffield, UK Elaine Horwitz University of Texas at Austin, USA Katarzyna Hryniuk University of Warsaw, Poland Jan Hulstijn University of Amsterdam, The Netherlands Paula Kalaja University of Jyväskylä, Finland Dimitra Karoulla-Vrikki European University of Cyprus, Cyprus Merel Keijzer University of Groningen, The Netherlands Achilleas Kostoulas University of Graz, Austria Benjamin Kremmell University of Nottingham, UK Hadrian Lankiewicz University of Gdańsk, Poland Tove Larsson Uppsala University, Sweden Batia Laufer University of Haifa, Israel Shaopeng Li Shanghai International Studies University, China Meihua Liu Tsinghua University, China Hanneke Loerts University of Groningen, The Netherlands Mariza G. Méndez López University of Quintana Roo, Mexico Wander Lowie University of Groningen, The Netherlands Peter D. MacIntyre Cape Breton University, Canada Gabriela Meier University of Exeter, UK Sarah Mercer University of Graz, Austria Jelena Mihaljević Djigunović University of Zagreb, Croatia Théophile Munyangeyo Leeds Beckett University, UK Andre Nava University of Milan, Italy Colleen Neary-Sundquist Perdue University, USA Marianne Nikolov University of Pécs, Hungary Gabriela Olivares University of North Iowa, USA Rhonda Oliver Curtin University, Perth, Australia Zarina Othman National University of Malesia, Malesia Simon Phipps Anatolia Language Institute, Anatolia, Turkey François Pichette TÉLUQ University of Quebec, Canada Simone E. Pfenninger University of Salzburg, Austria 729 Jennefer Philp Lancaster University, UK Ewa Piechurska-Kuciel Opole University, Poland Katalin Piniel Eötvös Loránd University, Budapest, Hungary Simona Popa University of Lleida, Spain Nairán Ramírez-Esparza University of Connecticut, USA John Read University of Auckland, New Zealand Cecilio Lapresta Rey University of Lleida, Spain Michael P. H. Rodgers Carleton University, Ottawa, Canada Joanna Rokita-Jaśkow Pedagogical University of Cracow, Poland Piotr Romanowski University of Warsaw, Poland Stephen Ryan Waseda University, Japan Matteo Santipolo University of Padua, Italy David Singleton University of Pannonia, Hungary Natalia Skorczewska Leeds Beckett University, UK John Smeds University of Turku, Finland Ute Smit University of Vienna, Austria Anja K. Steinlen University of Erlangen-Nuremberg, Germany Kaitlyn Tagarelli Dalhousie University, Halifax, Canada Amy S. Thomson University of South Florida, USA Ivor Timmis Leeds Beckett University, UK Tan Bee Tin University of Auckland, New Zealand Diana Tremayne Leeds Beckett University, UK Marijn van Dijk University of Groningen, The Netherlands Antonella Valeo York University, Ontario, Canada Marjolijn Verspoor University of Groningen, The Netherlands Laszlo Vincze University of Helsinki, 727 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 7 (4). keywords: austria; canada; groningen; hungary; leeds; netherlands; poland; university; usa cache: ssllt-11713.pdf plain text: ssllt-11713.txt item: #15 of 481 id: ssllt-11827 author: McDonough, Kim; Sato, Masatoshi title: Promoting EFL students’ accuracy and fluency through interactive practice activities date: 2019-07-01 words: 6562 flesch: 47 summary: 379-395 http://dx.doi.org/10.14746/ssllt.2019.9.2.6 http://pressto.amu.edu.pl/index.php/ssllt Promoting EFL students’ accuracy and fluency through interactive practice activities Kim McDonough Concordia University, Montreal, Canada https://orcid.org/0000-0003-3165-9687 kim.mcdonough@concordia.ca Masatoshi Sato Universidad Andrés Bello, Santiago, Chile https://orcid.org/0000-0001-7111-3406 masatoshi.sato@unab.cl Abstract This study examined the effectiveness of interactive activities at facilitating EFL students’ production of English relative clauses. Importantly, such practice needs to be meaningful, as opposed to mechanical, because a type of knowledge developed in a given context is best transferred to the same or a similar Promoting EFL students’ accuracy and fluency through interactive practice activities 381 context (i.e., transfer appropriate processing, see Gatbonton & Segalowitz, 2005; Lyster & Sato, 2013). keywords: accuracy; activities; clauses; efl; fluency; knowledge; language; mcdonough; practice; production; sato; students cache: ssllt-11827.pdf plain text: ssllt-11827.txt item: #16 of 481 id: ssllt-12135 author: Vanhove, Jan title: Metalinguistic knowledge about the native language and language transfer in gender assignment date: 2019-07-01 words: 8370 flesch: 53 summary: Method Falk et al. (2015) used a correlational design to address a question similar to mine, but I anticipated to find little variation among informants on a metalinguistic test of substandard gender knowledge. The data in the fifth plot (‘L2 German gender knowledge’) stem from the L2 gender assignment task introduced further below and show that the participants’ actual knowledge of L2 gender was modest. keywords: dutch; gender; german; knowledge; language; masculine; neuter; participants; substandard; transfer cache: ssllt-12135.pdf plain text: ssllt-12135.txt item: #17 of 481 id: ssllt-12140 author: Vujnović Malivuk, Kristina; Palmović, Marijan; Zergollern-Miletić, Lovorka title: Automaticity of lexical access and executive control in Croatian-German bilinguals and second language learners date: 2018-12-30 words: 8151 flesch: 53 summary: In accordance with the executive control model (Green, 1998) and different levels of activation that could be achieved in bilingual speakers (Grosjean, 2008), our hypothesis is that there will be a difference in overall reaction time in the Croatian language and German language among the three groups. The models that were developed were mostly based on monolingual word identification models, with, however, the necessity of adding features which are present in bilingual language processing. keywords: access; automaticity; bilingual; control; croatian; executive; german; language; participants; second; speakers; students; word cache: ssllt-12140.pdf plain text: ssllt-12140.txt item: #18 of 481 id: ssllt-12245 author: Mihaljević Djigunović, Jelena title: Review of Uncovering English-medium instruction: Glocal issues in higher education; Authors: Branka Drljača Margić, Irena Vodopija-Krstanović; Publisher: Peter Lang, 2017; ISBN: 9781787070578; Pages: 142 date: 2018-08-27 words: 1280 flesch: 48 summary: The authors go on to describe possible benefits for EMI teachers (e.g., professional devel- opment, international visibility, networking). The book focuses on the fast spreading phenomenon of English-medium instruction (EMI) permeating HE as one of the consequences of globalization. keywords: book; emi; english cache: ssllt-12245.pdf plain text: ssllt-12245.txt item: #19 of 481 id: ssllt-12295 author: Al-Hoorie, Ali H. title: The L2 motivational self system: A meta-analysis date: 2018-12-30 words: 14133 flesch: 55 summary: To complement this list and to find more recent reports, a search was conducted in databases relevant to our field: ERIC, LLBA, MLA, ProQuest, and PsychINFO us- ing the following keywords: ideal L2 self, ought-to L2 self, L2 learning experience, and L2 motivational self system. The impacts of criterion measure, ideal L2 self, family influence, and attitudes to L2 culture. keywords: analysis; dörnyei; effort; english; l2 learning; l2 motivational; l2 self; language; language learning; learning; measures; meta; mixed; motivation; motivational self; research; results; self system; studies cache: ssllt-12295.pdf plain text: ssllt-12295.txt item: #20 of 481 id: ssllt-12297 author: Brosh, Hezi Y. title: Arabic language-learning strategy preferences among undergraduate students date: 2019-07-01 words: 10220 flesch: 58 summary: This defini- tion emphasizes the active aspect of language learning strategies and assumes flexibility by the learner to intentionally manipulate them in order to plan for ef- fective learning (for an in-depth review, see Cohen, 1996; Kamińska, 2014; O’Mal- ley & Chamot, 1990; O’Malley et al., 1985; Oxford, 2017). Research questions Choosing and using language learning strategies depends on the learner’s purpose in learning the language, among other factors. keywords: arabic; group; language; language learning; learning; learning strategies; oxford; participants; strategies; strategy; students; teacher; year cache: ssllt-12297.pdf plain text: ssllt-12297.txt item: #21 of 481 id: ssllt-12383 author: Dewaele, Jean-Marc; Alfawzan, Mateb title: Does the effect of enjoyment outweigh that of anxiety in foreign language performance? date: 2018-03-27 words: 9423 flesch: 61 summary: Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pur- sue or abandon the study of the FL. Keywords: foreign language anxiety; foreign language enjoyment; individual differences; learner-internal variables; teacher-centered variables Jean-Marc Dewaele, Mateb Alfawzan 22 1. Introduction While the negative role of foreign language anxiety (FLA) on learners’ progress and performance in a foreign language (FL) is well established (Gkonou, Daub- ney, & Dewaele, 2017; Horwitz, 2010; Liu & Jackson, 2008; MacIntyre, 1999; MacIntyre & Gregersen, 2012a, 2012b; Saito, Garza, & Horwitz, 1999), no re- search so far has compared its effect with that of positive emotions such as for- eign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen, & Mercer, 2016). keywords: anxiety; dewaele; effect; emotions; english; enjoyment; flca; fle; language; language anxiety; learners; learning; macintyre; participants; performance; students cache: ssllt-12383.pdf plain text: ssllt-12383.txt item: #22 of 481 id: ssllt-12384 author: De Smet, Audrey; Mettewie, Laurence; Galand, Benoit; Hiligsmann, Philippe; Van Mensel, Luk title: Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? date: 2018-03-27 words: 9064 flesch: 59 summary: A partial ex- planation lies in the fact that “the word ‘emotion’ itself was generally absent in the SLA literature up to the start of the current century, although there had been interest in one specific emotion: foreign language anxiety,” as pointed out by Dewaele (2015, p. 13). Controlling for parental education and age, CLIL pupils appeared to be more mo- tivated than non-CLIL pupils, but they also experienced significantly more anxi- ety than non-CLIL pupils in Grade 7. keywords: anxiety; clil; dutch; education; english; enjoyment; language; learning; level; non; primary; pupils; target; target language cache: ssllt-12384.pdf plain text: ssllt-12384.txt item: #23 of 481 id: ssllt-12386 author: Pavelescu, Liana Maria; Petrić, Bojana title: Love and enjoyment in context: Four case studies of adolescent EFL learners date: 2018-03-27 words: 11604 flesch: 59 summary: To identify the contextual factors mediating the positive emotions towards English language learning, the codes were further subdivided; for instance, the “Liking” segment above was coded as “Liking – Pastime activities.” Addison’s core emotion: Enjoyment Positive emotions in English language learning were also revealed by Addison, whose written language learning history highlighted how her enjoyment of Eng- lish was constructed in interactions with her teacher and classmates before high school. keywords: ann; classroom; emotions; english; enjoyment; language; language learning; learners; learning; love; students; study; teacher cache: ssllt-12386.pdf plain text: ssllt-12386.txt item: #24 of 481 id: ssllt-12391 author: Ross, Andrew S.; Rivers, Damian J. title: Emotional experiences beyond the classroom: Interactions with the social world date: 2018-03-27 words: 9208 flesch: 56 summary: The study builds on previous work in relation to language learner emotions in authentic L2 use beyond the classroom. These are not isolated examples, but they are important as they point to the ways in which learner emotions can actually cause a change in investment in the language learning process. keywords: classroom; emotions; english; enjoyment; experiences; frustration; hope; interview; language; learners; learning; participants; study cache: ssllt-12391.pdf plain text: ssllt-12391.txt item: #25 of 481 id: ssllt-12392 author: Piniel, Katalin; Albert, Ágnes title: Advanced learners’ foreign language-related emotions across the four skills date: 2018-03-27 words: 9096 flesch: 54 summary: Are there any differences in the types of emotions language learners tend to experience with regard to the four skills? c. Are there any differences in the types of emotions language learners tend to experience with regard to their year of study at university? keywords: achievement; anxiety; emotions; language; language learning; learners; learning; macintyre; pekrun; skills; social; students cache: ssllt-12392.pdf plain text: ssllt-12392.txt item: #26 of 481 id: ssllt-12394 author: Boudreau, Carmen; MacIntyre, Peter D.; Dewaele, Jean-Marc title: Enjoyment and anxiety in second language communication: An idiodynamic approach date: 2018-03-27 words: 8392 flesch: 54 summary: With the SLA literature showing such a heavy focus on language anxiety, the role of positive emotions in language learning has received little attention until recently (Arnold, 2009; MacIntyre & Gregersen, 2012). Positive emotions may even serve a preventative or protective function against negative emotions, such as language anxiety, when anxiety is difficult to avoid (MacIntyre, 2017). keywords: anxiety; communication; dewaele; emotions; enjoyment; language; learning; macintyre; participants; ratings; second cache: ssllt-12394.pdf plain text: ssllt-12394.txt item: #27 of 481 id: ssllt-12395 author: ssllt, ssllt title: Notes on Contributors date: 2018-03-27 words: 2331 flesch: 35 summary: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 8 No. 1 Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: contact; department; details; editor; language; learning; linguistics; research; studies; university cache: ssllt-12395.pdf plain text: ssllt-12395.txt item: #28 of 481 id: ssllt-12396 author: Dewaele, Jean-Marc; Li, Chengchen title: Editorial date: 2018-03-27 words: 1830 flesch: 56 summary: We are not claiming that nobody had considered positive emotions and affect in SLA before 2012, as indeed many researchers prepared the ground (e.g., Arnold, 1999; Broner & Tarone, 2001; Cook, 2000; Dewaele, 2005; Kramsch, 2006). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. keywords: emotions; english; language; learning; second cache: ssllt-12396.pdf plain text: ssllt-12396.txt item: #29 of 481 id: ssllt-12731 author: Henry, Alastair title: A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives date: 2019-07-01 words: 10002 flesch: 57 summary: Con- ceptualizing teacher identity as a dialogical accomplishment where develop- ment occurs as a consequence of shifts between different identity positions that map onto the topography of a teacher identity system, the study seeks to show how identity tensions can be understood systemically. By focusing on the conditions under which identities evolve, a complexity approach can provide a framework for conceptualizing the integrative nature of teacher identity (Kaplan & Garner, 2017, 2018). keywords: complexity; development; education; identity; position; practicum; self; state; system; teacher; teacher identity cache: ssllt-12731.pdf plain text: ssllt-12731.txt item: #30 of 481 id: ssllt-13213 author: ssllt, ssllt title: Notes on Contributors date: 2018-07-24 words: 2742 flesch: 37 summary: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 8 No. 2 June 2018 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: contact; department; details; education; english; language; learning; research; strategies; studies; teaching; university cache: ssllt-13213.pdf plain text: ssllt-13213.txt item: #31 of 481 id: ssllt-13214 author: Oxford, Rebecca L.; Pawlak, Mirosław title: Editorial date: 2018-07-24 words: 1846 flesch: 57 summary: Language learning strategy research in the twenty-first century. Our focus is language learning strategies, or LLS. keywords: language; learning; lls; oxford; research; strategies cache: ssllt-13214.pdf plain text: ssllt-13214.txt item: #32 of 481 id: ssllt-13215 author: Zeng, Yajun; Goh, Christine C. M. title: A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness date: 2018-07-24 words: 10055 flesch: 58 summary: Listening remains a much neglected skill and listening strategies are seen as the “Cinderella” of strat- egies (Vandergrift, 1997), receiving little research attention as compared to reading, writing or speaking. Despite early debates about whether strategy instruction is useful for listen- ing (Field, 2000; Ridgway, 2000), possible resistance from learners (Huang, 2006) and other challenges, researchers have argued that learners can benefit from learning to use listening strategies to compensate for incomplete understanding, missed linguistic or schematic input, misidentified clues and other listening limita- tions (Flowerdew & Miller, 2005; Rubin, 1994; Vandergrift, 2003a). keywords: approach; comprehension; development; goh; language; learners; learning; listening; self; srl; strategies; strategy; use; vandergrift cache: ssllt-13215.pdf plain text: ssllt-13215.txt item: #33 of 481 id: ssllt-13216 author: Mokhtari, Kouider; Dimitrov, Dimiter M.; Reichard, Carla A. title: Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance date: 2018-07-24 words: 10966 flesch: 55 summary: This understanding should help in the design and development of adequate assessment measures of metacognitive reading strategies, as well as effective instructional and curriculum frameworks for advancing students’ awareness and use of reading strategies when they read. We provide a copy of the MARSI- R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies. keywords: awareness; factor; gender; invariance; inventory; marsi; model; reading; reading strategies; strategies; strategy; students; testing; use cache: ssllt-13216.pdf plain text: ssllt-13216.txt item: #34 of 481 id: ssllt-13217 author: Manchón, Rosa M. title: Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings date: 2018-07-24 words: 8900 flesch: 55 summary: The point I would like to raise is that it might be somewhat problematic to talk about “L2 writing strategies” in this domain because, as re- peatedly mentioned in the relevant literature, academic writing is not part of an- yone’s native language capacities. To conclude, it is hoped that the preceding retrospective narrative review of research on L2 writing strategies has made evident the wealth of available perspectives on writing strategies, and that the prospective discussion of poten- tial theoretical and pedagogical relevant lines of inquiry shows profitable and worthy avenues to be explored in future research agendas. keywords: l2 writing; language; language learning; language writing; learning; manchón; research; strategies; strategy; writing; writing strategies cache: ssllt-13217.pdf plain text: ssllt-13217.txt item: #35 of 481 id: ssllt-13218 author: Pawlak, Mirosław title: Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal date: 2018-07-24 words: 9931 flesch: 54 summary: Language learner strategies: Thirty years of research and practice. 269-291 doi: 10.14746/ssllt.2018.8.2.5 http://pressto.amu.edu.pl/index.php/ssllt Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal Mirosław Pawlak Adam Mickiewicz University, Kalisz, Poland State University of Applied Sciences, Konin, Poland pawlakmi@amu.edu.pl Abstract Although the ability to speak is usually seen as a key manifestation of learners’ ability in the target language they are attempting to master, research has not given ample attention to strategies that can be employed to enhance this skill. keywords: communication; english; language; learners; learning; pawlak; performance; research; speaking; strategies; students; task; use cache: ssllt-13218.pdf plain text: ssllt-13218.txt item: #36 of 481 id: ssllt-13219 author: Pawlak, Mirosław; Szyszka, Magdalena title: Researching pronunciation learning strategies: An overview and a critical look date: 2018-07-24 words: 14042 flesch: 43 summary: 4. Overview of existing research The present section offers a synthesis of the available studies on pronunciation learning strategies in four areas, that is, identification and classification of PLS, investigation of learners’ preferences for strategy use, examination of the link Researching pronunciation learning strategies: An overview and a critical look 299 between PLS use and achievement as well as ID factors, and investigation of the effectiveness of strategies-based instruction focused on PLS. Keywords: pronunciation learning; pronunciation learning strategies; strate- gies-based instruction Mirosław Pawlak, Magdalena Szyszka 294 1. keywords: english; language; language learning; learners; learning; learning strategies; participants; pawlak; pls; pls use; pronunciation; pronunciation learning; research; self; strategies; strategy; students; use cache: ssllt-13219.pdf plain text: ssllt-13219.txt item: #37 of 481 id: ssllt-13220 author: Gu, Peter Yongqi title: Validation of an online questionnaire of vocabulary learning strategies for ESL learners date: 2018-07-24 words: 11110 flesch: 70 summary: 325-350 doi: 10.14746/ssllt.2018.8.2.7 http://pressto.amu.edu.pl/index.php/ssllt Validation of an online questionnaire of vocabulary learning strategies for ESL learners Peter Yongqi Gu Victoria University of Wellington, New Zealand peter.gu@vuw.ac.nz Abstract This article reports on the updating and validation of a questionnaire for vo- cabulary learning strategies. Keywords: vocabulary learning strategies; questionnaire validation 1. keywords: esl; items; language; learning; learning strategies; new; questionnaire; strategies; strategy; use; version; vocabulary; vocabulary learning; word cache: ssllt-13220.pdf plain text: ssllt-13220.txt item: #38 of 481 id: ssllt-13221 author: Pawlak, Mirosław title: Grammar Learning Strategy Inventory (GLSI): Another look date: 2018-07-24 words: 13124 flesch: 61 summary: Perhaps the most blatant manifestation of this neglect is the paucity of research into grammar learning strategies (GLS). Keywords: grammar teaching; grammar learning strategies; Grammar Learning Strategies Inventory; validity; reliability; exploratory factor analysis Mirosław Pawlak 352 1. keywords: gls; glsi; grammar; grammar learning; language; language learning; learning; learning strategies; oxford; pawlak; research; strategies; strategy; structures; use cache: ssllt-13221.pdf plain text: ssllt-13221.txt item: #39 of 481 id: ssllt-13222 author: Sykes, Julie M.; Cohen, Andrew D. title: Strategies and interlanguage pragmatics: Explicit and comprehensive date: 2018-07-24 words: 9686 flesch: 54 summary: Less attention has been given to how language learners deal with the skill areas of translation and grammar, both of which can benefit greatly from well-placed strategiz- ing (see Cohen, 2002, with regard to translation, and Cohen & Pinilla-Her- rera, 2010 and Pawlak, this issue, with regard to grammar). Available for iOS (https://itunes.apple.com/us/app/lingrotogo/id1273904866?mt=8) and Android (https://play.google.com/store/apps/details?id=com.lingrolearning.LingroToGo&hl=en), LingroToGo is a game-based app for the learning of Spanish which places communi- cative functions, language learning strategies, and ILP development at the core of learning. keywords: act; approach; cohen; development; ilp; language; learners; learning; pragmatics; speech; strategies; sykes; teaching; use cache: ssllt-13222.pdf plain text: ssllt-13222.txt item: #40 of 481 id: ssllt-13223 author: Oxford, Rebecca L.; Gkonou, Christina title: Interwoven: Culture, language, and learning strategies date: 2018-07-24 words: 9527 flesch: 54 summary: J. K. Hall’s book seems to mention culture strategies in the sense of communication strategies; the term “culture learning strategies” appears rarely, if at all. For the CRITERIA acronym (or other modes for teaching culture strategies) to be helpful, the setting must offer at least some chances for communication across cultures. keywords: communication; culture; instruction; language; language learning; learners; learning; learning strategies; oxford; strategies; strategy; students; target; target culture; teaching; use cache: ssllt-13223.pdf plain text: ssllt-13223.txt item: #41 of 481 id: ssllt-13224 author: Pawlak, Mirosław; Kiermasz, Zuzanna title: The use of language learning strategies in a second and third language: The case of foreign language majors date: 2018-07-24 words: 7825 flesch: 55 summary: On a somewhat different tack, the findings seem to indicate that even students majoring in English or other foreign languages should be made more aware of what the task of language learning involves and how the process could be enhanced with adept use of language learning strategies. 427-443 doi: 10.14746/ssllt.2018.8.2.11 http://pressto.amu.edu.pl/index.php/ssllt The use of language learning strategies in a second and third language: The case of foreign language majors Mirosław Pawlak Adam Mickiewicz University, Kalisz, Poland State University of Applied Sciences, Konin, Poland pawlakmi@amu.edu.pl Zuzanna Kiermasz Łódź University, Poland zuzannakiermasz@gmail.com keywords: english; language; language learning; learning; learning strategies; lls; strategies; use cache: ssllt-13224.pdf plain text: ssllt-13224.txt item: #42 of 481 id: ssllt-13225 author: Williamson Hawkins, Melissa title: Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications date: 2018-07-24 words: 11413 flesch: 54 summary: Research has now been conducted for several decades on incorporating learning strategy instruction into the English language classroom (see, e.g., O’Malley & Chamot, 1990; Oxford, 1990; Wenden, 1991), but a question arises what research has been done thus far regarding instruction in SDL for English language students, and specifically SDL that has imparting knowledge of language-learning strategies as an overt goal? 445-469 doi: 10.14746/ssllt.2018.8.2.12 http://pressto.amu.edu.pl/index.php/ssllt Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications Melissa Williamson Hawkins University of Alabama at Birmingham (UAB), USA melissaw@uab.edu Abstract English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educa- tional environments worldwide. keywords: autonomy; english; grow; language; language learning; learner; learning; sdl; self; stage; strategies; students; teacher; use cache: ssllt-13225.pdf plain text: ssllt-13225.txt item: #43 of 481 id: ssllt-13226 author: Zhou, Yalun; Wei, Michael title: Strategies in technology-enhanced language learning date: 2018-07-24 words: 10404 flesch: 49 summary: Keywords: language learning strategies; self-regulated language learning; strat- egy instruction; strategy assessment; technology enhanced language learning Yalun Zhou, Michael Wei 472 1. Oxford’s (1990) landmark book on language learning strategies (LLS) and O’Malley and Chamot’s (1990) volume on LLS in the cognitive information-pro- cessing model fostered strategy assessment and strategy instruction, leading to up- dated theorizations in recent years (e.g., Cohen, 2011, 2018; Griffiths & Oxford, 2014; Oxford, 2011, 2017). keywords: computer; english; grammar; language; language learning; learners; learning; learning strategies; listening; new; oxford; reading; research; self; strategies; strategy; students; technology; use; vocabulary cache: ssllt-13226.pdf plain text: ssllt-13226.txt item: #44 of 481 id: ssllt-13227 author: Amerstorfer, Carmen M. title: Past its expiry date? The SILL in modern mixed-methods strategy research date: 2018-07-24 words: 11341 flesch: 60 summary: Coming to terms with language learner strategies: Surveying the experts. The SILL (Oxford, 1990) was designed as a self-evaluation tool to meas- ure the frequency of language learning strategies used by foreign and second language (L2) learners. keywords: english; item; language; language learning; learners; learning; new; oxford; research; sill; strategies; strategy; use cache: ssllt-13227.pdf plain text: ssllt-13227.txt item: #45 of 481 id: ssllt-13228 author: Pawlak, Mirosław; Oxford, Rebecca L. title: Conclusion: The future of research into language learning strategies date: 2018-07-24 words: 4685 flesch: 55 summary: 525-535 doi: 10.14746/ssllt.2018.8.2.15 http://pressto.amu.edu.pl/index.php/ssllt Conclusion: The future of research into language learning strategies Mirosław Pawlak Adam Mickiewicz University, Kalisz, Poland State University of Applied Science, Konin, Poland pawlakmi@amu.edu.pl Rebecca L. Oxford University of Maryland, USA rebeccaoxford@gmail.com First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. keywords: language; language learning; learning; lls; oxford; research; strategies; strategy; use cache: ssllt-13228.pdf plain text: ssllt-13228.txt item: #46 of 481 id: ssllt-13329 author: Faber, Günter title: Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure date: 2019-12-11 words: 8778 flesch: 55 summary: Corre- spondingly, relevant survey results pointed out the majority of EFL learners per- ceived the mastering of grammar as an important and useful, albeit rather de- manding and not always enjoyable part of their language learning (Jean & Simard, 2011; Kang, 2017; Loewen et al., 2009; Schulz, 1996; Simon & Taverniers, 2011). EFL learner and teacher beliefs about grammar learning in Ko- rea. keywords: attributions; causal; concept; efl; failure; grammar; language; learners; learning; performance; research; self; success; task cache: ssllt-13329.pdf plain text: ssllt-13329.txt item: #47 of 481 id: ssllt-13330 author: Pawlak, Mirosław title: Editorial date: 2018-08-27 words: 876 flesch: 28 summary: All the six papers not only represent excellent scholarship but also pave the way for new lines of inquiry in the study of second language learning and teaching, as well as indicating the pedagogical implications of the findings. The first two contributions are focused on the role of individual difference factors, both in the case of learners and prospective language teachers. keywords: language; learning cache: ssllt-13330.pdf plain text: ssllt-13330.txt item: #48 of 481 id: ssllt-13331 author: ssllt, ssllt title: Notes on Contributors date: 2018-08-27 words: 1861 flesch: 37 summary: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 8 No. 3 September 2018 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: contact; english; language; learning; oxford; research; studies; teaching; university cache: ssllt-13331.pdf plain text: ssllt-13331.txt item: #49 of 481 id: ssllt-13350 author: Waniek-Klimczak, Ewa title: Review of Second language pronunciation assessment: Interdisciplinary perspectives; Editors: Talia Isaacs, Pavel Trofimovich; Publisher: Multilingual Matters (Second Language Acquisition series), 2017; ISBN: 9781783096848 (hbk), 9781783096831 (pbk), 9781783096855 (pdf), 978783096862 (ebuk); Pages: 273 date: 2018-08-27 words: 2456 flesch: 32 summary: These concise, informative chapters offer an integrated view of L2 pronunciation assessment, in which L2 pronunciation re- search forms the basis for the development of pronunciation assessment both in terms of research and its practical application. As it is freely available online (https://zenodo. org/record/165465#.W0Wvd8IyW1s), the book can exert a considerable impact on the development of the field of L2 pronunciation and encourage scholars to design and conduct more studies in L2 pronunciation assessment. keywords: assessment; chapter; english; pronunciation; study cache: ssllt-13350.pdf plain text: ssllt-13350.txt item: #50 of 481 id: ssllt-13571 author: Bryła-Cruz, Agnieszka title: The gender factor in the perception of English segments by non-native speakers date: 2021-03-29 words: 11652 flesch: 60 summary: Cross language speech perception in adults: Needless to say, the conclusions drawn here are tentative and more research is needed to verify my claims and shed more light onto the gender factor in foreign language perception. keywords: brain; differences; english; gender; language; learners; learning; males; native; perception; polish; processing; second; sex; speech; study cache: ssllt-13571.pdf plain text: ssllt-13571.txt item: #51 of 481 id: ssllt-13673 author: Mohammadzadeh Mohammadabadi, Alireza; Ketabi, Saeed; Nejadansari, Dariush title: Factors influencing language teacher cognition: An ecological systems study date: 2019-12-31 words: 8882 flesch: 52 summary: 657-680 http://dx.doi.org/10.14746/ssllt.2019.9.4.5 http://pressto.amu.edu.pl/index.php/ssllt Factors influencing language teacher cognition: An ecological systems study Alireza Mohammadzadeh Mohammadabadi University of Isfahan, Iran https://orcid.org/0000-0002-6189-4568 ali.mohammadzadeh61@gmail.com Saeed Ketabi University of Isfahan, Iran https://orcid.org/0000-0002-7784-2754 ketabi@fgn.ui.ac.ir Dariush Nejadansari University of Isfahan, Iran https://orcid.org/0000-0002-9145-6008 nejadansari@gmail.com Abstract Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Studying LTC is important in that it identifies a diverse range of knowledge and beliefs that language teachers have about various aspects of language teaching (Burns, Freeman, & Edwards, 2015) and elaborates on the ways in which teachers’ cognitions relate to their classroom practices (Borg, 2015; Kubanyiova & Feryok, 2015). keywords: beliefs; classroom; cognition; data; english; factors; language; language teacher; ltc; research; students; study; teachers; teaching cache: ssllt-13673.pdf plain text: ssllt-13673.txt item: #52 of 481 id: ssllt-14144 author: Moradi, Sholeh; Ghahari, Shima; Abbas Nejad, Mohammad title: Learner- vs. expert-constructed outlines: Testing the associations with L2 text comprehension and multiple intelligences date: 2020-06-29 words: 10079 flesch: 50 summary: Research on the effectiveness of COs, in general, and outlines, in particu- lar, on text comprehension has been inconclusive, with some investigations sug- gesting no significant difference between control and experimental groups and Learner- vs. expert-constructed outlines: Testing the associations with L2 text comprehension and. . . First, we asked whether adjunct displays lead to better text comprehension than text displays do, as well as which text enhancement technique (input-based vs. output- based) is more suitable for L2 learners’ text comprehension. keywords: comprehension; cos; expert; groups; intelligence; learner; learning; organizers; outlines; reading; research; students; study; test; text; text comprehension cache: ssllt-14144.pdf plain text: ssllt-14144.txt item: #53 of 481 id: ssllt-14910 author: Krulatz, Anna; Dixon, Tülay title: The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English date: 2020-12-18 words: 10144 flesch: 55 summary: 751-777 http://dx.doi.org/10.14746/ssllt.2020.10.4.5 http://pressto.amu.edu.pl/index.php/ssllt The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English Anna Krulatz Norwegian University of Science and Technology, Trondheim, Norway https://orcid.org/0000-0002-8588-273X anna.m.krulatz@ntnu.no Tülay Dixon Northern Arizona University, Flagstaff, USA https://orcid.org/0000-0002-4502-2874 to283@nau.edu Abstract The present paper describes a contrastive study of interlanguage refusal strat- egies employed by Korean and Norwegian learners of English as an additional language. The reason these two groups are of particular interest is because the Korean and Norwegian cultures The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian. . . keywords: english; groups; indirect; korean; language; norwegian; participants; performance; refusal; refusal strategies; speakers; strategies; use cache: ssllt-14910.pdf plain text: ssllt-14910.txt item: #54 of 481 id: ssllt-16490 author: Lange, Kriss; Matthews, Joshua title: Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension date: 2020-12-18 words: 10065 flesch: 55 summary: Recent research has demonstrated that aural vocabulary knowledge is more predictive of L2 listening than is word knowledge measured in the written form alone (Cheng & Matthews, 2018) and should therefore be utilized more in listening research. Summary of correlations between L2 listening tests and word frequency level sections (1K-5K and Academic) of the Listening Vocabulary Levels Test (measuring aural vocabulary knowledge) keywords: ability; comprehension; knowledge; l2 vocabulary; level; listening; scores; segmentation; target; test; vocabulary; vocabulary knowledge; word cache: ssllt-16490.pdf plain text: ssllt-16490.txt item: #55 of 481 id: ssllt-16563 author: Werbińska, Dorota title: Review of Third age learners of foreign languages; Editor: Danuta Gabryś-Barker; Publisher: Multilingual Matters, 2018; ISBN: 9781783099405; Pages: 256 date: 2018-12-30 words: 2899 flesch: 51 summary: Their research project, which focused on 10 older adults learning Eng- lish for 4 hours a day over a period of three weeks, aimed at verifying two hy- potheses: Whether there is significant growth in older language learners, and whether the cognitive fitness of particular learners predicts successful L2 learn- ing. These small reservations apart, I am convinced that Third Age Learners of Foreign 851 Languages makes an important contribution to our developing understanding of older language learners. keywords: book; chapter; language; learners; learning; strategies; study cache: ssllt-16563.pdf plain text: ssllt-16563.txt item: #56 of 481 id: ssllt-17178 author: ssllt, ssllt title: Notes on Contributors date: 2018-12-30 words: 1498 flesch: 38 summary: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 8 No. 4 December 2018 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: adam; editor; education; english; language; mickiewicz; studies; university cache: ssllt-17178.pdf plain text: ssllt-17178.txt item: #57 of 481 id: ssllt-17180 author: Pawlak, Mirosław title: Editorial date: 2018-12-30 words: 878 flesch: 45 summary: Fi- nally, Luca A. Botturi, Daniela Kappler, and Lucio Negrini focus on the design, implementation and outcomes of AlpConnectar, a project launched in Switzer- land with the purpose of using digital environments to aid primary school learn- ers in getting to know the languages spoken in different regions, reduce inhibi- tions in foreign language communication, improve language skills, foster motiva- tion and enhance participants’ understanding of linguistic and cultural diversity. Third, we have commissioned special issues guest-edited by well-known scholars for several years to come. keywords: language; learning; studies cache: ssllt-17180.pdf plain text: ssllt-17180.txt item: #58 of 481 id: ssllt-17186 author: ssllt, ssllt title: Reviewers for Volume 8/2018 date: 2018-12-30 words: 1062 flesch: -117 summary: Their insightful and thorough comments and suggestions have without doubt greatly enhanced the quality of the papers in- cluded in the 2018 volume: Alireza Ahmadi Shiraz University, Iran Mohammad Ahmadian University of Leeds, UK Ghazi Algethami Taif University, Saudi Arabia Ali Al-Hoorie University of Nottingham, UK Carmen M. Amerstorfer University of Klagenfurt, Austria Jane Audring University of Leiden, The Netherlands Isabel Balteiro University of Alicante, Spain Dario Luis Banegas University of Warwick, UK Małgorzata Baran-Łucarz University of Wrocław, Poland Anna Maria Barcelos Federal University of Viçosa, Brasil Helen Basturkmen University of Auckland, New Zealand Ana Maria Gabriela Beaven University of Bologna, Italy Cylcia Bolinbaugh University of York, UK Jessica Grace Briggs University of Oxford, UK Joanne Carlisle University of Michigan, USA Christine Pearson Casanave Temple University, Japan Letty Chan Hong Kong Institute of Education, China Lilian Ya-Hui Chang Wenzao Ursuline University of Languages, Taiwan Monika Chavez University of Wisconsin–Madison, USA Yuh-Show Cheng National Taiwan Normal University, Taiwan Alice Chik Macquarie University, Australia Anna Cieślicka A&M International University, Texas, USA Andrew A. Cohen University of Minnesota, USA Kata Csizér Eötvös Loránd University, Budapest, Hungary Joseph Cunningham Georgetown University, USA Anita D’Anselmo Gabriele d’Annunzio University, Chieti, Italy Jean-Marc Dewaele Birkbeck College, University of London, UK Dan Dewey Brigham Young University, Utah, USA 854 Ali Dincer Erzincan University, Turkey Mercedes Durham Cardiff University, UK Dina El-Dakhs Prince Sultan University, Riyadh, Saudi Arabia Zeynep Erdil-Moody University of South Florida, USA June Eyckmans Ghent University, Belgium John Flowerdew University of Lancaster, UK Angelica Galante University of Toronto, Canada Christina Gkonou University of Essex, UK Christine C. M. Goh Nanyang Technological University, Singapore Talip Gonulal Erzincan University, Turkey Tammy Gregersen University of Northern Iowa, USA Peter Yongqi Gu Victoria University of Wellington, New Zealand Alireza Memari Hanjani Islamic Azad University, Iran Nigel Harwood Sheffield University, UK Timothy Hassall Australian National University, Canberra, Australia Åsta Haukås University of Bergen, Norway Alastair Henry Högskolan Väst/University West, Sweden Todd Hernandez Marquette University, Milwaukee, USA Gianna Hessel University of Oxford, UK Phil Hiver Florida State University, USA Chia-Fang (Sandy) Hsu University of Wyoming, USA Kristina Hultgren Open University, UK Kay Irie Gakushuin University, Japan Eun Hee Jeon University of North Carolina at Pembroke, USA Nayef Jomaa Karabuk University, Turkey Jay Jordan University of Utah, USA Soomin Jwa Boston University, USA Paula Kalaja University of Jyväskylä, Finland Sara Kennedy Concordia University, Canada Gholam Hassan Khajavy University of Bojnord, Iran Edit H. Kontra Eötvös Loránd University, Hungary Stefania Kordia Hellenic Open University, Greece Achilleas Kostoulas University of Graz, Austria Jarosław Krajka Marie Curie-Skłodowska University, Lublin, Poland Irena Kuzborska University of York, UK Deny Arnos Kwary Airlangga University, Indonesia Richard LaBontee University of Gothenburg, Sweden Ryan M. LaBrozzi Bridgewater State University, USA Martin Lamb University of Leeds, UK Tove Larsson Uppsala University, Sweden Elaine Lau University of Hawai’i at Manoa, USA Batia Laufer University of Haifa, Israel Dmitri Leontjev University of Jyväskylä, Finland Chengchen Li Xiamen University, Xiamen, China Shuai Li Georgetown State University, USA Lin Lin Xi’an International Studies University, China Stephanie Lindemann Georgia State University, USA Christina Lindqvist University of Gothenburg, Sweden Meihua Liu Tsinghua University, China Thomas Lockley Nihon University, Japan Hanneke Loerts University of Groningen, The Netherlands 855 Nigel Lou University of Alberta, Canada Michael Lynch University of Edinburgh, UK Ernesto Macaro University of Oxford, UK Peter D. MacIntyre Cape Breton University, Canada Rosa M. Manchón University of Murcia, Spain Anna Martinović University of Zadar, Croatia Sarah Mercer University of Graz, Austria Jelena Mihaljević Djigunović University of Zagreb, Croatia Nicole Mills Harvard University, USA Rosamond Mitchell University of Southampton, UK Atushi Mizumoto Kansai University, Japan Kouider Mokhtari University of Texas at Taylor, USA Tim Murphy Kanda University of International Studies, Japan Takayuki Nakanishi Tokiwa University, Ibaraki, Japan Rebecca L. Oxford University of Alabama at Birmingham, USA Åsa Palviainen University of Jyväskylä, Finland Lynn Pearson Bowling Green State University, USA Jian-E Peng Shantou University, China Katerina Petchko National Graduate Institute for Policy Studies, Tokyo, Japan Liliana Piasecka University of Opole, Poland François Pichette TÉLUQ University of Quebec, Canada Ewa Piechurska-Kuciel University of Opole, Poland Katalin Piniel Eötvös Loránd University, Budapest, Hungary Berry Lee Reynolds University of Macau, China Saeed Rezaei Sharif University of Technology, Iran Andrew Ross Southern Cross University, Australia Rosa Maria Manchón Ruiz University of Murcia, Spain Richard Sampson Gunma University, Japan Veronica Sardegna University of Pittsburgh, USA Farzad Scharifian Monash University, Australia Paweł Scheffler Adam Mickiewicz University, Poznań, Poland Elke Schneider Winthrop University, USA Meral Seker Cukurova University, Turkey Audrey De Smet Catholic University of Leuven, Belgium Ute Smit University of Vienna, Austria Anja K. Steinlen University of Erlangen-Nuremberg, Germany Kirk P. H. Sullivan Umeå University, Sweden Jill Surmont Vrije Universiteit Brussel, Belgium Julie M. Sykes University of Oregon, USA Paweł Szudarski University of Nottingham, UK Višnja Pavičić Takač Osip Juraj Strossmayer University of Osijek, Croatia Mitsuko Tanaka Osaka University, Japan Dietmar Tatzl FH JOANNEUM University of Applied Sciences, Austria Katja Težak University of Maribor, Slovenia Amy S. Thomson University of South Florida, USA Pavel Trofimovich Concordia University, Canada Ema Ushioda University of Warwick, UK Ineke Vedder University of Amsterdam, The Netherlands Leandro Veliz Deakin University, Australia Mary Lou Vercellotti Ball State University, USA Paola Vettorel University of Verona, Italy 856 Oksana Vorobel City University of New York, USA Katerina Vourdanou Hellenic Open University, Greece Aleksandra Wach Adam Mickiewicz University, Poland Ye Wang Columbia University, USA Frea Waninge University of Nottingham, UK Michael Wei University of Missouri-Kansas City, USA Dorota Werbińska Pomeranian University, Słupsk, Poland Daniel Williams University of Potsdam, Germany Fuyun Wu Shanghai Jiao Tong University, China Mark Wyatt University of Portsmouth, UK Feng Xiao Pomona College, California, USA Junko Yamashita University of Nagoya, Japan Jackie Xiu Yan City University of Hong Kong, Hong Kong Juan Yang Shanghai International Studies University, China Tomoko Yashima Kansai University, Suita, Japan Shulin Yu University of Macau, China Nourollah Zarrinabadi University of Isfahan, Iran Yalun Zhou Rensselaer Polytechnic Institute, USA keywords: australia; austria; canada; china; iran; japan; poland; state; studies; sweden; university; usa cache: ssllt-17186.pdf plain text: ssllt-17186.txt item: #59 of 481 id: ssllt-17399 author: Takahashi, Chika; Im, Seongah title: Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency date: 2020-12-18 words: 9327 flesch: 57 summary: The relationship between L2 selves, intrinsic/extrinsic motiva- tion and motivated behavior of Japanese EFL learners. L2 selves, emotions, and motivated behaviors. keywords: english; l2 learning; l2 motivational; l2 self; learning; motivation; motivational self; ought; regulation; study cache: ssllt-17399.pdf plain text: ssllt-17399.txt item: #60 of 481 id: ssllt-18025 author: Rokita-Jaśkow, Joanna title: Review of Policy and politics in global primary English; Author: Janet Enever; Publisher: Oxford University Press, 2018; ISBN: 9780194200547; Pages: 196 date: 2019-07-01 words: 2683 flesch: 45 summary: The first example shows the change of attitude to- wards English in language policy from its being viewed as the symbol of oppres- sion of a former colonial power to its perception as an asset in times of rapid economic growth. The analysis of the different ways global policy is implemented raises doubts as to whether stand- ardization leads to equity in English education, and, consequently, whether it increases the life opportunities of individuals. keywords: countries; education; english; language; learning; policy cache: ssllt-18025.pdf plain text: ssllt-18025.txt item: #61 of 481 id: ssllt-18533 author: Dörnyei, Zoltán title: Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System date: 2019-03-22 words: 4881 flesch: 49 summary: In other words, the inclusion was explained by the fact that the main les- son of the motivational renaissance of the 1990s – namely, that factors related to classroom events and various characteristics of the learner group significantly affect L2 motivation – warranted a situation-specific constituent in any concep- tualization of language learning motivation, similar to how Ushioda (2001) and Noels (2003) also pursued a situated understanding of motivation theory. In a theoretical overview of language learning motivation, self and iden- tity, Ushioda (2011) highlighted the fact that currently we lack a sufficiently ro- bust theoretical framework to link the situated processes associated with the L2 Learning Experience with the future-oriented dimension of possible selves. keywords: dörnyei; engagement; experience; l2 learning; language; learning; motivational; self cache: ssllt-18533.pdf plain text: ssllt-18533.txt item: #62 of 481 id: ssllt-18534 author: Henry, Alastair; Thorsen, Cecilia title: Weaving webs of connection: Empathy, perspective taking, and students’ motivation date: 2019-03-22 words: 9581 flesch: 57 summary: If motivation in L2 classrooms is a relational phenomenon shaped by teachers’ responsiveness, there is value in studying how empathy is manifested in teacher–student interactions. Taking up Ushioda’s (2016) call for a “richer and sharper focus” (p. 574) on local and particular phenomena, and with the aim of generating situated understandings of language teachers’ re- sponsiveness (Lamb, 2017), the aim of this ethnographic case study is to explore language teacher empathy in teacher–student interactions. keywords: empathy; henry; knowledge; language; learning; motivation; noomi; perspective; practice; students; taking; teacher; teaching cache: ssllt-18534.pdf plain text: ssllt-18534.txt item: #63 of 481 id: ssllt-18535 author: Pavelescu, Liana Maria title: Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases date: 2019-03-22 words: 11699 flesch: 60 summary: Is language learning motivation linked to the emotional dimension of adolescent students’ EFL learning experience? 2. Research has shown that there are gender differ- ences in language learning motivation. keywords: emotions; english; experience; language; language learning; learners; learning; learning experience; mika; motivation; students; teacher cache: ssllt-18535.pdf plain text: ssllt-18535.txt item: #64 of 481 id: ssllt-18537 author: Csizér, Kata; Kálmán, Csaba title: Editorial date: 2019-03-22 words: 2074 flesch: 47 summary: The seventh empirical study investigates L2 teachers as L2 learners, while the last study compares the current L2 Learning Experience of learners across a variety of ages and contexts to the L2 Learning Experience of L2 teachers. On the other hand, by incorporating Markus and Nurius’ (1986) possible selves theory into L2 motivation research, Dörnyei was able to import adaptable and novel concepts to the field, which set the course of the research agenda for years to come. keywords: experience; language; learning; motivation cache: ssllt-18537.pdf plain text: ssllt-18537.txt item: #65 of 481 id: ssllt-18548 author: ssllt, ssllt title: Notes on Contributors date: 2019-03-22 words: 2126 flesch: 34 summary: Diane Larsen-Freeman (University of Michigan, USA) Barbara Lewandowska-Tomaszczyk (State University of Applied Sciences, Konin, Poland) Jan Majer (State University of Applied Sciences, Włocławek, Poland) Paul Meara (Swansea University, UK) Sarah Mercer (University of Graz, Austria) Anna Michońska-Stadnik (University of Wrocław, Poland) Carmen Muñoz (University of Barcelona, Spain) Anna Niżegorodcew (Jagiellonian University, Kraków, Poland) Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) keywords: contact; education; language; learning; orcid; poland; research; studies; university; usa cache: ssllt-18548.pdf plain text: ssllt-18548.txt item: #66 of 481 id: ssllt-18550 author: Hiver, Phil; Obando, Gabriel; Sang, Yuan; Tahmouresi, Somayeh; Zhou, Ashlee; Zhou, Yang title: Reframing the L2 learning experience as narrative reconstructions of classroom learning date: 2019-03-22 words: 14352 flesch: 55 summary: This was done under the pretext of gaining greater knowledge of their language learning background (e.g., languages learned, length of L2 learning experience) Simple stories of L2 learning experience are likely to contain few characters, straightforward plots, and clear resolutions. keywords: .25; accounts; data; dörnyei; interest; l2 learning; language learning; learner; learning; learning experience; learning story; mcadams; motivation; narrative; new; scenes; self; zhou cache: ssllt-18550.pdf plain text: ssllt-18550.txt item: #67 of 481 id: ssllt-18552 author: Du, Xujia title: The impact of semester-abroad experiences on post-sojourn L2 motivation date: 2019-03-22 words: 15605 flesch: 64 summary: The impact of semester-abroad experiences on post-sojourn L2 motivation 135 Regarding the post-sojourn motivational impact of SA experience, Gary and Jasmine acknowledged that their pleasant social experiences abroad en- hanced their willingness to get involved in L2 intercultural communication at home. Higher-order nodes in this study include L2-mediated academic and social experiences, L2 learning experiences, attitudes toward the L2 and the host, motivational trajectories, and the interactions among motiva- tion, L2-related experiences, L2 selves, and contexts. keywords: english; exchange; experiences; host; impact; language; learning; motivation; participants; post; self; semester; sojourn; students; study cache: ssllt-18552.pdf plain text: ssllt-18552.txt item: #68 of 481 id: ssllt-18553 author: Kikuchi, Keita title: Motivation and demotivation over two years: A case study of English language learners in Japan date: 2019-03-22 words: 6968 flesch: 66 summary: A case study of English language learners in Japan Keita Kikuchi Kanagawa University, Japan https://orcid.org/0000-0003-0328-5331 keita@kanagawa-u.ac.jp Abstract This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motiva- tion. While many small case studies on motivation were conducted focusing on the ideal L2 self or the ought-to L2 self, which work as participants’ self-guides Motivation and demotivation over two years: A case study of English language learners in Japan 159 in language learning (e.g., Irie & Ryan, 2015; Nitta & Baba, 2015; You & Chan, 2015), studies focusing on L2 experiences that use the framework of the L2MSS are rare. keywords: english; experiences; language; learners; learning; motivation; self; study; time cache: ssllt-18553.pdf plain text: ssllt-18553.txt item: #69 of 481 id: ssllt-18554 author: Pigott, Julian title: Anagnorisis and narrative incorporation: How significant incidents affect language-learning behavior date: 2019-03-22 words: 9017 flesch: 57 summary: Keywords: significant incident; anagnorisis; narrative incorporation; motivation; learning experience 1. I draw on findings from the critical incident literature and my own analysis to show that significant incidents in fact share certain general characteristics. keywords: anagnorisis; behavior; dörnyei; english; incident; incorporation; interview; language; learning; motivation; narrative; research; self; university cache: ssllt-18554.pdf plain text: ssllt-18554.txt item: #70 of 481 id: ssllt-18555 author: Gearing, Nigel title: Korean language learning demotivation among EFL instructors in South Korea date: 2019-03-22 words: 10499 flesch: 49 summary: Sakai and Kikuchi’s (2009) review of multiple studies of Japanese English-language learn- ing students and their issues of demotivation (see Falout & Maruyama, 2004; Korean language learning demotivation among EFL instructors in South Korea 203 Hasegawa, 2004; Tsuchiya, 2006), identified a six-factor model of student demoti- vation. Their survey ques- tionnaire of 13,000 Hungarian language learners in 1993, 1999, and 2004 tar- geted attitudes towards English, German, French, Italian, and Russian, finding a steady decline in the motivation to learn foreign languages apart from a marked increase in the direct instrumental benefits derived from learning English such as Korean language learning demotivation among EFL instructors in South Korea 205 career and financial opportunities. keywords: classroom; demotivation; dörnyei; english; experiences; interview; korean; language; learners; learning; participants; study cache: ssllt-18555.pdf plain text: ssllt-18555.txt item: #71 of 481 id: ssllt-18556 author: Csizér, Kata; Kálmán, Csaba title: A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary date: 2019-03-22 words: 9642 flesch: 57 summary: Attribution theory and foreign language learning experience Since both concurrent and retrospective experiences are based on our percep- tions, attribution theory (AT) is a theoretical framework that we cannot ignore when studying foreign language learning experiences. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-re- lated components and attributions. keywords: contact; csizér; dörnyei; english; experiences; language; language learning; learners; learning; learning experiences; motivation; self; study; teachers cache: ssllt-18556.pdf plain text: ssllt-18556.txt item: #72 of 481 id: ssllt-19175 author: Nijakowska, Joanna; Tsagari, Dina; Spanoudis, George title: Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire date: 2020-12-18 words: 10177 flesch: 55 summary: I believe foreign language teachers should have high expectations for their learners with dyslexia. I believe foreign language teachers should differentiate their approach to learners. keywords: dyslexia; education; efl; factor; inclusion; invariance; items; knowledge; language; learners; learning; preparedness; students; teacher; teaching; tepid cache: ssllt-19175.pdf plain text: ssllt-19175.txt item: #73 of 481 id: ssllt-19273 author: Pawlak, Mirosław title: Editorial date: 2019-07-01 words: 891 flesch: 45 summary: The next two papers are concerned with language learning strategies, a field that has been able to withstand severe criticisms in the last two decades or so (Dörnyei & Ryan, 2015). Second, Hezi Y. Brosh employed questionnaires and interviews to elicit preferences con- cerning the use of language learning strategies from 120 students of Arabic, all of whom were speakers of English. keywords: english; learning; self; strategies cache: ssllt-19273.pdf plain text: ssllt-19273.txt item: #74 of 481 id: ssllt-19274 author: ssllt, ssllt title: Notes on Contributors date: 2019-07-01 words: 2107 flesch: 33 summary: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 9 No. 2 June 2019 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) Robert DeKeyser (University of Maryland, USA) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Zoltán Dörnyei (University of Nottingham, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Rod Ellis (Curtin University, Perth, Australia) Danuta Gabryś-Barker (University of Silesia, Poland) Carol Griffiths (University of Leeds, UK, AIS, Auckland, New Zealand) Rebecca Hughes (University of Nottingham, UK) Hanna Komorowska (University of Social Sciences and Humanities, Warsaw, Poland) Terry Lamb (University of Westminster, London, UK) keywords: adam; department; language; learning; mickiewicz; poland; research; studies; teaching; university cache: ssllt-19274.pdf plain text: ssllt-19274.txt item: #75 of 481 id: ssllt-19276 author: Pawlak, Mirosław title: Review of English-medium instruction and pronunciation: Exposure and skills development; Author: Karin Richter; Publisher: Multilingual Matters, 2019; ISBN: 9781788922456; Pages: 202 date: 2019-07-01 words: 1557 flesch: 45 summary: In J. A. Mompean & J. Fouz-González (Eds.), Investigating English pronunciation (pp. Fourth, the analysis of the acquisition of specific pronunciation features allowed identification of those that may be the most resistant to change for native speak- ers of Austrian German despite lengthy exposure, a finding that brings with it important pedagogical implications. keywords: emi; learning; pronunciation; research cache: ssllt-19276.pdf plain text: ssllt-19276.txt item: #76 of 481 id: ssllt-19627 author: Evans, D. Reid title: On the fractal nature of complex syntax and the timescale problem date: 2020-12-05 words: 9361 flesch: 50 summary: From an evolutionary perspective, the redundancy of fractal systems at every timescale permits organisms to overcome and adapt to both the stress and unpredictability of environments (McGrath, 2016) – on the or- der of milliseconds in cellular functions to the entire lifespan, and perhaps on even greater timescales such as that of phylogeny (Potts, 1996). A product of complex dynamic systems (Delignières & Marmelat, 2012), geometric fractals result from iterative mathematical equations that, when repeated, are capable of expressing an infinite amount of detail in a seemingly finite space (Chávez & Ragan, 2016). keywords: analysis; complexity; development; fractal; freeman; language; nature; scales; self; similarity; syntax; systems; time; van cache: ssllt-19627.pdf plain text: ssllt-19627.txt item: #77 of 481 id: ssllt-19752 author: Trendak, Olga title: Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296 date: 2019-12-31 words: 3534 flesch: 45 summary: 745-753 http://dx.doi.org/10.14746/ssllt.2018.8.4.9 http://pressto.amu.edu.pl/index.php/ssllt Book Review Learning strategy instruction in the language classroom: Issues and implementation Editors: Anna Uhl Chamot, Vee Harris Publisher: Multilingual Matters, 2019 ISBN: 978-1-78892-339-2 Pages: 296 The book Learning Strategy Instruction in the Language Classroom: Issues and Imple- mentation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy in- struction (LLSI), both from a theoretical and practical perspective. The final chapter of Part Four as well as the entire collection by Christine Goh, titled “What we still need to learn about language learning strategies in- struction: Research directions and designs,” explores LLSI-related areas which are in need of further empirical investigation. keywords: instruction; language; learning; llsi; strategies; strategy cache: ssllt-19752.pdf plain text: ssllt-19752.txt item: #78 of 481 id: ssllt-19821 author: Lämmerer, Anita; Mercer, Sarah title: Editorial date: 2019-09-27 words: 1113 flesch: 40 summary: Borders men- tioned in the articles include geographical borders, cultural borders, linguistic borders, socio-cultural borders, psychological borders, disciplinary borders, as well as the border between digital and non-digital domains. Indeed, Hessel too examines the context of study abroad and concludes, “crossing borders features prominently as a theme in study abroad, not only in 448 terms of students’ physical border crossings, but also in their intercultural interac- tions with L2 speakers.” keywords: borders; language; study cache: ssllt-19821.pdf plain text: ssllt-19821.txt item: #79 of 481 id: ssllt-19822 author: ssllt, ssllt title: Notes on Contributors date: 2019-09-27 words: 2070 flesch: 35 summary: Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 9 No. 3 September 2019 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) keywords: education; english; language; learning; poland; research; studies; teaching; university cache: ssllt-19822.pdf plain text: ssllt-19822.txt item: #80 of 481 id: ssllt-19823 author: Kaur, Kashmir title: Crossing borders . . . shifting sands: An investigation of Chinese students’ study experiences in the UK and China date: 2019-09-27 words: 9117 flesch: 53 summary: The finding that Chinese students deliberately seek study programs where fellow Chinese students are studying is significant. Transnational connections, competences and identities: Experiences of Chinese international students after their return home. keywords: borders; chinese; circle; education; emi; english; experiences; identity; language; learning; participants; students; study cache: ssllt-19823.pdf plain text: ssllt-19823.txt item: #81 of 481 id: ssllt-19824 author: Kimura, Harumi; Hayashi, Brenda title: Identity development through study abroad experiences: Storied accounts date: 2019-09-27 words: 9493 flesch: 60 summary: Participants in more conventional study abroad programs, such as those reported by Neff and his colleagues, were unlikely to have experienced these types of activities. Considering the increasing popularity of short-term study abroad programs in Japan (Japan Student Services Organiza- tion, 2017), the potential long-term value of such programs should be examined in a local context. keywords: development; experiences; japanese; kakehashi; language; learners; learning; participants; people; program; school; students; study; university cache: ssllt-19824.pdf plain text: ssllt-19824.txt item: #82 of 481 id: ssllt-19825 author: Hessel, Gianna title: The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad date: 2019-09-27 words: 8924 flesch: 47 summary: Interactions with other international students abroad, be they temporarily mobile within their degree program (as is the case for ERASMUS students) or degree-seeking (i.e., The role of international student interactions in English as a lingua franca in L2 acquisition, L2. . 495-517 http://dx.doi.org/10.14746/ssllt.2019.9.3.4 http://pressto.amu.edu.pl/index.php/ssllt The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad Gianna Hessel University of Graz, Austria https://orcid.org/0000-0002-5228-9577 gianna.hessel@uni-graz.at Abstract Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguis- tic and otherwise) keywords: abroad; acquisition; efficacy; english; interactions; l2 learning; language; learning; lingua; role; self; speakers; students; study cache: ssllt-19825.pdf plain text: ssllt-19825.txt item: #83 of 481 id: ssllt-19826 author: Lütge, Christiane; Merse, Thorsten; Owczarek, Claudia; Stannard, Michelle title: Crossovers: Digitalization and literature in foreign language education date: 2019-09-27 words: 8765 flesch: 46 summary: In engaging with digital literary texts, it is additionally important to con- sider how different competencies and literary/literacy practices interact and in- form each other, including: (1) a receptive perspective: reading digital narratives Christiane Lütge, Thorsten Merse, Claudia Owczarek, Michelle Stannard 520 and digital literature can become a space for literary aesthetic experience, and (2) a productive perspective: learners can become “produsers” (Bruns, 2008) of their own digital narratives by drawing on existing genre conventions and rede- signing “available designs” (New London Group, 1996). Based on this thorough understanding of digital literature and the ensuing implications this has on foreign language education, it becomes increasingly possible to articulate the digital-literary com- petences necessary to engage more deeply with digital literary texts and their meaning-making through the interplay of functional features, interactivity pa- rameters, narrative architectures and learner-reader-roles. keywords: classroom; digital; education; interactivity; language; learner; literature; lütge; media; model; narrative; new; reader; story; texts cache: ssllt-19826.pdf plain text: ssllt-19826.txt item: #84 of 481 id: ssllt-19827 author: Resnik, Pia; Schallmoser, Christine title: Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment date: 2019-09-27 words: 10113 flesch: 59 summary: Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). The past twenty years have seen rapid advances in the field of online col- laboration and its more specific form, e-Tandem language learning, and a number Pia Resnik, Christine Schallmoser 544 of researchers have investigated the effects of learning a language through an e- Tandem exchange scheme on learner autonomy (e.g., Little, 2001, 2016; Schwienhorst, 2003). keywords: dewaele; emotions; enjoyment; fle; german; language; language learning; learning; macintyre; research; students; tandem; tandem language cache: ssllt-19827.pdf plain text: ssllt-19827.txt item: #85 of 481 id: ssllt-20006 author: Yang, Xiaowan; Wyatt, Mark title: English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university date: 2021-03-29 words: 11555 flesch: 52 summary: We have em- ployed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and be- havior. Keywords: teacher beliefs; L2 motivation; motivational practices; English for specific purposes; China; stimulated recall 1. keywords: beliefs; chinese; classroom; english; esp; gang; language; learners; learning; motivational; practices; research; students; teachers; teaching cache: ssllt-20006.pdf plain text: ssllt-20006.txt item: #86 of 481 id: ssllt-20162 author: Scheffler, Paweł title: Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257 date: 2019-12-31 words: 3294 flesch: 55 summary: The third contribution in the collection, “From research on child L2 acqui- sition of English to classroom practice” by Teresa Fleta, focuses on the acquisi- tion of English morphosyntax by Spanish child learners aged four to eleven, at- tending a private immersion school in Madrid, in which 90% of the instruction takes place in English. 737-744 http://dx.doi.org/10.14746/ssllt.2018.8.4.8 http://pressto.amu.edu.pl/index.php/ssllt Book Review Early instructed second language acquisition: Pathways to competence Editors: Joanna Rokita-Jaśkow, Melanie Ellis Publisher: Multilingual Matters, 2019 ISBN: 978-1-78892-249-4 Pages: 257 In a large scale survey of teachers’ perceptions of the challenges they face in teaching English to young primary school learners (Copland, Garton, & Burns, 2014), some of the key issues that are identified are as follows: teaching speaking, using only English in the classroom, enhancing motivation, maintaining discipline, catering for different individual needs (including special educational needs), deal- ing with parents, and teaching grammar as well as reading and writing. keywords: chapter; children; early; english; language; learners; reading cache: ssllt-20162.pdf plain text: ssllt-20162.txt item: #87 of 481 id: ssllt-20573 author: ssllt@amu.edu.pl title: Notes on Contributors date: 2019-12-30 words: 1882 flesch: 34 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Pedagogical University of Kraków, Poland) Vol. 9 No. 4 December 2019 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) Robert DeKeyser (University of Maryland, USA) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Zoltán Dörnyei (University of Nottingham, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Rod Ellis (Curtin University, Perth, Australia) Danuta Gabryś-Barker (University of Silesia, Poland) Carol Griffiths (University of Leeds, UK, AIS, Auckland, New Zealand) Rebecca Hughes (University of Nottingham, UK) Hanna Komorowska (University of Social Sciences and Humanities, Warsaw, Poland) Terry Lamb (University of Westminster, London, UK) keywords: adam; english; language; learning; mickiewicz; poland; poznań; studies; teaching; university cache: ssllt-20573.pdf plain text: ssllt-20573.txt item: #88 of 481 id: ssllt-20578 author: Pawlak, Mirosław title: Editorial date: 2019-12-31 words: 1122 flesch: 45 summary: In the fourth paper in the current issue, Alireza Mohammadzadeh Mo- hammadabadi, Saeed Ketabi and Dariush Nejadansari adopted the ecological framework to investigate factors impacting language teacher cognition (LTC). It would also not have happened without our authors who believe that SSLLT is a suitable outlet for sharing the results of their research, editors of special issues 579 who succeed in bringing together top scholars in specific domains, and the hun- dreds of reviewers who feely dedicate their time to ensuring that the papers we publish represent rigorous scholarship. keywords: language; learners; learning; university cache: ssllt-20578.pdf plain text: ssllt-20578.txt item: #89 of 481 id: ssllt-20611 author: Cancino Avila, Marco Octavio title: Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence date: 2019-12-31 words: 10618 flesch: 62 summary: Analysing learner language. In order to develop interactional competence learners must deploy those resources “to co-construct with their interlocutors locally enacted, progressively more accurate, fluent, and complex interactional repertoires in the L2” (p. 406). keywords: classroom; interaction; language; learners; learning; line; talk; teachers; turn cache: ssllt-20611.pdf plain text: ssllt-20611.txt item: #90 of 481 id: ssllt-20612 author: Shirani, Reza title: Patterns of uptake and repair following recasts and prompts in an EFL context: Does feedback explicitness play a role? date: 2019-12-31 words: 9838 flesch: 60 summary: First, coding explicit recasts will be discussed. Explicit recasts were coded as possessing at least one of the characteris- tics of explicitness discussed above. keywords: context; feedback; language; lyster; prompts; recasts; repair; study; uptake cache: ssllt-20612.pdf plain text: ssllt-20612.txt item: #91 of 481 id: ssllt-20616 author: ssllt title: Reviewers for Volume 9/2019 date: 2019-12-31 words: 1713 flesch: -131 summary: The John Paul II Catholic University of Lublin, Poland Behzad Mansouri University of Alabama, USA Susan Marandi Alzahra University, Tehran, Iran Anna Martinović University of Zadar, Croatia Joshua Matthews University of New England, Armidale, USA Aslihan McCarthy RET International, Ankara, Turkey Kim McDonough Concordia University, Canada Alireza Memari Hanjani University of Exeter, UK Sarah Mercer University of Graz, Austria 758 Ryan T. Miller Kent State University, USA Nicole Mills Harvard University, Cambridge, USA Azizullah Mirzaei Shahrekord University, Iran Rosamond Mitchell University of Southampton, UK Atushi Mizumoto Kansai University, Japan Kouider Mokhtari University of Texas at Taylor, USA Ian Moodie Mokpo National University, South Korea Gary Motteram University of Manchester, UK Christine Muir Nottingham University, UK John Murphy Georgia State University, USA Anna Mystkowska-Wiertelak Wrocław University, Poland Sachiko Nakamura Anaheim University, USA Toshiyuki Nakamura Nagasaki University of Foreign Studies, Japan Takayuki Nakanishi Tokiwa University, Ibaraki, Japan Colleen Neary-Sundquist Purdue University, USA David Newby ECLM/University of Graz, Austria Joanna Nijakowska University of Łódź, Poland Katharina Nimz Bielefeld University, Germany William Ludwell Quint Oga-Baldwin Waseda University, Tokyo, Japan Gabriela Olivares University of Northern Iowa, Cedar Falls, USA Jo Oranje University of Otago, Dunedin, New Zealand Rebecca L. Oxford University of Alabama at Birmingham, USA Caroline Payant The University of Idaho, Moscow, ID, USA Katarzyna Ożańska-Ponikwia University of Bielsko-Biala, Poland Amos Paran UCL Institute of Education, London, UK Liana M. Pavelescu Guildford College, UK Pauliina Peltonen University of Turku, Finland Jian-E Peng Shantou University, China Heleen Pennings Utrecht University, Holland Susana Pérez Castillejo University of St. Thomas, St. Paul, USA Liliana Piasecka University of Opole, Poland François Pichette TÉLUQ University of Quebec, Canada Ewa Piechurska-Kuciel University of Opole, Poland Katalin Piniel Eötvös Loránd University, Budapest, Hungary Richard Pinner Sophia University, Tokyo, Japan Glen Poupore Minnesota State University, Mankato, USA Danijela Prosic-Santovac University of Novi Sad, Serbia Haio Reinders Unitec Institute of Technology, New Zealand Saeed Rezaei Sharif University of Technology, Iran Berry Lee Reynolds University of Macau, China Julio Roca de Larios University of Murcia, Spain Alberto Rodriguez-Lifante University of Alicante, Spain Karen Roehr-Brackin University of Essex, UK Arkadiusz Rojczyk University of Silesia, Katowice, Poland Jeanne Rolin-Ianziti University of Queensland, Australia Hanne Roothooft University of Navarra, Spain Morteza Rostamian Yazd University, Iran Stephen Ryan Waseda University, Tokyo, Japan Murad Saeed University of Malaya, Kuala Lumpur, Malaysia Masatoshi Sato Andrés Bello National University, Santiago, Chile Adelina Sánchez Centeno National University of Rio Cuarto, Argentina 759 Milica Savic University of Stavanger, Norway Paweł Scheffler Adam Mickiewicz University, Poznań, Poland Elke Schneider Winthrop University, USA Theresa Schenker Yale University, New Haven, USA Olcay Sert Mälardalen University, Sweden Ali Shehadeh United Arab Emirates University, United Arab Emirates Joseph Siegel Meiji Gakuin University, Tokyo, Japan Nestor Singer University of Santiago de Chile, Chile Ute Smit University of Vienna, Austria Svetlana Stefanova International University of la Rioja, Madrid, Spain Ursula Stickler The Open University, UK Jill Surmont Vrije Universiteit Brussel, Belgium Liss Kerstin Sylvén University of Gothenburg, Sweden Tetyana Sydorenko Portland State University, USA Fahrad Tabandeh Sharif University of Technology, Iran Etsuo Taguchi Daito Bunka University, Japan Dina Tsagari OsloMet, Norway Višnja Pavičić Takač Osip Juraj Strossmayer University of Osijek, Croatia Osamu Takeuchi Kansai University, Japan Mitsuko Tanaka Osaka University, Japan Mengmeng Tang University of York, UK Dietmar Tatzl FH JOANNEUM University of Applied Sciences, Graz, Austria Lin Sophie Teng University of Auckland, New Zealand Amy S. Thomson University of South Florida, USA Tan Bee Tin University of Auckland, New Zealand Gregory Thompson Birgham Young University, USA Zsuzsa Tóth Pázmány Péter Catholic University, Budapest, Hungary Etsuko Toyoda University of Melbourne, Australia Ernesto Treviño University of Chile, Santiago, Chile Pavel Trofimovich Concordia University, Canada Yea-Ru Tsai I-Shou University, Taiwan Blake Turnbull Kyoto University, Japan Ineke Vedder University of Amsterdam, The Netherlands Mary Lou Vercellotti Ball State University, USA Marjolijn H. Verspoor University of Groningen, The Netherlands Marilyn Vihman University of York, UK Ye Wang Columbia University, USA Kaihui Wang University of Graz, Austria Beata Webb Bond University, Gold Coast, Australia Stuart Webb Western University, London, Canada Dorota Werbińska Pomeranian University, Słupsk, Poland, Pamela Wesely University of Iowa, USA Katrin Wisniewski University of Leipzig, Germany Danuta Wiśniewska Adam Mickiewicz University, Poznań, Poland Jane Woodin University of Sheffield, UK Mark Wyatt Khalifa University, Abu Dhabi, United Arab Emirates Feng Xiao Pomona College, California, USA Jackie Xiu Yan City University of Hong Kong, China Sachiko Yasuda Kobe University, Japan Shulin Yu University of Macau, China Nourollah Zarrinabadi University of Isfahan, Iran 760 Xian Zhang University of North Texas, Denton, USA Paulina Zydorowicz Adam Mickiewicz University, Poznań, Poland keywords: austria; budapest; canada; china; college; eötvös; hungary; international; iran; japan; loránd; new; poland; spain; state; technology; turkey; university; usa; zealand cache: ssllt-20616.pdf plain text: ssllt-20616.txt item: #92 of 481 id: ssllt-20797 author: Kruk, Mariusz; Pawlak, Mirosław; Zawodniak, Joanna title: Another look at boredom in language instruction: The role of the predictable and the unexpected date: 2021-03-29 words: 10394 flesch: 53 summary: Aside from investigating the rea- sons for student boredom and changes in its intensity over time, the researchers probed into the manner in which students manifested their boredom, the ways they coped with it, and the differences between this kind of experience in English Another look at boredom in language instruction: The role of the predictable and the unexpected 21 classes and other academic subjects. The use of several data collection tools yielding both quantitative and qualitative results allowed the researcher to identify fluctuations in boredom levels both in single classes and sequences of classes. keywords: activities; boredom; class; classes; individual; kruk; language; learning; levels; participants; pawlak; students; task; work cache: ssllt-20797.pdf plain text: ssllt-20797.txt item: #93 of 481 id: ssllt-21808 author: Gabryś-Barker, Danuta title: Review of Non-natives writing for Anglo-American journals: Challenges and urgent needs; Author: Katarzyna Hryniuk; Publisher: Warsaw University Press, 2019; ISBN: 978-83-235-3677-2; Pages: 172 date: 2020-06-29 words: 1790 flesch: 45 summary: Chapter 4, “Research on English as a Foreign Language Academic Writing by Polish Scholars: The Main Problems Explored,” shows the author as well-in- formed not only on theory of publishing issues and academic writing (as shown in chapters 1-3) but also demonstrates her familiarity with comparative research on the use of academic writing conventions. Selected parts of the book can also serve as a manual for teaching academic English in university departments and for supervising theses in linguistics and applied linguistics at MA and PhD levels. keywords: chapter; english; polish; writing cache: ssllt-21808.pdf plain text: ssllt-21808.txt item: #94 of 481 id: ssllt-22174 author: Izquierdo, Jesús; Aquino Zúñiga, Silvia Patricia; García Martínez, Verónica title: Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico date: 2021-03-29 words: 9328 flesch: 52 summary: Nonetheless, only few participants have been engaged in L2 teacher education which could help them overcome these challenges. While in some educational contexts generalist teachers have no institu- tional support for the delivery of L2 education, in other contexts they receive tech- nology-enhanced instructional packages which could help them compensate for their lack of L2 competence and L2 teacher education (Hansen-Thomas & Grosso, 2015; Roldán & Peláez, 2017). keywords: areas; challenges; curriculum; education; english; english language; izquierdo; knowledge; language; learners; learning; schools; teachers; teaching cache: ssllt-22174.pdf plain text: ssllt-22174.txt item: #95 of 481 id: ssllt-22219 author: Bobkina, Jelena; Gómez-Ortiz, María-José; Núñez del Río, María Cristina; Sastre-Merino, Susana title: Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system date: 2021-12-26 words: 14318 flesch: 61 summary: For F1, the most influential factor in the case of ideal L2 self motivation was L2 profi- ciency. A higher value in ideal L2 self motivation implies a lower value of Y*, which corresponds to higher proficiency levels (1 = C2 and 6 = A1 levels). keywords: dörnyei; efl; english; ideal; l2 learning; l2 motivation; l2 proficiency; l2 self; language; language learning; learning; motivation; ought; proficiency; science; selves; sports; students; study cache: ssllt-22219.pdf plain text: ssllt-22219.txt item: #96 of 481 id: ssllt-22339 author: ssllt, ssllt title: Notes on Contributors date: 2020-03-29 words: 2569 flesch: 34 summary: Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Silesian University of Technology, Gliwice, Poland) Vol. 10 No. 1 March 2020 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) keywords: contact; details; language; learning; linguistics; orcid; poland; research; second; teaching; university; usa cache: ssllt-22339.pdf plain text: ssllt-22339.txt item: #97 of 481 id: ssllt-22347 author: Gurzynski-Weiss, Laura title: Editorial date: 2020-03-29 words: 1973 flesch: 53 summary: Circadian rhythms and second language perfor- mance. A dynamic systems theory ap- proach to second language acquisition. keywords: dörnyei; ids; language; learner; learning cache: ssllt-22347.pdf plain text: ssllt-22347.txt item: #98 of 481 id: ssllt-22348 author: Amerstorfer, Carmen M. title: The dynamism of strategic learning: Complexity theory in strategic L2 development date: 2020-03-29 words: 9771 flesch: 55 summary: Keywords: CDST; complex dynamic systems; complexity theory; dynamism; language learning strategies; strategic language learning Carmen M. Amerstorfer 22 1. This article presents the application of a complexity approach to the re-analysis of data from a previous study about language learning strategies (Amerstorfer, 2016). keywords: complexity; english; language; language learning; learner; learning; oxford; research; sabrina; strategies; strategy; study; use cache: ssllt-22348.pdf plain text: ssllt-22348.txt item: #99 of 481 id: ssllt-22349 author: Dewaele, Jean-Marc; Dewaele, Livia title: Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions date: 2020-03-29 words: 7970 flesch: 62 summary: A one-sample Kolmorogov-Smirnov test revealed that the normality of distri- bution of the items was narrowly rejected for three out of the four dependent var- iables (FLE Main Teacher: KS = .18, p < .002; FLE Second Teacher: KS = .12, p = .18; FLCA Main Teacher: KS = .14, p < .034; FLCA Second Teacher: KS = .15, p < .026). 45 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 10 (1). keywords: anxiety; classroom; dewaele; flca; fle; language; learners; macintyre; second; students; teacher cache: ssllt-22349.pdf plain text: ssllt-22349.txt item: #100 of 481 id: ssllt-22350 author: Gregersen, Tammy title: Dynamic properties of language anxiety date: 2020-03-29 words: 8911 flesch: 50 summary: She found that, indeed, teachers did improve their nonverbal decoding skill with awareness-building and explicit preparation, especially when the participants observed language learners whose LA was on the extreme high and low ends of the continuum. Optimizing language learners’ nonver- bal behavior: From tenet to technique. keywords: anxiety; classroom; dewaele; gregersen; language; language anxiety; learners; learning; macintyre; research; system; teachers cache: ssllt-22350.pdf plain text: ssllt-22350.txt item: #101 of 481 id: ssllt-22351 author: Jackson, Daniel O. title: Working memory and second language development: A complex, dynamic future? date: 2020-03-29 words: 8794 flesch: 55 summary: In light of this result, the authors suggested that WM studies could focus on its role in specific L2 processes across skills (e.g., lexical access during reading versus speaking). However, this literature does not often seem to reflect the long- term trajectory of WM development. keywords: cognitive; development; eds; language; learning; memory; research; studies; working cache: ssllt-22351.pdf plain text: ssllt-22351.txt item: #102 of 481 id: ssllt-22352 author: MacIntyre, Peter title: Expanding the theoretical base for the dynamics of willingness to communicate date: 2020-03-29 words: 9585 flesch: 50 summary: Changes in L2 WTC research: A dynamic turn The discussion of the dynamics of L2 WTC research began by noting that there are several ways in which WTC theory and research proved to be difficult to align with the pyramid conceptualization. New timescales need new research methods Given the points of departure between the pyramid model and WTC research, the research focus in the WTC literature has been evolving, in particular to address the need to more directly engage with the issue of “time” in creating appropriate research methods. keywords: communicate; communication; language; macintyre; moment; research; second; system; time; willingness; wtc cache: ssllt-22352.pdf plain text: ssllt-22352.txt item: #103 of 481 id: ssllt-22353 author: Serafini, Ellen J. title: Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context date: 2020-03-29 words: 10628 flesch: 46 summary: The current article aims to draw on key conceptual insights and methodological tools afforded by this ecological perspective in order to elucidate the complex ways that language learner selves emerge over time through dy- namic, reciprocal interactions with context, conceived on both micro- and macro- levels (King, 2016; Larsen-Freeman & Cameron, 2008a; Mercer, 2016; Ushioda, 2011, 2015). The chapter concludes by discussing ways to implement dynamically oriented meth- odology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves. keywords: context; dynamic; freeman; language; language learning; larsen; learner; learning; motivation; multilingual; research; self; selves cache: ssllt-22353.pdf plain text: ssllt-22353.txt item: #104 of 481 id: ssllt-22354 author: Thompson, Amy S. title: My many selves are still me: Motivation and multilingualism date: 2020-03-29 words: 7401 flesch: 57 summary: How and when positive language interac- tions are seen, whether an ideal self is conceptualized for each language or if there is a more salient ideal multilingual self, if a language is learned just to prove to others that it can be done or merely out of a sense of obligation – all of these eventualities contribute to the formation of language learning selves, including the ability to see positive interactions between languages. At the same time, however, there is an instance in which she exhibits a sort of ideal multilingual self in the form of being “a linguist:” I am a linguist. keywords: english; french; language; learning; motivation; multilingual; ppli; self; selves; spanish; thompson cache: ssllt-22354.pdf plain text: ssllt-22354.txt item: #105 of 481 id: ssllt-22355 author: Jung, Daniel; DiBartolomeo, Megan; Melero-García, Fernando; Giacomino, Lindsay; Gurzynski-Weiss, Laura; Henderson, Carly; Hidalgo, Marian title: Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study date: 2020-03-29 words: 16732 flesch: 54 summary: Despite research that has found language learners of the same language to pattern similarly in comparison to other groups (Moody, 1988), our study did not find a homogenous pattern, mean- ing that, empirically, it is a rich population in which to study the potential dynamic nature of IDs. A longitudinal study like the one described here has the po- tential to address this issue by following a cohort of language learners through their first two years of study, and examining the dynamicity of each ID individually as well as how IDs influence each other at each time point and over time. keywords: development; differences; dörnyei; field; ids; individual; language; language learning; learners; learning; memory; motivation; nature; personality; research; self; study; styles; working cache: ssllt-22355.pdf plain text: ssllt-22355.txt item: #106 of 481 id: ssllt-23115 author: Alhudithi, Ella title: Review of Understanding formulaic language: A second language acquisition perspective; Editors: Anna Siyanova-Chanturia, Ana Pellicer-Sánchez; Publisher: Routledge, 2019; ISBN: 9781138634978; Pages: 278 date: 2021-06-24 words: 1975 flesch: 41 summary: Chapter 11 by Phil Durrant elaborates extensively on the vital role of FL in the context of English for Academic Purposes, emphasizing that joining a knowledge community and achieving academic success require both under- standing and producing FL patterns. A comparison between testing single word items and FL re- veals the complexity of assessing the latter. keywords: acquisition; chapter; language cache: ssllt-23115.pdf plain text: ssllt-23115.txt item: #107 of 481 id: ssllt-23166 author: Jekiel, Mateusz; Malarski, Kamil title: Musical hearing and the acquisition of foreign-language intonation date: 2023-03-31 words: 10416 flesch: 54 summary: Results This section begins with the presentation of intonation scores before and after training, followed by musical hearing test results and participants’ musical expe- rience survey responses. Musical hearing tests Figure 5 shows the Adaptive Pitch Test results, which reveal how precisely partic- ipants could differentiate two tones in Hertz values. keywords: accent; english; experience; hearing; intonation; language; music; participants; patterns; pitch; results; scores; speech; test; training cache: ssllt-23166.pdf plain text: ssllt-23166.txt item: #108 of 481 id: ssllt-23230 author: Pawlak, Mirosław title: Review of Research methods for complexity theory in applied linguistics; Authors: Phil Hiver, Ali H. Al-Hoorie; Publisher: Multilingual Matters, 2020; ISBN: 978-1-78892-573-0; Pages: 286 date: 2020-06-29 words: 1884 flesch: 46 summary: In the following two parts of the book, emphasis is placed on specific methods that have originated with different disciplines and can be potentially harnessed for CDST-driven research in AL. It should also be noted that chapters dealing with specific methods follow the same structure, whereby each method is briefly introduced, possible research 393 questions are specified, technical features are considered, and an example study is presented. keywords: cdst; chapter; methods; research cache: ssllt-23230.pdf plain text: ssllt-23230.txt item: #109 of 481 id: ssllt-23347 author: Pawlak, Mirosław title: Editorial date: 2020-06-29 words: 1046 flesch: 42 summary: It was found that the students were in favor of extensive use of the target lan- guage and saw the importance of oral interaction, which mirrored the beliefs of the teacher, but mismatches between learner beliefs and experiences were identified as well in the case of participants manifesting high levels of anxiety. The first paper by Sharona Moskowitz and Jean-Marc Dewaele focuses on affective issues by presenting the findings of a study that investigated the relationship between teachers’ perceived trait emotional intelligence (TEI) and learners’ attitudes and motivation in the case of 129 students representing 28 nationalities. keywords: clil; language; learners; learning cache: ssllt-23347.pdf plain text: ssllt-23347.txt item: #110 of 481 id: ssllt-23349 author: ssllt, ssllt title: Notes on Contributors date: 2020-06-29 words: 2394 flesch: 31 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Silesian University of Technology, Gliwice, Poland) Vol. 10 No. 2 June 2020 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) Robert DeKeyser (University of Maryland, USA) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Zoltán Dörnyei (University of Nottingham, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Rod Ellis (Curtin University, Perth, Australia) Danuta Gabryś-Barker (University of Silesia, Poland) Carol Griffiths (University of Leeds, UK, AIS, Auckland, New Zealand) Rebecca Hughes (University of Nottingham, UK) Hanna Komorowska (University of Social Sciences and Humanities, Warsaw, Poland) Terry Lamb (University of Westminster, London, UK) keywords: contact; department; language; learning; linguistics; poland; research; second; studies; university cache: ssllt-23349.pdf plain text: ssllt-23349.txt item: #111 of 481 id: ssllt-23351 author: Moskowitz, Sharona; Dewaele, Jean-Marc title: Through the looking glass of student perception: How foreign language students see teacher trait emotional intelligence and why it matters date: 2020-06-29 words: 6711 flesch: 54 summary: Given that most student/teacher re- lationships call for at least some degree of social and personal distance, we argue that exploring students’ personal and often unexpressed impressions of their teachers’ emotions could benefit both students and teachers by effectively hold- ing up a mirror to language teachers, offering a distinct perspective in revealing teachers’ own blind spots in their practice and classroom behavior. On the positive side, there is some evidence that teachers in general can learn to control and regulate their own emotions, thereby increasing the effectiveness of their practice (Sutton, 2004), and this is true for language teachers as well, particularly those with less experience (Gkonou & Mercer, 2017). keywords: classroom; dewaele; emotions; intelligence; language; self; students; teacher; teaching; tei; trait cache: ssllt-23351.pdf plain text: ssllt-23351.txt item: #112 of 481 id: ssllt-23353 author: Nilsson, Maria title: Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners date: 2020-06-29 words: 10011 flesch: 62 summary: The findings thus illus- trate the contextual and interrelated dynamics of language learner beliefs, foreign language anxiety and a sense of agency. Keywords: young language learners; learner beliefs; target language use; for- eign language anxiety; sense of agency Maria Nilsson 258 1. keywords: anxiety; beliefs; classroom; english; experiences; group; language; learners; learning; swedish; teacher; teaching cache: ssllt-23353.pdf plain text: ssllt-23353.txt item: #113 of 481 id: ssllt-23357 author: Banegas, Dario Luis; Poole, Paige Michael; Corrales, Kathleen A. title: Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice date: 2020-06-29 words: 9270 flesch: 45 summary: Professional development of CLIL teachers. Summary of CLIL reflective and practice accounts Country Author and date Focus Context Argentina Banegas (2012) Reflection on the challenges of CLIL that includes a description of CLIL teacher development opportu- nities and suggestions for including CLIL as a mod- ule in teacher education in Argentina CLIL teacher education in the UK and Argentina Argentina Cendoya and Di Bin (2010) Description of a teaching sequence combining reading and writing genre instruction with task- based learning and language-CLIL to develop lin- guistic competence and content knowledge 20 3rd grade students of a bilingual primary school Argentina Fernández (2009) Description and justification of curriculum deci- sions within a business English program (language- driven CLIL) Technical English for school of economics university students Argentina Helver (2015) Description of a pedagogical proposal with twelve lessons combining content-driven CLIL with English, art, and citizenship education 15 to 16-year old students at a secondary school Argentina Hillyard (2011) Theoretical account of teacher training to prepare teach- ers to implement CLIL in their classrooms in Argentina as a response to government decisions to use CLIL Teacher training courses in Europe, Asia, and Latin America Argentina Liendo (2012) Curricular reflection with practical ideas on the in- corporation of intercultural competence training in an English course Advanced English course for translators and teach- ers Argentina Pistorio (2009) Proposal for teacher training program to certify ability to teach English and content Teacher training courses in Argentina Argentina Pistorio (2010) Pedagogical account of implementing course com- bining content-driven CLIL and cooperative learning 36, 5th-year students of social studies in a private school Argentina Ravelo (2013) Pedagogical account of implementing comic strips in a content-driven CLIL history class 5 students in private Eng- lish conversation course Argentina Ravelo (2014) Reflection on solutions to address the challenges of implementing CLIL Primary and secondary schools in Buenos Aires, Argentina Argentina Tavella and Fer- nández (2017) Curricular reflection on an ESP course based on language- driven CLIL and fostering intercultural communication ESP course for university tourism students Dario Luis Banegas, Paige Michael Poole, Kathleen A. Corrales 292 Brazil Finardi, Silveira, Lima, and Mendes, (2016) keywords: american; argentina; banegas; clil; content; development; education; english; journal; language; latin; learners; learning; research; school; students; studies; teachers; teaching cache: ssllt-23357.pdf plain text: ssllt-23357.txt item: #114 of 481 id: ssllt-23363 author: Baten, Kristof; Van Hiel, Silke; De Cuypere, Ludovic title: Vocabulary development in a CLIL context: A comparison between French and English L2 date: 2020-06-29 words: 12705 flesch: 61 summary: With this comparison of English CLIL versus French CLIL, the present investigation seeks to fill a gap in the existing CLIL research, which has largely focused on the lingua franca English (Pérez et al., 2016). Inter- estingly, the study also included English CLIL and non-CLIL contexts, which makes it possible to examine how CLIL interacts with different target languages. keywords: clil; english; french; knowledge; language; learners; learning; level; non; receptive; research; study; test; van; vocabulary; words cache: ssllt-23363.pdf plain text: ssllt-23363.txt item: #115 of 481 id: ssllt-23367 author: Park, A Young title: A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners date: 2020-06-29 words: 8871 flesch: 55 summary: Firstly, the impact on reading attitude is discussed from the perspective of cognitive reading attitude. In particular, reading attitude, one of the primary affective dimensions involved in L2 reading (McKenna, Cramer, & Castle, 1994), has received inadequate attention. keywords: affective; approach; attitude; english; group; language; learners; proficiency; reading; study cache: ssllt-23367.pdf plain text: ssllt-23367.txt item: #116 of 481 id: ssllt-23425 author: Ha, Xuan Van; Murray, Jill C.; Riazi, A. Mehdi title: High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion date: 2021-06-24 words: 12535 flesch: 59 summary: Do you think teacher CF can negatively influence students’ confidence, perfor- mance and learning? Firstly, while learner CF beliefs have been found to be influenced by contexts (Schulz, 2001), no studies have been conducted in any Asian high school EFL contexts, which involve a vast population of language learners. keywords: beliefs; efl; english; errors; feedback; gender; language; learning; motivation; research; role; students; study; teacher cache: ssllt-23425.pdf plain text: ssllt-23425.txt item: #117 of 481 id: ssllt-23821 author: Almukhaild, Haydab title: Review of Engaging language learners in contemporary classrooms; Authors: Sarah Mercer, Zoltán Dörnyei; Publisher: Cambridge University Press, 2020; ISBN: 9781108445924; Pages: 208 date: 2020-12-04 words: 2130 flesch: 51 summary: The authors move on to suggest that reducing levels of predictability and ensuring a sense of progress or accomplishment among learners are crucial principles for maintaining learner engagement during tasks. The authors then identify three recurrent themes central to learner engagement, including the power of positive emo- tions, empowering learners as partners in their education and active participa- tion. keywords: chapter; engagement; language; learners; principles cache: ssllt-23821.pdf plain text: ssllt-23821.txt item: #118 of 481 id: ssllt-24310 author: Wang, Lanxi; MacIntyre, Peter title: Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness date: 2021-12-26 words: 9508 flesch: 56 summary: Correlational analyses showed that listening anxiety was negatively cor- related with enjoyment. Keywords: second language listening comprehension; listening anxiety; listen- ing enjoyment; listening metacognitive awareness 1. keywords: anxiety; comprehension; enjoyment; factor; language; language listening; learning; listening; malq; strategies; use cache: ssllt-24310.pdf plain text: ssllt-24310.txt item: #119 of 481 id: ssllt-24429 author: Zhou, Xiaozhou (Emily); Mann, Steve title: Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes date: 2021-06-24 words: 9438 flesch: 55 summary: Analysing student teachers’ codeswitching in foreign lan- guage classrooms: Theories and decision making. Breaking African language boundaries: Student teachers’ reflections on translanguaging practices. keywords: attitudes; chinese; classroom; education; english; language; learning; practices; research; strategies; students; study; teacher; translanguaging; use cache: ssllt-24429.pdf plain text: ssllt-24429.txt item: #120 of 481 id: ssllt-24545 author: Akbaş, Erdem; Ölçü-Dinçer, Zeynep title: Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English date: 2021-12-26 words: 9151 flesch: 53 summary: A study of morpheme order acquisition in an EFL corpus of L1 Spanish-L2 English: Some pedagogical implications (Unpublished the- sis). Even though there has been a body of research supporting the assumption that L2 grammatical morpheme acquisition in English by different L1 learners is bound to a universal order minimizing the influence of the mother tongue, the universality of a natural order for grammatical morphemes in L2 nevertheless appears to be insufficient to explain the development of these grammatical fea- tures for some L1 learners of English (e.g., for L1 Spanish, Demarta Dabove, 2014; for L1 Japanese, Nomura, 2012; for L1 Korean, Seog, 2015). keywords: accuracy; acquisition; english; grammatical; learners; morphemes; order; past; turkish cache: ssllt-24545.pdf plain text: ssllt-24545.txt item: #121 of 481 id: ssllt-24672 author: ssllt, ssllt title: Notes on Contributors date: 2020-09-30 words: 3527 flesch: 36 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Silesian University of Technology, Gliwice, Poland) Vol. 10 No. 3 September 2020 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) Robert DeKeyser (University of Maryland, USA) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Zoltán Dörnyei (University of Nottingham, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Rod Ellis (Curtin University, Perth, Australia) Danuta Gabryś-Barker (University of Silesia, Poland) Carol Griffiths (University of Leeds, UK, AIS, Auckland, New Zealand) Rebecca Hughes (University of Nottingham, UK) Hanna Komorowska (University of Social Sciences and Humanities, Warsaw, Poland) Terry Lamb (University of Westminster, London, UK) keywords: contact; details; education; english; language; learning; linguistics; orcid; phd; poland; research; teaching; university cache: ssllt-24672.pdf plain text: ssllt-24672.txt item: #122 of 481 id: ssllt-24673 author: del Pilar García Mayo, María; Gutierrez-Mangado, M. Juncal title: Editorial: Introduction to the special issue on English language learning in primary schools date: 2020-09-30 words: 3138 flesch: 54 summary: Age is just one variable among many others that need to be taken into account when assessing child language learning in educational contexts (see Butler, 2019), and that is the reason why more research on identifying those other variables is necessary. Review of child second language acquisition (SLA): keywords: children; efl; english; language; learning; task cache: ssllt-24673.pdf plain text: ssllt-24673.txt item: #123 of 481 id: ssllt-24677 author: Basterrechea, María; Gallardo-del-Puerto, Francisco title: Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs date: 2020-09-30 words: 8897 flesch: 59 summary: Using collaborative language production tasks to promote students’ language awareness. Several studies have shown that high proficiency learners produce a greater number of form-based LREs than meaning-based LREs, and correctly resolve a higher amount of LREs than high-low and low-low proficiency dyads (Basterrechea & Leeser, 2019; María Basterrechea, Francisco Gallardo-del-Puerto 426 Leeser, 2004). keywords: collaborative; dynamics; form; interaction; language; learners; lres; pair; pairing; proficiency; student; task cache: ssllt-24677.pdf plain text: ssllt-24677.txt item: #124 of 481 id: ssllt-24679 author: Pladevall-Ballester, Elisabet; Vraciu, Alexandra title: EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction date: 2020-09-30 words: 9563 flesch: 57 summary: Keywords: EFL child peer interaction; time; proficiency pairing; language Elisabet Pladevall-Ballester, Alexandra Vraciu 450 1. The age of the children was EFL child peer interaction: keywords: child; efl; interaction; language; learners; meaning; negotiation; proficiency; time cache: ssllt-24679.pdf plain text: ssllt-24679.txt item: #125 of 481 id: ssllt-24683 author: Martínez-Adrián, María; Arratibel-Irazusta, Izaskun title: The interface between task-modality and the use of previously known languages in young CLIL English learners date: 2020-09-30 words: 11759 flesch: 68 summary: As for task-modality effects in L1 use and its functions, more L1 turns were produced in speaking + writing tasks than in speaking tasks. Participants paired up in same-proficiency dyads to per- form four different tasks: picture placement and picture differences constituted the speaking modality tasks and dictogloss together with text editing the speak- ing + writing modality tasks. keywords: clil; garcía; garcía mayo; language; learners; mayo; modality; pkl; speaking; talk; task; turns; use; writing cache: ssllt-24683.pdf plain text: ssllt-24683.txt item: #126 of 481 id: ssllt-24688 author: Hidalgo, María Ángeles; Lázaro-Ibarrola, Amparo title: Task repetition and collaborative writing by EFL children: Beyond CAF measures date: 2020-09-30 words: 8129 flesch: 64 summary: This evidence underlines the benefits of collaborative writing tasks, which offer learners the opportunity to pool their knowledge together and solve language problems correctly. As TR and pair work have been explored independently, little is known about the potential of combining them, and even less about their potential in the case of writing tasks. keywords: caf; form; language; learners; lres; measures; repetition; research; student; task; writing cache: ssllt-24688.pdf plain text: ssllt-24688.txt item: #127 of 481 id: ssllt-24689 author: Eskildsen, Søren W.; Cadierno, Teresa title: Oral English performance in Danish primary school children: An interactional usage-based approach date: 2020-09-30 words: 9011 flesch: 61 summary: Introduction This paper discusses the inclusion of interactional competence in the assessment of second language (L2) oral skills (Roever & Kasper, 2018; Sandlund, Sundqvist, & Nyroos, 2016). While previous research on young learners’ language has predominantly examined linguistic performance alone, the approach that we adopt here involves the co-investigation of interactional competence and linguistic repertoires. keywords: children; competence; danish; english; eskildsen; karen; language; line; nicoline; performance; question; usage cache: ssllt-24689.pdf plain text: ssllt-24689.txt item: #128 of 481 id: ssllt-24690 author: Butler, Yuko Goto title: The ability of young learners to construct word meaning in context date: 2020-09-30 words: 12664 flesch: 56 summary: Second, students’ ability to infer and define words in context (defining words, considered a kind of depth of word knowledge in previous research) was coded for each of the students’ responses. As noted pre- viously, word knowledge is multifaceted and gradual (Schmitt, 2014). keywords: context; english; f(1; information; knowledge; language; learners; meaning; readers; reading; students; vocabulary; word; ηp2 cache: ssllt-24690.pdf plain text: ssllt-24690.txt item: #129 of 481 id: ssllt-24691 author: Kan, Rachel T. Y.; Murphy, Victoria A. title: Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language date: 2020-09-30 words: 10204 flesch: 65 summary: Research has repeatedly shown that EAL children’s proficiency in English is a powerful predictor of their overall academic Effects of frequency and idiomaticity on second language reading comprehension in children with. . . These results, later replicated by Özoflu (2012), showed that texts containing (more) idiomatic expressions are Effects of frequency and idiomaticity on second language reading comprehension in children with. . . keywords: children; comprehension; eal; english; formulaic; language; murphy; reading; scores; test; vocabulary; word cache: ssllt-24691.pdf plain text: ssllt-24691.txt item: #130 of 481 id: ssllt-24692 author: Kopinska, Marta; Azkarai, Agurtzane title: Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks date: 2020-09-30 words: 9264 flesch: 60 summary: Keywords: L2 motivation; task motivation; young EFL learners; dictogloss; in- dividual vs. pair work 1. Task motivation Some studies have therefore closely looked at the relationship between tasks and motivation. keywords: dictogloss; efl; english; individual; language; learners; learning; motivation; pair; task; test; work; yls cache: ssllt-24692.pdf plain text: ssllt-24692.txt item: #131 of 481 id: ssllt-24693 author: Wilden, Eva; Porsch, Raphaela title: Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education date: 2020-09-30 words: 9556 flesch: 61 summary: Thus, L2 teachers should make a conscious decision in which situ- ations and for what purposes they revert to the L1. L2 teachers might either use the L1 be- cause they respond to learners’ needs and assume that L1 use in some situati- ons supports individual learners better. keywords: classroom; education; efl; efl teachers; l2 proficiency; l2 use; language; primary; proficiency; self; situations; teachers; use cache: ssllt-24693.pdf plain text: ssllt-24693.txt item: #132 of 481 id: ssllt-24708 author: Krajka, Jaroslaw title: Review of English language proficiency assessments for young learners; Editors: Mikyung Kim Wolf, Yuko Goto Butler; Publisher: Routledge, 2017; ISBN: 9781138940369; Pages: 295 date: 2021-03-29 words: 2739 flesch: 51 summary: Overall, the structure of the book is transparent and helps guide the reader from general description of young learner assessment and overall characteristics of young learners as recipients 1 159 of assessment, through a report on two recent ETS tests (TOEFL Junior and TOEFL Primary), design characteristics for young learner assessments, empirical studies aimed at validating the two exams mentioned, to innovative assessment designs in the fourth section. keywords: assessment; book; chapter; english; language; learners; testing; toefl cache: ssllt-24708.pdf plain text: ssllt-24708.txt item: #133 of 481 id: ssllt-25069 author: Sampson, Richard J. title: Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions date: 2022-03-21 words: 8847 flesch: 55 summary: Interpretations and discussion In what follows, I look at one specific example of the value of using a small lens approach to research L2 study emotions. 15-36 http://dx.doi.org/10.14746/ssllt.2022.12.1.2 http://pressto.amu.edu.pl/index.php/ssllt Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions Richard J. Sampson Rikkyo University, Tokyo, Japan https://orcid.org/0000-0002-9068-317X rjsampson@rikkyo.ac.jp Abstract While perennial in the research landscape, empirical work investigating sec- ond language (L2) study emotions has proliferated in the past ten years (Dewaele, 2019). keywords: context; conversation; data; emotions; language; learning; lens; research; sampson; study; ushioda cache: ssllt-25069.pdf plain text: ssllt-25069.txt item: #134 of 481 id: ssllt-25173 author: Muñoz, Carmen; Cadierno, Teresa title: How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments date: 2021-06-24 words: 10278 flesch: 57 summary: As usage-based models emphasize the notion that language use in specific usage events is the basis for language learning (Langacker, 1987; To- masello, 2003), it may be expected, for example, that learners in input-rich environ- ments with more frequent exposure to L2 input outside the classroom will reach higher levels of English proficiency in language skills such as listening comprehension How do differences in exposure affect English language learning? Language learning from out-of-school exposure In the last two decades, research has increasingly focused on the characteristics of learners’ out-of-school exposure and its influence on language learning (see Sundqvist How do differences in exposure affect English language learning? keywords: danish; differences; english; exposure; gjt; group; instruction; knowledge; language; language learning; learners; learning; muñoz; school; spanish cache: ssllt-25173.pdf plain text: ssllt-25173.txt item: #135 of 481 id: ssllt-25286 author: Lu, Cailing; Boers, Frank; Coxhead, Averil title: Exploring learners’ understanding of technical vocabulary in Traditional Chinese Medicine date: 2021-03-29 words: 11689 flesch: 62 summary: The Frequency-Transparency Framework for TCM technical words On the horizontal continuum, opaque items are on the right and transpar- ent items are on the left. The Western learners, by contrast, probably acquired TCM technical words and their cultural underpinnings simulta- neously through deliberate instruction with the aid of textbooks and course ma- terials. keywords: association; chinese; english; frequency; knowledge; language; learners; meaning; medicine; participants; study; task; tcm; understanding; vocabulary; western; word cache: ssllt-25286.pdf plain text: ssllt-25286.txt item: #136 of 481 id: ssllt-25451 author: Kim, Hyang Il title: The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading date: 2021-06-24 words: 9326 flesch: 58 summary: The descriptive statistics for the categories of reading strategies and reading orientation are illustrated in Table 1. (1999) demonstrated that the FLRAS has a relatively good level of internal consistency (α = .86), sup- porting its reliability as a measuring tool to gauge reading anxiety. keywords: anxiety; english; factors; foreign; language; learning; model; orientation; reading; students; use cache: ssllt-25451.pdf plain text: ssllt-25451.txt item: #137 of 481 id: ssllt-25452 author: Calafato, Raees title: “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages date: 2021-12-26 words: 12213 flesch: 50 summary: 579-606 http://dx.doi.org/10.14746/ssllt.2021.11.4.5 http://pressto.amu.edu.pl/index.php/ssllt “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages Raees Calafato University of Bergen, Norway https://orcid.org/0000-0001-8222-6772 raees.calafato@uib.no Abstract To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during les- sons. Language teachers and the multilingual turn 2.1. keywords: calafato; english; factors; implementation; knowledge; language; learning; mtps; multilingualism; participants; students; teachers; teaching cache: ssllt-25452.pdf plain text: ssllt-25452.txt item: #138 of 481 id: ssllt-25827 author: Pawlak, Mirosław title: Review of Directed motivational currents and language education: Exploring implications for pedagogy; Author: Christine Muir; Publisher: Multilingual Matters, 2020; ISBN: 978-1-78892-884-7; Pages: 252 date: 2020-12-18 words: 2163 flesch: 50 summary: Part I, “Introducing DMCs and Intensive Group Projects,” consists of three chapters which focus on the developments in L2 motivational research that have contributed to the rise of DMCs, such as complex dynamic systems theory, possible selves, emotions or vision (Chapter 1), the definition and distinctive attributes of the construct (Chapter 2), as well as DMCs in the classroom which involve entire learner groups and can be generated by means of intensive projects (Chapter 3). To my mind, the contribution of the first lies not only in the fact that it corroborated the uni- versality of DMCs for various settings and learner groups, but also, or even more importantly, that it provided us with a tool (i.e., DMC Diagnostic Scale) that will allow enriching qualitative data collected so far and seeking relationships among DMCs and a wide range of individual difference variables that may impact their occurrence (e.g., personality, learning styles, learning strategies, boredom proneness, curiosity or willingness to communicate). keywords: dmcs; language; motivational; muir; research cache: ssllt-25827.pdf plain text: ssllt-25827.txt item: #139 of 481 id: ssllt-25829 author: Pawlak, Mirosław title: Editorial date: 2020-12-18 words: 1336 flesch: 53 summary: Should autumn 2021 turn out to be unfeasible, we will be aiming for spring 2022 and we are 670 very confident that sooner rather than later we will be able to finally meet face- to-face to discuss key issues involved in the process of second language learning and teaching. First, Chika Takahashi and Seongah Im report the findings of an investigation which aimed to compare two influential theories of motivation in the learning of second or foreign languages (L2), that is self-determination theory (SDT; Ryan & Deci, 2017) and second language motivational self system (L2MSS; Dörnyei, 2009). keywords: journal; language; self; university cache: ssllt-25829.pdf plain text: ssllt-25829.txt item: #140 of 481 id: ssllt-25830 author: ssllt, ssllt title: Notes on Contributors date: 2020-12-18 words: 2140 flesch: 33 summary: Joanna Nijakowska is University Professor in the Centre for Foreign Language Teacher Training and European Education, University of Warsaw, Poland. Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Language Editor: Melanie Ellis (Silesian University of Technology, Gliwice, Poland) Vol. 10 No. 4 December 2020 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Israel, Trinity College, Dublin, Ireland) keywords: department; education; english; faculty; language; learning; mickiewicz; poland; research; studies; university cache: ssllt-25830.pdf plain text: ssllt-25830.txt item: #141 of 481 id: ssllt-25831 author: ssllt, ssllt title: Reviewers for Volume 10/2020 date: 2020-12-18 words: 1785 flesch: -77 summary: Tsuiping Chen Kun Shan University, Tainan City, Taiwan, China Anisa Cheung Hong Kong Baptist University, China Evgeny Chukharev-Hudilainen Iowa State University, Ames, USA Llorenc Comajoan Central University of Catalonia, Vic, Spain Russell Cross The University of Melbourne, Australia Kata Csizér Eötvös Loránd University, Budapest, Hungary Sophia Czapka University of Potsdam, Germany Jennifer Dailey-O'Cain University of Alberta, Edmonton, Canada Marek Derenowski Adam Mickiewicz University at Kalisz, Poland Radhika De Silva Open University of Sri Lanka, Colombo, Sri Lanka Jean-Marc Dewaele Birkbeck College, University of London, UK Nuwar Diab Lebanese American University, Beirut, Lebanon Kenan Dikilitaş University of Stavanger, Norway Anne Edstrom Montclair State University, USA Majid Elahi Shirvan University of Bojnord, Iran Elizabeth Ellis University of New England, Armidale, Australia Anna Ewert Adam Mickiewicz University, Poznań, Poland Nasser Fallah University of Zabol, Iran Anne Feryok University of Otago, Dunedin, New Zealand Matthew Foster University of South Florida, Tampa, USA Danuta Gabryś-Barker University of Silesia, Katowice, Poland Xuesong (Andy) Gao University of New South Wales, Sydney, Australia Edgar Garzón-Díaz University of Los Andes, Bogota, Colombia Nasim Ghanbari Persian Gulf University, Bushehr, Iran Mousa Ghonchepour Farhangiyan University, Tehran, Iran Debra Giambo Florida Gulf Coast University, Fort Myers, USA Ufuk Girgin Erciyes University, Kayseri, Turkey Julia Goetza Washington University in St. Louis, USA Tammy Gregersen American University of Sharjah, United Arab Emirates Carol Griffiths University of Leeds, UK Yan Guo Huazhong University of Science and Technology, Wuhan, China Nicola Halenko University of Central Lancashire, Preston, UK Osamu Hanaoka Tokyo International University, Japan Judith Hanks University of Leeds, UK Mohammad Ali Heidari-Shahreza Islamic Azad University, Tehran, Iran Carly Henderson Augusta University, USA Ashlie Henery University of Minnesota, Minneapolis, USA Mairin Hennebry-Leung University of Tasmania, Australia Todd Hernández Marquette University, Milwaukee, USA Coralie Herve University of Lille, France Phil Hiver Florida State University, Tallahassee, USA Franz Holzknecht University of Innsbruck, Austria Geraldine Horan University College London, UK Marlise Horst Concordia University, Montreal, Canada Martin Howard University College, Cork, Ireland 821 Liwei Hsu National Kaohsiung University of Hospitality and Tourism, Taiwan, China Zana Ibrahim University of Kurdistan Hewlêr, Iraq Solene Inceoglu Australian National University, Canberra, Australia Bimali Indrarathne King's College London, UK Tania Ionin University of Illinois at Urbana-Champaign, USA Christina Isabelli-García Gonzaga University, Spokane, USA Lindsey Ives Embry-Riddle Aeronautical University, Daytona Beach, USA Janina Iwaniec University of Bath, UK Daniel Jackson Kanda University of International Studies, Japan Guiying Jiang Xiamen University, Fuijan, China Jingyang Jiang Zhejiang University, Hangzhou, China Yinxing Jin University of Groningen, The Netherlands Mark D. Johnson East Carolina University, Greenville, USA Deng Jun Central South University, China Daniel Jung Indiana University, Bloomington, USA Janina Kahn-Horwitz Oranim Academic College of Education, Israel Nobuhiro Kamiya Gunma Prefectural Women's University, Japan Okim Kang Northern Arizona University, Flagstaff, USA Eva Kartchava Carleton University, Ottawa, Canada Tomoyuki Kawase Doshisha University, Kyoto, Japan David Kellogg Sangmyung University, Seoul, South Korea Gholam Hassan Khajavy University of Bojnord, Iran Ferit Kılıçkaya Mehmet Akif Ersoy University, Turkey Alicia Kim University of Wisconsin, Madison, USA Yasemin Kırkgöz Çukurova University, Adana, Turkey Romana Kopeckova University of Münster, Germany Terry Lamb University of Westminster, London Craig Lambert Curtin University, Sydney, Australia Ursula Lanvers University of York, UK Eun-Kyoung Rosa Lee University of Maryland, College Park, USA Ju Seong Lee Education University of Hong Kong, China Dmitri Leontjev University of Jyväskylä, Finland John M. Lewis Iowa State University, Ames, USA Chengchen Li Huazhong University, Wuhan, China Shuai Li Georgetown State University, USA Benedict Lin Nanyang Technological University, Singapore Lilian Lin National Taiwan Normal University, Taipei, Taiwan Meihua Liu Tsinghua University, Beijing, China Yeu-Ting Liu National Taiwan University, Taipei, Taiwan Ana Llinares Universidad Autónoma de Madrid, Spain Enric Llurda Giménez University of Lleida, Spain Hanneke Loerts University of Groningen, The Netherlands Nigel Mantou Lou University of Alberta, Canada Wander Lowie University of Groningen, The Netherlands Qing Ma Their insightful and thorough comments and suggestions have without doubt greatly enhanced the quality of the papers in- cluded in the 2020 volume: Rebekha Abbuhl California State University Long Beach, USA Sunyoung Ahn Harvard University, Cambridge, USA Ágnes Albert Eötvös Loránd University, Budapest, Hungary Saleh Al-Busaidi Sultan Qaboos University, Muscat, Oman Ali Al-Hoorie Jubail Industrial College, Saudi Arabia Elissa Allaw Concordia University, Montreal, Canada Hesham Alyousef King Saud University, Riyadh, Saudi Arabia Carmen Amerstorfer University of Klagenfurt, Austria Mohammad Amiryousefi University of Isfahan, Iran Charles Anderson University of Edinburgh, UK Alberto Andujar University of Almería, Spain Tanja Angelovska University of Salzburg, Austria Rodrigo Aragão State University of Santa Cruz, Ilhéus, Brazil Larissa Aronin Oranim Academic College of Education, Haifa, Israel Erhan Aslan University of Reading, UK Darío Luis Banegas University of Strathclyde, Glasgow, UK Anna Maria Barcelos Federal University of Viçosa, Brasil Khaled Barkaoui York University, Toronto, Canada David Beglar Temple University, Japan Mireille Besson Aix-Marseille Université, France Yves Bestgen Universite catholique de Louvain, Louvain-la-Neuve David Birdsong The University of Texas at Austin, USA Joel Bloch Ohio State University, Columbus, USA Frank Boers University of Western Ontario, London, Canada Jill Boggs Swansea University, UK Sonja Brunsmeier Ludwigsburg University of Education, Germany M. Camino Bueno Alastuey Public University of Navarre, Spain Gavin Bui The Hang Seng University of Hong Kong, China 820 Marco Cancino University Andrés Bello, Santiago, Chile Yiqian Katherine Cao The University of Melbourne, Australia Angelica Carlet International University of Catalonya, Barcelona, Spain J. Elliott Casal Pennsylvania State University, State College, USA María Jiménez Catalán University of La Rioja, Spain Meilin Chen Hong Kong Baptist University, China keywords: adam; australia; canada; china; college; education; germany; hong; iran; japan; kong; mickiewicz; national; new; poland; spain; state; state university; taiwan; university; usa cache: ssllt-25831.pdf plain text: ssllt-25831.txt item: #142 of 481 id: ssllt-26179 author: Altay, Mehmet; Curle, Samantha; Yuksel, Dogan; Soruç, Adem title: Investigating academic achievement of English medium instruction courses in Turkey date: 2022-03-21 words: 8667 flesch: 48 summary: To what extent do general English proficiency, TMI academic success, and academic division predict EMI academic achievement? Model 1 (see Table 2) showed that all three predictors statistically significantly predicted EMI academic success (F(3, 712) = 63.69, p = .000). The model presented in Table 3 shows that TMI academic success was the only statistically significant predictor of EMI academic success in the Engineering De- partment (F(2, 354 = 193.7, p = .000). keywords: achievement; courses; emi; emi success; engineering; english; instruction; language; medium; proficiency; sciences; students; success; tmi cache: ssllt-26179.pdf plain text: ssllt-26179.txt item: #143 of 481 id: ssllt-27348 author: Jahedizadeh, Safoura; Al-Hoorie, Ali H. title: Directed motivational currents: A systematic review date: 2021-12-26 words: 10125 flesch: 48 summary: ** female percentage and age range of the entire sample, in- cluding participants excluded for not exhibiting DMC characteristics. Indeed, in our pool of DMC reports, not a single study presented a psychometrically valid measure of eudaimonic well- being to examine how individuals experiencing DMCs compare either with others not experiencing it or with themselves in non-DMC states. keywords: characteristics; currents; dmc; dmcs; dörnyei; et al; hoorie; ibrahim; language; learning; motivational; muir; research; self cache: ssllt-27348.pdf plain text: ssllt-27348.txt item: #144 of 481 id: ssllt-27552 author: Pawlak, Mirosław title: Review of Complexity perspectives on researching language learner and teacher psychology; Editors: Richard J. Sampson, Richard S. Pinner; Publisher: Multilingual Matters, 2021; ISBN: 9781788923545; Pages: 304 date: 2021-03-29 words: 2512 flesch: 48 summary: Ushioda in her sobering commentary also mentions some other problems, such as the foci of CDST research, the need to integrate the teach- ing and research processes, as well as ethical concerns. In the second chapter, Peter D. MacIntyre, Sarah Mercer, and Tammy Gregersen present the benefits of applying CDST to research into language learning psychology, offer examples of relevant studies, but also acknowledge the challenges involved in conducting such research and provide a handful of valuable recommendations in this respect. keywords: cdst; complexity; language; learning; research; teaching cache: ssllt-27552.pdf plain text: ssllt-27552.txt item: #145 of 481 id: ssllt-27553 author: ssllt, ssllt title: Notes on Contributors date: 2021-03-29 words: 2156 flesch: 30 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Chengchen Li (Huazhong University of Science and Technology, Wuhan, China) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Editor: Joanna Zawodniak (University of Zielona Góra, Poland) Language Editor: Melanie Ellis (Silesian University of Technology, Gliwice, Poland) Vol. 11 No. 1 March 2021 Editorial Board: Ali Al-Hoorie (Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia) Robert DeKeyser (University of Maryland, USA) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Zoltán Dörnyei (University of Nottingham, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Rod Ellis (Curtin University, Perth, Australia) Danuta Gabryś-Barker (University of Silesia, Poland) Tammy Gregersen (American University of Sharjah, United Arab Emirates) Carol Griffiths (University of Leeds, UK, AIS, Auckland, New Zealand) Rebecca Hughes (University of Nottingham, UK) Hanna Komorowska (University of Social Sciences and Humanities, Warsaw, Poland) Terry Lamb (University of Westminster, London, UK) keywords: adam; contact; english; language; mickiewicz; poland; research; studies; teaching; university cache: ssllt-27553.pdf plain text: ssllt-27553.txt item: #146 of 481 id: ssllt-27555 author: Pawlak, Mirosław title: Editorial date: 2021-03-29 words: 863 flesch: 42 summary: Multiple sources of data were applied which included boredom-grids, where participants indicated the intensity of this negative emotion on a 7-point Likert scale at 5-minute intervals, class evaluation forms, narratives, semi-structured interviews with four students after each class, and lesson plans. The data were collected by means of questionnaires administered to 155 such teachers in 17 schools and semi-structured interviews with those who man- ifested the greatest involvement in professional development. keywords: english; language; teaching cache: ssllt-27555.pdf plain text: ssllt-27555.txt item: #147 of 481 id: ssllt-28240 author: Derakhshan, Ali; Eslami, Zohreh R. ; Curle, Samantha ; Zhaleh, Kiyana title: Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout date: 2022-03-21 words: 10500 flesch: 50 summary: To address this issue, the present research project replicates previous stud- ies in the immediacy literature, which have demonstrated the influential role of teacher immediacy behaviors in students’ response variables in non-Iranian cul- tures (e.g., Estepp & Roberts, 2015; Finn & Schrodt, 2012; Kelly et al., 2015; Vio- lanti et al., 2018). In this study, we replicate them in the Iranian university EFL context by exploring the role of teacher immediacy behaviors in students’ experi- ences of academic burnout. keywords: behaviors; burnout; class; communication; derakhshan; efl; english; et al; immediacy; language; stroke; students; study; teacher; teacher immediacy; verbal cache: ssllt-28240.pdf plain text: ssllt-28240.txt item: #148 of 481 id: ssllt-28338 author: Papaja, Katarzyna Lidia title: Review of Teacher development for immersion and content-based instruction; Editors: Laurent Cammarata, T.J. Ó Ceallaigh; Publisher: John Benjamins Publishing Company, 2018; ISBN: 97890272074877; Pages: 201 date: 2021-06-24 words: 2008 flesch: 44 summary: Chapter 1, “Becoming a ‘Language-aware’ Content Teacher,” written by Peichang He and Angel M. Y. Lin, focuses on effective teaching of academic con- tent in second or foreign language (L2) instruction and content-based/CLIL edu- cation. The findings show significant differences with respect to the portfolio experi- ence, which suggests that teacher educators and decision-makers should sup- port and promote CEFR-informed instruction. keywords: content; development; immersion; language; teacher cache: ssllt-28338.pdf plain text: ssllt-28338.txt item: #149 of 481 id: ssllt-28589 author: Ma, Mengyao; Gao, Xuesong (Andy) title: Review of Individual differences in language learning: A complex systems theory perspective; Authors: Carol Griffiths, Adem Soruç; Publisher: Palgrave Macmillan, 2020; ISBN: 978-3-030-52900-0; Pages: 220 date: 2021-11-20 words: 1809 flesch: 52 summary: Therefore, it is important for teachers to de- velop a solid understanding of ID factors and their impact on L2 learning. Chapter 3 demonstrates how individual L2 learners’ biological sex and culturally constructed gender interact with a variety of ID factors, in- cluding beliefs, learning styles, race/ethnicity/nationality/culture, language learning strategies and contextual conditions in mediating their L2 learning. keywords: chapter; language; learning cache: ssllt-28589.pdf plain text: ssllt-28589.txt item: #150 of 481 id: ssllt-28666 author: Bielak, Jakub title: Review of Situating language learning strategy use: Present issues and future trends; Editors: Zoe Gavriilidou, Lydia Mitits; Publisher: Multilingual Matters, 2021; ISBN: 9781788926713; Pages: 376 date: 2021-06-24 words: 2667 flesch: 48 summary: 297-303 http://dx.doi.org/10.14746/ssllt.2021.11.2.7 http://pressto.amu.edu.pl/index.php/ssllt Book Review Situating language learning strategy use: Present issues and future trends Editors: Zoe Gavriilidou, Lydia Mitits Publisher: Multilingual Matters, 2021 ISBN: 9781788926713 Pages: 376 Despite recently going through a sort of a crisis brought about by critical remarks made by eminent scholars (e.g., Dörnyei, 2005) about the raison d’être of the whole research area Part 2, “New Pathways to Language Learning Strategy Research,” includes five chapters related to strategy use and assessment in relation to speaking (Chapter 3) and vocabulary (Chapters 4-7). keywords: book; chapter; language; learning; research; strategy; use cache: ssllt-28666.pdf plain text: ssllt-28666.txt item: #151 of 481 id: ssllt-28668 author: Pawlak, Mirosław title: Editorial date: 2021-06-24 words: 759 flesch: 40 summary: First, Hyang-IL Kim examines factors underlying foreign language reading anxiety as well as their relationships to the use of reading strategies and orientation to reading. Foreign language reading anxiety. keywords: anxiety; language; reading cache: ssllt-28668.pdf plain text: ssllt-28668.txt item: #152 of 481 id: ssllt-28672 author: ssllt, ssllt title: Notes on Contributors date: 2021-06-24 words: 2155 flesch: 35 summary: Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) ORCID ID: https://orcid.org/0000-0002-8305-1027 Contact details: University of Southern Denmark, Campusvej 55, 5230 Odense M., Denmark (cadierno@sdu.dk) 180 Xuan Van Ha is a doctoral candidate in applied linguistics at the Department of Linguistics, Macquarie University, Australia. keywords: department; english; language; learning; linguistics; poland; research; studies; teaching; university cache: ssllt-28672.pdf plain text: ssllt-28672.txt item: #153 of 481 id: ssllt-29075 author: Aubrey, Scott title: Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? date: 2022-03-21 words: 9750 flesch: 54 summary: Though focus can relate to consciously attending to – or noticing – important linguistic features or patterns (Schmidt, 1990), focus, as an indi- cator of task engagement, relates more to fluency and automaticity (Egbert, 2003). Language learner engagement during speaking tasks: A longitudinal study. keywords: chat; communication; computer; engagement; factors; focus; interest; language; learners; mode; research; task; text; video; writing cache: ssllt-29075.pdf plain text: ssllt-29075.txt item: #154 of 481 id: ssllt-29178 author: Silva, Breno title: Review of Learning words from reading: A cognitive model of word-meaning inference; Author: Megumi Hamada; Publisher: Bloomsbury Academic, 2021; ISBN: 978-1-3501-5368-4; Pages: 168 date: 2021-11-20 words: 1849 flesch: 49 summary: Thus, seeking to improve incidental vocabulary learning and teaching, the book Learning Words From Reading: A Cognitive Model of Word- meaning Inference by Megumi Hamada proposes an eponymous model of reading 636 that draws on second language acquisition (SLA) and psycholinguistic research to illustrate “how the meanings of words encountered during reading are learned” (p. viii). Word families. keywords: learning; model; reading; word cache: ssllt-29178.pdf plain text: ssllt-29178.txt item: #155 of 481 id: ssllt-29299 author: ssllt, ssllt title: Notes on Contributors date: 2021-09-13 words: 2263 flesch: 32 summary: Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Chengchen Li (Huazhong University of Science and Technology, Wuhan, China) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Editor: Joanna Zawodniak (University of Zielona Góra, Poland) Language Editor: Melanie Ellis (Silesian University of Technology, Gliwice, Poland) Vol. 11 No. 3 September 2021 Editorial Board: Ali Al-Hoorie (Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia) keywords: contact; editor; education; english; language; poland; research; studies; teaching; university cache: ssllt-29299.pdf plain text: ssllt-29299.txt item: #156 of 481 id: ssllt-29300 author: Reynolds, Barry Lee; Teng, Mark Feng title: Editorial: Introduction to the special issue on teaching English reading and writing to young learners date: 2021-09-13 words: 2449 flesch: 49 summary: 325-330 http://dx.doi.org/10.14746/ssllt.2021.11.3.1 http://pressto.amu.edu.pl/index.php/ssllt Editorial: Introduction to the special issue on teaching English reading and writing to young learners These challenges teachers face when providing instruction to young learners include cognitive de- velopment, motivation, attention, strategy use, and assessment (Nunan, 2011). keywords: english; language; learners; reading; teaching; teng; writing cache: ssllt-29300.pdf plain text: ssllt-29300.txt item: #157 of 481 id: ssllt-29302 author: Ke, Sihui (Echo); Zhang, Dongbo title: Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships date: 2021-09-13 words: 8617 flesch: 48 summary: It is noteworthy that only two of the studies considered cross- language transfer effects of morphological instruction and observed gains in morphological awareness in another language (Malay in Zhang, 2016; Chinese for children of high L2 English proficiency in Zhang et al., 2010) as a result of English morphological instruction. Morphological instruction draws learn- ers’ attention to intraword morphological structure and supports learning unfa- miliar words based on familiar word parts. keywords: awareness; development; english; instruction; language; morphological; reading; studies; word; zhang cache: ssllt-29302.pdf plain text: ssllt-29302.txt item: #158 of 481 id: ssllt-29304 author: Brooks, Gavin; Clenton, Jon; Fraser, Simon title: Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension date: 2021-09-13 words: 10662 flesch: 56 summary: While earlier EAL learner reading comprehension studies have come from predominantly English speaking countries, the current study focuses on learners in an international school context. By including such additional tests, the current study provides a platform to investigate the potential contributions different aspects of language knowledge make towards EAL learner reading comprehension. keywords: ability; comprehension; eal; english; fluency; knowledge; language; language learners; learners; reading; reading comprehension; skills; studies; study; test; vocabulary; word cache: ssllt-29304.pdf plain text: ssllt-29304.txt item: #159 of 481 id: ssllt-29305 author: Bui, Gavin; Luo, Xueya title: Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks date: 2021-09-13 words: 8426 flesch: 55 summary: What are the effects of EFL story continuation (versus complete L1 reading input) tasks on young EFL learners’ writing performance? 3. It was observed that 28 among 46 (60.87%) students with familiar story writing completed the story with a moral. keywords: continuation; efl; english; familiarity; input; language; learners; reading; story; students; tasks; topic; topic familiarity; writing cache: ssllt-29305.pdf plain text: ssllt-29305.txt item: #160 of 481 id: ssllt-29306 author: Banegas, Darío Luis; Lowe, Robert J. title: Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools date: 2021-09-13 words: 8636 flesch: 55 summary: 401-422 http://dx.doi.org/10.14746/ssllt.2021.11.3.5 http://pressto.amu.edu.pl/index.php/ssllt Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools Darío Luis Banegas University of Strathclyde, Glasgow, UK https://orcid.org/0000-0003-0225-0866 dario.banegas@strath.ac.uk Robert J. Lowe Tokyo Kasei University, Itabashi, Japan https://orcid.org/0000-0002-2411-0330 robert-l@tokyo-kasei.ac.jp Abstract There has been much research on the connections between second language (L2) writing and learner motivation. In this technical-action-research-based paper, we examined whether engaging secondary school learners in creative writing for publication exerted a positive influence on their language learning motivation and language development in a setting (Argentina) where English language learning is mandatory, a circum- stance which may affect learner motivation (Lamb, 2012). keywords: engagement; english; experience; language; learners; learning; motivation; publication; research; teachers; writing cache: ssllt-29306.pdf plain text: ssllt-29306.txt item: #161 of 481 id: ssllt-29307 author: Reynolds, Barry Lee; Teng, Mark Feng title: Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors date: 2021-09-13 words: 8891 flesch: 53 summary: The elements and characteristics of teacher feedback determine its quality and effect on students’ English writing. One of these is the level of explicitness re- quired for teacher feedback when its aim is to correct students’ writing errors. keywords: choice; collocation; errors; feedback; language; noun; students; teachers; verb; word; writing cache: ssllt-29307.pdf plain text: ssllt-29307.txt item: #162 of 481 id: ssllt-29308 author: Ma, Maggie; Bui, Gavin title: Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study date: 2021-09-13 words: 11758 flesch: 47 summary: Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. Teacher assessment literacy in practice: A recon- ceptualization. keywords: assessment; brown; chinese; conceptions; development; examination; factor; learning; level; practices; school; students; study; teachers cache: ssllt-29308.pdf plain text: ssllt-29308.txt item: #163 of 481 id: ssllt-29727 author: Duong, Phuong-Thao; Montero Perez, Maribel; Nguyen, Long-Quoc; Desmet, Piet; Peters, Elke title: The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking date: 2023-03-31 words: 9574 flesch: 60 summary: 101-124 https://doi.org/10.14746/ssllt.29727 http://pressto.amu.edu.pl/index.php/ssllt The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking Phuong-Thao Duong KU Leuven, Belgium http://orcid.org/0000-0002-0900-9357 duongthao204@gmail.com Maribel Montero Perez Ghent University, Belgium https://orcid.org/0000-0002-0868-588X maribel.monteroperez@ugent.be Long Quoc Nguyen FPT University, Vietnam https://orcid.org/0000-0002-4674-7199 quocnl2@fe.edu.vn Piet Desmet KU Leuven & imec, Belgium https://orcid.org/0000-0002-9849-0874 piet.desmet@kuleuven.be Elke Peters KU Leuven, Belgium https://orcid.org/0000-0001-7273-3850 elke.peters@kuleuven.be Abstract The present study investigates the impact of meaningful input on L2 learners’ vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners’ prior vocabulary Phuong-Thao Duong, Maribel Montero Perez, Long Quoc Nguyen, Piet Desmet, Elke Peters 102 knowledge and working memory. The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking 103 2. keywords: duong; fluency; input; input repetition; knowledge; language; learners; repeat; repetition; task; task repetition; use; vocabulary cache: ssllt-29727.pdf plain text: ssllt-29727.txt item: #164 of 481 id: ssllt-29769 author: Kruk, Mariusz; Pawlak, Mirosław; Elahi Shirvan, Majid; Taherian, Tahereh; Yazdanmehr, Elham title: Potential sources of foreign language learning boredom: A Q methodology study date: 2022-03-21 words: 9182 flesch: 58 summary: Teachers mostly view student boredom as a regular, commonplace event that is not worthy of attention or they simply attribute it to laziness, depression, anxiety or personality factors (Macklem, 2015). The relationship be- tween the first two theories in explaining the kind of boredom learners experience is that in highly teacher-controlled circumstances students mostly have to deal with monotonous class learning situations. keywords: boredom; class; factor; kruk; language; learners; learning; methodology; participants; sources; students; study; teacher cache: ssllt-29769.pdf plain text: ssllt-29769.txt item: #165 of 481 id: ssllt-30752 author: ssllt, ssllt title: Notes on Contributors date: 2021-12-24 words: 2712 flesch: 36 summary: Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Mariusz Kruk (University of Zielona Góra, Poland) Editor: Chengchen Li (Huazhong University of Science and Technology, Wuhan, China) Editor: Aleksandra Wach (Adam Mickiewicz University, Poznań, Poland) Editor: Joanna Zawodniak (University of Zielona Góra, Poland) Language Editor: Melanie Ellis (Silesian University of Technology, Gliwice, Poland) Vol. 11 No. 4 December 2021 Editorial Board: Ali Al-Hoorie (Royal Commission for Jubail and Yanbu, Jubail, Saudi Arabia) keywords: contact; education; english; language; learning; orcid; poland; research; studies; teaching; university cache: ssllt-30752.pdf plain text: ssllt-30752.txt item: #166 of 481 id: ssllt-30753 author: Pawlak, Mirosław title: Editorial date: 2021-12-24 words: 1200 flesch: 53 summary: Qualitative analysis of unstructured interview data showed that the implementation of such practices hinged upon the mastery of the TL, particularly with respect to metalinguistic knowledge, teachers’ position- ing as language learners and the amount of external support they received. The psychology of the language learner: Individual differ- ences in second language acquisition. keywords: language; learning; motivational; teaching cache: ssllt-30753.pdf plain text: ssllt-30753.txt item: #167 of 481 id: ssllt-30756 author: ssllt, ssllt title: Reviewers for Volume 11/2021 date: 2021-12-26 words: 2064 flesch: -9 summary: The University of Iowa, Iowa City, USA Robert DeKeyser University of Maryland, USA Vanessa De Wilde Ghent University, The Netherlands Ali Derakhshan Golestan University, Gorgan, Iran Marek Derenowski Adam Mickiewicz University, Poznań, Poland Jean-Marc Dewaele Birkbeck College, University of London, UK Helen Donaghue Sheffield Hallam University, UK Ana Maria Ducasse RMIT University, Melbourne Jean-Paul DuQuette University of Macau, China Bronwen Dyson The University of Sydney, Australia Majid Elahi Shirvan University of Bojnord, Iran Mostafa Janebi Enayat University of Maragheh, Iran Elizabeth Enkin University of Nebraska at Lincoln, USA Jason Fan University of Melbourne, Australia Fan Fang Shantou University, China J. César Félix-Brasdefer Indiana University, Bloomington, USA Julieta Fernandez The Hong Kong Institute of Education, China Ernesto Macaro University of Oxford, UK Karina Rose Mahan Norwegian University of Science and Technology, Trondheim, Norway Soheil Mansouri Webster University, Webster Groves, USA Zhicheng Mao The Chinese University of Hong Kong, China Cláudia Susana Nunes Martins The Polytechnic Institute of Bragança, Portugal Joshua Matthews School of Education, University of New England, Australia Mark McAndrews Western Kentucky University, USA Kim McDonough Concordia University, Montreal, Canada Paul Meara Cardiff University, UK Sarah Mercer University of Graz, Austria Kouider Mokhtari University of Texas at Tyler, USA Charles M. Mueller Fuji Women’s University, Japan Gerrard Mugford University of Guadalajara, Mexico Christine Muir University of Nottingham, UK Anna Mystkowska-Wiertelak University of Wrocław, Poland Yoshiyuki Nakata Doshisha University, keywords: australia; beijing; canada; china; education; hong; hong kong; iran; japan; kong; national; new; normal; poland; science; spain; state; state university; studies; taiwan; technology; university; usa cache: ssllt-30756.pdf plain text: ssllt-30756.txt item: #168 of 481 id: ssllt-31677 author: Lu, Cailing; Coxhead, Averil title: Specialized vocabulary across languages: The case of traditional Chinese medicine date: 2023-03-31 words: 14268 flesch: 70 summary: The case of traditional Chinese medicine Cailing Lu Shanghai Jiao Tong University, Shanghai, China https://orcid.org/0000-0002-9911-2824 luca@sjtu.edu.cn Averil Coxhead Victoria University of Wellington, Wellington, New Zealand https://orcid.org/0000-0003-3392-6961 averil.coxhead@vuw.ac.nz Abstract This paper reports on the creation of specialized word lists in traditional Chinese medicine (TCM), which is a discipline using vocabulary across languages (i.e., Chi- nese and English) and involves learners with different L1 backgrounds. Especially, the development of specialized word lists using either a common core or disci- pline-specific approach is important to discuss here. keywords: chinese; corpora; corpus; coverage; coxhead; english; frequency; hsu; ing; items; journal; language; learners; learning; level; lists; meaning; medical; medicine; nation; specialized; study; sub; tcm; tcm list; tcm word; texts; vocabulary; word list; words cache: ssllt-31677.pdf plain text: ssllt-31677.txt item: #169 of 481 id: ssllt-31733 author: Derakhshan, Ali; Zhang , Lawrence Jun; Zhaleh, Kiyana title: The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding date: 2023-03-31 words: 10934 flesch: 46 summary: Accordingly, as instances of teacher communication behav- iors well established in the domain of instructional communication research, teacher immediacy and clarity have been empirically found to be positively influ- encing students’ affective learning (e.g., Enskat et al., 2017; Frymier et al., 2019; Myers & Goodboy, 2015; Violanti et al., 2018; Zhang, 2011). According to the rhetorical/relational goal theory, teacher immediacy can satisfy students’ academic and relational needs (Frymier et al., 2019). keywords: behaviors; chinese; clarity; communication; derakhshan; efl; et al; immediacy; instructor; iranian; language; learning; students; teacher; understanding cache: ssllt-31733.pdf plain text: ssllt-31733.txt item: #170 of 481 id: ssllt-31903 author: ssllt, ssllt title: Notes on Contributors date: 2022-03-21 words: 2329 flesch: 30 summary: Anne Burns (Aston University, Birmingham, UK, University of New South Wales, Sydney, Australia) Anna Cieślicka (Texas A&M International University, Laredo, USA) Kata Csizér (Eötvös Loránd University, Budapest, Hungary) Robert DeKeyser (University of Maryland, USA) Ali Derakhshan (Golestan University, Gorgan, Iran) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Zoltán Dörnyei (University of Nottingham, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) keywords: applied; department; education; english; language; learning; poland; research; studies; teaching; university cache: ssllt-31903.pdf plain text: ssllt-31903.txt item: #171 of 481 id: ssllt-31905 author: Pawlak, Mirosław title: Editorial date: 2022-03-21 words: 756 flesch: 38 summary: Using confirmatory factor anal- ysis, correlational analyses, and structural equation modeling, they found that teacher immediacy and stroke subscales were negatively related to student burnout and that the two constructs and their subcomponents constituted important predic- tors of this negative phenomenon. Sub- sequently, Ali Derakhshan, Zohreh R. Eslami, Samantha Curle and Kiyana Zhaleh pre- sent the findings of a study that examined the predictive role of teacher immediacy (i.e., psychological and physical proximity) and stroke behaviors (i.e., actions taken to appreciate another person’s worth and presence) in the occurrence of academic burnout in the case of 631 university students in Iran. keywords: language; learning; studies cache: ssllt-31905.pdf plain text: ssllt-31905.txt item: #172 of 481 id: ssllt-31990 author: Alamer, Abdullah; Alsagoafi, Ahmad title: Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement date: 2023-03-31 words: 8485 flesch: 57 summary: Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading profi- ciency, suggesting that the effect of strategies is mediated by motivational inten- sity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. keywords: alamer; composite; construct; language; marsi; model; reading; reading strategies; strategies; strategy; students; test; use cache: ssllt-31990.pdf plain text: ssllt-31990.txt item: #173 of 481 id: ssllt-32358 author: Yang, Shanshan; Azari Noughabi, Mostafa; Botes, Elouise; Dewaele, Jean-Marc title: Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop date: 2023-03-31 words: 7914 flesch: 52 summary: In response, Frank et al. (2016) proposed that, in addition to intrapersonal mindfulness, teacher mindfulness should also include interpersonal mindfulness, referring to an open inclination and attitude with ac- ceptance and receptiveness in teacher-student interactions (Moyano et al., 2021). In this study, teacher mindfulness is operationalized as EFL teachers’ trait of regulating emotions with respect to both intrapersonal and interpersonal dimensions to concentrate on the present while ignoring the past or future concerns (Frank et al., 2016; Li, 2021). keywords: burnout; dewaele; emotions; engagement; enjoyment; et al; flte; language; mindfulness; teacher; teaching; work cache: ssllt-32358.pdf plain text: ssllt-32358.txt item: #174 of 481 id: ssllt-34214 author: Piniel, Katalin; Zólyomi, Anna title: Gender differences in foreign language classroom anxiety: Results of a meta-analysis date: 2022-06-18 words: 12250 flesch: 56 summary: In what follows, we will pro- vide a brief overview of language anxiety research, a description of the FLCAS and a narrative summary of studies on language anxiety and gender, and to jus- tify our method of research, we will also refer to meta-analytical studies on lan- guage anxiety. The end of the confounding phase and the beginning of the specialized approach in language anxiety research (MacIntyre, 2017) is marked by the in- clusion of the language anxiety construct in the socio-educational model of lan- guage learning (MacIntyre & Gardner, 1991) and Horwitz et al.’s (1986) work on foreign language classroom anxiety (FLCA). keywords: analysis; classroom anxiety; differences; effect; flcas; gender; journal; language anxiety; language classroom; language learning; learners; meta; relationship; research; results; studies; study cache: ssllt-34214.pdf plain text: ssllt-34214.txt item: #175 of 481 id: ssllt-34216 author: ssllt, ssllt title: Notes on Contributors date: 2022-06-18 words: 2037 flesch: 27 summary: Diane Larsen-Freeman (University of Michigan, USA) Barbara Lewandowska-Tomaszczyk (State University of Applied Sciences, Konin, Poland) Jan Majer (State University of Applied Sciences, Włocławek, Poland) Paul Meara (Swansea University, UK) Sarah Mercer (University of Graz, Austria) Anna Michońska-Stadnik (University of Wrocław, Poland) Carmen Muñoz (University of Barcelona, Spain) Anna Niżegorodcew (Jagiellonian University, Kraków, Poland) Bonny Norton (University of British Columbia, Canada) Terrence Odlin (Ohio State University, USA) Rebecca Oxford (University of Maryland, USA) Aneta Pavlenko (University of Oslo, Norway) Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) keywords: applied; department; editor; english; language; learning; poland; research; studies; university cache: ssllt-34216.pdf plain text: ssllt-34216.txt item: #176 of 481 id: ssllt-34217 author: Csizér, Kata; Albert, Ágnes; Piniel, Katalin title: Editorial: Introduction to the special issue on conducting research syntheses on individual differences in SLA date: 2022-06-18 words: 6351 flesch: 48 summary: The write-up follows the structure of research studies and remains objective rather than critical; hence the quality of previous studies has a direct impact on the quality of the research synthesis (see Albert & Csizér, this special issue). Norris and Ortega (2006) label such reviews as re- search syntheses and identify them as “pursu[ing] systematic (i.e., exhaustive, trustworthy, and replicable) understandings of the state of knowledge that has accumulated about a given problem across primary research studies” (p. xi). keywords: analysis; data; effect; issue; language; learning; meta; plonsky; research; studies; syntheses cache: ssllt-34217.pdf plain text: ssllt-34217.txt item: #177 of 481 id: ssllt-34235 author: Botes, Elouise; Dewaele, Jean-Marc; Greiff, Samuel title: Taking stock: A meta-analysis of the effects of foreign language enjoyment date: 2022-06-21 words: 9514 flesch: 58 summary: The dimensions of foreign language classroom en- joyment and their effect on foreign language achievement. 205-232 http://dx.doi.org/10.14746/ssllt.2022.12.2.3 http://pressto.amu.edu.pl/index.php/ssllt Taking stock: A meta-analysis of the effects of foreign language enjoyment Elouise Botes University of Vienna, Austria https://orcid.org/0000-0003-4952-8386 elouise.botes@univie.ac.at Jean-Marc Dewaele Birkbeck College, University of London, UK https://orcid.org/0000-0001-8480-0977 j.dewaele@bbk.ac.uk Samuel Greiff University of Luxembourg, Luxembourg https://orcid.org/0000-0003-2900-3734 samuel.greiff@uni.lu Abstract Studies examining the positive emotion of foreign language enjoyment (FLE) have recently increased exponentially, as researchers are applying the tenets of positive psychology in applied linguistics. keywords: achievement; analysis; anxiety; classroom; dewaele; enjoyment; fla; fle; language; language enjoyment; learning; meta; research; self; studies cache: ssllt-34235.pdf plain text: ssllt-34235.txt item: #178 of 481 id: ssllt-34236 author: Goetze, Julia; Driver, Meagan title: Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA date: 2022-06-21 words: 10363 flesch: 55 summary: Relating adolescents’ second language read- ing attitudes, self efficacy for reading, and reading ability in a non-sup- portive ESL setting. Self efficacy in English and Iranian senior high school stu- dents majoring in humanities. keywords: achievement; analysis; effect; efficacy; english; l2 achievement; l2 self; language; language learning; learners; learning; meta; relationship; research; self; sla; studies cache: ssllt-34236.pdf plain text: ssllt-34236.txt item: #179 of 481 id: ssllt-34237 author: Tajeddin, Zia; Khanlarzadeh, Neda; Ghanbar, Hessameddin title: Learner variables in the development of intercultural competence: A synthesis of home and study abroad research date: 2022-06-21 words: 15848 flesch: 50 summary: Intercultural communicative competence development during and after language study abroad: Insights from Arabic. 2. Intercultural language teaching One of the critical aspects of language teaching that permeates second language acquisition (SLA) studies and has attracted the attention of numerous scholars is the concept of culture (Byram et al., 2013; Guilherme, 2000; Tolosa et al., 2018). keywords: competence; context; development; education; et al; gender; home; icc; instruction; intercultural; journal; language; learner; learning; research; studies; study; teaching; variables cache: ssllt-34237.pdf plain text: ssllt-34237.txt item: #180 of 481 id: ssllt-34238 author: Albert, Ágnes; Csizér, Kata title: Investigating individual differences with qualitative research methods: Results of a meta-analysis of leading applied linguistics journals date: 2022-06-21 words: 12557 flesch: 51 summary: A meta-analysis of reliability coefficients in second language research. Research questions Since the number of qualitative research articles seems to be on the rise when it comes to investigating IDs in language learning, providing a systematic review Ágnes Albert, Kata Csizér 312 of such articles that have appeared in leading journals of our field is timely. keywords: analysis; articles; collection; control; data; differences; journals; language; language journal; language learning; learning; linguistics; methods; qualitative; quality; research; studies; study; teaching cache: ssllt-34238.pdf plain text: ssllt-34238.txt item: #181 of 481 id: ssllt-35597 author: Pawlak, Mirosław title: Editorial date: 2022-09-27 words: 1017 flesch: 46 summary: 351 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 12 (3). The venue will be the beau- tiful seat of the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University which is home to the Department of English Studies where the journal has been published from its inception. keywords: language; learning; research; teaching cache: ssllt-35597.pdf plain text: ssllt-35597.txt item: #182 of 481 id: ssllt-35600 author: ssllt, ssllt title: Notes on Contributors date: 2022-09-27 words: 2416 flesch: 32 summary: Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) He has published extensively, and his articles have appeared in interna- tional journals, such as Applied Linguistics, Language Teaching, Journal of Eng- lish for Academic Purposes, International Journal of Corpus Linguistics, Lingua, and System. 347 ORCID ID: https://orcid.org/0000-0002-3366-1855 Contact details: Institute of Corpus Studies and Applications, Shanghai Interna- tional Studies University, 1550 Wenxiang Road, Songjian, Shanghai,201306, P.R of China (leileicn@126.com; leileicn@shisu.edu.cn) keywords: china; contact; education; english; language; learning; orcid; poland; research; studies; university cache: ssllt-35600.pdf plain text: ssllt-35600.txt item: #183 of 481 id: ssllt-35602 author: Serrano, Raquel title: A state-of-the-art review of distribution-of-practice effects on L2 learning date: 2022-09-27 words: 11193 flesch: 56 summary: Spacing effect This section reviews the studies that have examined massed versus spaced inter- stimulus spacing when learning occurs in one session, as well as studies that have analyzed learning outcomes of training/teaching in one (massed) versus several sessions (spaced). Spacing effects on repeated L2 task performance. keywords: effects; english; grammar; immediate; intensive; lag; language; learning; long; massed; practice; spaced; spacing; studies; suzuki; vocabulary cache: ssllt-35602.pdf plain text: ssllt-35602.txt item: #184 of 481 id: ssllt-35603 author: Qin, Jie; Lei, Lei title: Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020 date: 2022-09-27 words: 9596 flesch: 56 summary: The cognition hypothesis: A syn- thesis and meta-analysis of research on second language task complexity. Cognitive complexity and task sequencing: Studies in a com- ponential framework for second language task design. keywords: analysis; articles; complexity; language; language teaching; learning; lei; research; skehan; task; task complexity; tblt; teaching; topics cache: ssllt-35603.pdf plain text: ssllt-35603.txt item: #185 of 481 id: ssllt-35604 author: Xu, Jinfen; Li, Changying title: Timing of form-focused instruction: Effects on EFL learners’ grammar learning date: 2022-09-27 words: 11688 flesch: 60 summary: Keywords: timing; form-focused instruction; isolated FFI; integrated FFI; passive voice Jinfen Xu, Changying Li 406 1. These two kinds of FFI are dif- ferent in that students attend to language forms during communicative activities in integrated FFI, while they attend to forms separately from communicative ac- tivities in isolated FFI (Spada & Lightbown, 2008). keywords: activities; ffi; form; group; instruction; language; learners; learning; passive; students; voice; √ √ cache: ssllt-35604.pdf plain text: ssllt-35604.txt item: #186 of 481 id: ssllt-35606 author: Lee, Jang Ho; Ahn, Joung Joo; Lee, Hansol title: The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis date: 2022-09-27 words: 9069 flesch: 53 summary: The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural. . . However, extant studies on the relationships between motivation and L2 vocabulary knowledge have produced rather mixed findings (e.g., Alamer, 2022; The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural. . . keywords: l2 vocabulary; language; learning; learning strategies; lee; motivation; size; strategies; vls; vocabulary; vocabulary knowledge; vocabulary learning cache: ssllt-35606.pdf plain text: ssllt-35606.txt item: #187 of 481 id: ssllt-35610 author: Zhang, Zhipeng; Gao, Xuesong (Andy); Liu, Ting; Lee, Chwee Beng title: Language learners’ emotion regulation and enjoyment in an online collaborative writing program date: 2022-09-27 words: 8667 flesch: 48 summary: Through principal compo- nent analysis, this study identified two major types of emotion regulation in online collaborative language learning: peer regulation and group regulation. Learners’ enjoyment in online collaboration depended on not only their engage- ment in peer and group regulation but also perhaps the interactions between these two types of emotion regulation. keywords: collaboration; emotion regulation; emotions; enjoyment; factor; group; group regulation; language; learners; learning; online; regulation cache: ssllt-35610.pdf plain text: ssllt-35610.txt item: #188 of 481 id: ssllt-35616 author: Xu, Jian; Qiu, Xuyan title: Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences date: 2022-09-27 words: 9739 flesch: 58 summary: In addition, descriptive analysis of psychological L2 listening needs at item level showed means for each of the 13 items ranging from 2.24 to 4.13, with stand- ard deviations ranging from 0.87 to 1.10 (see Table 4). 495 Table 4 Descriptive analysis of psychological L2 listening needs at item level (N = 863) keywords: autonomy; competence; english; language; learning; listening; listening needs; model; needs; p =; relatedness; speaking; students; study cache: ssllt-35616.pdf plain text: ssllt-35616.txt item: #189 of 481 id: ssllt-35619 author: Zhu, Lixia ; Cai, Jinting title: Review of Crosslinguistic influence and second language learning by Kevin McManus date: 2022-09-27 words: 1716 flesch: 47 summary: Previous publications on CLI tend to approach this phenomenon as part of language learning and use, failing to pay adequate attention to the ways of overcoming the difficulties rooted in negative CLI. Chapter 1 lays the foundation for the sub- sequent chapters by clarifying McManus’ functional view of language and experi- ence-driven view of language learning as well as explaining some basic issues con- cerning CLI. keywords: cli; language; learning cache: ssllt-35619.pdf plain text: ssllt-35619.txt item: #190 of 481 id: ssllt-35620 author: Li, Zixuan title: Review of Researching language learning motivation: A concise guide by Ali H. Al-Hoorie and Fruzsina Szabó date: 2022-09-27 words: 2076 flesch: 49 summary: Because of these concerns, he argues that the selves-related concepts should be treated with great caution when conducting L2 motivation research. Overall, featuring concise and accessible overviews of contemporary con- cepts and directions of L2 motivation research, this impressive book serves as an informative and invaluable guide for both graduate students and novice researchers. keywords: chapter; language; learning; motivation; research cache: ssllt-35620.pdf plain text: ssllt-35620.txt item: #191 of 481 id: ssllt-35626 author: ssllt, ssllt title: Call for Papers for the 2023 SSLLT Conference date: 2022-09-27 words: 725 flesch: 49 summary: 521 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 12 (3). 521-524 http://pressto.amu.edu.pl/index.php/ssllt Call for Papers for the 2023 SSLLT Conference Department of English Studies Faculty of Pedagogy and Fine Arts, Kalisz Adam Mickiewicz University, Poznań, Poland Second Language Learning and Teaching: keywords: language; learning; teaching cache: ssllt-35626.pdf plain text: ssllt-35626.txt item: #192 of 481 id: ssllt-35760 author: Gabryś-Barker, Danuta title: Review of An advanced guide to multilingualism by Larissa Aronin date: 2023-03-31 words: 2385 flesch: 40 summary: Multilingual language functioning inevitably leads to the emer- gence of code-switching and translanguaging, two concepts which are also de- fined and contextualized here. An important part of the discussion of language nominations and languages’ status in a multilingual mind relates to the concepts of language repertoires (LR) and dominant language constellations (DLC), as well as the impact of material culture on multilingual language development and func- tioning, all of which are explored and clarified with respect to their individual fea- tures. keywords: aronin; book; discussion; language; multilingualism; research cache: ssllt-35760.pdf plain text: ssllt-35760.txt item: #193 of 481 id: ssllt-36132 author: Biedroń, Adriana title: Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks date: 2023-03-31 words: 2104 flesch: 53 summary: I will not exaggerate by saying that Richard Sparks is one of the founders of foreign language aptitude theory whose contributions can be put on a par with the works of such renowned researchers as John Carrol, Peter Skehan and Peter Robin- son. The author is the proponent of the linguistic coding deficit hypothe- sis (LCDH) (Sparks et al., 1989), later modified as the linguistic coding differences hy- pothesis (Sparks, 1995), which is one of the most cited theories in the context of re- search into foreign language aptitude (Sparks, 2012; Sparks, 2023). keywords: aptitude; language; sparks cache: ssllt-36132.pdf plain text: ssllt-36132.txt item: #194 of 481 id: ssllt-36600 author: Manchón, Rosa M.; Coyle, Yvette title: Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice date: 2022-12-27 words: 4149 flesch: 50 summary: In the opening paper (“Developments in classroom-based research on L2 writ- ing”), Icy Lee reviews and critically reflects on developments in classroom-based research on L2 writing on the basis of 75 studies published in the Journal of Sec- ond Language Writing between 2001 and 2020, which are grouped into 3 strands: (1) students and the learning of writing; (2) teachers and the teaching of writing; and (3) classroom assessment and feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 85-105). keywords: feedback; language; research; second; writing cache: ssllt-36600.pdf plain text: ssllt-36600.txt item: #195 of 481 id: ssllt-36602 author: ssllt, ssllt title: Notes on Contributors date: 2022-12-27 words: 2439 flesch: 35 summary: Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) Diane Larsen-Freeman (University of Michigan, USA) Barbara Lewandowska-Tomaszczyk (State University of Applied Sciences, Konin, Poland) Jan Majer (State University of Applied Sciences, Włocławek, Poland) Paul Meara (Swansea University, UK) Sarah Mercer (University of Graz, Austria) Anna Michońska-Stadnik (University of Wrocław, Poland) Carmen Muñoz (University of Barcelona, Spain) Anna Niżegorodcew (Jagiellonian University, Kraków, Poland) Bonny Norton (University of British Columbia, Canada) Terrence Odlin (Ohio State University, USA) Rebecca Oxford (University of Maryland, USA) Aneta Pavlenko (University of Oslo, Norway) keywords: contact; department; language; murcia; orcid; poland; research; spain; university; usa; writing cache: ssllt-36602.pdf plain text: ssllt-36602.txt item: #196 of 481 id: ssllt-36603 author: Lee, Icy title: Developments in classroom-based research on L2 writing date: 2022-12-27 words: 9218 flesch: 49 summary: Student writing in the digital space (N = 11) A case in point is the need for teachers to correct all errors in student writing, which is against the spirit of AfL. 3.3.3. keywords: assessment; classroom; feedback; genre; journal; l2 writing; language writing; learning; lee; research; students; studies; teachers; teaching; writing cache: ssllt-36603.pdf plain text: ssllt-36603.txt item: #197 of 481 id: ssllt-36604 author: Elola, Idoia; Oskoz, Ana title: Reexamining feedback on L2 digital writing date: 2022-12-27 words: 8995 flesch: 52 summary: New genres, new tasks The inclusion of digital multimodal texts in the L2 classroom is, without doubt, the result of the increasing presence of digital genres in learners’ professional and personal lives. Without a doubt, digital multimodal texts are here to stay and will increas- ingly populate diverse academic contexts. keywords: assessment; digital; feedback; images; language; learners; modes; multimodal; resources; story; texts; writing cache: ssllt-36604.pdf plain text: ssllt-36604.txt item: #198 of 481 id: ssllt-36605 author: Roca de Larios, Julio; Coyle, Yvette; García, Vanessa title: The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class date: 2022-12-27 words: 9977 flesch: 53 summary: Concluding remarks Given the promising results of our exploratory study with young EFL learners, we suggest that a similar approach to writing instruction might be usefully adopted in CLIL primary school science classes to strengthen children’s knowledge of the associations between content and language. These operations, which have been regarded as organizing frames or building blocks for learners to develop subject literacy, are taken to give CLIL teachers the opportunity of clarify- ing learning and teaching goals and, therefore, provide a “focused and principled integration of content, literacy and language” (Morton, 2020, p. 11). keywords: children; class; clauses; clil; content; discourse; functions; knowledge; language; learning; levers; profile; school; writing cache: ssllt-36605.pdf plain text: ssllt-36605.txt item: #199 of 481 id: ssllt-36606 author: González-Cruz, Belén; Cerezo, Lourdes; Nicolás-Conesa, Florentina title: A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing date: 2022-12-27 words: 10306 flesch: 55 summary: Data sources and coding There were two main sources of data: written texts (i.e., pre-tests, drafts, and rewrit- ten texts), and error log worksheets (i.e., collaborative feedback processing). These findings are in line with those of previous re- search about the advantages of CM to improve the quality of written texts (Cheung, A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer . . . keywords: accuracy; dyads; errors; feedback; language; learners; p&p; processing; research; texts; wcf; writing cache: ssllt-36606.pdf plain text: ssllt-36606.txt item: #200 of 481 id: ssllt-36607 author: Leow , Ronald P.; Thinglum , Anne; Leow , Stephanie A. title: WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance date: 2022-12-27 words: 8713 flesch: 54 summary: The link between DoP and performances on related linguistic items on the tests and final exam also appeared to indicate that it may not be the type of WCF L2 writers receive from their teachers that plays an important role in subsequent L2 development but how they process such WCF. It can also be observed that the majority of WCF studies have approached the role of WCF from a product-oriented (versus process-oriented) and non-curricular (lacking any association with the language curriculum) perspective (Leow, 2020). keywords: compositions; curriculum; dop; items; language; learning; leow; level; processing; research; type; wcf; writers cache: ssllt-36607.pdf plain text: ssllt-36607.txt item: #201 of 481 id: ssllt-36608 author: Bowles , Melissa A.; Gastañaga , Kacie title: Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds date: 2022-12-27 words: 9270 flesch: 65 summary: The L2 group demonstrated the highest DoP when they received error coding feedback for punctuation, sentence structure, tense, and word choice errors. Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? keywords: coding; dop; error; feedback; high; language; learners; low; processing; spanish; type; underlining cache: ssllt-36608.pdf plain text: ssllt-36608.txt item: #202 of 481 id: ssllt-36609 author: Criado, Raquel; Garcés-Manzanera, Aitor; Plonsky, Luke title: Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives date: 2022-12-27 words: 9697 flesch: 58 summary: The results of this study suggest that using model texts does not fully align with the effects produced by direct and indirect WCF on writing fluency accord- ing to Truscott’s (1996, 2004) claims, given that our model group increased both Raquel Criado, Aitor Garcés-Manzanera, Luke Plonsky 714 their word count (though slightly) and speed fluency in the texts they rewrote following the processing of the models. 717 tasks with model texts. keywords: feedback; fluency; group; language; measures; models; process; text; wcf; words; writing cache: ssllt-36609.pdf plain text: ssllt-36609.txt item: #203 of 481 id: ssllt-36611 author: Vasylets, Olena; Mellado, M. Dolores; Plonsky, Luke title: The role of cognitive individual differences in digital versus pen-and-paper writing date: 2022-12-27 words: 9208 flesch: 57 summary: One of the most recent applications of embodied cognition views to L2 writing is found in Vasylets and Marín (2022) who proposed that writing environment can be conceptualized as a task complexity factor, given that paper-based and computer writing can pose different cognitive demands on L2 learners. The role of cognitive factors in second language writing and writing to learn a second language. keywords: aptitude; differences; digital; environment; language; learning; llama; memory; paper; role; task; working; writing cache: ssllt-36611.pdf plain text: ssllt-36611.txt item: #204 of 481 id: ssllt-36612 author: ssllt, ssllt title: Reviewers for Volume 12/2022 date: 2022-12-27 words: 1650 flesch: -144 summary: The Hong Kong Institute of Education, China Nigel Mantou Lou University of Victoria, Canada Xiaojun Lu University of Nottingham, Ningbo, China Boning Lyu Xiamen University, China Ernesto Macaro University of Oxford, UK Ayumi Matsuo Kobe College, Japan Joshua Matthews University of New England, Bideford, USA Anne McCabe Saint Louis University, USA Kim McDonough Concordia University, Montreal, Canada Paul Meara Cardiff University, UK Sarah Mercer University of Graz, Austria Elizabeth R. Miller University of North Carolina at Charlotte, USA Kouider Mokhtari University of Texas at Tyler, USA Maria Mos Tilburg University, Netherlands Carmen Muñoz University of Barcelona, Spain Anna Mystkowska-Wiertelak University of Wrocław, Poland Sachiko Nakamura Tamagawa University, Thailand Ayşegül Nergis Istanbul University, Turkey 748 Ryo Nitta Nagoya Gakuin University, Japan Saeed Nourzadeh Damghan University, Iran Ana Oskoz University of Maryland, Baltimore County, USA Mark Pacheco University of Florida, Gainesville, USA Ane Palma Universidade Federal Do Paraná, Brazil Mostafa Papi Florida State University, Tallahassee, USA Sun Hee Park Ewha Womans University, Seoul, South Korea Alyssa Parr University of Minnesota, Minneapolis, USA Víctor Pavón Vázquez University of Córdoba, Spain Hongying Peng Guangdong University of Foreign Studies, China Jian-E Peng Shantou University, China Javier Pérez-Guerra University of Vigo, Spain Jacob Petersen Iwate University, Japan Simone Pfenninger University of Zurich, Switzerland Linh Phung Chatham University, USA François Pichette TÉLUQ University, Quebec, Canada Luke Plonsky University of Northern Arizona, Flagstaff, USA Charlene Polio Michigan State University, USA Jie Qin South China Agricultural University, Guangzhou, China Xuyan Qiu Hong Kong Metropolitan University, China Muhammad Rahimi Qilu University of Technology, China Anabela Rato University of Toronto, Canada Wei Ren Beihang University, Beijing, China Julio Roca de Larios University of Murcia, Spain Barry Lee Reynolds University of Macau, China Xavier Martin Rubió University of Lleida, Spain Marianna Ryshina-Pankova Georgetown University, Eashington, DC, USA Karim Sadeghi Urmia University, Iran Pilar Safont Universitat Jaume I, Castelló, Spain Giuliana Salvato University of Windsor, Canada Raquel Serrano University of Barcelona, Spain Kaiqi Shao Hangzhou Dianzi University, China Mohsen Shirazizadeh Alzahra University, Tehran, Iran Tony Silva Purdue University, West Lafayette, USA Yvette Slaughter Melbourne Graduate School of Education, Australia Tammy Slater University of British Columbia, Vancouver, Canada Dávid Smid Eötvös Loránd University, Budapest, Hungary Sarah Sok University of California, Irvine, USA Jayoung Song Pennsylvania State University, State College, USA Boglárka Spissich Eötvös Loránd University, Budapest, Hungary Ryan Spring Tohoku University, Japan Neomy Storch Melbourne University, Australia Yunwen Su University of Utah, Salt Lake City, USA Ekaterina Sudina East Carolina University, Greenville, USA Shungo Suzuki Lancaster University, UK Yuichi Suzuki Kanagawa University, Japan Liss Kerstin Sylvén University of Gothenburg, Sweden Paweł Szudarski University of Nottingham, UK Osama Takeuchi Kansai University, Osaka, Japan Shuxin Tan Pai Chai University, South Korea Annela Teemant Indiana University, Bloomington, USA 749 Yasser Teimouri Boğaziçi University, Istanbul, Turkey Amy Thompson West Virginia University, Morgantown, USA Nicole Tracy-Ventura University of Southampton, UK Elsa Tragant University of Barcelona, Spain Pavel Trofimovich Concordia University, Montreal, Canada Shu-Chiao Tsai National Kaohsiung University of Science and Technology, Taiwan Kimiko Tsukada Macquarie University, Sydney, Australia Takumi Uchihara Waseda University, Tokyo, Japan Olena Vasylets University of Barcelona, Spain Joseph P. Vitta Queen’s University, Belfast, UK Robert Walldén Malmö University, Sweden Hui Wang University of Kansas, Lawrence, USA Yabing Wang Guangdong University of Foreign Studies, China Yongliang Wang Henan University, China Stuart Webb University of Western Ontario, London, Canada Rining Wei Department of English, Xi'an Jiaotong-Liverpool University Xiaobao Wei East China University of Science and Technology, Shanghai, China Zhisheng Edward Wen Macao Polytechnic University, China Vanessa de Wilde Ghent University, Belgium Dorota Werbińska Pomeranian University, Słupsk, Poland Katerin Wismiewski Otto-Friedrich-Universität Bamberg, Germany Magdalena Wrembel Adam Mickiewicz University, Poznań, Poland Xue Wu Huazhong University of Science and Technology, China Mark Wyatt Khalifa University, Abu Dhabi, United Arab Emirates Hao Xu Beijing Foreign Studies University, China Mengzhu Yan Huazhong University of Science and Technology, China Akifumi Yanagisawa University of Western Ontario, London, Canada Shanshan Yang Fudan University, China Yucel Yilmaz Indiana University, Bloomington, USA Hanjing Yu Dalian University of Technology, China Dogan Yuksel Kocaeli University, Turkey Sara Zahler State University of New York at Albany, USA Lawrence Zhang University of Auckland, New Zealand Yiran Zhang University of Macau, China Xian Zhang University of North Texas, Denton, USA Xuan Zheng Peking University, Beijing, China Anna Zólyomi Eötvös Loránd University, Budapest, Hungary Jakub Bielak Adam Mickiewicz University, Poznań, Poland Jill Boggs Swansea University, UK Griet Boone Ghent University, Belgium Katy Borodkin Tel Aviv University, Israel Elouise Botes University of Vienna, Austria Alex Bounton University of Cambridge, UK Melissa Bowles University of Illinois at Urbana-Champaign, USA Camino Bueno-Alastuey University of Navarra, Pamplona, Spain Jack Burston Cyprus University of Technology, Limassol, Cyprus Yuyang Cai Shanghai University of International Business and Economics, China 746 Laia Canals Universitat Oberta de Catalunya, Barcelona, Spain Katherine Cao Trinity College, University of Melbourne, Victoria, Australia Eduardo Castro Kanda University of International Studies, Japan Carly Rae Carver Augusta University, USA Lourdes Cerezo University of Murcia, Spain Xi Chen University of Central Lancashire, Preston, UK Xinjie Chen Stanford University, USA Xuemei Chen University of Electronic Science and Technology of China, Chengdu, China Irina Chereseva University of Birmingham, UK Eun Seon Chung Hankuk University of Foreign Studies, Seoul, South Korea Marion Coumel University of Warwick, Coventry, UK Jessica G. Cox Franklin & Marshall College, Lancaster, USA Yaqiong Cui University of Chinese Academy of Sciences, Beijing, China Danielle Maria Daidone University of North Carolina, Wilmington, USA Robert DeKeyser University of Maryland, College Park, USA Ali Derakshahn Golestan University, Gorgan, Iran Jean-Marc Dewaele Birkbeck, University of London, UK Nathan Ducker Miyazaki Municipal University, Japan Derya Duran University of Jyväskylä, Finland Emily Dux Iowa State University, Ames, USA Esra Eguz Trinity College Dublin, Ireland Majid Elahi Shirvan University of Bojnord, Iran Fan Fang Shantou University, China Jalil Fathi University of Kurdistan, Erbil, Iran César Félix-Brasdefer Indiana University, Bloomington, USA Mark Freiermuth Gunma Prefectural Women's University, Japan Anca Daniela Frumuselu University of Lleida, Spain Ann Bainbridge Frymier Ohio University, Athens, USA Mengxia Fu University of Auckland, New Zealand Xuesong (Andy) Gao University of New South Wales, Sydney, Australia Aitor Garcés University of Murcia, Spain Julia Goetze University of Wisconsin, USA Marta González Lloret University of Hawaii at Manoa, USA Suzanne Graham University of Reading, UK Vincent Greenier University of Aberdeen, UK Izabelle Grenon Tokyo University, Japan Yan Guo Huazhong University of Science and Technology, China Laura Gurzynski-Weiss University of Indiana, Bloomington, USA Fatih Güngör Afyon Kocatepe University, keywords: budapest; canada; china; college; eötvös; hungary; indiana; iran; japan; loránd; new; science; spain; state; state university; studies; technology; university; usa cache: ssllt-36612.pdf plain text: ssllt-36612.txt item: #205 of 481 id: ssllt-37174 author: Kruk, Mariusz; Pawlak, Mirosław; Taherian, Tahereh; Yüce, Erkan; Shirvan, Majid Elahi; Barabadi, Elyas title: When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model date: 2023-03-31 words: 11796 flesch: 55 summary: In partic- ular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. Second, findings from the LCSM model based on the incorporation of FLP changes in the explanation of the co- development relationship between FLE and FLB can lead to theory development based on illuminating mechanisms of change in these emotions. keywords: boredom; change; elahi; emotions; et al; flb; fle; flp; kruk; language; latent; model; playfulness; shirvan; time; variables; variation cache: ssllt-37174.pdf plain text: ssllt-37174.txt item: #206 of 481 id: ssllt-37417 author: Pawlak, Mirosław title: Review of Lessons from exceptional language learners who have achieved nativelike proficiency: Motivation, cognition and identity by Zoltán Dörnyei and Katarina Mentzelopoulos date: 2023-03-31 words: 2739 flesch: 48 summary: Obviously, this shortcoming, if it can even be de- scribed in such a way, is subjective and pales in comparison to all the merits of the book which offers invaluable insights into the intricate processes that allow L2 learners to achieve nativelike proficiency in different conditions. 233-239 https://doi.org/10.14746/ssllt.37417 http://pressto.amu.edu.pl/index.php/ssllt Book Review Lessons from exceptional language learners who have achieved nativelike proficiency: Motivation, cognition and identity Authors: Zoltán Dörnyei, Katarina Mentzelopoulos Publisher: Multilingual Matters, 2023 ISBN: 9781800412446 Pages: 196 Let me start this review by saying that it is a huge privilege to be able to review the book co-authored by the late Zoltán Dörnyei, a scholar who not only man- aged to put the countries of Eastern and Central Europe on the map of research into individual difference (ID) factors in the realm of second language acquisition (SLA) but in many ways shaped and spearheaded the development of such re- search. keywords: dörnyei; language; learners; learning; research cache: ssllt-37417.pdf plain text: ssllt-37417.txt item: #207 of 481 id: ssllt-37805 author: ssllt, ssllt title: Notes on Contributors date: 2023-03-31 words: 4197 flesch: 30 summary: Anne Burns (Aston University, Birmingham, UK, University of New South Wales, Sydney, Australia) Anna Cieślicka (Texas A&M International University, Laredo, USA) Robert DeKeyser (University of Maryland, USA) Ali Derakhshan (Golestan University, Gorgan, Iran) Jean-Marc Dewaele (Birkbeck College, University of London, UK) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań, Poland) Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) keywords: applied; contact; details; english; journal; language; language learning; learning; linguistics; orcid; poland; research; studies; teaching; university cache: ssllt-37805.pdf plain text: ssllt-37805.txt item: #208 of 481 id: ssllt-38274 author: Macaro , Ernesto; Rose , Heath title: Introduction to the special issue on English medium instruction: Areas of research needing urgent attention date: 2023-06-29 words: 5496 flesch: 57 summary: The fourth area that we felt needed more in-depth research was the ex- tent to which EMI students in ter ary educa on were themselves taking respon- sibility for their learning. On the surface, she con- cludes that EMI students exhibited higher levels of English language proficiency than their counterparts who were taught the same curriculum in Vietnamese. keywords: educa; education; emi; english; instruc; issue; language; learning; medium; research; students; university cache: ssllt-38274.pdf plain text: ssllt-38274.txt item: #209 of 481 id: ssllt-38275 author: Hammou , Salah Ben; Kesbi, Abdelaziz title: English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception date: 2023-06-29 words: 8913 flesch: 57 summary: Seeking to fill this gap in the existing literature, the current study ex- plores perceptions of Moroccan science teachers who volunteered to teach through English despite having been trained through French. They thought science teachers were not prepared for such a new tendency. keywords: educa; emi; english; language; medium; moroccan; proficiency; schools; science; secondary; students; teachers; teaching; use cache: ssllt-38275.pdf plain text: ssllt-38275.txt item: #210 of 481 id: ssllt-38276 author: Mahawattha , Nadee; Rassool, Romola title: “A smooth transition or a giant leap?” The challenges posed by the transition from secondary education to higher education in relation to EMI in Sri Lanka date: 2023-06-29 words: 9587 flesch: 59 summary: This results in a gap between secondary and ter ary educa on, not only in terms of English language learning but in every other respect too. Low English language proficiency is a barrier to studying in EMI. keywords: challenges; educa; emi; english; faculty; language; lecturers; medium; sciences; social; sri; students; study; teaching; transition; university cache: ssllt-38276.pdf plain text: ssllt-38276.txt item: #211 of 481 id: ssllt-38277 author: Lee , Jang Ho; Lee, Hansol; Lo, Yuen Yi title: Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis date: 2023-06-29 words: 10388 flesch: 54 summary: In addition to EMI studies, we included research studies under the label content and language integrated learning (CLIL), a similar pedagogical approach associated to a greater extent with Europe. As the target lan- guage (e.g., English) is often not widely used beyond formal instruction contexts, CLIL students also learn it as an additional language in designated language les- sons (Dalton-Puffer et al., 2014). keywords: analysis; clil; content; effect; emi; english; english learning; language; learning; lee; meta; sizes; students; studies cache: ssllt-38277.pdf plain text: ssllt-38277.txt item: #212 of 481 id: ssllt-38278 author: Nguyen, An title: Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable date: 2023-06-29 words: 10040 flesch: 54 summary: Does English medium instruction predict student English proficiency? This gap in Duolingo scores among participants after three years of exposure to the respective in- structional program reinforces the study’s goal of determining the predictive role of EMI with regard to student English proficiency. keywords: analysis; duolingo; education; emi; english; english medium; instruction; language; learning; medium; proficiency; students; study; test; university; vietnamese; vmi cache: ssllt-38278.pdf plain text: ssllt-38278.txt item: #213 of 481 id: ssllt-38279 author: del Mar Sánchez-Pérez, María title: The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context date: 2023-06-29 words: 9073 flesch: 52 summary: Through a longitudinal pre- and post-test analysis, this study explores the English writing progress of a group of EMI students as compared to the gains achieved by a group of students following a traditional English as a foreign language (EFL) course. 385 Figure 6 EFL and EMI progress in mechanical accuracy (ME/W) Finally, regarding fluency, results showed a higher increase in this ratio in the EMI group (Figure 7), indicating that EMI students tend to produce longer pieces of writing, and thus, to be more fluent than their EFL counterparts. keywords: accuracy; efl; emi; emi group; english; group; language; post; pérez; students; study; test; writing cache: ssllt-38279.pdf plain text: ssllt-38279.txt item: #214 of 481 id: ssllt-38280 author: Yuksel, Dogan; Soruç , Adem; Horzum, Barıs; McKinley, Jim title: Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success date: 2023-06-29 words: 9604 flesch: 52 summary: 399-426 https://doi.org/10.14746/ssllt.38280 http://pressto.amu.edu.pl/index.php/ssllt Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success Dogan Yuksel Open University, Milton Keynes, United Kingdom https://orcid.org/0000-0001-9131-3907 dogan.yuksel@open.ac.uk Adem Soruç University of Samsun, Turkey https://orcid.org/0000-0003-4165-6260 adem.soruc@samsun.edu.tr Barıs Horzum Sakarya University, Turkey https://orcid.org/0000-0003-3567-0779 mhorzum@sakarya.edu.tr Jim McKinley University College London, UK https://orcid.org/0000-0002-9949-8368 j.mckinley@ucl.ac.uk Abstract This study focuses on the predictive power of linguistic (i.e., general English proficiency; identified simply as “proficiency” in this paper) and non-linguistic (i.e., language learning anxiety and self-regulation) factors on the academic success of English medium instruction (EMI) students studying in engineering and social sciences programs in a Turkish university setting. Although the relationship between individual differences (or non-linguistic factors) and academic success has been investigated with respect to, for example, self-efficacy and self-concept (Thompson et al., 2019), ideal L2 self (Rose, Curle, et al., 2020; Xie & Curle, 2022), mindsets (Kaya et al., 2021) Examining the role of English language proficiency, language learning anxiety, and self-regulation . . . keywords: anxiety; emi; emi success; english; language; language learning; language proficiency; learning; proficiency; regulation; self; students; success cache: ssllt-38280.pdf plain text: ssllt-38280.txt item: #215 of 481 id: ssllt-38281 author: Zhou , Sihan; Thompson, Gene title: A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China date: 2023-06-29 words: 9195 flesch: 53 summary: Regarding Research Question 2 (RQ2), repeated measures MANOVA was conducted to examine whether students’ (1) metacognitive aware- ness of listening strategies and (2) deep processing listening strategies varied over time. Students’ use of listening strategies during the first semester Table 2 presents descriptive statistics for students’ reported use of listening strategies in EMI classes at the beginning (T1), midterm (T2), and the end (T3) of the first semes- ter (illustrated visually in Figure 1). keywords: class; emi; english; knowledge; language; learning; listening; self; strategies; students; study; transition; use cache: ssllt-38281.pdf plain text: ssllt-38281.txt item: #216 of 481 id: ssllt-38282 author: Hong, Jiye title: Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings date: 2023-06-29 words: 7748 flesch: 60 summary: Table 5 Distribution of CF type in the high school settings Economics Mathematics Politics Total Explicit correction (EC) 2 (6.7%) 1 (2.2%) - 3 (2.6%) Metalinguistic clues (MC) 2 (6.7%) 2 (4.4%) 2 (5.2%) 6 (5.3%) Elicitations (EL) 5 (16.7%) 3 (6.7%) 2 (5.2%) 10 (8.8%) Repetitions (RP) - 1 (2.2%) - 1 (0.8%) Clarification requests (CR) 2 (6.7%) 3 (6.7%) - 5 (4.4%) Recasts (RC) 19 (63.3%) 36 (77.8%) 34 (89.5%) 89 (78.1%) Total 30 46 38 114 In the school settings, the teachers occasionally provided a combination of CF types for the same linguistic errors in some LREs analyzed. Many researchers have classified CF types in terms of the degree of im- plicitness and explicitness. keywords: classes; emi; language; lecturers; settings; students; teachers; types; university cache: ssllt-38282.pdf plain text: ssllt-38282.txt item: #217 of 481 id: ssllt-38283 author: An, Jiangshan; Childs, Ann title: Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view date: 2023-06-29 words: 8638 flesch: 62 summary: 3.30 1.58 Noun verb ratio in student responses 5.19: 1 3.45 Number of student questions Student questions were overall rare and occurred 2.46 times on aver- age per lesson. keywords: classes; emi; interaction; order; output; questions; science; student; teacher; thinking; thinking questions; time; wait cache: ssllt-38283.pdf plain text: ssllt-38283.txt item: #218 of 481 id: ssllt-3829 author: Pawlak, Mirosław title: Editorial date: 2015-01-01 words: 833 flesch: 43 summary: It opens with a contribution by Adriana Biedroń, who offers a state-of-the-art overview of re- search into foreign language aptitude from the perspective of neuroscience, 12 superbly showing how the latest developments in this area have extended our understanding of linguistic talent with respect to phonology, lexis and morpho- syntax as well as outlining the directions for future empirical investigations. The next two papers present the results of studies that have sought to examine the role of anxiety in language learning. keywords: language; papers; ssllt cache: ssllt-3829.pdf plain text: ssllt-3829.txt item: #219 of 481 id: ssllt-3830 author: Biedroń, Adriana title: Neurology of foreign language aptitude date: 2015-01-01 words: 12030 flesch: 51 summary: The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. Keywords: foreign language aptitude, neurology, neurolinguistics, individual differences 1. keywords: ability; aptitude; brain; differences; et al; golestani; individual; language; language aptitude; learners; learning; processing; reiterer; research cache: ssllt-3830.pdf plain text: ssllt-3830.txt item: #220 of 481 id: ssllt-3831 author: Biedroń, Adriana title: Neurology of foreign language aptitude date: 2018-03-30 words: 12030 flesch: 51 summary: The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. Keywords: foreign language aptitude, neurology, neurolinguistics, individual differences 1. keywords: ability; aptitude; brain; differences; et al; golestani; individual; language; language aptitude; learners; learning; processing; reiterer; research cache: ssllt-3831.pdf plain text: ssllt-3831.txt item: #221 of 481 id: ssllt-3832 author: Jin, Yinxing; de Bot, Kees; Keijzer, Merel title: The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese date: 2015-01-01 words: 9694 flesch: 60 summary: One issue that has received abundant attention is the effect of FL anxiety on FL learning. It is now widely accepted that FL anxiety can interfere with FL learning (e.g., Horwitz, 2001; Woodrow, 2006). keywords: anxiety; english; fl anxiety; japanese; language; learning; proficiency; stability; students; study; time; university cache: ssllt-3832.pdf plain text: ssllt-3832.txt item: #222 of 481 id: ssllt-3833 author: Lu, Zhongshe; Liu, Meihua title: An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance date: 2015-01-01 words: 8367 flesch: 66 summary: Keywords: FL reading anxiety, FL reading strategy use, FL reading comprehen- sion performance 1. As reading is the most common FL/SL learning activity and a critical means of acquiring a FL/SL (Saito, Horwitz, & Garza, 1999), the present study aimed to investigate the interrelation between FL reading anxiety and FL reading strategy use and their effect on FL reading comprehension performance at the tertiary level in China. keywords: anxiety; english; fl reading; flras; flrsus; language; learning; reading; strategies; strategy; students; use cache: ssllt-3833.pdf plain text: ssllt-3833.txt item: #223 of 481 id: ssllt-3834 author: Lockley, Thomas title: Promoting international posture through history as content and language integrated learning (CLIL) in the Japanese context date: 2015-01-01 words: 8843 flesch: 56 summary: In 2004, Yashima, Zenuk-Nishide, and Shimizu found that the two most prevalent goals for Japanese language learners were (a) academic achievement such as success on tests and entry to prestigious universities and (b) a desire to see oneself as connected to an imagined international community and connect with non-Japanese people, IP. However, the data above shows that learners who took this course identified it as a key need for language learners. keywords: clil; content; history; international; japanese; language; learners; learning; self; study; wtc; yashima cache: ssllt-3834.pdf plain text: ssllt-3834.txt item: #224 of 481 id: ssllt-3835 author: Pfenninger, Simone E. title: MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia date: 2015-01-01 words: 10038 flesch: 58 summary: Table 2 Mean scores (mean %) on the phoneme deletion tasks (maximum = 7) Test Test Dyslexic Test Nondyslexic Control Dyslexic Control Nondyslexic Pre-PHON-L2 7 (100%) 5.9 (84.29%) 6.9 (98.57%) 4.6 (65.71%) Pre-PHON-L3 4.2 (60%) 4.8 (68.57%) 5.2 (74.29%) 4 (57.14%) Post-PHON-L2 7 (100%) 6.1 (87.14%) 6.4 (91.43%) 4.9 (70%) Post-PHON-L3 6.2 (88.57%) 6 (85.71%) 5.8 (82.86%) 4.2 (60%) Table 3 displays the results of the SLRT-I test series. Table 10 Mean scores on L2 stimulated vocabulary retrieval tasks within 30 seconds Test Test Dyslexic Test Nondyslexic Control Dyslexic Control Nondyslexic Pre-RETRIEVE-L2 total words correct 4.95 9.35 6 9.95 Pre-RETRIEVE-L2 switches 1.95 3.6 2.45 3.85 Pre-RETRIEVE-L2 no. of clusters 1.2 2.15 1.2 2.2 Pre-RETRIEVE-L2 mean cluster size 2.46 2.96 1.95 3.15 Pre-RETRIEVE-L2 overlapping items 0 0.55 0.05 0.25 Post-RETRIEVE-L2 total words correct 4.15 9.45 5.9 9.5 Post-RETRIEVE-L2 switches 1.7 3.85 2.1 3.6 Post-RETRIEVE-L2 no. of clusters 1 2.05 1.25 2.15 Post-RETRIEVE-L2 mean cluster size 1.95 2.58 1.95 3.02 Post-RETRIEVE-L2 overlapping items 0 0.59 0 0.2 Table 11 Mean scores on L3 stimulated vocabulary retrieval task within 30 seconds Test Test Dyslexic Test Nondyslexic Control Dyslexic Control Nondyslexic Pre-RETRIEVE-L3 total words correct 4.75 9.5 5.45 12.65 Pre-RETRIEVE-L3 switches 1.95 3.35 1.9 5.1 Pre-RETRIEVE-L3 no. of clusters 1.15 2.3 1.35 3.05 Pre-RETRIEVE-L3 mean cluster size 2.025 3.57 2.54 3.78 Pre-RETRIEVE-L3 overlapping items 0.05 0.30 0 0.45 Post-RETRIEVE-L3 total words correct 5.3 11.75 7.1 11.9 Post-RETRIEVE-L3 switches 2.35 5 2.8 5 Post-RETRIEVE-L3 no. of clusters 1.4 2.95 1.75 2.8 Post-RETRIEVE-L3 mean cluster size 2.53 3.4 2.92 3.6 Post-RETRIEVE-L3 overlapping items 0 0.45 0 0.35 Finally, further analyses were conducted in order to examine the effects of the treatment (test vs. non-test) and the participants’ reading skills (dyslexic vs. nondyslexic) on their scores as well as the interaction between the two independ- ent variables. keywords: control; dyslexic; dyslexic group; group; intervention; language; learners; learning; nondyslexic; post; reading; test; test dyslexic cache: ssllt-3835.pdf plain text: ssllt-3835.txt item: #225 of 481 id: ssllt-3836 author: Vanhove, Jan title: Analyzing randomized controlled interventions: Three notes for applied linguists date: 2015-01-01 words: 7133 flesch: 54 summary: (Pre- test scores are discussed below.) Additionally, finding a main effect of Time is trivial: We already know that test scores change with time. keywords: analysis; cluster; data; effect; participants; posttest; power; scores; tests; treatment cache: ssllt-3836.pdf plain text: ssllt-3836.txt item: #226 of 481 id: ssllt-3837 author: Pichette, François; Béland, Sébastien; Jolani, Shahab; Leśniewska, Justyna title: The handling of missing binary data in language research date: 2015-01-01 words: 6746 flesch: 71 summary: Future analyses for those other types of missingness assumptions should help us determine whether our conclusions apply to vari- ous kinds of missing research data. On the ba- sis of our results, we make recommendations for language researchers concern- ing the best way to deal with missing data. keywords: .96; data; items; language; mean; methods; participants; research cache: ssllt-3837.pdf plain text: ssllt-3837.txt item: #227 of 481 id: ssllt-3838 author: Dewaele, Jean-Marc; Al-Saraj, Taghreed M. title: Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables date: 2015-01-01 words: 9826 flesch: 59 summary: Foreign language anxiety in a Spanish university setting: Interpersonal differences. The effect of multilingualism, sociobiographical, and situa- tional factors on communicative anxiety and foreign language anxiety of ma- ture language learners. keywords: anxiety; dewaele; english; fla; flca; language; learners; macintyre; participants; personality; proficiency; students cache: ssllt-3838.pdf plain text: ssllt-3838.txt item: #228 of 481 id: ssllt-3839 author: Csizér, Kata; Kontra, Edit H.; Piniel, Katalin title: An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary date: 2015-01-01 words: 8729 flesch: 61 summary: [Language learning with two hands: The role of sign language in Deaf language learning]. Earlier studies on Deaf foreign language learners in Hungary have investi- gated a number of issues of which one of the most important is the use of sign language in teaching. keywords: csizér; deaf; english; hearing; language; language learning; learners; learning; self; sign; students; study cache: ssllt-3839.pdf plain text: ssllt-3839.txt item: #229 of 481 id: ssllt-3840 author: Sylvén, Liss Kerstin title: CLIL and non-CLIL students’ beliefs about language date: 2015-01-01 words: 8848 flesch: 67 summary: Given the underlying assumption that in CLIL language and con- tent are two equally important integrated parts, Eric’s thoughts are intriguing. In the country, there has long been an awareness of the need to learn other languages and nowadays English is introduced as the first foreign language in school already in grade 1 (Skolverket, 2014). keywords: beliefs; clil; english; language; language learning; learner; learning; non; photographs; students; swedish; vincent cache: ssllt-3840.pdf plain text: ssllt-3840.txt item: #230 of 481 id: ssllt-3841 author: Baum, Miri Tashma title: Adversity and redemption: Learning and teaching in the language learning histories of two EFL student-teachers date: 2015-01-01 words: 12721 flesch: 58 summary: In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Both Shanit and Tehila display flexibility in their self-positioning during this period as they manage to maintain identity positions enabling them to advance their oral English, via songs and films, even as the Miri Tashma Baum 294 identity imposed upon them by the education system temporarily destroys their motivation for literacy. keywords: english; identity; language; language learning; learning; mcadams; narrative; school; self; shanit; stories; story; students; teacher; teaching; tehila cache: ssllt-3841.pdf plain text: ssllt-3841.txt item: #231 of 481 id: ssllt-3842 author: Ferreira Barcelos, Ana Maria title: Unveiling the relationship between language learning beliefs, emotions, and identities date: 2015-01-01 words: 10274 flesch: 59 summary: Unveiling the relationship between language learning beliefs, emotions, and identities 303 suggested in the literature (see following sections), none has investigated how identity, emotions, and beliefs are related. Unveiling the relationship between language learning beliefs, emotions, and identities 305 situated, potentially paradoxical and dialectal, that is: They are social and indi- vidual, shared, diverse and uniform; and constitute a complex dynamic system that is interrelated, embedded, nonlinear, multidimensional and multilayered (Kalaja & Barcelos, 2011; Mercer, 2011). keywords: barcelos; beliefs; cambridge; emotions; identities; language; language learning; learning; relationship; research; studies; teacher; teaching cache: ssllt-3842.pdf plain text: ssllt-3842.txt item: #232 of 481 id: ssllt-3843 author: Cohen, Andrew D. title: Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future date: 2015-01-01 words: 8109 flesch: 59 summary: Language programs may be working at cross-pur- poses with societal trends. Keywords: dual language program, immersion program, translanguaging, in- ner voice, L2 pragmatics 1. keywords: cohen; english; immersion; language; learners; learning; programs; spanish; strategies; students; use cache: ssllt-3843.pdf plain text: ssllt-3843.txt item: #233 of 481 id: ssllt-3844 author: Mercer, Sarah; Ryan, Stephen title: Editorial date: 2015-01-01 words: 1767 flesch: 51 summary: 2015 will see the publication of two authored books dedicated to themes of language learner psychology, one coming from a theo- retical perspective (Dörnyei & Ryan, 2015) and another taking a more practical, pedagogic approach (Williams, Mercer, & Ryan, in press). The rationale behind that book was to bring together different areas of language learning psychology within a single volume. keywords: conference; language; learning; psychology cache: ssllt-3844.pdf plain text: ssllt-3844.txt item: #234 of 481 id: ssllt-3845 author: Gilluly, Michelle K. title: Social dimensions of autonomy in language learning, Editor: Garold Murray Publisher: Palgrave Macmillan, 2014 ISBN: 9781137290236 Pages: 292 date: 2015-01-01 words: 1971 flesch: 49 summary: At first, I was un- sure how language learner autonomy could be encapsulated by such categories; however, the theme of autonomy as a socially mediated construct weaves very clearly throughout the diverse studies within these three subdivisions. It offers a rich overarching his- tory of language learner autonomy and presents a plethora of original and di- verse research on the construct from new, fresh perspectives. keywords: autonomy; chapter; language; learner; learning cache: ssllt-3845.pdf plain text: ssllt-3845.txt item: #235 of 481 id: ssllt-38541 author: ssllt, ssllt title: Notes on Contributors date: 2023-06-29 words: 3098 flesch: 34 summary: Ewa Piechurska-Kuciel (Opole University, Poland) Vera Regan (University College, Dublin, Ireland) Barry Lee Reynolds (University of Macau, China) Her research interests include academic literacies, preserva- on of lesser-known languages, and minority language rights. ORCID ID: h ps://orcid.org/0000-0002-2507-0836 Contact details: Postgraduate Ins tute of English, Open University of Sri Lanka, P O Box 21, Nawala, Nugegoda, Sri Lanka (dirpgie@ou.ac.lk) Heath Rose is Professor of Applied Linguistics at University of Oxford, UK, and the coordinator of the EMI Oxford Research Group. keywords: contact; department; details; education; english; faculty; language; orcid; poland; research; studies; university cache: ssllt-38541.pdf plain text: ssllt-38541.txt item: #236 of 481 id: ssllt-3855 author: ., . title: Notes on Contributors date: 2015-01-01 words: 1933 flesch: 38 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Marek Derenowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 5 No. 2 June 2015 Editorial Board: Janusz Arabski (University of Silesia) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: adam; contact; department; english; language; learning; mickiewicz; studies; university cache: ssllt-3855.pdf plain text: ssllt-3855.txt item: #237 of 481 id: ssllt-3856 author: ., . title: Notes on Contributors date: 2015-01-01 words: 1894 flesch: 34 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Marek Derenowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 5 No. 1 March 2015 Editorial Board: Janusz Arabski (University of Silesia) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: adam; contact; data; department; english; language; mickiewicz; research; studies; university cache: ssllt-3856.pdf plain text: ssllt-3856.txt item: #238 of 481 id: ssllt-3857 author: Krajka, Jarosław title: Online Communication in a Second Language: Social Interaction, Language Use and Learning Japanese; Author: Sarah E. Pasfield-Neofitou, Publisher: Multilingual Matters, 2012, ISBN:978-1847698247, Pages: 238 date: 2015-01-01 words: 3169 flesch: 40 summary: L1 per- spectives in terms of development of language proficiency in English and in Jap- anese are also reviewed, with special attention devoted to the notion of iden- tity: How previous studies report upon the performance/construction of online identity in the individual and group dimensions, instructed CMC L2 use as well as the effect of CMC use on intercultural competence development. In a way, the author produces an account similar to the language passport of the Euro- pean Language Portfolio in the two areas of language use and computer use. keywords: book; cmc; data; japanese; language; participants; use cache: ssllt-3857.pdf plain text: ssllt-3857.txt item: #239 of 481 id: ssllt-3858 author: Pawlak, Mirosław title: Multiple perspectives on the self in SLA, Editors: Sarah Mercer and Marion Williams, Publisher: Multilingual Matters, 2014, ISBN: 978-1-78309-134-8, Pages: 188. date: 2015-01-01 words: 6595 flesch: 40 summary: The second is connected with the changes in individuals’ selves in time and embodied in the theory of possible selves and self-discrepancy theory, which stress the need to reduce the gap between the actual self and the ideal and ought-to self, and have provided a basis for L2 mo- tivational self-system (Dörnyei, 2005). They single out the vital role in this process of past experiences and attributions of successes and failures, readiness to reduce the distance between the actual self and the ideal and ought-to self, and the need for agency in pursuing possible selves. keywords: chapter; cmc; data; japanese; language; learning; online; participants; self; study; use cache: ssllt-3858.pdf plain text: ssllt-3858.txt item: #240 of 481 id: ssllt-3869 author: Oxford, Rebecca L. title: Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning date: 2015-01-01 words: 8865 flesch: 55 summary: It also offers implications for lan- guage learning related to understanding and managing emotions; expressing emotions appropriately despite cultural and linguistic differences; viewing emotions as transitory social roles; enhancing positive emotions and develop- ing resilience; and recognizing, perhaps paradoxically, both the negative and the positive aspects of anxiety. Though positive psychologists do not tend to refer to a mix of emotions, I include this topic along with positive emotions, because every human life contains a mix of emotions. Emotion as the amplifier and the primary motive: Some theories of emotion with relevance. . keywords: anxiety; emotions; experience; language; learners; learning; new; oxford; psychology; social cache: ssllt-3869.pdf plain text: ssllt-3869.txt item: #241 of 481 id: ssllt-3870 author: Chateau, Anne; Candas, Peggy title: Tracking students’ autonomization through emotion traces in logbooks date: 2015-01-01 words: 5679 flesch: 60 summary: 395-408 doi: 10.14746/ssllt.2015.5.3.3 http://www.ssllt.amu.edu.pl Tracking students’ autonomization through emotion traces in logbooks Anne Chateau University of Lorraine, France anne.chateau@univ-lorraine.fr Peggy Candas University of Lorraine, France peggy.candas@univ-lorraine.fr Abstract Until relatively recently the impact of emotions on language learning has of- ten been ignored and “the nature and contribution of positive emotions and beneficial emotional states deserves further attention” (Bown & White, 2010, p. 433). Introduction Numerous researchers in various fields concerned with language learning and acquisition have tried to understand what could make learners more successful in their language learning. keywords: autonomy; efficacy; emotions; language; learners; learning; logbooks; process; self; students; study; traces cache: ssllt-3870.pdf plain text: ssllt-3870.txt item: #242 of 481 id: ssllt-3871 author: Karlsson, Leena title: Searching for an English self through writing date: 2015-01-01 words: 9756 flesch: 62 summary: She remarks that pedagogical practices inspired by au- tonomy thinking have sought to encourage students to express their identities through the language they are learning, to “speak as themselves” (Legen- hausen, as cited in Ushioda, 2011, p. 14), not as language learners practising and performing language. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 185-204). keywords: diary; english; karlsson; language; learner; learning; mariia; narrative; research; self; story; students; writing cache: ssllt-3871.pdf plain text: ssllt-3871.txt item: #243 of 481 id: ssllt-3872 author: Csillagh, Virág title: Global trends and local realities: Lessons about economic benefits, selves and identity from a Swiss context date: 2015-01-01 words: 8719 flesch: 53 summary: Swiss language learners thus find themselves at the vortex of multiple contexts, from strict, locally defined cultural settings to broader aspects of national and global identity. On the other hand, this also means that the particularities of the multiple contexts with which Swiss language learners interact need to be discussed before their motivation and attitudes can be fully understood. keywords: context; dörnyei; english; french; german; global; identity; language; learning; motivation; self; students; swiss cache: ssllt-3872.pdf plain text: ssllt-3872.txt item: #244 of 481 id: ssllt-3873 author: Rokita-Jaśkow, Joanna title: Parental visions of their children’s future as a motivator for an early start in a foreign language date: 2015-01-01 words: 8014 flesch: 55 summary: Keywords: early foreign language learning, visions, educational aspirations, identity Joanna Rokita-Jaśkow 456 1. First of all, it found reflection in the construction of a new model of foreign language motivation called L2 motivational self-system (Dörnyei, 2005), where the traditional distinction between integrative and instrumental motivation Joanna Rokita-Jaśkow 460 gains less significance as it is assumed that foreign language learners, especially today, do not aspire to integrate with the community of L2 users but rather want to be a part of global society giving them an advantageous position in the occu- pational market. keywords: aspirations; children; future; language; learning; parents; self; start; visions cache: ssllt-3873.pdf plain text: ssllt-3873.txt item: #245 of 481 id: ssllt-3874 author: Griffiths, Carol; Cansiz, Gökhan title: Language learning strategies: An holistic view date: 2015-01-01 words: 8487 flesch: 69 summary: In other words, “movements towards self-regulation are not incompatible with language learning strategies” (Rose, 2012) since strategies and self-regulation are mutually interdependent. Language learning strategies: An holistic view 475 In the face of controversies raging at the time, by 2006 Macaro had aban- doned the attempt to achieve a decisive definition and opted for listing defining characteristics instead. keywords: english; griffiths; individual; language; language learning; learners; learning; learning strategies; strategies; strategy; teaching; use cache: ssllt-3874.pdf plain text: ssllt-3874.txt item: #246 of 481 id: ssllt-3875 author: Kumazawa, Masako title: Teacher development in action, Author: Magdalena Kubanyiova, Publisher: Palgrave Macmillan, 2012, ISBN: 9780230232587 Pages: 220 date: 2015-01-01 words: 1758 flesch: 46 summary: LTCC draws mainly on the cognitive-affective model of conceptual 497 change (CAMCC; Gregoire, 2003), which, according to Kubanyiova, is the most comprehensive theoretical model for teacher conceptual change currently available. On the hum- ble side, the depth of her discussions in Chapter 9 about the cyclical and dy- namic process of teacher conceptual change made me reconsider my own def- inition of the “success” of teacher education courses. keywords: book; change; language; teacher cache: ssllt-3875.pdf plain text: ssllt-3875.txt item: #247 of 481 id: ssllt-3876 author: Mercer, Sarah; Ryan, Stephen title: Editorial date: 2015-01-01 words: 951 flesch: 45 summary: In fact, Oxford goes beyond merely suggesting a greater role for understanding emotion in accounts of language learning; her scholarly and eloquently argued paper implies that discussions of language learner psychology that exclude emotions are inherently deficient. Their paper ex- amines the complex and sometimes controversial issue of language learners’ use of strategies, which is seen as representing a key interface between the in- ner mental world of learners and actual behaviour. keywords: language; learning; paper cache: ssllt-3876.pdf plain text: ssllt-3876.txt item: #248 of 481 id: ssllt-3894 author: ., . title: Notes on Contributors date: 2015-01-01 words: 1715 flesch: 39 summary: Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: adam; contact; english; language; learning; mickiewicz; research; studies; university cache: ssllt-3894.pdf plain text: ssllt-3894.txt item: #249 of 481 id: ssllt-3908 author: ., . title: Notes on contributors date: 2014-01-01 words: 1345 flesch: 41 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Marek Derenowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 4 No. 4 December 2014 Editorial Board: Janusz Arabski (University of Silesia) Anne Burns (Aston University, Birmingham/University of New South Wales, Sydney) Piotr Cap (University of Łódź) Anna Cieślicka (Texas A&M International University, Adam Mickiewicz University, Poznań) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: adam; english; kalisz; language; mickiewicz; studies; university cache: ssllt-3908.pdf plain text: ssllt-3908.txt item: #250 of 481 id: ssllt-3909 author: Pawlak, Mirosław title: Editorial date: 2014-01-01 words: 856 flesch: 44 summary: Analyzing their narrative learner histories, she shows that positive emotions, as op- 592 posed to negatives ones, are likely to drive the process forward and that the theo- retical framework selected can not only aid our understanding of successes and failures in second language learning but provide as well a basis for pedagogic inter- ventions. On the other hand, this success is also evi- dent to the readers, not only because of the value of the papers that appear in the journal, but also the fact that two special issues have been published this year, one on positive psychology and the other on the role of age in language learning. keywords: language; learning; papers cache: ssllt-3909.pdf plain text: ssllt-3909.txt item: #251 of 481 id: ssllt-3910 author: Oxford, Rebecca L. title: What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory date: 2014-01-01 words: 8922 flesch: 64 summary: Teaching and researching language learning strategies. (c) What we can learn about strategies, language learning, and life from two extreme cases. . keywords: emotions; english; language; learner; learning; life; mark; oxford; school; strategies; teacher; theory; wanda cache: ssllt-3910.pdf plain text: ssllt-3910.txt item: #252 of 481 id: ssllt-3911 author: Główka, Danuta title: The impact of gender on attainment in learning English as a foreign language date: 2014-01-01 words: 7221 flesch: 52 summary: The article concludes by outlining some implica- tions for educational policy makers and foreign language teachers. The remaining 41 subjects were participants of an an- nual national conference for foreign language teachers. keywords: attainment; data; english; gender; language; learning; parents; results; students; teachers cache: ssllt-3911.pdf plain text: ssllt-3911.txt item: #253 of 481 id: ssllt-3913 author: Neary-Sundquist, Colleen title: The use of pragmatic markers across proficiency levels in second language speech date: 2014-01-01 words: 10956 flesch: 61 summary: Data on the interaction of proficiency level with the rate of PM use are potentially revealing if we consider the possibility that there might be a devel- opmental path in the acquisition of PMs. It is expected that PM use would rise with proficiency level, based on previous research on PMs among second language learners (Hasselgreen 2004; Hellerman & Vergun, 2007). keywords: data; english; expressions; language; learners; level; markers; pms; proficiency; second; speakers; study; use cache: ssllt-3913.pdf plain text: ssllt-3913.txt item: #254 of 481 id: ssllt-3914 author: Euler, Sasha S. title: Assessing instructional effects of proficiency-level EFL pronunciation teaching under a connected speech-based approach date: 2014-01-01 words: 11353 flesch: 52 summary: In M. Wrem- bel, M. Kul, & K. Dziubalska-Kołaczyk (Eds.), Achievements and perspec- tives in the acquisition of second language speech: New sounds 2010: Vol. 2 (pp. 195-205). Which research methodology factors should be considered in teaching- oriented L2 pronunciation studies? keywords: brown; euler; instruction; language; level; pronunciation; prosody; research; speech; students; studies; study; teaching cache: ssllt-3914.pdf plain text: ssllt-3914.txt item: #255 of 481 id: ssllt-3915 author: Walsh, Rupert; Wyatt, Mark title: Contextual factors, methodological principles and teacher cognition date: 2014-01-01 words: 10359 flesch: 49 summary: To re- tain this trust, so that teachers feel they can continue to contribute to the devel- opment of context-sensitive knowledge of classrooms in under-researched parts of the world, it is vital that teacher cognition studies such as this are underpinned by research methodology that is rigorously ethical. Such teachers are often criticized, Butler continues, for providing “poorly implemented or lost-in-translation versions of the original” (p. 49). keywords: clt; cognition; context; education; example; factors; language; learners; practices; principles; research; students; teacher; teaching cache: ssllt-3915.pdf plain text: ssllt-3915.txt item: #256 of 481 id: ssllt-3923 author: Pawlak, Mirosław title: Key Topics in Second Language Acquisition Editors: Vivian Cook and David Singleton Publisher: Multilingual Matters, 2014 ISBN: 978-1-78309-179-9 Pages: 150 date: 2014-01-01 words: 2157 flesch: 41 summary: Given that all of these pronouncements come from two of the most prominent schol- ars in the field and the entire text bespeaks their experience, sagacity and thoughtfulness, there is a clear need for such opinions to weigh heavily on how second languages are learnt and taught, and on how these two processes should be investigated. The eight topics they zoom in upon include the connections between various languages in the mind of the learner, the age factor in second language learning, the acquisition of vocabulary, the contribu- tion of grammar to learning and using a second language, issues involved in the development of writing skills in a second language, the role of attitudes and motivation in learning second and foreign languages, the usefulness of the find- ings of SLA research for language pedagogy, and, finally, the goals of language instruction. keywords: acquisition; chapter; language; sla cache: ssllt-3923.pdf plain text: ssllt-3923.txt item: #257 of 481 id: ssllt-3924 author: ., . title: Reviewers for Volume 4/2014 date: 2014-01-01 words: 511 flesch: -64 summary: Their insightful and thorough comments and suggestions have without doubt greatly enhanced the quality of the journal: Molly Babel University of British Columbia, Canada Dario Luis Banegas University of Warwick, UK Helen Basturkmen University of Auckland, New Zealand Adriana Biedroń Pomeranian University, Słupsk, Poland Frank Boers Victoria University of Wellington, New Zealand Simon Borg University of Leeds, UK Kees de Bot University of Groningen, The Netherlands Mary Grantham O’Brien University of Calgary, Canada Anna Broszkiewicz Adam Mickiewicz University, Poznań, Poland Anne Burns Aston University, UK, University of New South Wales, Sydney, Australia You-show Cheng National Taiwan Normal University Katherine Chaffe University of Alberta, Canada Kata Csizér Eötvös University, Budapest, Hungary Jean-Marc Daweale Birbeck College, University of London, UK Tracey Derwing University of Alberta, Canada Joseph Falout Nihon University, Japan Alan Fortune King’s College, London, UK Danuta Gabryś-Barker University of Silesia, Poland Muriel Gallego Ohio University, USA Christina Gkonou University of Essex, UK Daryl M. Gordon Adelphi University, USA Tammy Gregersen University of Northern Iowa, USA Carol Griffiths Fatih University, Istanbul, Turkey Elaine Horwitz University of Texas at Austin, USA Ulrike Jessner University of Innsbruck, Austria J. Lake Fukuoka Women’s University Sharon Lapkin Ontario Institute for Studies in Education, Toronto, Canada Stefan Lenhard Ludwig-Maximilians-University, Munich, Germany Christina Lindquist University of Uppsala, Sweden 726 Meihua Liu Tsinghua University, China Thomas Lockley Nihon University, Tokyo, Japan Shawn Loewen Michigan State University, USA Peter MacIntyre Cape Breton University, Canada Ataollah Maleki Zanjan University of Medical Sciences, Zanjan, Iran Maya Sugita McEown University of Alberta, Canada Jelena Mihaljević Djigunović Zagreb University, Zagreb, Croatia Paul Meara Swansea University, Wales, UK Sarah Mercer University of Graz, Austria Alene Moyer University of Maryland, USA Tim Murphey Kanda University of International Studies, Japan Hossein Nassaji University of Victoria, Canada Judit Navracsics University of Pannonia, Hungary Kimberly Noels University of Alberta, Canada Bonny Norton University of British Columbia, Canada Terrence Odlin Ohio State University, USA Rebecca Oxford University of Maryland, USA Jian-E Peng College of Liberal Arts, Shantou University, China Simone Pfenninger University of Zurich, Switzerland François Pichette University of Quebec, Canada Katalin Piniel Eötvös University, Budapest, Hungary Andrzej Porzuczek University of Silesia, Poland Arkadiusz Rojczyk University of Silesia, Poland Jesús Romero Trillo Autonomous University of Madrid, Spain Stephen Ryan Senshu University, Japan Paweł Scheffler Adam Mickiewicz University, Poznań, Poland Linda Shockey University of Reading, UK Anna-Brita Stenström Bergen University, Norway Gretchen Sunderman Ohio State University, USA Merrill Swain Ontario Institute for Studies in Education, Toronto, Canada Elaine Tarone University of Minnesota, USA Feng-Fu Tsao National Tsing Hua University, Taiwan Ema Ushioda University of Warwick, UK Ewa Waniek-Klimczak University of Łódź, Poland 725 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 4 (4). keywords: canada; poland; studies; university; usa cache: ssllt-3924.pdf plain text: ssllt-3924.txt item: #258 of 481 id: ssllt-3925 author: ., . title: Notes on contributors date: 2014-01-01 words: 1823 flesch: 41 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Marek Derenowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 4 No. 3 October 2014 Editorial Board: Janusz Arabski (University of Silesia) Anne Burns (Aston University, Birmingham/University of New South Wales, Sydney) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; college; english; language; learning; linguistics; mickiewicz; studies; university cache: ssllt-3925.pdf plain text: ssllt-3925.txt item: #259 of 481 id: ssllt-3926 author: Singleton, David title: Editorial date: 2014-01-01 words: 444 flesch: 52 summary: The common ground between these two groups (or at least large sections of them) is that the significance of initial age of learning may be difficult to determine precisely because of the fact that it cannot be disentangled from other, interrelated, variables; that age of onset is a confounded indicator of maturation because it co-varies with a great variety of factors: social, cultural, psychological and neurological. David Singleton Trinity College Dublin, Ireland University of Pannonia, Veszprém, Hungary State School of Higher Professional Education in Konin, Poland dsnglton@tcd.ie keywords: age cache: ssllt-3926.pdf plain text: ssllt-3926.txt item: #260 of 481 id: ssllt-3927 author: de Bot, Kees title: The effectiveness of early foreign language learning in the Netherlands date: 2014-01-01 words: 3998 flesch: 62 summary: The motives of schools to start with early English are not always purely educational. There is competition between schools and early English is used as a unique selling point to attract more pupils. keywords: children; dutch; education; english; language; proficiency; schools cache: ssllt-3927.pdf plain text: ssllt-3927.txt item: #261 of 481 id: ssllt-3928 author: Mihaljeviđ Djigunoviđ, Jelena title: L2 learner age from a contextualised perspective date: 2014-01-01 words: 8220 flesch: 64 summary: L2 learner age from a contextualised perspective 421 Mihaljevi Djigunovi and Lopriore (2011) suggest that learner self-concept plays a role in early L2 learning, as well as home support. The school was averagely equipped: There was a collection of children’s books in L2 learner age from a contextualised perspective 429 English in the school library, the teacher had access to a DVD player, a computer and a data projector. keywords: class; development; english; language; learner; learning; performance; school; year cache: ssllt-3928.pdf plain text: ssllt-3928.txt item: #262 of 481 id: ssllt-3929 author: Moyer, Alene title: What’s age got to do with it? Accounting for individual factors in second language accent date: 2014-01-01 words: 9186 flesch: 55 summary: Do age-related influences apply to all individuals, or can language learners actually chart their own course when it comes to accent? Accounting for individual factors in second language accent Alene Moyer University of Maryland, College Park, USA moyera@umd.edu Abstract Empirical research conducted over the past few decades suggests that the age at which an individual is first exposed to a second language affects long-term out- comes, in particular for phonology. keywords: accent; acquisition; factors; individual; language; language learning; learners; learning; moyer; native; new; phonology; self cache: ssllt-3929.pdf plain text: ssllt-3929.txt item: #263 of 481 id: ssllt-3930 author: Muñoz, Carmen title: Starting age and other influential factors: Insights from learner interviews date: 2014-01-01 words: 8056 flesch: 59 summary: The present study uses oral interviews with foreign language learners in search of influential factors in their language learning histories. The significance of intensive input for foreign language learners was also ob- served in a study by Muñoz (2012) that focused on the identification of a turning point in their process of language learning by learners themselves. keywords: english; experience; factors; group; language; learners; learning; muñoz; participants; starting; study cache: ssllt-3930.pdf plain text: ssllt-3930.txt item: #264 of 481 id: ssllt-3931 author: Navracsics, Judit title: Input or intimacy date: 2014-01-01 words: 8106 flesch: 61 summary: In P. Fletcher & B. MacWhin- ney (Eds.), The handbook of child language (pp. 219-250). However, at this point, another factor comes into play: the manner of language acquisition. keywords: acquisition; bilingual; children; development; english; girl; hungarian; language; mother; multilingual; parents; persian cache: ssllt-3931.pdf plain text: ssllt-3931.txt item: #265 of 481 id: ssllt-3932 author: Patkowski, Mark title: Looking for structure: Is the two-word stage of language development in apes and human children the same or different? date: 2014-01-01 words: 8887 flesch: 58 summary: In the present context, tokens would refer to the total sample of two- word utterances, including multiple instances of a single utterance, while types would refer to distinct utterances that fall into the same category. To start with, the complete absence of the possessor + possession category in the chim- panzee corpus stands out, especially when one notes, as Roeper (2009) does, that the first two semantic relationships to appear in child language are usually location and possession. keywords: action; child; children; chimpanzees; greenfield; human; language; order; rumbaugh; savage; stage; utterances; word cache: ssllt-3932.pdf plain text: ssllt-3932.txt item: #266 of 481 id: ssllt-3933 author: Pfenninger, Simone E. title: The misunderstood variable: Age effects as a function of type of instruction date: 2014-01-01 words: 10598 flesch: 61 summary: The best results were found when early CLIL instruction was followed up by the use of English as an additional lan- guage of instruction in secondary school (EARLY CLIL group), which confirms the link between young starting age, implicit learning and long and massive exposure. The effect of additional instruction from an early age is only marginally seen in the learning constellation in which early CLIL instruction was followed up by the use of English as an additional lan- guage of instruction in secondary school (EARLY MIX group). keywords: acquisition; clil; early; effects; english; immersion; instruction; language; late; late clil; learning; school; second; students; type cache: ssllt-3933.pdf plain text: ssllt-3933.txt item: #267 of 481 id: ssllt-3934 author: Singleton, David title: Apt to change: The problematic of language awareness and language aptitude in age-related research date: 2014-01-01 words: 5690 flesch: 59 summary: Keywords: language awareness, language aptitude, explicit learning, implicit learning, critical period David Singleton 558 1. The present article begins with a discussion of the ways in which the con- cepts of language awareness and language aptitude are understood. keywords: aptitude; awareness; language; language aptitude; language awareness; language learning; learning; memory; working cache: ssllt-3934.pdf plain text: ssllt-3934.txt item: #268 of 481 id: ssllt-3935 author: Haimov, Jacqueline title: Sensitive Periods, Language Aptitude, and Ultimate L2 Attainment Editors: Gisela Granena and Mike Long, Publisher: John Benjamins, 2013, ISBN: 978-9027213129, Pages: 295 date: 2014-01-01 words: 2506 flesch: 46 summary: The first cat- egory includes age of onset, language aptitude, intelligence, beliefs and expec- tations, personality and motivation. The chapter opens with a critical discussion of language aptitude and endorses the latest view that language aptitude is not a unitary construct but consists of a number of “cognitive abilities that can assist in the different stages of language learning” (p. 141). keywords: aptitude; attainment; chapter; language; learning cache: ssllt-3935.pdf plain text: ssllt-3935.txt item: #269 of 481 id: ssllt-3936 author: ., . title: Notes on contributors date: 2014-01-01 words: 2542 flesch: 38 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Marek Derenowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 4 No. 2 June 2014 Editorial Board: Janusz Arabski (University of Silesia) Anne Burns (Aston University, Birmingham/University of New South Wales, Sydney) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; contact; details; language; learning; mickiewicz; psychology; research; second; teaching; university cache: ssllt-3936.pdf plain text: ssllt-3936.txt item: #270 of 481 id: ssllt-3937 author: MacIntyre, Peter D.; Gregerson, Tammy title: Editorial date: 2014-01-01 words: 1600 flesch: 55 summary: The present collection of papers as a whole reflects the positioning of positive psychology within the modern SLA field. When we thought about gathering together research on positive psychology in SLA we did not know whether the idea would be well received. keywords: issue; language; learning; paper; psychology cache: ssllt-3937.pdf plain text: ssllt-3937.txt item: #271 of 481 id: ssllt-3938 author: Mercer, Sarah; MacIntyre, Peter D. title: Introducing positive psychology to SLA date: 2014-01-01 words: 8101 flesch: 54 summary: Perhaps the next step is to focus a little more on the institutions (broadly defined formal and informal organizational structures) that enable success and promote positive language learning envi- ronments. Today few would dispute such core principles and their importance for understanding language learner psychology and behaviours. keywords: emotion; language; language learning; learners; learning; macintyre; new; psychology; research; self; sla; strengths cache: ssllt-3938.pdf plain text: ssllt-3938.txt item: #272 of 481 id: ssllt-3940 author: Murphey, Tim title: Singing well-becoming: Student musical therapy case studies date: 2014-01-01 words: 13843 flesch: 77 summary: 205-235 doi: 10.14746/ssllt.2014.4.2.4 http://www.ssllt.amu.edu.pl Singing well-becoming: Student musical therapy case studies Tim Murphey Kanda University of International Studies, Chiba, Japan mitsmail1@gmail.com Music therapy case studies, 6, 26. keywords: case; case studies; class; learning; love; murphey; music; music therapy; singing; song; students; studies; t. murphey; teaching; therapy; therapy case cache: ssllt-3940.pdf plain text: ssllt-3940.txt item: #273 of 481 id: ssllt-3941 author: Dewaele, Jean-Marc; MacIntyre, Peter D. title: The two faces of Janus? Anxiety and enjoyment in the foreign language classroom date: 2014-01-01 words: 14002 flesch: 64 summary: Investigating language class anxiety using the focused essay technique. Other measures of language anxiety are available that focus on the stages of the learning proc- ess (MacIntyre & Gardner, 1994b) and on specific skill areas, such as listening (Elkhafaifi, 2005; Rivers, 1981; Scarcella & Oxford, 1992), reading (Saito et al., 1999) and writing (Cheng, 2002; Cheng, Horwitz, & Shallert, 1999). keywords: anxiety; classroom; dewaele; effect; emotions; enjoyment; flca; fle; group; language; language anxiety; language learning; learning; macintyre; participants; teacher cache: ssllt-3941.pdf plain text: ssllt-3941.txt item: #274 of 481 id: ssllt-3942 author: Falout, Joseph title: Circular seating arrangements: Approaching the social crux in language classrooms date: 2014-01-01 words: 10068 flesch: 53 summary: Students may initially lack confi- dence using the language or feel frustrated that their abilities are not up to par with native-level fluency, but after observing similar others (i.e., classmates), students see more possibility for their own improvements and abilities, gain courage and make more effort to speak, and become happy with their own small successes (Murphey & Arao, 2001). Almost 40% of the students’ time was spent listening to the teacher, 8% listening to other students, 7% conversing in pair or group talk, and 20% disen- gaging from learning in off-task behaviors. keywords: action; arrangements; circle; classrooms; crux; falout; group; language; learning; seating; self; students; teacher; thinking; zone cache: ssllt-3942.pdf plain text: ssllt-3942.txt item: #275 of 481 id: ssllt-3943 author: Gabryś-Barker, Danuta title: Success: From failure to failure with enthusiasm date: 2014-01-01 words: 9905 flesch: 49 summary: (Student 33) Very few definitions offered by the students combine both the person- like and behavioural perspective on teacher enthusiasm: Teacher enthusiasm may be identified as a teacher behaviour that influences students ́ learning to some extent. 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 im- pact on teaching and learning success, as seen from their own perspective. keywords: attitude; classroom; enthusiasm; failure; indicators; language; learners; learning; motivation; research; student; success; teacher; teacher enthusiasm; teaching cache: ssllt-3943.pdf plain text: ssllt-3943.txt item: #276 of 481 id: ssllt-3944 author: Gregerson, Tammy; MacIntyre, Peter D.; Hein Finegan, Kate; Read Talbot, Kyle; Claman, Shelby L. title: Examining emotional intelligence within the context of positive psychology interventions date: 2014-01-01 words: 11707 flesch: 59 summary: MacIntyre and Gregersen (2013, p. 193), drawing on Fredrickson’s (2006) theory, describe the properties of posi- tive emotions in language learning: “Positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the language.” Using EI as a theoretical lens (Salovey et al., 2002), we sought to examine how individuals respond in emotional terms to these tools designed to harness the positive-broadening power of positive emotion (MacIntyre & Gregersen, 2013). keywords: activities; activity; emotion; intelligence; interventions; language; learners; learning; macintyre; participants; psychology; self; selves; students; teacher cache: ssllt-3944.pdf plain text: ssllt-3944.txt item: #277 of 481 id: ssllt-3945 author: Everhart Chaffee, Kathryn; Noels, Kimberly A.; McEown, Maya Sugita title: Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation date: 2014-01-01 words: 12608 flesch: 49 summary: Secondary control involves adjusting oneself to one’s circumstances, and resilience has been described as successful adaptation to diffi- cult circumstances, so it also makes sense that secondary control might promote resilience (Waxman et al., 2003). Hypothesis 5: Secondary control (but not primary control) as a buffer for teacher controllingness Hypotheses 5a and 5b stated that that secondary control would change or moder- ate the relationship between perception of the instructor as controlling (vs. au- tonomy-supportive)4 and learning outcomes and motivational factors such that secondary control would promote resiliency, while primary control would not. keywords: autonomy; control; controlling; instructor; language; language learning; learning; motivation; noels; reappraisals; self; students; studies; study cache: ssllt-3945.pdf plain text: ssllt-3945.txt item: #278 of 481 id: ssllt-3946 author: Ryan, Stephen title: The Language of Peace: Communicating to Create Harmony, Author: Rebecca Oxford, Publisher: Information Age Publishing, 2013, ISBN: 978-1-62396-094-0, Pages: 364 date: 2014-01-01 words: 1346 flesch: 53 summary: More specifically, the book encouraged me to consider how language education may be about more than simply “repairing” what is wrong with learners’ use of language and reflect on how as language educators we can dare to believe in the possibility of improv- ing ourselves, the people around us, and the world we live in. The next two sections are the ones most likely to be of immediate in- terest to language educators. keywords: book; language; peace cache: ssllt-3946.pdf plain text: ssllt-3946.txt item: #279 of 481 id: ssllt-3947 author: ., . title: Notes on contributors date: 2014-01-01 words: 1454 flesch: 37 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Marek Derenowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 4 No. 1 March 2014 Editorial Board: Janusz Arabski (University of Silesia) Anne Burns (Aston University, Birmingham/University of New South Wales, Sydney) Piotr Cap (University of Łódź) Anna Cieślicka (Texas A&M International University, Adam Mickiewicz University, Poznań) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: adam; department; kalisz; language; mickiewicz; studies; university cache: ssllt-3947.pdf plain text: ssllt-3947.txt item: #280 of 481 id: ssllt-3948 author: Pawlak, Mirosław title: Editorial date: 2014-01-01 words: 548 flesch: 39 summary: Abulfazl Mesgarshahr and Esmaeel Abdollahzadeh, in turn, touch on the relationship between the use of communication strategies and language learners’ Willing- ness to Communicate, a potentially very promising line of inquiry that has thus far been, somewhat surprisingly, neglected by researchers. 11-12 doi: 10.14746/ssllt.2014.4.1.1 http://www.ssllt.amu.edu.pl Editorial The first 2014 issue of Studies in Second Language Learning and Teach- ing brings together five papers, which either report the results of original em- pirical studies or provide valuable insights into the methodology of research into the processes of language learning, teaching and use. keywords: language; learning cache: ssllt-3948.pdf plain text: ssllt-3948.txt item: #281 of 481 id: ssllt-3949 author: Irie, Kay title: Q methodology for post-social-turn research in SLA date: 2014-01-01 words: 8728 flesch: 63 summary: Defining a research question Considering the focus of Q methodology, the nature of Q studies is usually exploratory: Q methodology is designed to discover new ideas (Watts & Stenner, 2012, p. 53). Although the demonstration is not meant to be a manual, given the small number of Q studies in the field, it entails a certain level of procedural explanation. keywords: english; factor; items; language; learning; methodology; research; sla; studies; study cache: ssllt-3949.pdf plain text: ssllt-3949.txt item: #282 of 481 id: ssllt-3950 author: Gallego, Muriel title: Second language learners’ reflections on the effectiveness of dictogloss: A multi-sectional, multi-level analysis date: 2014-01-01 words: 7574 flesch: 54 summary: Advanced level learners are expected to be cognitively ready to notice and produce certain complex forms, whereas beginner or intermediate-level learners might still be at a stage in which they intend to grasp meaning and might experience difficulty when expected to focus on form (Leeser, 2004). Results indicated that advanced level stu- dents used metatalk 46.4% of the time and that intermediate level students used metatalk only 29.4% of the time. keywords: dictogloss; form; group; language; learners; level; metatalk; participants; students cache: ssllt-3950.pdf plain text: ssllt-3950.txt item: #283 of 481 id: ssllt-3951 author: Mesgarshahr, Abulfazl; Abdollahzadeh, Esmaeel title: The impact of teaching communication strategies on EFL learners’ Willingness to Communicate date: 2014-01-01 words: 9105 flesch: 63 summary: Introduction The development of communicative competence in language learners might be the central purpose of communicative approaches to language teaching (Larsen- Freeman & Anderson, 2011; Richards & Rodgers, 2001). This means that language learners, especially at lower levels, are highly likely to experience some difficulty when communicating in the target language. keywords: communication; competence; css; efl; english; group; language; learners; macintyre; strategies; study; teaching; use; willingness; wtc cache: ssllt-3951.pdf plain text: ssllt-3951.txt item: #284 of 481 id: ssllt-3952 author: Li, Shaopeng; Yang, Lianrui title: Topic prominence in Chinese EFL learners’ interlanguage date: 2014-01-01 words: 6198 flesch: 62 summary: Topic prominence in Chinese EFL learners’ interlanguage 121 The non-native-like English discourse produced by Chinese learners could be related to the absence of adequate cohesive ties. It is not clear whether some L2 sentence-level discourse features will show similarity to the learner’s L1, that is, whether language learners will transfer L1-based discourse patterns to the L2 context. keywords: chinese; discourse; english; interlanguage; language; learners; prominence; topic; transfer cache: ssllt-3952.pdf plain text: ssllt-3952.txt item: #285 of 481 id: ssllt-3953 author: Pawlak, Mirosław title: Capitalizing on Learners’ Individuality: From Premise to Practice, Authors: Tammy Gregersen and Peter D. MacIntyre, Publisher: Multilingual Matters, 2014, ISBN: 978-1-78309-119-5, Pages: 260 date: 2014-01-01 words: 1669 flesch: 45 summary: All the merits listed above dictate that the book is in many respects unique, it offers a number of fresh insights into individual learner differences and it will be of interest to wide audiences. This is followed by seven chapters dealing with such aspects of individual learner variation as anxiety, beliefs, cognitive factors, namely aptitude, working memory and multiple intelligences, motivation, language learning strategies, language learning styles, and, finally, willingness to communicate. keywords: book; language; learners; learning cache: ssllt-3953.pdf plain text: ssllt-3953.txt item: #286 of 481 id: ssllt-3976 author: Nushi, Musa title: Can L1 markedness and L2 input robustness account for fossilizability of L2 forms? date: 2014-01-01 words: 50 flesch: 13 summary: Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://www.ssllt.amu.edu.pl Retraction statement The article by Musa Nushi “Can L1 markedness and L2 input robustness account for fossilizability of L2 forms?” has been recalled on account of ethical concerns. keywords: studies cache: ssllt-3976.pdf plain text: ssllt-3976.txt item: #287 of 481 id: ssllt-3977 author: Oxford, Rebecca L.; Cuéllar, Lourdes title: Positive psychology in cross-cultural narratives: Mexican students discover themselves while learning Chinese date: 2014-01-01 words: 12254 flesch: 66 summary: [WUe learner]H anT WUe fluiT TUiV energX UaV noWUing Wo To wiWU exWrinVic moWivaWionH nor wiWU WUe inVWrumenWal purpoVeV of WUe begin- ning of UiV learningH buW inVWeaT relaWeV Wo WUe inVpiraWion Ue founT in WeacUing anT WUe VenVe of flow wUicU keywords: abouw; alvo; ant; ant wue; becauve; buw; cogniwion; convciouvnevv; crovv; cuina; cuineve; culwural; culwure; emowionv; experience; invpiret; language; language learning; learnerv; learning; learning cuineve; life; member; mexican; mowivawion; narrawivev; new; owuer; oxforth; parwicipanwv; peak; people; pnrma; poviwive; pvxcuologx; qorkj; relawionvuipv; sue; tivcover; tue; uat; uave; uer; uiv; univerviwx; uow; vucu; vue; vwutenwv; vwutxing; wav; wiwu; wuaw; wue; wue language; wueir; wuemvelvev; wuen; wueorx; wuicu; wuile; wuiv cache: ssllt-3977.pdf plain text: ssllt-3977.txt item: #288 of 481 id: ssllt-4309 author: ., . title: Notes on contributors date: 2015-12-10 words: 2330 flesch: 36 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Marek Derenowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 5 No. 4 December 2015 Editorial Board: Janusz Arabski (University of Silesia) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: adam; contact; data; department; english; language; learning; mickiewicz; studies; teaching; university cache: ssllt-4309.pdf plain text: ssllt-4309.txt item: #289 of 481 id: ssllt-4310 author: Pawlak, Mirosław title: Editorial date: 2015-12-10 words: 993 flesch: 36 summary: In the first of them, Lauren Wyner and Andrew D. Cohen focus on the role of the learning environment (i.e., second vs. foreign) in the development of target language pragmatic ability as well as the interplay of contextual factors of this kind and individual learner variables, concluding that the latter are often likely to trump the impact of the former. Also included in the present issue are three reviews of recently published edited collections dedicated to the interdis- ciplinary nature of applied linguistics, the role of working memory in language 517 learning and the dynamics of second language motivation by Kata Csizér, Adri- ana Biedroń and Mirosław Pawlak, respectively. keywords: language; learning; studies cache: ssllt-4310.pdf plain text: ssllt-4310.txt item: #290 of 481 id: ssllt-4311 author: Wyner, Lauren; Cohen, Andrew D. title: Second language pragmatic ability: Individual differences according to environment date: 2015-12-10 words: 17547 flesch: 51 summary: Second language pragmatic ability: Individual differences according to environment 521 So, pragmatic ability can be defined as knowledge of how to use language to achieve goals in language interaction, or rather, competence at handling lan- guage interaction in a sociocultural context (Kasper, 1997). The group receiving metapragmatic instruction outperformed all others in Second language pragmatic ability: Individual differences according to environment 533 the development of pragmatic ability. keywords: ability; awareness; context; development; efl; english; environment; esl; language; learners; learning; motivation; participants; pragmatic; research; students; study; teachers; transfer; use cache: ssllt-4311.pdf plain text: ssllt-4311.txt item: #291 of 481 id: ssllt-4312 author: Xiao, Feng title: Proficiency effect on L2 pragmatic competence date: 2015-12-10 words: 8928 flesch: 49 summary: Com- pared to lower proficiency learners, higher proficiency learners had a larger rep- ertoire of lexical and grammatical markers to qualify their utterances. Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have higher pragmatic competence. keywords: competence; effect; english; language; learners; pragmatic; production; proficiency; proficiency learners; studies; target; task cache: ssllt-4312.pdf plain text: ssllt-4312.txt item: #292 of 481 id: ssllt-4313 author: Kálmán, Csaba; Gutierrez Eugenio, Esther title: Successful language learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation date: 2015-12-10 words: 11047 flesch: 51 summary: New orientations in language learning motivation: Towards a model of intrinsic, extrinsic and integrative orientations. Effective motivational thinking: A cognitive theoretical ap- proach to the study of language learning motivation. keywords: ability; attributions; english; items; language; language learning; learners; learning; motivation; questionnaire; scales; success; theory cache: ssllt-4313.pdf plain text: ssllt-4313.txt item: #293 of 481 id: ssllt-4321 author: Te Huia, Awanui title: Exploring goals and motivations of Māori heritage language learners date: 2015-12-10 words: 11223 flesch: 60 summary: Awanui Te Huia 614 Although past language policies have focused on promoting the collective desire to improve language revitalisation at a national or tribal level (O'Regan, 2014), King (2007) suggests that Māori language learners are more likely to be motivated by factors that are more closely linked to the learner. Primarily, the main aim of this study is to better understand the motivations of Māori language learners who have a range of levels of language proficiency. keywords: cultural; heritage; hl2; language; language learners; learners; learning; level; motivations; māori; māori language; new; participants; reo; reo māori; research; speakers; study; te reo; zealand cache: ssllt-4321.pdf plain text: ssllt-4321.txt item: #294 of 481 id: ssllt-4322 author: Siegel, Joseph; Siegel, Aki title: Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities date: 2015-12-10 words: 9783 flesch: 56 summary: Pedagogic suggestions Recently, pedagogic literature on L2 listening has begun to promote BU activities that explicitly and directly focus learner attention on the phonological proper- ties and segmentation of the speech stream (e.g., Al-Jasser, 2008; Siegel & Siegel, 2013; Field, 2008a; Vandergrift & Goh, 2012). By including BU activities in their classrooms, L2 teachers can help students overcome phoneme, word recognition and segmentation problems that frustrate many learners, particularly at lower levels (Goh, 2000). keywords: activities; dictation; instruction; learners; listening; processing; siegel; speech; students; test cache: ssllt-4322.pdf plain text: ssllt-4322.txt item: #295 of 481 id: ssllt-4323 author: Andrason, Alexander; Visser, Marianna title: Affordances perspective and grammaticalization: Incorporation of language, environment and users in the model of semantic paths date: 2015-12-10 words: 14673 flesch: 46 summary: This article aims at introducing the idea of affordances to grammaticalization theory and, in particular, to the theory of semantic paths and cognitive maps.3 In order to explore how insights provided by the idea of affordances can contribute to grammaticalization theory, our paper will be organized in the fol- lowing manner: We will begin the study by explaining the standard model of grammaticalization, grammaticalization paths and cognitive maps. Alexander Andrason, Marianna Visser 668 members of a certain class of formations, as well as by linking these two edges (i.e., the original source and the most probable outcome) by an unidirectional se- quence of consecutive stages, grammaticalization paths codify exemplary models of the life of grammatical entities. keywords: affordances; andrason; environment; factor; figure; form; grammaticalization; grams; language; map; past; path; perfect; perspective; prototypicality; stream cache: ssllt-4323.pdf plain text: ssllt-4323.txt item: #296 of 481 id: ssllt-4324 author: Biedroń, Adriana title: Working memory in second language acquisition and processing Editors: Zhisheng (Edward) Wen, Mailce Borges Mota and Arthur McNeill Publisher: Multilingual Matters, 2015 ISBN: 9781783093588 Pages: 344 date: 2015-12-10 words: 2540 flesch: 49 summary: Primary sources of individual differ- ences on cognitive tasks, such as WM capacity, declarative knowledge, proce- dural memory and processing speed are operationalized in order to clarify re- search terminology, with emphasis placed on WM as the central component of the memory model: “Working memory capacity is thought to be the central fac- tor in this model and is therefore considered to have the greatest influence on an individual’s performance on cognitive and learning tasks (p. xix). Although no correlation was found between WM capacity and L2 instruction effectiveness, WM differenti- ated how low- and high-span participants performed on grammar posttests, which led the researchers to conclude that WM is likely to have long-term ef- fects. keywords: chapter; language; processing; research; sla cache: ssllt-4324.pdf plain text: ssllt-4324.txt item: #297 of 481 id: ssllt-4325 author: Csizér, Kata title: Intersections: Applied linguistics as a meeting place, Elke Stracke Publisher: Cambridge Scholars Publishing, 2015 ISBN: 9781443866545 Pages: 340 date: 2015-12-10 words: 1486 flesch: 45 summary: Creating and filling this research niche is the biggest contribution of this book to the field of applied linguistics, espe- cially given the fact that interdisciplinary studies are often difficult to publish in mainstream academic journals. This strength, however, sometimes turns into a weakness: Many studies fail to follow mainstream academic traditions in their write-up, which makes it difficult to ad- dress quality-control issues. keywords: chapter; contexts; language; students; studies cache: ssllt-4325.pdf plain text: ssllt-4325.txt item: #298 of 481 id: ssllt-4326 author: Pawlak, Mirosław title: Motivational dynamics in language learning, Zoltán Dörnyei, Peter D. MacIntyre and Alastair Henry Publisher: Multilingual Matters, 2015 ISBN: 978-1-78309-255-0 Pages: 430 date: 2015-12-10 words: 2624 flesch: 31 summary: The second part, “Empirical Studies,” includes twelve pa- pers, all of which serve the purpose of illustrating how an investigation of vari- ous aspects of second language learning motivation can be handled from the perspective of CDST. Rather, in my view, the main contribution of this edited collection is its clear success in raising our awareness of the multifarious ways in which the dynamic nature of second language learning motivation can be ex- plored, both with respect to the foci of investigation and the methodological choices made, irrespective of allegiance to one theoretical stance or another. keywords: language; learning; motivation; research; second; self cache: ssllt-4326.pdf plain text: ssllt-4326.txt item: #299 of 481 id: ssllt-4327 author: ., . title: Reviewers for Volume 5/2015 date: 2015-12-10 words: 487 flesch: -32 summary: The University of Texas at Austin, USA Kata Csizér Eötvös University, Budapest, Hungary Jean-Marc Daweale Birbeck College, University of London, UK Susanne Even University of Indiana, USA Danuta Gabryś-Barker University of Silesia, Poland Christine Goh National Institute of Education, Singapore William Grabe Northern Arizona University, USA Suzanne Graham University of Reading, UK Alastair Henry University West, Trollhättan, Sweden Yukie Horiba Kanda University of International Studies, Japan Elaine Horwitz University of Texas at Austin, USA Hea In (Lauren) Park Georgetown University, USA Richard Kiely University of Southampton, UK Diane Larsen-Freeman University of Michigan, USA Batia Laufer University of Haifa, Israel Robert Lew Adam Mickiewicz University, Poznań, Poland Shuai Li Georgia State University, USA Tonty Liddicoat University of Southern Australia, Australia 716 Meihua Liu Tsinghua University, China Thomas Lockley Nihon University, Tokyo, Japan Peter MacIntyre Cape Breton University, Canada Rosa M. Manchón University of Murcia, Spain Hiram H. Maxim Emory University, Atlanta, USA Sarah Mercer University of Graz, Austria James Milton Swansea University, Wales, UK Hossein Nassaji University of Victoria, Canada Colleen A. Neary-Sundquist Purdue University, USA Joanna Nijakowska University of Łódź, Poland Tarja Nikula University of Jyväskylä, Finland Sue Ollerhead University of New South Wales, Australia Rebecca Oxford University of Maryland, USA Lynn Pearson Bowling Green State University, Ohio, USA Simone Pfenninger University of Zurich, Switzerland François Pichette University of Quebec, Canada Ewa Piechurska-Kuciel Opole University, Poland Katalin Piniel Eötvös University, Budapest, Hungary Jennifer Redmann Franklin & Marshall College, Lancaster, PA, USA Susanne Reiterer University of Vienna, Austria Jacek Rysiewicz Adam Mickiewicz University, Poznań, Poland Stephen Ryan Senshu University, Japan Elke Schneider Winthrop University, Rock Hill, USA Satomi Takahashi Rikkyo (St. Paul's) University, Tokyo, Japan Ruth Trinder Vienna University of Economics and Business, Austria Jan Vanhove University of Fribourg, Switzerland Ewa Waniek-Klimczak University of Łódź, Poland Freerkien Waninge University of Nottingham, UK Mark Wyatt University of Portsmouth, UK Xian Zhang Pennsylvania State University, USA 715 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 5 (4). keywords: japan; poland; studies; university; usa cache: ssllt-4327.pdf plain text: ssllt-4327.txt item: #300 of 481 id: ssllt-4848 author: Biedroń, Adriana title: Personality factors as predictors of foreign language aptitude date: 2011-12-01 words: 8820 flesch: 55 summary: Skehan’s model refers stages of SLA to foreign language aptitude components, whereas Robinson’s model relates cognitive profiles of foreign language learners to different types of instruction demanding different levels of awareness. On the other hand, these factors constitute an integral part of cognitive ability development (cf. Dörnyei, 2009); therefore, neglecting them in research on foreign language aptitude would be unjustified. keywords: aptitude; conscientiousness; extraversion; factors; gifted; language; language aptitude; learners; learning; mlat; neuroticism; nongifted; openness; personality; personality factors cache: ssllt-4848.pdf plain text: ssllt-4848.txt item: #301 of 481 id: ssllt-4931 author: Morris, Annie; Lafontaine, Marc; Pichette, François; de Serres, Linda title: Affective variables, parental involvement and competence among South Korean high school learners of English date: 2013-10-01 words: 13861 flesch: 57 summary: The first question was about the role South Korean parents play in their children’s learning of English. How do South Korean students perceive the role their parents play in their learning of English? keywords: attitudes; competence; disinterest; encouragement; english; involvement; language; learning; motivation; parental; parents; students; variables cache: ssllt-4931.pdf plain text: ssllt-4931.txt item: #302 of 481 id: ssllt-4932 author: Dewaele, Jean-Marc; Ip, Tsui Shan title: The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners date: 2013-10-01 words: 8195 flesch: 60 summary: FLA was also inversely linked to frequency of use of the FL, socialization in the FL, self-perceived proficiency in the FL (Dewaele, 2010; 1 MacIntyre (personal communication) pointed out that the 1989 paper used a varimax rotation to show that the dimension of language anxiety can be separated from general anxiety at the factor level. Second language learning has a great deal of ambiguity about meanings, referents and pronunciation, and this can often raise language anxiety. keywords: ambiguity; anxiety; dewaele; english; flca; language; learning; proficiency; self; slta; tolerance cache: ssllt-4932.pdf plain text: ssllt-4932.txt item: #303 of 481 id: ssllt-4938 author: Barzegar, Reza; Sadr, Sajjad Aref title: The effect of emotional intelligence awareness-raising activities on L2 motivation date: 2013-10-01 words: 8264 flesch: 50 summary: The results of paired and independent sample t tests showed that EI awareness-raising did not have any statistically significant positive effect on Iranian university students’ over- all L2 motivation, but they had a statistically significant positive effect on the In- strumentality-prevention aspect of L2 motivation. Keywords: emotional intelligence, L2 motivation, universal motivational strategies Reza Barzegar, Sajjad Aref Sadr 68 Emotional Intelligence keywords: awareness; group; l2 motivation; language; learning; motivation; raising; study cache: ssllt-4938.pdf plain text: ssllt-4938.txt item: #304 of 481 id: ssllt-4939 author: Abolfazli Khonbi, Zainab; Sadeghi, Karim title: Self-, peer-, and teacher-assessment: An investigation into Iranian EFL students’ attitudes date: 2013-10-01 words: 8340 flesch: 54 summary: Student attitudes towards approaches to learning and assessment. Also in contrast to this study’s findings, Kaufman and Shunn (2011) in their study on students’ “perceptions about peer assessment for writing” (p. 387) found that students sometimes regard PA as unfair and often believe that peers are unqualified to review and assess their work. keywords: assessment; attitudes; group; language; learning; peer; students; study; teacher cache: ssllt-4939.pdf plain text: ssllt-4939.txt item: #305 of 481 id: ssllt-4940 author: Neary-Sundquist, Colleen A. title: The development of cohesion in a learner corpus date: 2013-10-01 words: 8277 flesch: 59 summary: Pragmatic marker use, however, remains fairly stable across the three lowest proficiency levels and rises drastically for the two highest proficiency levels, and the two higher proficiency levels are significantly different from the two lower levels in their use of pragmatic markers. Pragmatic marker use also rose with proficiency level, with Level 6 and the native speaker group using pragmatic markers at the highest rate. keywords: cohesion; conjunctions; devices; discourse; english; language; level; markers; proficiency; speakers; study; use cache: ssllt-4940.pdf plain text: ssllt-4940.txt item: #306 of 481 id: ssllt-4941 author: Pavan, Elisabetta title: The Simpsons: Translation and language teaching in an EFL class date: 2013-10-01 words: 6493 flesch: 55 summary: Translation as a Didactic Tool There are still occasional dissenting voices that argue that translation is primarily about language, not culture, and that the proper business of transla- tion studies is to focus on the linguistic aspects of the translation process (Bassnett, 2007). Translation is about language, but translation is also about culture, for the two are inseparable. keywords: dubbing; english; italian; language; language teaching; learning; linguistic; simpsons; students; subtitling; teaching; translation; use cache: ssllt-4941.pdf plain text: ssllt-4941.txt item: #307 of 481 id: ssllt-4942 author: Pawlak, Mirosław title: Editorial date: 2013-10-01 words: 550 flesch: 31 summary: 11 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 3 (1). The final two contributions deal with the analysis of learner language and 12 the evaluation of instructional practices employed in the foreign language classroom. keywords: language; studies cache: ssllt-4942.pdf plain text: ssllt-4942.txt item: #308 of 481 id: ssllt-4943 author: ., . title: Notes on Contributors date: 2013-10-01 words: 1430 flesch: 42 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Krzysztof Kwiatkowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Vol. 3 No. 1 March 2013 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; details; english; language; mickiewicz; teaching; university cache: ssllt-4943.pdf plain text: ssllt-4943.txt item: #309 of 481 id: ssllt-4944 author: Mercer, Sarah title: Working with language learner histories from three perspectives: Teachers, learners and researchers date: 2013-10-01 words: 10038 flesch: 58 summary: In the current dominant model of L2 motivation, Dörnyei (2005) out- lines a motivational framework centring on current, ideal and future under- standings of ourselves as language learners and/or users. In order to choose their course of studies, the learners are likely to have reflected on themselves as language learners and thus may find it easier to write about themselves. keywords: agency; beliefs; data; histories; language; language learning; learners; learning; llhs; mercer; perspectives; texts cache: ssllt-4944.pdf plain text: ssllt-4944.txt item: #310 of 481 id: ssllt-4945 author: Lockley, Thomas title: Exploring self-perceived communication competence in foreign language learning date: 2013-10-01 words: 10441 flesch: 54 summary: Culture can also play a role here, especially in an FLL situation if a person is out of their own cultural milieu, for example learning their L2 abroad or from a foreign teacher; such multicultural settings possibly generate a “com- plex construct that combines language anxiety, self-perceptions of L2 profi- ciency, and attitudinal/motivational components” (Dörnyei, 2005, p. 200). Language anxiety and achievement. keywords: anxiety; communication; competence; english; evaluation; language; learning; native; proficiency; self; spcc; speaking; students cache: ssllt-4945.pdf plain text: ssllt-4945.txt item: #311 of 481 id: ssllt-4997 author: ., . title: Notes on Contributors date: 2012-10-01 words: 1122 flesch: 47 summary: Simon Borg (University of Leeds) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) Heidemarie Sarter (University of Potsdam) Pawe Scheffler (Adam Mickiewicz University, Pozna ) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: adam; english; language; learning; mickiewicz; university cache: ssllt-4997.pdf plain text: ssllt-4997.txt item: #312 of 481 id: ssllt-4998 author: Pawlak, Mirosław title: Editorial date: 2012-10-01 words: 516 flesch: 30 summary: The current issue opens with a paper by Xiaoli Jiang and Andrew Cohen, who provide an excellent overview of research on language learning strategies in China, focusing not only on synthesizing the results of relevant studies, but also tackling methodological issues as well a providing important directions for future empirical investigations. In the last paper included in the present issue of SSLLT, Darío Luis Banegas draws upon the tenets of sociocultural theo- ry to offer a rationale for integrating language and content in the English lan- guage classroom, and shows how this can be attained by discussing the bene- fits, models and challenges of content-based instruction and content and lan- guage integrated learning. keywords: language; learning cache: ssllt-4998.pdf plain text: ssllt-4998.txt item: #313 of 481 id: ssllt-4999 author: Jiang, Xiaoli; Cohen, Andrew D. title: A critical review of research on strategies in learning Chinese as both a second and foreign language date: 2012-10-01 words: 13953 flesch: 55 summary: One study that compared American and Japanese stu- dents’ Chinese character learning strategies (Arrow, 2004) found that both sets of learners deployed a variety of strategies. In another case study focusing on Chinese character learning strategies, Ma (2007) examined one particular learner’s Chinese character learning experience. keywords: cfl; character; chinese; csl; language; language learning; learners; learning; learning strategies; reading; research; strategies; strategy; strategy research; strategy use; students; study; use cache: ssllt-4999.pdf plain text: ssllt-4999.txt item: #314 of 481 id: ssllt-5000 author: Baran-Łucarz, Małgorzata title: Ego boundaries and attainments in FL pronunciation date: 2012-10-01 words: 9413 flesch: 52 summary: At the other end of the con- tinuum are individuals revealing thin ego boundaries (nightmare sufferers), who are characterized as “especially sensitive, open, or vulnerable. These are the likes of people revealing thin ego boundaries. keywords: attainments; boundaries; boundary; course; ego; language; learners; learning; level; pronunciation; test cache: ssllt-5000.pdf plain text: ssllt-5000.txt item: #315 of 481 id: ssllt-5001 author: Nizonkiza, Déogratias title: Quantifying controlled productive knowledge of collocations across proficiency and word frequency levels date: 2012-10-01 words: 9696 flesch: 63 summary: Déogratias Nizonkiza 90 APPENDIX B Correlations between TOEFL, collocation test and word frequency levels Table 3 Correlations 2000-word level 3000-word level 5000-word level AWLIST COLLOTTOT TOEFLTOT 2000-word level Pearson correlation 1 .717** .686 Our party should en……………… diversity, not division, in order to attract new members. keywords: collocations; english; frequency; frequency levels; knowledge; language; learners; levels; nation; proficiency; study; test; vocabulary; word; word frequency cache: ssllt-5001.pdf plain text: ssllt-5001.txt item: #316 of 481 id: ssllt-5002 author: Farjami, Hadi title: EFL learners’ metaphors and images about foreign language learning date: 2012-10-01 words: 7043 flesch: 56 summary: Likewise, the images and metaphors learners provide about learning a foreign language and the themes that emerge can be reveal- ing about various aspects of the endeavor they are coping with. In other words, the images and metaphors learners hold might heuristically inform their actions and give them a sense of orientation. keywords: awareness; beliefs; english; images; language; language learning; learners; learning; metaphors; process; study; teachers; teaching cache: ssllt-5002.pdf plain text: ssllt-5002.txt item: #317 of 481 id: ssllt-5003 author: Banegas, Darío Luis title: Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges date: 2012-10-01 words: 10483 flesch: 62 summary: As regards how input was made comprehensible, teacher questionnaires showed that while content teachers tended to use the L2 for content, language teachers would use it for feedback and evaluation. Keywords: CBI, CLIL, CBI continuum, CLIL models Over the last two decades the integration of English language learning together with subject-matter content in formal education has received great interest in Europe and other parts of the world (Banegas, 2011; Coyle, Hood, & Marsh, 2010, p. 1; Dalton-Puffer, 2007, p. 1; Lyster & Ballinger, 2011; Moate, 2010, 2011; Navés, 2009, p. 22 keywords: cbi; clil; content; education; english; language; language learning; learners; learning; marsh; models; research; teachers; teaching cache: ssllt-5003.pdf plain text: ssllt-5003.txt item: #318 of 481 id: ssllt-5004 author: Szefer, Agnieszka title: Book review date: 2012-10-01 words: 1748 flesch: 60 summary: contain a collection of English language phonetic exercises which are divided into three main parts: as it is still a valuable re- source book of English phonetic exercises. keywords: english; exercises; sound; wood cache: ssllt-5004.pdf plain text: ssllt-5004.txt item: #319 of 481 id: ssllt-5005 author: ssllt, ssllt title: Notes on Contributors date: 2012-10-01 words: 1453 flesch: 41 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Mariusz Kruk (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Vol. 2 No. 2 June 2012 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; kalisz; language; learning; mickiewicz; teaching; university cache: ssllt-5005.pdf plain text: ssllt-5005.txt item: #320 of 481 id: ssllt-5006 author: Gabryś-Barker, Danuta; Piechurska-Kuciel, Ewa title: Editorial date: 2012-10-01 words: 1043 flesch: 47 summary: We hope that the question of affectivity in second language acquisition will be of interest to a wide range of readers, both language acquisition re- searchers, teachers and learners themselves, and that the issues discussed by individual authors will add to awareness of and knowledge about what affec- tivity is and what impact it has on both general and individual second language acquisition processes. It is a study which aims to fill a gap in second language acquisition research, as the variable of gender has scarcely been dealt with in a scholarly fashion. keywords: acquisition; language; motivation cache: ssllt-5006.pdf plain text: ssllt-5006.txt item: #321 of 481 id: ssllt-5007 author: Mihaljević Djigunović, Jelena title: Dynamics of learner affective development in early FLL date: 2012-10-01 words: 8389 flesch: 64 summary: The traditional view of young learners as being so similar to one another that individual differences were not a real issue resulted in a scarcity of studies into their affective characteristics. In-depth research that involves young learners, however, requires triangulation of data because children often find it hard to ar- ticulate their perceptions and feelings (Lamb, 2004; Mihaljevi Djigunovi , 2009a). keywords: affective; classroom; early; english; fll; grade; language; learners; learning; school; years; young cache: ssllt-5007.pdf plain text: ssllt-5007.txt item: #322 of 481 id: ssllt-5008 author: Aronin, Larissa title: Material culture of multilingualism and affectivity date: 2012-10-01 words: 4789 flesch: 48 summary: Table 1 Possible directions/aspects in exploring material culture of multilingualism Processes, events, traditions in multilingual contexts Objects and artefacts in multilingual settings Public spaces: cityscapes landscapes roads, squares Material culture of multilin- gualism in private spheres e.g., apartments, houses, personal belongings Group controlled spaces: closed clubs,professional/institutional buildings and spaces e.g., university campus, hospital premises Material culture of mobility: What (objects, traditions) survives geographical and identity transitions in an individual and in a group Historical study of material culture of multilingualism Interpretation of changes or lack of change in material culture through time and space Linguistic landscape Material culture of multilingualism and affectivity 183 The table is not comprehensive and categorization of aspects of material culture can be conceived differently. This article aims to draw attention to material culture as a powerful, but mostly ne- glected source of data on the use and acquisition of languages, and demon- strates the close and intricate links between affectivity and material culture. keywords: affectivity; aronin; artefacts; circassian; culture; language; material; material culture; multilingualism; objects; use cache: ssllt-5008.pdf plain text: ssllt-5008.txt item: #323 of 481 id: ssllt-5009 author: MacIntyre, Peter; Gregersen, Tammy title: Emotions that facilitate language learning: The positive-broadening power of the imagination date: 2012-10-01 words: 8554 flesch: 47 summary: 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 lan- guage. Fredrickson (2003) pro- poses that positive emotions carry a different implication for ongoing activity: keywords: anxiety; emotions; future; imagination; language; language learning; learners; learning; macintyre; power; self; selves; teachers cache: ssllt-5009.pdf plain text: ssllt-5009.txt item: #324 of 481 id: ssllt-5010 author: Gardner, Robert C. title: Integrative motivation and global language (English) acquisition in Poland date: 2012-10-01 words: 4317 flesch: 47 summary: Thus, one person might have a moderate score on integrative motivation because of moderate scores on all four elements while another might achieve the same level of integrative motivation score because they are particularly high on some elements but lower on others. Canada gardner@uwo.ca Abstract This study investigated the consistency of a measure of integrative motivation in the prediction of achievement in English as a foreign language in 18 samples of Polish school students. keywords: class; english; grades; language; learning; motivation cache: ssllt-5010.pdf plain text: ssllt-5010.txt item: #325 of 481 id: ssllt-5012 author: Karlsson, Monica title: Quantitative and qualitative aspects of L1 (Swedish) and L2 (English) idiom comprehension date: 2013-10-01 words: 12489 flesch: 66 summary: In Irujo (1986), for example, it was found that the per- formance (comprehension, recall and production) of Venezuelan learners of English was considerably better with L2 idioms that had direct counterparts in Monica Karlsson 300 their L1 than those that did not (see also Cie licka, 2006b and Piasecka, 2006 for similar results with Polish learners of English). According to the studies forming the basis of this theory, since L2 learners have to rely heavily on their mother tongue when trying to interpret L2 idioms, not having created as many idiom entries in their L2 as in their L1, they are also more inclined to try to decompose L2 idioms than native speakers are. keywords: comprehension; context; english; expressions; idioms; items; language; learners; meaning; parts; processing; speakers; students; swedish; table; test cache: ssllt-5012.pdf plain text: ssllt-5012.txt item: #326 of 481 id: ssllt-5013 author: Griffiths, Carol title: The Strategy Factor in Successful Language Learning date: 2018-09-30 words: 1690 flesch: 33 summary: The first part, “A Conceptual Perspective,” touches upon a number of controversial issues connected with the field of language learning strategies, such as the termi- nology employed, the definition of the construct, factors impinging on the efficacy of strategy use, theoretical underpinnings, difficulties involved in the classification of strategies, as well as the challenges that are likely to be encountered in empiri- cal investigations focusing on this area. The third part, “A Qualitative Perspective,” is based on data obtained from semi-structured interviews with ten learners, comple- mented with information about strategy use, individual variation and achieve- ment, which allows the author to construct the individual profiles of these learn- ers and offer further insights into the use of language learning strategies as well as factors impacting this use. keywords: language; learning; strategies; strategy cache: ssllt-5013.pdf plain text: ssllt-5013.txt item: #327 of 481 id: ssllt-5014 author: Benson, Stuart; Fischer, Danielle; Geluso, Joe; Von Joo, Lucius title: Effects of communication strategy training on EFL students’ performance in small-group discussions date: 2013-10-01 words: 5731 flesch: 55 summary: In comparison to Naughton (2006) and Lam (2009), Nakatani (2010) used a more diverse set of Effects of communication strategy training on EFL students’ performance in small-group discussions 249 communication strategies; the use of fillers and shadowing were considered a subcategory of communication strategies referred to as communication en- hancers. Conclusion The studies on conversation skills conducted by Naughton (2006), Lam (2009), and Nakatani (2010) all found that students increased their frequency of em- ployment of strategies after conversation strategy training when compared to control groups. keywords: communication; conversation; group; language; strategies; strategy; students; study; use cache: ssllt-5014.pdf plain text: ssllt-5014.txt item: #328 of 481 id: ssllt-5015 author: Al Mahmoud, Mahmoud S. title: Discrimination of Arabic contrasts by American learners date: 2013-10-01 words: 11060 flesch: 50 summary: Abstract This article reports on second language perception of non-native contrasts. The assimilation types just listed describe how non-native contrasts can vary in their discriminability as a function of the gestural (dis)similarity each member of the contrast bears to a native segment. keywords: arabic; assimilation; contrasts; discrimination; english; language; listeners; native; non; pam; perception; sounds; speech; type cache: ssllt-5015.pdf plain text: ssllt-5015.txt item: #329 of 481 id: ssllt-5016 author: Abdolrezapour, Parisa; Tavakoli, Mansoor; Ketabi, Saeed title: Enhancing learners’ emotions in an L2 context through emotionalized dynamic assessment date: 2013-10-01 words: 11505 flesch: 63 summary: In addition, examination of the SDs shows that there was more variation among DA learners. In this light, future work would benefit from replicating the research with learner groups of different levels of profi- ciency, different age groups and including both sexes. keywords: assessment; eda; emotion; group; intelligence; language; learners; learning; questions; reading; students; study; test; text cache: ssllt-5016.pdf plain text: ssllt-5016.txt item: #330 of 481 id: ssllt-5017 author: Pawlak, Mirosław title: Editorial date: 2013-10-01 words: 500 flesch: 35 summary: In the first contribution, Sarah Mercer discusses the value of language learner histo- ries for teachers, learners themselves and researchers as well as demonstrat- ing the potential of such learner-generated narratives basing on the data ob- tained from first year university students in Austria attending a general English course. In the next paper, Thomas Lockley reports the results of a study which tapped the relationship between speaking self-perceived communication competence and actual speaking proficiency over the course of an academic year in the case of university level Japanese learners of English, illuminates factors that might be responsible for the inaccuracy of the participants’ self- evaluation and offers guidelines on how such self-assessment could be im- proved. keywords: language; university cache: ssllt-5017.pdf plain text: ssllt-5017.txt item: #331 of 481 id: ssllt-5018 author: Judson, Gillian; Egan, Kieran title: Engaging students’ imaginations in second language learning date: 2013-10-01 words: 5817 flesch: 64 summary: For second language teachers—as for any teacher—when we shape our teaching in ways that employ these tools then we can make knowledge meaningful for students. 343-356 http://www.ssllt.amu.edu.pl Engaging students’ imaginations in second language learning Gillian Judson Simon Fraser University, Canada gcj@sfu.ca Kieran Egan Simon Fraser University, Canada kieran_egan@sfu.ca Abstract Imagination is rarely acknowledged as one of the main workhorses of learn- ing. keywords: education; egan; knowledge; language; learning; new; sense; students; teaching; tools cache: ssllt-5018.pdf plain text: ssllt-5018.txt item: #332 of 481 id: ssllt-5019 author: Murray, Garold title: Pedagogy of the possible: Imagination, autonomy, and space date: 2013-10-01 words: 8296 flesch: 56 summary: In addition to language learning activities, the course aimed to provide students with opportunities to expand their knowledge about them- selves as language learners and to acquire skills enabling them to “manage, di- rect, regulate, [and] guide their learning” (Wenden, 1998, p. 519). Norton (2001) introduced Anderson’s (1991) construct of imag- ined communities to language learning. keywords: affordances; course; imagination; language; language learning; learners; learning; murray; self; space; students cache: ssllt-5019.pdf plain text: ssllt-5019.txt item: #333 of 481 id: ssllt-5020 author: Chan, Letty title: Facets of imagery in academic and professional achievements: A study of three doctoral students date: 2013-10-01 words: 9132 flesch: 56 summary: As seen from above, and this special issue of Studies in Second Language Learning and Teaching, research in L2 imagery has seen a growing interest. Abstract Since the inception of the L2 motivational self system (Dörnyei, 2005), which operationalises motivation as a function of learners’ future identities, the field of L2 motivation has seen a growing interest in mental imagery. keywords: dörnyei; english; functions; goal; imagery; language; learning; motivational; participants; self; sport; study; use cache: ssllt-5020.pdf plain text: ssllt-5020.txt item: #334 of 481 id: ssllt-5021 author: Guz, Ewa; Tetiurka, Małgorzata title: The role of teacher imagination in conceptualising the child as a second language learner date: 2013-10-01 words: 8381 flesch: 59 summary: Young children rely to a great extent on adult support and, initially, they might feel insecure in a school situation (Hyson, 2004). Hyson (2004, p. 34) observes that securing an emo- tionally stable environment is the key to providing young children with oppor- tunities to explore and learn. keywords: activities; characteristics; child; children; classroom; english; imagination; language; learners; learning; lesson; participants; teacher; teaching; university cache: ssllt-5021.pdf plain text: ssllt-5021.txt item: #335 of 481 id: ssllt-5022 author: Muir, Christine; Dörnyei, Zoltán title: Directed Motivational Currents: Using vision to create effective motivational pathways date: 2013-10-01 words: 8130 flesch: 53 summary: We believe that vision theory is only one part of a wider narrative which can be effectively augmented through the inclusion of a well-structured behavioural regime to form a potent motivational framework. Theories such as Dörnyei’s L2 motivational self system have explored the power that creating effective visions can harness (see, e.g., Dörnyei & Kubanyiova, 2014) and when viewed in conjunction with other current research avenues, such as future time perspective and dynamic systems theory, vision offers exciting potential. keywords: dmc; dörnyei; future; goal; imagery; language; motivational; perspective; self; theory; time; vision cache: ssllt-5022.pdf plain text: ssllt-5022.txt item: #336 of 481 id: ssllt-5023 author: Ryan, Stephen; Mercer, Sarah title: Editorial date: 2013-10-01 words: 1814 flesch: 45 summary: It marks an important step in imagination research in SLA by seek- ing to understand some of the factors involved in and typologies of imagination. In this special issue of Studies in Second Language Learning and Teaching, we hope to highlight the growing scholarly interest in the role of imagination in foreign language learning and bring together diverse strands of research with a view to stimulating a future research agenda. keywords: imagination; language; learning; research; role cache: ssllt-5023.pdf plain text: ssllt-5023.txt item: #337 of 481 id: ssllt-5024 author: Vettorel, Paola; Lopriore, Lucilla title: Is there ELF in ELT coursebooks? date: 2013-10-01 words: 8511 flesch: 56 summary: Despite an increase in the representation of English varieties when compared to the past, as shown by Eggert (2007) for lis- tening sections in two textbooks published respectively in 1994 and 2003, coursebooks still seem to be largely centered on standard Received Pronuncia- tion (RP), or on General American English. References to global English or WE are often made in readings and in cultural sections (Books 3, 4, 5, 6, 7, 9, 10). keywords: activities; communication; coursebooks; elf; elt; english; language; learners; lingua; materials; teaching; use; world cache: ssllt-5024.pdf plain text: ssllt-5024.txt item: #338 of 481 id: ssllt-5025 author: Cai, Wei; Li, Xiangrong; Liu, Meihua title: Academic and linguistic gains during a semester-long study abroad: A cohort case study date: 2013-10-01 words: 6992 flesch: 57 summary: Prior to the SA, Gong had lived in Japan for seven years when small, homestayed in America for 2 weeks in the middle school, spent 1 week in South Korea on a program for university students, and 1 month in Turkey on a program as a volunteer teacher of English to beginners. A number of studies in the past two decades have indicated that SA stu- dents do not always experience the intense exposure to the target language and the accompanying gains in language proficiency that were once assumed Academic and linguistic gains during a semester-long study abroad: A cohort case study 507 (Isabelli-García, 2010; Pelligrino, 1998; Wilkinson, 1998). keywords: abroad; english; exchange; gains; language; learning; linguistic; students; study; university cache: ssllt-5025.pdf plain text: ssllt-5025.txt item: #339 of 481 id: ssllt-5026 author: Bielak, Jakub; Pawlak, Mirosław; Mystkowska-Wiertelak, Anna title: Teaching the English active and passive voice with the help of cognitive grammar: An empirical study date: 2013-10-01 words: 15142 flesch: 60 summary: ***p < .001 6.07 14.71 11.35 8.53 22.92 18.07 0 5 10 15 20 25 Pretest Posttest Delayed posttest COG STAN Teaching the English active and passive voice with the help of cognitive grammar… 603 Discussion Although the results of the study have to be regarded with considerable circumspection, particularly in view of the fact that it suffers from rather seri- ous limitations, they still provide a basis for an attempt to address the research questions and to shed light on the contribution of instruction drawing upon standard descriptions of grammar structures and those grounded in CG to the development of learners’ linguistic knowledge. 581-619 http://www.ssllt.amu.edu.pl Teaching the English active and passive voice with the help of cognitive grammar: An empirical study Jakub Bielak Adam Mickiewicz University, Kalisz, Poland State School of Higher Professional Education, Konin, Poland kubabogu@amu.edu.pl Miros aw Pawlak Adam Mickiewicz University, Kalisz, Poland State School of Higher Professional Education, Konin, Poland pawlakmi@amu.edu.pl Anna Mystkowska-Wiertelak Adam Mickiewicz University, Kalisz, Poland State School of Higher Professional Education, Konin, Poland mystkows@amu.edu.pl Abstract Functionally-oriented linguistic theories, such as cognitive grammar (CG), offer nu- anced descriptions of the meanings and uses of grammatical features. keywords: cog; english; form; grammar; groups; language; meaning; participants; passive; pawlak; point; posttest; reference; stan; teaching; test; treatment; use; voice cache: ssllt-5026.pdf plain text: ssllt-5026.txt item: #340 of 481 id: ssllt-5027 author: Piniel, Katalin; Csizér, Kata title: L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context date: 2013-10-01 words: 9606 flesch: 51 summary: Tremblay and Gardner (1995) in their structural model of ID variables describe an inverse relationship between language anxiety and self-efficacy, and claim that the former has a negative influence on the latter. In a revised version of their model Gardner, Tremblay, and Masgoret (1997) abandon the use of the label self-efficacy with a cognitive referent and substitute it with a very similar social con- cept of self-confidence, which also enters into a reciprocal relationship with lan- guage anxiety: Lower levels of self-confidence tend to co-occur with higher levels of language anxiety. keywords: anxiety; behavior; dörnyei; efficacy; experience; facilitating; language; language anxiety; language learning; learning; model; motivation; self; students; variables cache: ssllt-5027.pdf plain text: ssllt-5027.txt item: #341 of 481 id: ssllt-5028 author: Kanik, Mehmet title: Reverse discourse completion task as an assessment tool for intercultural competence date: 2013-10-01 words: 9406 flesch: 53 summary: Strategic competence Strategic competence Intercultural competence 3. Sociolinguistic competence Sociolinguistic competence Sociolinguistic competence 2. keywords: assessment; competence; data; dct; factors; high; imposition; language; participants; power; situation; speaker; speech; utterance cache: ssllt-5028.pdf plain text: ssllt-5028.txt item: #342 of 481 id: ssllt-5029 author: Zaretsky, Eugen; Lange, Benjamin P.; Euler, Harald A.; Neumann, Katrin title: Acquisition of German pluralization rules in monolingual and multilingual children date: 2013-10-01 words: 12351 flesch: 56 summary: Acquiring German noun plurals. Regular and irregular inflection in the acquisition of German noun plurals. keywords: -(e)n; acquisition; allomorphs; children; forms; german; immigrants; language; n =; nouns; plural; rules; setk; umlaut cache: ssllt-5029.pdf plain text: ssllt-5029.txt item: #343 of 481 id: ssllt-5030 author: Komorowska, Hanna title: Multilingualism: Its open and hidden agendas date: 2013-10-01 words: 7546 flesch: 57 summary: Keywords: European language policy, plurilingualism, multilingualism, second lan- guage teaching, multilingual teacher, language learning, assessment The aims of the present article are to present those aspects of today’s language teaching landscape which are in need of rethinking in light of recently launched European docu- ments and reports, to look at the promotion of multilingualism from a new point of view, Hanna Komorowska 464 to analyse various approaches to multilingualism in the European lan- guage policy, to uncover a hidden agenda in the promotion of multilingualism, and to reflect on what multilingualism means for the teacher, the learner and the evaluation process. Final Report (2012), often referred to as Sur- veyLang, presenting data on the language proficiency of 15-year-olds in 16 school systems of 13 countries confirms some of our well rooted convictions about effi- cient ways to promote multilingualism and about factors correlating with success in language learning. keywords: bilingualism; council; education; english; european; individual; komorowska; language; learning; multilingualism; report; school; students; teachers; teaching cache: ssllt-5030.pdf plain text: ssllt-5030.txt item: #344 of 481 id: ssllt-5031 author: Pawlak, Mirosław title: Editorial date: 2013-10-01 words: 907 flesch: 33 summary: Having found that these concepts are interrelated in rather intricate ways, an outcome that may serve as a basis for concrete pedagogical implications, they make the important point that our understanding of the processes of language learning is likely to benefit more from the investigation of clusters of individual difference variables rather than looking into such vari- ables in isolation. 459 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 3 (4). keywords: language; learning; studies cache: ssllt-5031.pdf plain text: ssllt-5031.txt item: #345 of 481 id: ssllt-5032 author: ., . title: Notes on Contributors date: 2013-10-01 words: 2332 flesch: 42 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Krzysztof Kwiatkowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 3 No. 4 December 2013 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; contact; department; details; english; kalisz; language; mickiewicz; university cache: ssllt-5032.pdf plain text: ssllt-5032.txt item: #346 of 481 id: ssllt-5033 author: ., . title: Notes on Contributors date: 2013-10-01 words: 1630 flesch: 39 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Krzysztof Kwiatkowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 3 No. 3 October 2013 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; contact; language; learning; mickiewicz; studies; teaching; university cache: ssllt-5033.pdf plain text: ssllt-5033.txt item: #347 of 481 id: ssllt-5034 author: ., . title: Notes on Contributors date: 2013-10-01 words: 1642 flesch: 39 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Krzysztof Kwiatkowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 3 No. 2 June 2013 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; contact; language; learning; mickiewicz; studies; teaching; university cache: ssllt-5034.pdf plain text: ssllt-5034.txt item: #348 of 481 id: ssllt-5035 author: Gregersen, Tammy title: Motivating Learners, Motivating Teachers: Building the Vision in the Language Classroom by Zoltán Dörnyei, Magdalena Kubanyiova, Publisher: Cambridge University Press, 2014, ISBN: 1107606640, Pages: 240 date: 2013-10-01 words: 1161 flesch: 41 summary: The authors elaborate upon and celebrate the positive impact of language learners and teachers envisaging their potential, becoming excited about it, and taking action to transform their visions into reality. Second is a section advocating six related “envisioning” actions to motivate language learners. keywords: language; teachers; vision cache: ssllt-5035.pdf plain text: ssllt-5035.txt item: #349 of 481 id: ssllt-5036 author: Pawlak, Mirosław title: The Strategy Factor in Successful Language Learning by Carol Griffiths, Multilingual Matters date: 2013-10-01 words: 1690 flesch: 33 summary: The first part, “A Conceptual Perspective,” touches upon a number of controversial issues connected with the field of language learning strategies, such as the termi- nology employed, the definition of the construct, factors impinging on the efficacy of strategy use, theoretical underpinnings, difficulties involved in the classification of strategies, as well as the challenges that are likely to be encountered in empiri- cal investigations focusing on this area. The third part, “A Qualitative Perspective,” is based on data obtained from semi-structured interviews with ten learners, comple- mented with information about strategy use, individual variation and achieve- ment, which allows the author to construct the individual profiles of these learn- ers and offer further insights into the use of language learning strategies as well as factors impacting this use. keywords: language; learning; strategies; strategy cache: ssllt-5036.pdf plain text: ssllt-5036.txt item: #350 of 481 id: ssllt-5037 author: Waniek-Klimczak, Ewa title: Linguistic and Cultural Acquisition in a Migrant Community; Editors: David Singleton, Vera Regan and Ewelina Debaene; Publisher: Multilingual Matters; 2013; ISBN: 9781847699893; Pages: 200 date: 2013-10-01 words: 2190 flesch: 33 summary: The papers adopting a sociolinguistic perspective vary in methods and scope, from general introduction into the history and major characteristics of the Polish community in France and Ireland (Chapter 1) and Austria (Chapter 4), through a preliminary report on the use of an L1 discourse marker like in L2 English (Chapter 3) and an exploratory study of accommodation strategies in the use of English by Polish speakers to a mixed-method investigation of a con- vergence in a variable deletion of ne by Polish immigrants in France. What makes the book particularly valuable is the focus on Polish migrants discussed across different host counties and forming different communities. keywords: chapter; community; english; language; polish cache: ssllt-5037.pdf plain text: ssllt-5037.txt item: #351 of 481 id: ssllt-5038 author: ., . title: Reviewers for Volume 3/2013 date: 2013-10-01 words: 395 flesch: -35 summary: Their insightful and thorough comments and suggestions have without doubt greatly enhanced the quality of the journal: Larissa Aronin Trinity College, Dublin, Ireland Kees de Bot University of Groningen, The Netherlands Adriana Biedro Pomeranian University, S upsk, Poland Frank Boers Victoria University of Wellington, New Zealand Piotr Cap University of ód , Poland Darla Deardorff Duke University, USA Anna Cie licka A&M International University, Texas, USA Kata Csizér Eötvös University, Budapest, Hungary Jean-Marc Daweale Birbeck College, University of London, UK Jelena Mihaljevi Djigunovi Zagreb University, Zagreb, Croatia Zoltan Dörnyei University of Nottingham, UK Mercedes Durham Cardiff University, Wales, UK Anna Ewert Adam Mickiewicz University, Pozna , Poland Pauline Foster St. Mary’s University, Twickenham, UK Robert Gardner University of Western Ontario, Canada Christina Gkonou University of Essex, UK Tammy Gregersen University of Northern Iowa, USA Naeema Hann Leeds Metropolitan University, UK Roberto Heredia A&M International University, Texas, USA Elaine Horwitz University of Texas at Austin, USA Dimitra Karoulla-Vrikki University of Cyprus, Cyprus Fiderike Klippel Ludwig-Maximilians-University, Munich, Germany Jaros aw Krajka Maria Curie-Sk odowska University, Lublin, Poland Meihua Liu Tsinghua University, Beijing, China Thomas Lockley Nihon University, Tokyo, Japan Ataollah Maleki Zanjan University of Medical Sciences, Zanjan, Iran Peter MacIntyre Cape Breton University, Canada Aya Matsuda Arizona State University, USA Sarah Mercer University of Graz, Austria Carmen Muñoz University of Barcelona, Spain 652 Theophile Munyangeyo Leeds Metropolitan University, UK Joanna Nijakowska University of ód , Poland François Pichette Université du Québec, Canada Luciana Pedrazzini University of Milan, Italy Simone Pfenninger University of Zurich, Switzerland Pawe Poszytek Sztuka Uczenia Foundation, Gda sk, Poland Arkadiusz Rojczyk University of Silesia, Poland Jacek Rysiewicz Adam Mickiewicz University, Pozna , Poland Stephen Ryan Senshu University, Japan Francoise Salager-Meyer University of The Andes, Venezuela Pawe Scheffler Adam Mickiewicz University, Pozna , Poland Michael Sharwood Smith Heriot-Watt University, Scotland, UK David Singleton University of Panonnia, Hungary odzimierz Sobkowiak Adam Mickiewicz University, Pozna , Poland Ema Ushioda University of Warwick, UK Ewa Waniek-Klimczak University of ód , Poland 651 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 3 (4). keywords: adam; mickiewicz; poland; university cache: ssllt-5038.pdf plain text: ssllt-5038.txt item: #352 of 481 id: ssllt-5039 author: Piechurska-Kuciel, Ewa title: Gender-dependent language anxiety in Polish communication apprehensives date: 2012-10-01 words: 8998 flesch: 51 summary: For this reason, language anxiety levels in communication apprehensive females should be higher, unlike those of communication apprehensive males. Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study. keywords: anxiety; apprehension; communication; communication apprehension; females; gender; language; language anxiety; learning; levels; mccroskey; students cache: ssllt-5039.pdf plain text: ssllt-5039.txt item: #353 of 481 id: ssllt-5040 author: Pawlak, Mirosław title: The dynamic nature of motivation in language learning: A classroom perspective date: 2012-10-01 words: 12341 flesch: 50 summary: As she comments, ”the notion of a temporal frame of reference shaping motivational thinking integrates the phenomenon of evolu- tion over time, which seems central to the learner’s experience of and thus con- ception of language learning motivation” (1998, pp. Crucial but neglected: English as a foreign lan- guage teachers’ perspectives on learner motivation. keywords: changes; dörnyei; english; group; language; language learning; learners; learning; lesson; motivation; self; students; time cache: ssllt-5040.pdf plain text: ssllt-5040.txt item: #354 of 481 id: ssllt-5041 author: Gabryś-Barker, Danuta title: Nabywanie języków trzecich i kolejnych oraz wielojęzyczność. Aspekty psycholingwistyczne (i inne) [Third and additional language acquisition and multilingualism. Psycholinguistic (and other) aspects]; Author: Zofia Chųopek; Publisher: Wydawnictwo Uniwersytetu Wrocųawskiego, 2011; ISBN: 978-83-229-3224-7; Pages: 449 date: 2012-10-01 words: 1373 flesch: 46 summary: The theories and models the author refers to are among others, Jessner and Herdina´s dynamic model of multilinguality, which has to be considered a milestone in the development of multilingual research, and thus it can never be discussed enough. It is an exhaustive presentation of the state of multilingual research, but not always very easily assimilatable (for example, for a Polish reader). keywords: author; chapter; language cache: ssllt-5041.pdf plain text: ssllt-5041.txt item: #355 of 481 id: ssllt-5057 author: Baran-Łucarz, Małgorzata title: The relationship between language anxiety and the actual and perceived levels of foreign language pronunciation date: 2011-12-01 words: 10177 flesch: 57 summary: Ma gorzata Baran- ucarz 492 Keywords: language anxiety, actual pronunciation level, perceived pronunci- ation level, pronunciation self-assessment, accentedness Anxiety experienced by individuals when learning and using a foreign language (FL) may have various sources. General pronunciation level* HAL keywords: anxiety; english; horwitz; language; language anxiety; learners; learning; level; pronunciation; pronunciation level; students; subjects; test cache: ssllt-5057.pdf plain text: ssllt-5057.txt item: #356 of 481 id: ssllt-5058 author: Pawlak, Mirosław title: Editorial date: 2011-12-01 words: 503 flesch: 40 summary: 465 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 1 (4). 465-466 http://www.ssllt.amu.edu.pl Editorial This last 2011 issue of Studies in Second Language Learning and Teach- ing brings together four papers dealing with the role of affective factors and different aspects of the knowledge of grammar. keywords: language; studies cache: ssllt-5058.pdf plain text: ssllt-5058.txt item: #357 of 481 id: ssllt-5059 author: Rashtchi, Mojgan; Afzali, Mahnaz title: Spoken grammar awareness raising: Does it affect the listening ability of Iranian EFL learners? date: 2011-12-01 words: 6516 flesch: 67 summary: The aim of the present study was to explore the question whether awareness of spoken grammar features could affect learners’ comprehension of real-life conversations. To this end, McCarthy and Carter (1995) argue that learners should receive special instruction on the characteristics of spoken grammar and these features should be integrated into English as a foreign language (EFL) teaching materials. keywords: ability; awareness; corpus; course; features; grammar; language; learners; listening; materials; spoken cache: ssllt-5059.pdf plain text: ssllt-5059.txt item: #358 of 481 id: ssllt-5060 author: Jaroszek, Marcin title: The development of conjunction use in advanced L2 speech date: 2011-12-01 words: 7789 flesch: 49 summary: The high native reference level ratio, as compared with formal conjunction use levels found in the additional two native samples (0.000311, 0.000305), might have resulted from the partly formal contexts of the student recordings. Although in Recording 5 there was a sharp breakdown in the use of specific conjunctions, the overall trend was steady and signifi- cant, although the final level of student specific conjunction use did not reach the teacher reference level, let alone the native reference level. keywords: competence; conjunction; conjunction use; development; discourse; level; reference; students; teacher; use cache: ssllt-5060.pdf plain text: ssllt-5060.txt item: #359 of 481 id: ssllt-5061 author: ., . title: Reviewers for Volume 1/2011 date: 2011-12-01 words: 331 flesch: -1 summary: Adam Mickiewicz University, Pozna , Poland Anna Ewert Adam Mickiewicz University, Pozna , Poland Alan Fortune King's College, London, UK Danuta Gabry -Barker University of Silesia, Poland Tammy Gregersen University of Northern Iowa, USA Rebecca Hughes University of Nottingham, UK Hanna Komorowska University of Warsaw, Poland; University of Social Sciences and Humanitites, Warsaw, Poland Diane Larsen-Freeman University of Michigan, USA Barbara Lewandowska-Tomaszczyk University of ód , Poland Jan Majer University of ód , Poland Paul Meara Swansea University, UK Sarah Mercer University of Graz, Austria Anna Micho ska-Stadnik University of Wroc aw, Poland Theophile Munyangeyo Leeds Metropolitan University, UK Anna Ni egorodcew Jagiellonian University, Kraków, Poland Terrence Odlin Ohio State University, USA Aneta Pavlenko Temple University, Philadelphia, USA Liliana Piasecka University of ód , Poland François Pichette University of Quebec, Montreal, Canada Ewa Piechurska-Kuciel University of Opole, Poland Vera Regan University College, Dublin, Ireland 556 Heidemarie Sarter University of Potsdam, Germany Pawe Scheffler Adam Mickiewicz University, Pozna , Poland Mike Sharwood Smith Heriot-Watt University, Edingburgh, UK Teresa Siek-Piskozub Adam Mickiewicz University, Pozna , Poland David Singleton Trinity College, Dublin, Ireland odzimierz Sobkowiak Adam Mickiewicz University, Pozna , Poland Ewa Waniek-Klimczak University of ód , Poland Maria Wysocka University of Silesia, Poland The editors of Studies in Second Language Learning and Teaching would like to thank the following people for reviewing one or more manuscripts submitted to be published in the 2011 volume: Larissa Aronin Trinity College, Dublin, Ireland; University of Hajfa, Israel Adriana Biedro Pomeranian University, S upsk Piotr Cap University of ód , Poland Anna Cie licka Adam Mickiewicz University, Pozna , Poland; A&M International University, Texas, USA Kata Csizer Eötvös Loránd University, Budapest, Hungary Jean Mark Dewaele Birbeck College, University of London, UK Jelena Mihaljevi Djigunovi Zagreb University, Zagreb, Croatia Zoltan Dörnyei University of Nottingham, UK Krystyna Dro dzia keywords: adam mickiewicz; poland; pozna; university cache: ssllt-5061.pdf plain text: ssllt-5061.txt item: #360 of 481 id: ssllt-5063 author: Nassaji, Hossein title: Correcting students’ written grammatical errors: The effects of negotiated versus nonnegotiated feedback date: 2011-10-01 words: 7690 flesch: 58 summary: The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Does error feedback help student writers? keywords: correction; effects; errors; feedback; language; learners; negotiation; reformulation; teacher; types cache: ssllt-5063.pdf plain text: ssllt-5063.txt item: #361 of 481 id: ssllt-5064 author: a, a title: Notes on contributors date: 2011-12-01 words: 951 flesch: 46 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Mariusz Kruk (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Vol. 1 No. 4 December 2011 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; kalisz; language; mickiewicz; university cache: ssllt-5064.pdf plain text: ssllt-5064.txt item: #362 of 481 id: ssllt-5122 author: Aronin, Larissa; Singleton, David title: Affordances theory in multilingualism studies date: 2012-10-01 words: 8915 flesch: 49 summary: They pointed out, inter alia, that social language affordances are prerequisite to individual language affordances. Language affordances are affordances through the realization of which communication via a language or languages or the acquisition of language or languages is possible. keywords: acquisition; affordances; aronin; complexity; gibson; language; language affordances; learning; multilingualism; singleton; studies; teaching; theory; use cache: ssllt-5122.pdf plain text: ssllt-5122.txt item: #363 of 481 id: ssllt-5123 author: Uzun, Levent title: What is your educational philosophy? Modern and postmodern approaches to foreign language education date: 2012-10-01 words: 6397 flesch: 51 summary: This should not imply that teachers or teacher education can be underestimated but rather that teachers principally exist for students, and students will continue to learn whether or not teachers exist in the current age of technology and globalisation. Reflection in teacher education: Toward defini- tion and implementation. keywords: approaches; education; individual; knowledge; language; learners; learning; philosophy; teacher; teaching; training cache: ssllt-5123.pdf plain text: ssllt-5123.txt item: #364 of 481 id: ssllt-5124 author: Rokoszewska, Katarzyna title: The influence of pronunciation learning strategies on mastering English vowels date: 2012-10-01 words: 8627 flesch: 64 summary: Next, pronunciation learning strategies are defined and their various taxonomies are presented. The results of the study in- dicate that students of English, who on average use pronunciation learning strate- gies rather occasionally, should receive some strategy-based instruction as there exists a significant relationship between the investigated phenomena, especially between the use of pronunciation learning strategies and the production of Eng- lish monophthongs and diphthongs. keywords: english; learning; pls; pronunciation; strategies; students; task; use cache: ssllt-5124.pdf plain text: ssllt-5124.txt item: #365 of 481 id: ssllt-5125 author: Morvay, Gabriella title: The relationship between syntactic knowledge and reading comprehension in EFL learners date: 2012-10-01 words: 8744 flesch: 60 summary: Results Descriptive Statistics The control group of native English speakers (n = 15) scored at ceiling (100%) on the test of English syntactic comprehension; what is presented be- low are the results of the experimental group. The fact that certain syntactic structures are acquired later and, thus, are consid- ered to be more difficult than others suggests that reading comprehension might be affected by these differences in structural complexity. keywords: comprehension; english; example; hungarian; knowledge; language; participants; reading; reading comprehension; study; syntactic; syntax; test cache: ssllt-5125.pdf plain text: ssllt-5125.txt item: #366 of 481 id: ssllt-5126 author: Pigott, Julian title: A call for a multifaceted approach to language learning motivation research: Combining complexity, humanistic, and critical perspectives date: 2012-10-01 words: 7057 flesch: 49 summary: A call for a multifaceted approach to language learning motivation research: Combining . . . For exam- A call for a multifaceted approach to language learning motivation research: Combining . . . keywords: approach; complexity; dörnyei; english; language; learning; motivation; research; self; terms; theory; view cache: ssllt-5126.pdf plain text: ssllt-5126.txt item: #367 of 481 id: ssllt-5127 author: Larsen-Freeman, Diane title: The emancipation of the language learner date: 2012-10-01 words: 4884 flesch: 60 summary: Abstract The general trend in language education over the years has been to ascribe to language learners increasing power and responsibility for their own learning. Such views restrict learners to roles as language learners who make er- rors not language users who innovate. keywords: complexity; english; freeman; language; larsen; learners; learning; system; theory; view cache: ssllt-5127.pdf plain text: ssllt-5127.txt item: #368 of 481 id: ssllt-5128 author: Wach, Aleksandra title: Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English date: 2012-10-01 words: 8777 flesch: 58 summary: Language learner autonomy and the European Language Port- folio: Two L2 English examples. Abstract This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. keywords: autonomy; cmc; computer; english; group; language; learners; learning; participants; students; study cache: ssllt-5128.pdf plain text: ssllt-5128.txt item: #369 of 481 id: ssllt-5130 author: ., . title: Notes on Contributors date: 2012-10-01 words: 1714 flesch: 39 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Krzysztof Kwiatkowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Vol. 2 No. 3 October 2012 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; english; language; mickiewicz; studies; teaching; university cache: ssllt-5130.pdf plain text: ssllt-5130.txt item: #370 of 481 id: ssllt-5131 author: Pawlak, Mirosław title: Editorial date: 2012-10-01 words: 494 flesch: 21 summary: The next two contributions examine the transformations that have taken place in language education as well as research focusing upon specific aspects of the learning process, with Leven Uzun arguing that the effective- ness of instruction could be considerably enhanced if teachers became cogni- zant of their educational philosophy and Julian Pigott making the point that only by combining a variety of perspectives will we be able to fully compre- hend the complexity of language learning motivation. The last three papers are empirical in nature and present the results of studies touching upon vari- ous aspects of foreign language teaching and learning. keywords: language; learning cache: ssllt-5131.pdf plain text: ssllt-5131.txt item: #371 of 481 id: ssllt-5132 author: Bianchi, Robert Michael title: Glocal Arabic online: The case of 3arabizi date: 2012-10-01 words: 8178 flesch: 49 summary: And as with BNC English, the 3arabizi top item LOVE featured several topics in common with its BNC English counterpart as well as topics observed across other BNC English and 3arabizi frequent item topics: social commentary and critique, posting, personality types, well-wishing, a Qur’anic verse translated into English, and references to music, both Arabic and English-language as seen here: Glocal Arabic online: The case of 3arabizi 495 47 ek o3’neyeh ismha ever lasting love blushingface (Do you) have a song named ‘Everlasting Love’? And while several lines appeared relatively am- biguous in terms of topic, such lines still exhibited stylistic features such as smileys or discursive functions such as criticisms. keywords: 3arabizi; arabic; bnc; bnc english; codes; english; god; items; latin; lines; love; people; topics; words cache: ssllt-5132.pdf plain text: ssllt-5132.txt item: #372 of 481 id: ssllt-5133 author: Krüger, Ralph title: Working with corpora in the translation classroom date: 2012-10-01 words: 8500 flesch: 49 summary: It is often claimed that studies of translation corpora prioritise the translation process, since a ST-TT comparison allows, at least to some extent, the retracing of the translational decision-making process, while studies of comparable corpora fo- cus on the translation product (Stewart, 2000, p. 210). Finally, bilingual translation corpora, containing source texts and their trans- lations, offer insights into the strategies employed by professional translators when dealing with specific translation problems on various levels. keywords: competence; corpora; corpus; corpus use; internet; language; search; students; studies; texts; translation; use cache: ssllt-5133.pdf plain text: ssllt-5133.txt item: #373 of 481 id: ssllt-5134 author: Sobkowiak, Paweł title: Cross-cultural perspective of FL teaching and learning in the Polish context date: 2012-10-01 words: 6276 flesch: 64 summary: Both textbooks used in the classroom (Item 22) and FL teachers (Item 23) were assessed moderately well in the IC perspective by teacher respondents (Research question 6); the mean values were 3.33 and 3.50 respectively. Contrary to this, student respondents assessed both textbooks used in the classroom and FL teachers relatively low in the IC perspective; the mean values were 2.61 and 2.69 respec- tively. keywords: item; learners; learning; questionnaire; results; students; teaching cache: ssllt-5134.pdf plain text: ssllt-5134.txt item: #374 of 481 id: ssllt-5135 author: Muñoz de Cote, Luz María; van Dijk, Sylvia title: Intercultural challenge to language learning date: 2012-10-01 words: 7059 flesch: 52 summary: In traditional settings it is the teacher who defines what aspects of language students need to learn before they can engage in more complex tasks. Pang and Kamil (2004) suggest that literate second language students may not understand or know about second language cultural and literacy practices; but they have probably developed complex literacy skills in their first language. keywords: english; experiences; knowledge; language; learning; process; students; teachers; teaching; understanding; workshops cache: ssllt-5135.pdf plain text: ssllt-5135.txt item: #375 of 481 id: ssllt-5136 author: Munyangeyo, Théophile title: The rhetoric of disenchantment through symbolism date: 2012-10-01 words: 7566 flesch: 53 summary: In this regard, an elaborate language based on flower symbolism was developed in many societies, to convey clear messages to the recipient. It demonstrates how flower symbolism strengthens the focus and structure of political stance through African literature of engagement. keywords: african; des; disenchantment; fictional; fleurs; flowers; lantanas; les; literature; meaning; que; reality; rhetoric; symbolism; world; writer cache: ssllt-5136.pdf plain text: ssllt-5136.txt item: #376 of 481 id: ssllt-5137 author: Gozdawa-Gołębiowski, Romuald title: Does Euro-English have native speakers? Making sense of conflicting views date: 2012-10-01 words: 6841 flesch: 55 summary: Native English, or more ap- propriately, Inner Circle Englishes constitute(s) a birthright. It is easy to think of properties defining native languages ranging from Hockett’s design features to Chomsky’s definition of I-language: systematicity, stable intuitions, complete proceduralisation, little awareness of the underly- ing grammatical regularities, natural focus on the content with unconstrained access to the relevant system resources, ample exposure and opportunity for use against the shared socio-cultural/pragmatic background. keywords: english; euro; language; learners; new; polish; sense; users; variety cache: ssllt-5137.pdf plain text: ssllt-5137.txt item: #377 of 481 id: ssllt-5138 author: Munyangeyo, Théophile; Pichette, François title: Editorial date: 2012-10-01 words: 417 flesch: 36 summary: The facilitated use of languages over large areas of the world may trigger language differentiation, eventually contributing to the rise of different dialects, or even languages. Those two studies of major languages from a social and linguistic viewpoint are followed by three papers which adopt a classroom perspective. keywords: english; languages cache: ssllt-5138.pdf plain text: ssllt-5138.txt item: #378 of 481 id: ssllt-5139 author: ., . title: Reviewers for Volume 2/2012 date: 2012-10-01 words: 336 flesch: -4 summary: The editors of Studies in Second Language Learning and Teaching would like to thank the following people for reviewing one or more manuscripts submitted to be published in the 2012 volume: Esteban T. Montoro del Arco University of Granada, Spain Larissa Aronin Trinity College, Dublin, Ireland; Haifa University, Israel Charlotte Baker Lancaster University, UK Adriana Biedro Pomeranian University, S upsk, Poland Piotr Cap University of ód , Poland Silvia-Maria Chireac “Alexandru Ioan Cuza” University of Iasi, Romania Anna Cie licka A&M International University, Texas, USA; Adam Mickiewicz University, Pozna , Poland Jean-Marc Daweale Birbeck College, University of London, UK Jelena Mihaljevi Djigunovi Zagreb University, Zagreb, Croatia Krystyna Dro dzia Adam Mickiewicz University, Pozna , Poland Mercedes Durham University of Aberdeen, Scotland, UK Xuesong Gao University of Hong Kong Danuta Gabry -Barker University of Silesia, Poland Joseph Gafaranga University of Edinburgh, UK Tammy Gregersen University of Northern Iowa, USA Carol Griffiths Fatih University, Istanbul, Turkey Mara Fuertes-Gutierrez Leeds Metropolitan University, UK Naeema Hann Leeds Metropolitan University, UK Angel Huguet-Canalis Universitat de Lleida, Spain Richard Kiely University of Bristol, UK Jaros aw Krajka Maria Curie-Sk odowska University, Lublin, Poland Robert Lew Adam Mickiewicz University, Pozna , Poland David Little Trinity College, Dublin, Ireland Jan Majer University of ód , Poland Paul Meara Swansea University, Wales, UK Gabriela Meier University of Exeter, UK Sarah Mercer University of Graz, Austria Theophile Munyangeyo Leeds Metropolitan University, UK Anna Ni egorodcew Jagiellonian University, Kraków, Poland Agnieszka Otwinowska-Kasztelaniec University of Warsaw, Poland 580 François Pichette University of Quebec, Montreal, Canada Ewa Piechurska-Kuciel University of Opole, Poland Simone Pfenninger University of Zurich, Switzerland David Singleton Trinity College, Dublin, Ireland Piotr Stalmaszczyk University of ód , Poland Ivor Timmis Leeds Metropolitan University, UK Ema Ushioda University of Warwick, UK Ewa Waniek-Klimczak University of ód , Poland Tony Young Newcastle University, UK keywords: mickiewicz; poland; university cache: ssllt-5139.pdf plain text: ssllt-5139.txt item: #379 of 481 id: ssllt-5140 author: ., . title: Notes on Contributors date: 2012-10-01 words: 1407 flesch: 40 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Krzysztof Kwiatkowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Vol. 2 No. 4 December 2012 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; kalisz; language; mickiewicz; studies; teaching; university cache: ssllt-5140.pdf plain text: ssllt-5140.txt item: #380 of 481 id: ssllt-5150 author: Pawlak, Mirosław title: Editorial date: 2011-10-01 words: 729 flesch: 41 summary: The present issue brings together six papers related to different aspects of learning and teaching foreign language grammar, written by both prominent 314 scholars in the field and Polish researchers, which are both theoretical and em- pirical in nature, and offer crucial insights for pedagogy. It is my hope that these contributions will, on the one hand, be a source of inspira- tion for researchers in pursuing new lines of inquiry when it comes to learning and teaching foreign language grammar and, on the other, will provide useful guidelines on how this subsystem can be mastered more effectively. keywords: language; teaching cache: ssllt-5150.pdf plain text: ssllt-5150.txt item: #381 of 481 id: ssllt-5151 author: Broszkiewicz, Anna title: The effect of focused communication tasks on instructed acquisition of English past counterfactual conditionals date: 2011-10-01 words: 11450 flesch: 55 summary: The effect of focused communication tasks on instructed acquisition of English past counterfactual conditionals Anna Broszkiewicz Teacher Training College AMU Pozna aabroszki@gmail.com One of the options available to language educators is to employ focused communication tasks, which “are designed to elicit produc- tion of a specific target feature in the context of performing a communica- tive task” (Ellis, 2001, p. 21). keywords: communication; communication tasks; form; instruction; knowledge; language; posttest; second; students; tasks cache: ssllt-5151.pdf plain text: ssllt-5151.txt item: #382 of 481 id: ssllt-5152 author: Bielak, Jakub; Pawlak, Mirosław title: Teaching English tense and aspect with the help of cognitive grammar: An empirical study date: 2011-10-01 words: 12509 flesch: 54 summary: It should be noted that in CG verbs of either type are regarded as gener- ally flexible in the sense that they often have different variants or senses be- longing to two different lexical-aspectual classes: perfective and imperfective. One of the latter received treatment based on CG descriptions and the other on traditional accounts. keywords: descriptions; english; grammar; present; progressive; teaching; tense; time; treatment; verbs cache: ssllt-5152.pdf plain text: ssllt-5152.txt item: #383 of 481 id: ssllt-5153 author: Pfenninger, Simone E. title: Age effects on the acquisition of nominal and verbal inflections in an instructed setting date: 2011-09-01 words: 8120 flesch: 59 summary: Likewise, Paradis’ (2005) study with L2 child learners (mean age: 5.7, mean number of years of exposure to English: 9.5 months) yielded that “although ESL children will eventually Age effects on the acquisition of nominal and verbal inflections in an instructed setting 405 achieve native-speaker levels of accuracy with grammatical morphology, it is unknown how long it takes, and large individual differences in rates of devel- opment may persist past the early stages” (p. 183). In this study, I will analyze the learning outcome of five selected English bound morphemes in the L2 production and perception of 100 ECLs and 100 LCLs 6 months into L2 English learning at middle school. keywords: acquisition; age; ecls; english; language; lcls; learners; learning; n.s; past; regular cache: ssllt-5153.pdf plain text: ssllt-5153.txt item: #384 of 481 id: ssllt-5154 author: Durham, Mercedes title: I think (that) something’s missing: Complementizer deletion in nonnative e-mails date: 2011-10-01 words: 9016 flesch: 63 summary: This is particularly relevant, because this study examines e-mail data, as will be discussed more fully directly below. Herring, 2001), so we can- not know a priori if the rates for the zero complementizer in e-mail data will be high, as in spoken English, or low, as in formal written English. keywords: complementizer; english; french; german; groups; language; mail; native; speakers; think cache: ssllt-5154.pdf plain text: ssllt-5154.txt item: #385 of 481 id: ssllt-5155 author: Odlin, Terence title: In ‘other’ words: Some thoughts on the transferability of collocations date: 2011-10-01 words: 2033 flesch: 54 summary: other construction is com- In ‘other’ words: Some thoughts on the transferability of collocations 449 mon and forms part of a larger class of ‘correlative’ constructions that include other syntactic classes such as the correlative conjunction construction either . . . Even so, as Helms-Park acknowledges, serial verb constructions can and do surface in contact situations besides the one she studied in Canada, and they can involve speakers of different languages. keywords: english; language; pattern; speakers; transfer cache: ssllt-5155.pdf plain text: ssllt-5155.txt item: #386 of 481 id: ssllt-5156 author: Mystkowska-Wiertelak, Anna title: Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context (ESL & Applied Linguistics Professional Series), Hossein Nassaji and Sandra Fotos, Publisher: Routlege, ISBN: 978-0-415-80205-5, Pages: 167. date: 2011-10-01 words: 1221 flesch: 39 summary: 453-456 http://www.ssllt.amu.edu.pl Book review Teaching grammar in second language classrooms: The authors’ objective is to bring the most recent developments in communica- tive focus on form to language teachers in an accessible way. keywords: chapter; focus; grammar; language cache: ssllt-5156.pdf plain text: ssllt-5156.txt item: #387 of 481 id: ssllt-5213 author: Pawlak, Mirosław title: Editorial date: 2011-08-01 words: 427 flesch: 26 summary: The re- search-based contributions by Ewa Waniek-Klimczak and Aleksandra Wach, in turn, shift the emphasis to sociolinguistic issues. 187 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 1 (2). keywords: language; learning cache: ssllt-5213.pdf plain text: ssllt-5213.txt item: #388 of 481 id: ssllt-5214 author: a, a title: Notes on Contributors date: 2011-08-01 words: 1277 flesch: 44 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Mariusz Kruk (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Vol. 1 No. 2 August 2011 Editorial Board: Janusz Arabski (University of Silesia) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, IFA UAM) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) keywords: adam; english; kalisz; language; mickiewicz; university cache: ssllt-5214.pdf plain text: ssllt-5214.txt item: #389 of 481 id: ssllt-5215 author: Szubko-Sitarek, Weronika title: Cognate facilitation effects in trilingual word recognition date: 2011-08-01 words: 8381 flesch: 55 summary: More importantly, Van Hell and Dijkstra (2002) documented an RT advantage for lexical decisions on native language words that were cognates with respect to a second language and even for decisions on words that were cognates with respect to a third language. First, it was expected that the participants would react faster and more accurately to German-Polish cognates than to German control words. keywords: cognates; dijkstra; experiment; german; language; pge; polish; recognition; task; words cache: ssllt-5215.pdf plain text: ssllt-5215.txt item: #390 of 481 id: ssllt-5216 author: Yagi, Sane M.; Al-Salman, Saleh title: Using tracking software for writing instruction date: 2011-08-01 words: 6991 flesch: 58 summary: Despite all controversy evoked by post-process ap- proaches with respect to process writing, information technology has lately offered tools that can shed new light on how writing takes place. Despite all the recent controversy that the post-process approaches might have evoked about process writing, technology has lately provided tools that offer new insights into how written language originates. keywords: instruction; language; learners; learning; process; software; strategies; strategy; students; teacher; tracking; writing cache: ssllt-5216.pdf plain text: ssllt-5216.txt item: #391 of 481 id: ssllt-5217 author: Waniek-Klimczak, Ewa title: Acculturation strategy and language experience in expert ESL speakers: An exploratory study date: 2011-08-01 words: 8454 flesch: 55 summary: Her national and cultural identity seems to be in the process of change, as she confesses being confused about her nationality or the need to preserve Polish language and customs. Do you think that it is important to preserve Polish language and customs while living in the UK? keywords: acculturation; culture; english; experience; expert; language; language experience; polish; strategy; study cache: ssllt-5217.pdf plain text: ssllt-5217.txt item: #392 of 481 id: ssllt-5218 author: Wach, Aleksandra title: Native-speaker and English as a lingua franca pronunciation norms: English majors’ views date: 2011-08-01 words: 8034 flesch: 58 summary: Group A students, who re- ceived more intensive instruction in pronunciation and who were expected to achieve native-like standards to a greater extent than Group B students, con- sistently expressed more favorable opinions about NS pronunciation norms as the target for learning and teaching, largely undermining the value and ap- plicability of ELF pronunciation norms. The Likert-type statements fall into three broad thematic categories: the participants’ preferences for pronunciation models, their opinions about the appropriateness of ELF pronunciation norms in com- municative contexts, and their attitudes toward the application of NS and ELF norms in learning/teaching contexts; the findings will be presented under such headings. keywords: elf; english; franca; group; lingua; native; norms; pronunciation; teaching cache: ssllt-5218.pdf plain text: ssllt-5218.txt item: #393 of 481 id: ssllt-5233 author: Gkonou, Christina title: Anxiety over EFL speaking and writing: A view from language classrooms date: 2011-08-01 words: 5824 flesch: 62 summary: This is what ultimately differentiates language anxiety from other forms of anxiety, suggesting therefore that second language contexts should be studied in isola- tion. MacIntyre and Gardner (1991) further argued that “if anxious students could focus on positive experiences in the second language, rather than on neg- ative ones, the debilitating effects of language anxiety could be reduced” (p. Anxiety over EFL speaking and writing: A view from language classrooms 269 297). keywords: anxiety; classroom; efl; english; horwitz; language; learning; speaking; students; writing cache: ssllt-5233.pdf plain text: ssllt-5233.txt item: #394 of 481 id: ssllt-5234 author: Szyszka, Magdalena title: Foreign language anxiety and self-perceived English pronunciation competence date: 2011-08-01 words: 7126 flesch: 57 summary: The present study is an attempt to investigate the link between foreign language anxiety and the self-perceived levels of pronunciation of 48 teacher training college students, who study English as a foreign language. The teacher trainees who rat- ed their competence of these suprasegmentals more highly experienced lower levels of foreign language anxiety. keywords: anxiety; competence; english; language; learners; levels; participants; pronunciation; self; study cache: ssllt-5234.pdf plain text: ssllt-5234.txt item: #395 of 481 id: ssllt-5235 author: a, a title: Notes on Contributors date: 2011-12-01 words: 1632 flesch: 48 summary: Simon Borg (University of Leeds) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) Heidemarie Sarter (University of Potsdam) Pawe Scheffler (Adam Mickiewicz University, Pozna ) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: adam; contact; details; english; kalisz; language; mickiewicz; university cache: ssllt-5235.pdf plain text: ssllt-5235.txt item: #396 of 481 id: ssllt-5255 author: Derenowski, Marek title: Reflectivity in Pre-Service Teacher Education: A Survey of Theory and Practice, Author: Danuta Gabryś-Barker, Publisher: Wydawnictwo Uniwersytetu Śląskiego, 2012, ISBN: 978-83-226-2055-7, Pages: 312 date: 2012-10-01 words: 1164 flesch: 42 summary: The opening chapter (Chapter 1), Teachers as a Professional Group, depicts teachers as a unique group of experts, with a specif- ic focus on preservice teachers. Wydawnictwo Uniwersytetu Śląskiego, 2012 ISBN: 978-83-226-2055-7 Pages: 312 The most recent publication by Danuta Gabryś-Barker, Reflectivity in Pre- Service Teacher Education: A Survey of Theory and Practice, concerns the nature of reflection and the development of reflectivity among preservice teachers. keywords: book; chapter; teachers; teaching cache: ssllt-5255.pdf plain text: ssllt-5255.txt item: #397 of 481 id: ssllt-5256 author: Vettorel, Paola title: Learning and Teaching English: Insight From Research, Editors: Luciana Pedrazzini, Andrea Nava, Publisher: Polimetrica, 2012, ISBN: 978-88-7699-231-5, Pages: 354 date: 2012-10-01 words: 2343 flesch: 33 summary: The author points out that corpora can constitute a valuable teaching tool in several ways, from the exploration of areas of language use not covered in a satisfactory way by grammars and dictionaries, to the creation of ad hoc corpora to carry 445 out linguistic projects, as well as the compilation and analysis of learner corpora in order to reflect on learner language (p. 188). The interrelated perspectives emerging from the contributions in the volume constitute indeed a valuable tool, particularly in these challenging times, when foreign language education and all its agents - that is, researchers, teachers, teacher trainers and language learners alike - are faced with increasingly demanding educational tasks. keywords: corpora; english; language; learning; research; sla; teaching cache: ssllt-5256.pdf plain text: ssllt-5256.txt item: #398 of 481 id: ssllt-5257 author: Werbińska, Dorota title: Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing and Seeing, Author: B. Kumaravadivelu, Publisher: Routledge, 2012, ISBN: 978-0-415-87738-1, Pages: 148 date: 2012-10-01 words: 1038 flesch: 32 summary: There are a number of cogent reasons why Kumaravadivelu's monograph makes an important addition to the literature on language teacher education. First of all, the book references current knowledge of other disciplines affecting language teacher education. keywords: book; language; teacher cache: ssllt-5257.pdf plain text: ssllt-5257.txt item: #399 of 481 id: ssllt-5270 author: ., . title: Notes on Contributors date: 2016-03-31 words: 1943 flesch: 36 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Edyta Olejarczuk (Poznań University of Technology) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze) Vol. 6 No. 1 March 2016 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: adam; contact; data; department; language; mickiewicz; research; studies; university cache: ssllt-5270.pdf plain text: ssllt-5270.txt item: #400 of 481 id: ssllt-5271 author: Nassaji, Hossein title: Editorial date: 2016-03-31 words: 2096 flesch: 57 summary: Does second language instruction make a difference. It is to explore some of the most recent developments in this area of SLA re- search and its implications for classroom instruction. keywords: classroom; instruction; language; learners; learning cache: ssllt-5271.pdf plain text: ssllt-5271.txt item: #401 of 481 id: ssllt-5286 author: Hawkes, Laura; Nassaji, Hossein title: The role of extensive recasts in error detection and correction by adult ESL students date: 2016-03-31 words: 9026 flesch: 58 summary: The concerns with previous recast studies are neither few nor trivial, and they make a strong call for further study of recasts, and in particular for new methodology in the study of extensive recasts. In general, recast studies have only examined the effect of recasts on those individual erroneous utterances that received recasts (Loewen, 2005; Loewen & Philp, 2006; Nassaji, 2006, 2007) or on a target linguistic form (Am- mar & Spada, 2006; Dilans, 2010; Ellis et al., 2006; Ishida, 2004; Lyster, 2004; Mackey & Philp, 1998; Saito, 2013). keywords: correction; episodes; error; error+recast; language; recasts; students; studies; study cache: ssllt-5286.pdf plain text: ssllt-5286.txt item: #402 of 481 id: ssllt-5290 author: Leow, Ronald P.; Cerezo, Luis title: Deconstructing the I and SLA in ISLA: One curricular approach date: 2016-03-31 words: 8991 flesch: 50 summary: The research on learners’ internal mechanisms and the empirical investigations of their manipulated use during L2 processing, espe- cially within the CALL strand of research, appear to hold much promise toward not only achieving this better understanding of L2 processes but also their po- tential contribution to more robust learning in the L2 classroom. One nonclassroom context that easily fits within definitional ISLA research in relation to how L2 learners process the L2 and external material manipulation by the researcher or teacher is the use of technology to promote L2 learning or development, be it via CALL tasks or activities or manipulated synchronous com- puter-mediated communication (SCMC) in which some target form or structure underlies the practice or communication being promoted. keywords: acquisition; cognitive; isla; knowledge; language; learning; leow; processes; processing; research; studies cache: ssllt-5290.pdf plain text: ssllt-5290.txt item: #403 of 481 id: ssllt-5294 author: Benati, Alessandro title: Input manipulation, enhancement and processing: Theoretical views and empirical research date: 2016-03-31 words: 9647 flesch: 52 summary: Studies measuring processing instruction and individual differences (the age factor) Processing instruction research has examined the possible “age factor.” The results of the studies comparing processing instruction and tradi- tional instruction have suggested the following conclusions: · Processing instruction is a more effective pedagogical intervention than traditional instruction as it seems to have a direct effect on learners’ ability to process input (various processing strategies, e.g., first noun principle, lexical preference principle), various linguistic forms in different languages (e.g., Spanish past tense, Italian future tense, copular verbs in Spanish [ser and estar], French faire causative). keywords: acquisition; benati; effects; enhancement; group; input; instruction; language; learners; lee; processing; processing instruction; research cache: ssllt-5294.pdf plain text: ssllt-5294.txt item: #404 of 481 id: ssllt-5296 author: Loewen, Shawn; Inceoglu, Solène title: The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense date: 2016-03-31 words: 8331 flesch: 61 summary: Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. Keywords: input enhancement; eye tracking; attention; L2 reading; L2 Spanish Shawn Loewen, Solène Inceoglu 90 1. keywords: acquisition; attention; enhancement; form; input; language; learners; learning; participants; second; spanish; studies; text cache: ssllt-5296.pdf plain text: ssllt-5296.txt item: #405 of 481 id: ssllt-5298 author: Oliver, Rhonda; Young, Shahreen title: Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training date: 2016-03-31 words: 9001 flesch: 58 summary: Keywords: reading fluency; comprehension; isolated word training; bottom-up strategy; context word training; top-down strategy Rhonda Oliver, Shahreen Young 112 1. In their next study, Martin-Chang and Levy (2006) found that both poor and good read- ers who studied training words in isolation demonstrated improvements both in fluency and accuracy, and greater retention. keywords: comprehension; context; esl; experiment; fluency; language; learners; participants; reading; research; study; text; training; vocabulary; words cache: ssllt-5298.pdf plain text: ssllt-5298.txt item: #406 of 481 id: ssllt-5301 author: Zuniga, Michael; Simard, Daphnée title: Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms date: 2016-03-31 words: 9607 flesch: 52 summary: ESL classes spent about 20% of class time on class management, while only 14% of FSL class time was spent on such activity. We formulated the following research question: To what extent do ESL and FSL second language teachers in a public secondary school setting use instructional practices believed to promote interactionally modified input and output? Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms 151 In order to answer our research question, we created an observation tool allowing us to rank 63.8 hours of observed ESL and FSL classroom activity ac- cording to a set of empirically tested factors shown to promote interactionally modified input and output, that is, general direction of attention, interactivity, information flow, goal structure and setting. keywords: activity; class; classes; classroom; esl; exchange; fsl; information; interaction; language; practices; tasks; teacher cache: ssllt-5301.pdf plain text: ssllt-5301.txt item: #407 of 481 id: ssllt-5303 author: Fu, Tingfeng; Nassaji, Hossein title: Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom date: 2016-03-31 words: 8183 flesch: 61 summary: This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. This research has provided sub- stantial information about the various types of feedback teachers use and also the extent to which such feedback contributes to language development. keywords: feedback; language; learner; perception; recasts; students; teacher; types; uptake cache: ssllt-5303.pdf plain text: ssllt-5303.txt item: #408 of 481 id: ssllt-5305 author: Pawlak, Mirosław title: Review of Introduction to Instructed Second Language Acquisition; Editor: Shawn Loewen; Publisher: Routledge, 2015; ISBN: 97804155295549; Pages: 210 date: 2016-03-31 words: 2299 flesch: 43 summary: This would have been fully warranted because Ellis (2008) makes it plain in his overview of the study of second language acquisition The study of second language acquisition (2nd ed.). keywords: acquisition; book; isla; language; second cache: ssllt-5305.pdf plain text: ssllt-5305.txt item: #409 of 481 id: ssllt-5815 author: ssllt, ssllt title: Notes on Contributors date: 2016-06-30 words: 2015 flesch: 36 summary: Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: contact; data; english; interests; language; learning; research; studies; teaching; university cache: ssllt-5815.pdf plain text: ssllt-5815.txt item: #410 of 481 id: ssllt-5816 author: Pawlak, Mirosław title: Editorial date: 2016-06-30 words: 631 flesch: 47 summary: 201 Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz SSLLT 6 (2). I am confident that all of the papers included in this issue will provide food for thought and a source of inspiration for researchers wishing to pursue similar lines of inquiry, thereby enriching our knowledge of second lan- guage learning and teaching, no matter whether the emphasis is laid on gram- mar, lexis, pragmatics, the impact of individual learner differences or the appli- cation of different forms of content-based instruction. keywords: english; language; university cache: ssllt-5816.pdf plain text: ssllt-5816.txt item: #411 of 481 id: ssllt-5817 author: Leśniewska, Justyna title: The use of articles in L2 English: A phraseological perspective date: 2016-06-30 words: 9099 flesch: 64 summary: The study was conducted with 90 Polish up- per-intermediate and advanced users of L2 English, who completed a test on article use, which made it possible to compare patterns of article use between contexts of different collocational strength (defined in terms of the frequency of occurrence in a corpus). The statistically higher success rates for article use in high-frequency collocations (with the grammatical “rule” being the same) indicate that phraseological aspects of language use may indeed play a role in what is usually perceived as the correct application of grammatical rules. keywords: acquisition; article; article use; combinations; english; frequency; items; language; learners; study; test; use; version; words cache: ssllt-5817.pdf plain text: ssllt-5817.txt item: #412 of 481 id: ssllt-5818 author: Leontjev, Dmitri title: L2 English derivational knowledge: Which affixes are learners more likely to recognise? date: 2016-06-30 words: 9001 flesch: 57 summary: The impact of computerised adaptive corrective feedback on L2 English learners (Unpublished doctoral dissertation). At the same time, while L2 learners (and native speakers alike) face even greater prob- lems with derivational morphology (Friedline, 2011; Schmitt & Meara, 1997; Schmitt & Zimmermann, 2002; Silva & Clahsen, 2008), not many studies on learners’ word derivation knowledge and its acquisition have been conducted. keywords: affixes; bauer; english; knowledge; learners; level; nation; study; task; words cache: ssllt-5818.pdf plain text: ssllt-5818.txt item: #413 of 481 id: ssllt-5819 author: Gomez-Laich, Maria Pia title: Second language learners’ divergence from target language pragmatic norms date: 2016-06-30 words: 8298 flesch: 50 summary: The following synthesis Maria Pia Gomez-Laich 250 question was proposed: Why do language learners resist the pragmatic norms of the target language? Norton (1997), for example, stresses that language learners are constantly engaged in iden- tity construction and negotiation when they use an L2, and she claims that L2 in- structors should take the relationship between language and identity seriously. keywords: abroad; data; identity; language; learners; norms; pragmatics; studies; study; target; target language; use cache: ssllt-5819.pdf plain text: ssllt-5819.txt item: #414 of 481 id: ssllt-5820 author: Alisaari, Jenni; Heikkola, Leena Maria title: Increasing fluency in L2 writing with singing date: 2016-06-30 words: 7582 flesch: 68 summary: Development of written fluency in different groups In this section, we examine 51 course participants at the A2 language proficiency level. Despite various stud- ies on fluency, little is known about the effects of different pedagogical meth- ods on the development of written fluency. keywords: course; fluency; groups; language; learning; listening; lyrics; music; participants; reciting; singing; songs; study; teaching cache: ssllt-5820.pdf plain text: ssllt-5820.txt item: #415 of 481 id: ssllt-5821 author: Sampson, Richard J. title: EFL teacher motivation in-situ: Co-adaptive processes, openness and relational motivation over interacting timescales date: 2016-06-30 words: 11583 flesch: 56 summary: An introspec- tive research journal generated rich, qualitative data concerning fluctuations in teacher motivation over one academic year. The study applied a thematic analysis, with “theoretical comparison” (Corbin & Strauss, 2008) to understand teacher motivation from a “person-in-context relational view” (Ushioda, 2009). keywords: activity; affect; class; context; data; english; identity; language; lesson; motivation; relational; research; students; study; teacher; teacher motivation cache: ssllt-5821.pdf plain text: ssllt-5821.txt item: #416 of 481 id: ssllt-5822 author: Surmont, Jill; Struys, Esli; Van Den Noort, Maurits; Van De Craen, Piet title: The effects of CLIL on mathematical content learning: A longitudinal study date: 2016-06-30 words: 7192 flesch: 57 summary: When looking at the maths performance of CLIL pupils compared to their traditionally schooled peers, research indicates that CLIL pupils have an advantage (e.g., Mur- ray, 2010; Valladoloid, 1991; Van de Craen, Ceuleers, & Mondt, 2007). In CLIL education, on the other hand, students learn the language in a much more implicit way, as they have to use it to under- stand and communicate about the content of the course. keywords: awareness; clil; content; education; group; language; learning; mathematical; months; pupils; study; van cache: ssllt-5822.pdf plain text: ssllt-5822.txt item: #417 of 481 id: ssllt-5823 author: Parr-Modrzejewska, Anna title: Review of Early learning and teaching of English: New dynamics of primary English; Editors: Jelena Mihaljević Djigunović, Marta Medved Krajnović; Publisher: Multilingual Matters, 2015; ISBN: 9781783093380; Pages: 240 date: 2016-06-30 words: 1696 flesch: 51 summary: The remarkably wide scope of these studies offers valuable insight into language learning and teaching across a long period of time. Changes reported in the book have not been ob- served overnight, nor are they a result of chance but rather testify to a dynamics in language acquisition that has been meticulously studied by the researchers over a span of a few years in the reality of a primary classroom. keywords: chapter; english; language; learning; teaching cache: ssllt-5823.pdf plain text: ssllt-5823.txt item: #418 of 481 id: ssllt-5824 author: Waniek-Klimczak, Ewa title: Review of Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research; Authors: Tracey M. Derwing and Murray J. Munro; Publisher: John Benjamins, 2015; ISBN: 9789027213273; Pages: 208 date: 2016-06-30 words: 1428 flesch: 41 summary: In a way, this book rounds up all pronunciation-related events of 2015, reporting on major aspects of pronunciation research conducted so far and opening up new paths for the development of theory and practice. Chapter 10 closes the book with future directions being laid out and discussed for pronunciation research, teaching, assessment and technological innovations. keywords: book; pronunciation; research; teaching cache: ssllt-5824.pdf plain text: ssllt-5824.txt item: #419 of 481 id: ssllt-5825 author: Kiermasz, Zuzanna title: Review of Second language socialization and learner agency: Adoptive family talk; Author: Lyn Wright Fogle; Publisher: Multilingual Matters, 2012; ISBN: 9781847697851; Pages: 203 date: 2016-06-30 words: 2175 flesch: 43 summary: Its prin- cipal component is a case study which examines language socialization (cf. The book offers an innovative way of understanding and researching language socialization, and it is definitely worth attention as it does not put par- ents in the dominant position but highlights the role of youngsters in becoming members of a new community. keywords: agency; author; children; family; language cache: ssllt-5825.pdf plain text: ssllt-5825.txt item: #420 of 481 id: ssllt-5826 author: Werbińska, Dorota title: Review of Beliefs, agency and identity in language learning and teaching; Authors: Paula Kalaja, Ana Maria F. Barcelos, Mari Aro, Maria Ruohotie-Lyhty; Publisher: New York: Palgrave Macmillan, 2016; ISBN: 9781137425942; Pages: 237 date: 2016-06-30 words: 1301 flesch: 51 summary: It may also prove useful for language teachers, especially those 358 who are concerned about self-reflection and enjoy comparing their own work situations with other professional contexts. Chapter Nine is a fascinating account of the development of identities of foreign language teachers (n = 5) over the period of a decade in which the changes and continuities are traced. keywords: beliefs; language; studies cache: ssllt-5826.pdf plain text: ssllt-5826.txt item: #421 of 481 id: ssllt-5827 author: Vanhove, Jan title: Correction for: Vanhove, Jan. 2015. Analyzing randomized controlled inter-ventions: Three notes for applied linguists. Studies in Second Language Learning and Teaching, 5(1), 135-152. date: 2016-06-30 words: 638 flesch: 61 summary: In conclusion, weighting cluster means for cluster size is not generally recommended. Unweighted t tests on cluster means are still available as a straightforward alternative with a nominal Type-I error rate, whereas multilevel models offer greater flexibility as regards the inclusion of covariates, modelling more complex designs, and so on. keywords: cluster; error cache: ssllt-5827.pdf plain text: ssllt-5827.txt item: #422 of 481 id: ssllt-6258 author: ssllt, ssllt title: Notes on Contributors date: 2016-09-29 words: 2151 flesch: 36 summary: Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: adam; department; english; language; learning; mickiewicz; research; studies; teaching; university cache: ssllt-6258.pdf plain text: ssllt-6258.txt item: #423 of 481 id: ssllt-6259 author: Pawlak, Mirosław title: Editorial date: 2016-09-29 words: 685 flesch: 43 summary: The first empirical paper included in this issue, authored by Ali Al-Hoorie, touches on the blatantly neglected issue of unconscious influences on second language learning motiva- tion and reports the results of a study in which a computerized Implicit Associ- ation Test (Greenwald, McGhee, & Schwartz, 1998) was used in order to inves- tigate the mediating effects of implicit attitudes on selected components of the L2 motivational self system (Dörnyei, 2005, 2009). The psychology of the language learner: Individual differ- ences in second language acquisition. keywords: english; language; learning cache: ssllt-6259.pdf plain text: ssllt-6259.txt item: #424 of 481 id: ssllt-6260 author: Larsen-Freeman, Diane title: Classroom-oriented research from a complex systems perspective date: 2016-09-29 words: 6675 flesch: 54 summary: Keywords: complex systems; emergence; intra-variability; inter-variability; re- search methods 1 I therefore begin by discussing characteristics of complex systems and the implications of these characteristics for research. keywords: classroom; freeman; language; larsen; learning; level; perspective; research; students; systems; teaching cache: ssllt-6260.pdf plain text: ssllt-6260.txt item: #425 of 481 id: ssllt-6261 author: Biedroń, Adriana; Pawlak, Mirosław title: The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality date: 2016-09-29 words: 12131 flesch: 54 summary: Capitalizing on language learners’ indi- viduality: From premise to practice. High-level proficiency in late L2 acquisi- tion: Relationships between collocational production, language aptitude and personality. keywords: aptitude; individual; intelligence; language; language aptitude; language learning; learners; learning; memory; personality; research; working cache: ssllt-6261.pdf plain text: ssllt-6261.txt item: #426 of 481 id: ssllt-6262 author: Al-Hoorie, Ali H. title: Unconscious motivation. Part I: Implicit attitudes toward L2 speakers date: 2016-09-29 words: 12131 flesch: 57 summary: Part I: Implicit attitudes toward L2 speakers Ali H. Al-Hoorie The English Language Institute, Jubail Industrial College, Saudi Arabia hoorie_a@jic.edu.sa Abstract This paper reports the first investigation in the second language acquisition field assessing learners’ implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Implicit attitudes also moderated im- portant paths in the L2 Motivational Self System. keywords: attitudes; doi; english; explicit; group; iat; language; learners; learning; measure; motivation; participants; self; speakers; test cache: ssllt-6262.pdf plain text: ssllt-6262.txt item: #427 of 481 id: ssllt-6267 author: Dearden, Julie; Macaro, Ernesto title: Higher education teachers’ attitudes towards English medium instruction: A three-country comparison date: 2016-09-29 words: 13866 flesch: 57 summary: This again raises the issue (e.g., by Airey, 2012) of whether secondary schools and preparatory programmes should be responsible for the language levels of the students, whether EMI teachers should be language teachers as well as content teachers, and therefore whether they should be specifically trained as such? Similar positive views were also expressed in a Korean study (Byun et al., 2011), but concerns were articulated regarding whether students had the necessary English proficiency levels to cope at the beginning of the course, and whether sufficient support systems were available for EMI teachers. keywords: attitudes; austria; countries; country; education; emi; english; instruction; italy; language; level; medium; students; study; teachers; teaching; universities; university cache: ssllt-6267.pdf plain text: ssllt-6267.txt item: #428 of 481 id: ssllt-6270 author: Vettorel, Paola; Corrizzato, Sara title: Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy date: 2016-09-29 words: 10194 flesch: 52 summary: English in English language teach- ing: Shifting values and assumptions in changing circumstances. World Englishes and language teacher education. keywords: awareness; education; elf; english; englishes; franca; language; lingua; practices; students; teacher; teaching; world cache: ssllt-6270.pdf plain text: ssllt-6270.txt item: #429 of 481 id: ssllt-6274 author: Hoang, Hien; Boers, Frank title: Re-telling a story in a second language: How well do adult learners mine an input text for multiword expressions? date: 2016-09-29 words: 9982 flesch: 64 summary: Table 2 Descriptive statistics for multiword expressions Group n MWEs shared with input text MWEs overall Total Per 100 words Total Per 100 words M SD M SD M SD M SD Experimental group 17 2.41 2.03 0.48 0.39 3.88 2.18 0.78 0.44 Control group 14 0.57 0.65 0.12 0.14 6.07 2.76 1.26 0.70 Note. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. keywords: boers; doi; experimental; group; input; input text; language; learners; multiword; mwes; participants; story; text; words cache: ssllt-6274.pdf plain text: ssllt-6274.txt item: #430 of 481 id: ssllt-6277 author: Biedroń, Adriana title: Review of Working memory and second language learning. Towards an integrated approach; Author: Zhisheng (Edward) Wen; Publisher: Multilingual Matters, 2016; ISBN: 9781783095711; Pages: 208 date: 2016-09-29 words: 1059 flesch: 49 summary: The author’s goal was to integrate WM research into cognitive science and second language ac- quisition (SLA) research in applied linguistics, the two in which he specializes. He also suggests the most important directions for further research, including a more systematic ap- proach and practical application of WM framework in informing L2 instruction. keywords: author; language cache: ssllt-6277.pdf plain text: ssllt-6277.txt item: #431 of 481 id: ssllt-6278 author: Gabryś-Barker, Danuta title: Review of Positive psychology in second language acquisition; Editors: Peter D. MacIntyre, Tammy Gregersen, Sarah Mercer; Publisher: Multilingual Matters, 2016; ISBN: 9781783095346; Pages: 388 date: 2016-09-29 words: 2604 flesch: 47 summary: 541-546 doi: 10.14746/ssllt.2016.6.3.9 http://www.ssllt.amu.edu.pl Book Review Positive psychology in second language acquisition Editors: Peter D. MacIntyre, Tammy Gregersen, Sarah Mercer Publisher: Multilingual Matters, 2016 ISBN: 9781783095346 Pages: 388 As stated elsewhere (Gabryś-Barker & Gałajda, 2016), positive psychology is a new branch of general psychology, which is just over twenty years old. Positive psychology derives from humanistic approaches represented most prominently by Abraham Maslow and Jeremy Bruner, in rela- tion to novel understandings of educational processes, and by Gertrude Mos- kowitz, in relation to foreign language instruction. keywords: book; language; learners; learning; psychology; teaching cache: ssllt-6278.pdf plain text: ssllt-6278.txt item: #432 of 481 id: ssllt-6813 author: ssllt, ssllt title: Notes on Contributors date: 2016-12-30 words: 1871 flesch: 36 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Edyta Olejarczuk (Poznań University of Technology) Language Editor: Melanie Ellis (Pedagogical University of Cracow) Vol. 6 No. 4 December 2016 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: adam; english; kalisz; language; learning; mickiewicz; studies; teaching; university cache: ssllt-6813.pdf plain text: ssllt-6813.txt item: #433 of 481 id: ssllt-6814 author: Pawlak, Mirosław title: Editorial date: 2016-12-30 words: 863 flesch: 33 summary: Ali Al-Hoorie reports the results of a survey study conducted among 311 young Arabic adult learners of English as a foreign language, providing evidence, somewhat in contrast to much previous research, that achievement in second language learning is a function of implicit attitudes to L2 speakers and L2 learning experience rather than the ought-to self or attachment to the L1 group, with such constructs as the ideal L2 560 self or intended effort being unrelated to success. As always, I am confident that all of the papers included in the present issue will provide food for thought to the readers and serve as a spring- board for future empirical investigations that will help us better understand the exceedingly complex processes of second language learning and teaching. keywords: language; learning; studies cache: ssllt-6814.pdf plain text: ssllt-6814.txt item: #434 of 481 id: ssllt-6815 author: Cohen, Andrew D. title: The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing date: 2016-12-30 words: 10849 flesch: 56 summary: The survey looked at what the NTs and NNTs reported teaching with regard to pragmatics, their experience as teachers of TL pragmatics, their self- assessment of sociopragmatic and pragmalinguistic knowledge, their opinion concerning the L2-FL distinction as applied to pragmatics, their methods for teaching TL pragmatics, and their suggestions regarding information/research to inform the teaching of pragmatics. 4. NT and NNT advantages and disadvantages regarding TL pragmatics Some twenty years ago, Rose (1997) noted that the literature on NNTs’ handling of pragmatics in their instruction was sparse. keywords: cohen; english; knowledge; language; native; nnts; pragmatics; students; teachers; teaching; tl pragmatics cache: ssllt-6815.pdf plain text: ssllt-6815.txt item: #435 of 481 id: ssllt-6816 author: Li, Qiong title: Variations in developmental patterns across pragmatic features date: 2016-12-30 words: 12870 flesch: 49 summary: The three identified explanations provide insights into developmental variations in L2 pragmatic competence, but the analysis did not address the ef- fects of interaction of these explanations on pragmatic developmental variations. Keywords: L2 pragmatic development; variations; longitudinal perspective; non-linearity 1 keywords: address; development; expressions; features; language; learners; situations; strategies; studies; study; taguchi; target; terms; use; variations cache: ssllt-6816.pdf plain text: ssllt-6816.txt item: #436 of 481 id: ssllt-6817 author: Al-Hoorie, Ali H. title: Unconscious motivation. Part II: Implicit attitudes and L2 achievement date: 2016-12-30 words: 12128 flesch: 58 summary: Korean elementary school students’ perceptual learning style, ideal L2 self, and motivated behavior. The effect of Korean secondary school students’ percep- tual learning styles and ideal L2 self on motivated L2 behavior and English pro- ficiency. keywords: achievement; attitudes; desirability; doi; dörnyei; effort; ideal; l2 achievement; l2 self; l2 speakers; language; learning; motivation; results; study cache: ssllt-6817.pdf plain text: ssllt-6817.txt item: #437 of 481 id: ssllt-6818 author: Mystkowska-Wiertelak, Anna title: Dynamics of classroom WTC: Results of a semester study date: 2016-12-30 words: 11940 flesch: 51 summary: Dynamics of classroom WTC: Results of a semester study 673 Generally, it might be assumed that with time boredom and tiredness set in and, as a result, WTC levels fall. 651-676 doi: 10.14746/ssllt.2016.6.4.5 http://www.ssllt.amu.edu.pl Dynamics of classroom WTC: Results of a semester study Anna Mystkowska-Wiertelak Adam Mickiewicz University, Kalisz, Poland State University of Applied Sciences, Konin, Poland mystkows@amu.edu.pl Abstract The fact that L2 willingness to communicate (WTC) can fluctuate over differ- ent time scales is no longer disputed as numerous studies have proved a dy- namic rather than trait-like character of the concept (cf. keywords: classes; classroom; classroom wtc; group; language; lesson; min; students; study; teacher; time; willingness; wtc cache: ssllt-6818.pdf plain text: ssllt-6818.txt item: #438 of 481 id: ssllt-6819 author: Bobkina, Jelena; Stefanova, Svetlana title: Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills date: 2016-12-30 words: 7883 flesch: 56 summary: The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. Keywords: critical thinking skills; critical literacy approach; literature; EFL classroom Jelena Bobkina, Svetlana Stefanova 678 1. keywords: classroom; efl; language; literacy; literature; model; pedagogy; reader; reading; skills; students; teaching; text; thinking cache: ssllt-6819.pdf plain text: ssllt-6819.txt item: #439 of 481 id: ssllt-6820 author: Sobkowiak, Paweł title: Critical thinking in the intercultural context: Investigating EFL textbooks date: 2016-12-30 words: 8043 flesch: 48 summary: CT skills seem to be crucial in developing students’ ability to grasp and critically analyze discursive biases in IC encounters or in public discourse and their own perceptions of reality. Thus, CT skills are correlated with the components of the O-D-I-S model, which is presented in Table 1, and seem to play a very important role in it. keywords: cultures; intermediate; matura; oxford; skills; students; textbooks; thinking; ü ü cache: ssllt-6820.pdf plain text: ssllt-6820.txt item: #440 of 481 id: ssllt-6821 author: Pawlak, Mirosław title: Review of Written corrective feedback for L2 development; Authors: John Bitchener, Neomy Storch; Publisher: Multilingual Matters, 2016; ISBN: 9781783095032; Pages: 156 date: 2016-12-30 words: 2668 flesch: 47 summary: As signaled on several occasions throughout the review, John Bitchener and Neomy Storch have done an out- standing job of situating written feedback within two dominant theoretical frameworks, demonstrating that the cognitive and sociocultural approaches are complementary rather than competing with each other, offering a thorough but at the same time critical synthesis of exiting studies and, most importantly per- haps, charting the course for future research on written CF, emphasizing the ne- cessity of illuminating how and why it promotes L2 development or fails to do so under certain circumstances. For these reasons, I am confident that the book 722 will offer food for thought to researchers interested in written error correction, spawn many further empirical investigations in this pedagogically important area and provide in effect valuable insights into the mechanisms determining the efficacy of written CF, the variables moderating these mechanisms and the diverse interactions between them. Reviewed by Mirosław Pawlak Adam Mickiewicz University, Kalisz, Poland State University of Applied Sciences, Konin, Poland pawlakmi@amu.edu.pl References Anderson, J. (1993). keywords: development; feedback; language; learning cache: ssllt-6821.pdf plain text: ssllt-6821.txt item: #441 of 481 id: ssllt-6822 author: Vettorel, Paola title: Review of English as a lingua franca: Perspectives and prospects. Contributions in honour of Barbara Seidlhofer; Editors: Marie-Luise Pitzl, Ruth Osimk-Teasdale; Publisher: Mouton de Gruyter, 2016; ISBN: 9781501511226; Pages: 294 date: 2016-12-30 words: 2838 flesch: 32 summary: Mauranen also dis- cusses the issue of how different corpus methodological approaches have been applied to ELF research, providing examples from findings. ELF research shows that English in its lingua franca role constitutes an additional, rather than a “killer” language; future research ought to “acknowledge the significance of 727 sociolinguistic challenges brought on by a globalized higher education and con- sider the local setting at a finer level” (p. 64). keywords: communication; elf; english; franca; language; lingua; research cache: ssllt-6822.pdf plain text: ssllt-6822.txt item: #442 of 481 id: ssllt-6823 author: ssllt, ssllt title: Reviewers for Volume 6/2016 date: 2016-12-30 words: 764 flesch: -64 summary: Their insightful and thorough comments and suggestions have without doubt greatly enhanced the quality of the journal: Is’haaq Akbarian University of Qom, Iran Jenni Alisaari University of Turku, Finland Grace Eunhye-Lee Amuzie Calvin College, Grand Rapids, USA Tanja Angelovska University of Salzburg, Austria Larissa Aronin Oranim College of Education, Israel Dario Luis Banegas University of Warwick, UK Helen Basturkmen University of Auckland, New Zealand Jasemin Bayyurt Boğaziçi, University, Istanbul, Turkey Alessandro Benati University of Greenwich, UK Sarah Benesch City University of New York, USA Adriana Biedroń Pomeranian University, Słupsk, Poland Marie-Josee Bisson De Montfort University, Leicester, UK Frank Boers Victoria University of Wellington, New Zealand Kees de Bot University of Pannonia, Hungary Ron Carter University of Nottingham, UK Anna Uhl Chamot George Washington University, Washington, DC, USA Letty Chan Hong Kong Institute of Education, China Gwen (Guangyan) Chen Texas Christian University, USA Anna Cieślicka A&M International University, Texas, USA Andrew Cohen University of Minnesota, USA Kata Csizér Eötvös Loránd University, Budapest, Hungary Christiane Dalton-Puffer University of Vienna, Austria Jean-Marc Daweale Birkbeck College, University of London, UK Darla K. Deardorff Duke University, Durham, USA Gatis Dilāns Ventspils University College, Latvia Paulina Foster Saint Mary’s University Twickenham, London, UK Tingfeng Fu Paragon Testing Enterprises, Canada Danuta Gabryś-Barker University of Silesia, Poland Xuesong Gao University of Hong Kong, China 734 Christine C. M. Goh National Institute of Education, Singapore Tammy Gregersen University of Northern Iowa, USA Carol Griffiths Fatih University, Turkey Laura Hawkes British Columbia Ministry of Education, Canada Alastair Henry University West, Trollhättan, Sweden Wenhua Hsu I-Shou University, Taiwan Anna Kristina Hultgren Oxford University, UK Yasuhiro Imai Sophia University, Tokyo, Japan Solène Inceoglu Rochester Institute of Technology, Rochester, USA Eun Hee Jeon University of North Carolina at Pembroke, USA John E. Joseph University of Edinburgh, Scotland Soomin Jwa Boston University, USA Paula Kalaja University of Jyväskylä, Finland Sue Garton Aston University, UK Miya Komori-Glatz Vienna University of Economics and Business, Austria Dale A. Koike University of Texas at Austin, USA Edit H. Kontra Eötvös Loránd University, Budapest, Hungary Achilleas Kostoulas University of Graz, Austria Iwona Kowal Jagiellonian University, Kraków, Poland Jarosław Krajka Maria Curie-Skłodowska University, Lublin, Poland Terry Lamb University of Westminster, London, UK Batia Laufer University of Haifa, Israel Justyna Leśniewska Jagiellonian University, Kraków, Poland Robert Lew Adam Mickiewicz University, Poznań, Poland Shuai Li Georgia State University, USA Meihua Liu Tsinghua University, China Shawn Loewen Michigan State University, East Lansing, USA Karen M. Ludke Edge Hill University, Ormskirk, UK Ernesto Macaro Oxford University, UK Paul Meara Swansea University, Wales, UK Sarah Mercer University of Graz, Austria Christine Muir University of Nottingham, UK Hossein Nassaji University of Victoria, Canada Rhonda Oliver Curtin University, Bentley, Australia Rebecca Oxford University of Maryland, USA Kate Paesani University of Minnesota, USA Lynn Wen Macao Polytechnic Institute, China David Wood Carleton University, Ottawa, Canada Jane Woodin University of Sheffield, UK Feng Xiao Pomona College in Claremont, California, USA Shahreen Young Curtin University, Bentley, Australia Xian Zhang Pennsylvania State University, USA Michael Zuniga University of Quebec, Montreal, Canada Eve C. Zyzik University of California at Santa Cruz, USA keywords: austria; canada; china; college; hungary; poland; state; university; usa cache: ssllt-6823.pdf plain text: ssllt-6823.txt item: #443 of 481 id: ssllt-7441 author: ssllt, ssllt title: Notes on Contributors date: 2017-03-31 words: 2189 flesch: 38 summary: Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: adam; applied; contact; groningen; language; learning; linguistics; mickiewicz; studies; university cache: ssllt-7441.pdf plain text: ssllt-7441.txt item: #444 of 481 id: ssllt-7442 author: de Bot, Kees; Bátyi, Szilvia title: Editorial date: 2017-03-31 words: 2223 flesch: 58 summary: Dell Hymes in 1966 introduced the term communicative competence in reaction to Chomsky’s competence/performance distinction that seemed to exclude any role of social factors in language learning and use. Parallel to this more or less cognitive view of language learning, the inter- est moved from a focus on the language a la structuralism to a focus on the learner. keywords: aptitude; differences; individual; language; learning; role cache: ssllt-7442.pdf plain text: ssllt-7442.txt item: #445 of 481 id: ssllt-7443 author: Pfenninger, Simone E. title: Not so individual after all: An ecological approach to age as an individual difference variable in a classroom date: 2017-03-31 words: 10499 flesch: 59 summary: Conclusions and implications It is very important to understand the true nature of age effects, not least be- cause the age debate raises important concerns about all aspects of curriculum development and its adaptation to different ages (see DeKeyser, 2013). For instance, there is less agree- ment about the reasons for age effects and the mediating effect of cognitive, affective and environmental factors on age effects (Granena & Long, 2013). keywords: age; classroom; context; effects; english; individual; language; learners; learning; pfenninger; research; school; second; time; variables cache: ssllt-7443.pdf plain text: ssllt-7443.txt item: #446 of 481 id: ssllt-7444 author: de Bot, Kees; Fang, Fang title: Circadian rhythms and second language performance date: 2017-03-31 words: 5643 flesch: 66 summary: The average mid-sleep time during workdays of the participants in Group 1 and Group 2 CT types Number of participants Average mid-sleep time Standard deviation Test time Group 1 Larks 10 3:06 a.m. 0:25 Evening Owls 10 4:48 a.m. 0:31 Group 2 Larks 10 3:23 a.m. = -1.728, p > .05 ANIMAL-2 M 23.99 23.44 20.07 21.43 SD 8.46 8.89 3.48 3.47 t test/significance t(18) = 0.142, p > .05 t(18) = -0.465, p > .05 Correlational analyses showed that there was neither a significant effect of the mid-sleep time on the individuals’ performances nor a significant interac- tion between the mid-sleep time and test time in any tests. keywords: language; learning; participants; performance; stroop; study; test; time cache: ssllt-7444.pdf plain text: ssllt-7444.txt item: #447 of 481 id: ssllt-7445 author: MacIntyre, Peter D.; Vincze, Laszlo title: Positive and negative emotions underlie motivation for L2 learning date: 2017-03-31 words: 11619 flesch: 52 summary: Both the composite measure of positive emotion and the positivity ratio are significantly correlated with all of the motivation-related variables and the correlations tend to be strong, with a median among the 11 correlations of r = .431, p < .001 for positive emotions and r = .531, p < .001 for the positivity ratio. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. keywords: anger; anxiety; contact; correlations; emotions; language; language learning; learning; macintyre; motivation; present; research; self; variables cache: ssllt-7445.pdf plain text: ssllt-7445.txt item: #448 of 481 id: ssllt-7446 author: Singleton, David title: Language aptitude: Desirable trait or acquirable attribute? date: 2017-03-31 words: 6154 flesch: 60 summary: 89-103 doi: 10.14746/ssllt.2017.7.1.5 http://www.ssllt.amu.edu.pl Language aptitude: Desirable trait or acquirable attribute? David Singleton University of Pannonia, Veszprém, Hungary State University of Applied Sciences, Konin, Poland dsnglton@tcd.ie Abstract The traditional definition of language aptitude sees it as “an individual’s initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity” (Carroll, 1981, p. 86). This conception portrays language aptitude as a trait, in the sense of exhibiting stability over long periods of time and being immune to training. keywords: aptitude; capacity; language; language aptitude; language learning; learning; memory; research; working cache: ssllt-7446.pdf plain text: ssllt-7446.txt item: #449 of 481 id: ssllt-7447 author: Jin, Yinxing; de Bot, Kees; Keijzer, Merel title: Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese date: 2017-03-31 words: 8911 flesch: 60 summary: Furthermore, their effects have not been related to FL anxiety, one well-recognized negative correlate of FL learning. Thus, in this study involv- ing two tests over a 2-month interval, we investigated quantitatively the impact of these two classroom dimensions on FL proficiency as well as comparing their effect with that of FL anxiety in the English and Japanese learning contexts of Chinese university students. keywords: anxiety; cohesiveness; english; fl anxiety; japanese; language; learning; proficiency; student; support; teacher; time cache: ssllt-7447.pdf plain text: ssllt-7447.txt item: #450 of 481 id: ssllt-7448 author: Lowie, Wander; van Dijk, Marijn; Chan, Huiping; Verspoor, Marjolijn title: Finding the key to successful L2 learning in groups and individuals date: 2017-03-31 words: 8758 flesch: 56 summary: These observations under- line the individual nature of the process of second language development. Keywords: individual differences; second language development; complex dy- namic systems; variability process study 1. keywords: data; development; gloria; grace; individual; language; learning; second; time; variability; written cache: ssllt-7448.pdf plain text: ssllt-7448.txt item: #451 of 481 id: ssllt-7449 author: Bátyi, Szilvia title: The role of attitudes in the development of Russian as a foreign language: A retrospective study date: 2017-03-31 words: 7865 flesch: 58 summary: Future studies on foreign language attitudes and motiva- tion may take this into account. Motivation, language attitudes and globalisation: A Hungarian perspective. keywords: attitudes; hungary; language; learning; motivation; participants; russian; school; study; teacher; teaching; test cache: ssllt-7449.pdf plain text: ssllt-7449.txt item: #452 of 481 id: ssllt-7450 author: Pawlak, Mirosław title: Review Motivational currents in language learning: Frameworks for focused interventions; Authors: Zoltán Dörnyei, Alastair Henry, Christine Muir; Publisher: Routledge, 2016; ISBN: 978-1-138-77732-3; Pages: 204 date: 2017-03-31 words: 1792 flesch: 44 summary: The construct offers fresh insights into the study of second language motivation, and it is of paramount 170 importance on both theoretical and practical grounds because, on the one hand, it integrates for the first time the initial motive for undertaking a specific course of action and subsequent motivated behavior, and, on the other, it provides an impetus for designing and implementing potentially successful motivational in- terventions in the classroom. First, the book makes a major and indisputably novel contribution to theorizing about the concept of motivation, building and expanding upon the most dominant theories, thus delineating new directions in research on second language learning motivation in general and 172 motivational dynamics in particular. keywords: classroom; dmcs; language; motivation cache: ssllt-7450.pdf plain text: ssllt-7450.txt item: #453 of 481 id: ssllt-7538 author: Tatzl, Dietmar title: A higher-education teaching module for integrating industry content and language through online recruitment advertisements date: 2018-08-27 words: 11675 flesch: 50 summary: 643-672 http://dx.doi.org/10.14746/ssllt.2018.8.3.6 http://pressto.amu.edu.pl/index.php/ssllt A higher-education teaching module for integrating industry content and language through online recruitment advertisements Dietmar Tatzl FH Joanneum University of Applied Sciences, Graz, Austria dietmar.tatzl@fh-joanneum.at Abstract Empirical evaluations of practical teaching units integrating content and lan- guage in higher education are rare and deserve more attention. In higher education, full integration is rather A higher-education teaching module for integrating industry content and language through online. . . keywords: advertisements; aviation; content; education; employment; engineer; engineering; english; group; industry; items; language; learning; module; n =; online; recruitment; research; skills; students; teaching; writing cache: ssllt-7538.pdf plain text: ssllt-7538.txt item: #454 of 481 id: ssllt-7681 author: Briggs, Jessica G.; Dearden, Julie; Macaro, Ernesto title: English medium instruction: Comparing teacher beliefs in secondary and tertiary education date: 2018-08-27 words: 10113 flesch: 53 summary: Neither is there evidence of a dialogue between phases regard- ing the challenges faced by EMI teachers and students. Q18 probed the extent to which EMI teachers find certain aspects of teaching through English difficult (e.g., “preparing materials for the lesson”). keywords: beliefs; content; education; emi; english; instruction; language; level; medium; policy; students; teachers; teaching; tertiary cache: ssllt-7681.pdf plain text: ssllt-7681.txt item: #455 of 481 id: ssllt-8163 author: Čebron, Neva title: Tracing intercultural and interlinguistic moves within and beyond student mobility programmes: The case of the IEREST project date: 2017-06-30 words: 7729 flesch: 47 summary: This analysis and reflection should take Neva Čebron 214 students to understand why we create divisions, how they are expressed in lan- guage and how unreflective use of language can even deepen such divisions by hurting people’s feelings, as well as the fact that we use such language without considering the effect it can provoke (Beaven, et al, 2015, p. 9) They found such language disturbingly aggressive towards minorities, but also recog- nized that they had difficulties grasping the connotative meaning of the vocabulary they were less familiar with or concepts not yet clearly mapped in their first lan- guage, or words that exist in their language as well but refer to a different concept in English, for egzample, reference to Islamic sects, “coloured people,” “aliens.” keywords: communication; competence; group; language; meaning; mobility; new; people; process; racism; research; students; words cache: ssllt-8163.pdf plain text: ssllt-8163.txt item: #456 of 481 id: ssllt-8164 author: Badwan, Khawla M. title: “Did we learn English or what?”: A study abroad student in the UK carrying and crossing boundaries in out-of-class communication date: 2017-06-30 words: 7404 flesch: 58 summary: The study sprang from a willingness to attend to language learners’ voice to conceptually, theoretically and methodologically investigate the impact of mobility on how foreign language learners conceptualise language and the implications of this on their views of themselves and of their previous invest- ment in learning a foreign language, English. 4.1. 193-210 doi: 10.14746/ssllt.2017.7.2.2 http://www.ssllt.amu.edu.pl “Did we learn English or what?”: A study abroad student in the UK carrying and crossing boundaries in out-of-class communication Khawla M. Badwan Manchester Metropolitan University, UK k.badwan@mmu.ac.uk Abstract Language educators in many parts of the world are torn between preparing language learners to pass language proficiency tests and trying to let their classrooms reflect the messiness of out-of-class communication. keywords: classroom; education; english; language; learners; learning; mahmoud; study; teaching cache: ssllt-8164.pdf plain text: ssllt-8164.txt item: #457 of 481 id: ssllt-8165 author: Santipolo, Matteo title: Bespoke Language Teaching (BLT): A proposal for a theoretical framework. The case of EFL/ELF for Italians date: 2017-06-30 words: 7217 flesch: 57 summary: A history of english language teaching. After briefly illustrating how English teaching has changed in the last few decades, an out- line is drawn of what happens in the Italian school system today from child care to university as far as English teaching is concerned. keywords: degree; english; italian; language; language teaching; proficiency; santipolo; school; teachers; teaching; university; use; world cache: ssllt-8165.pdf plain text: ssllt-8165.txt item: #458 of 481 id: ssllt-8166 author: Lanteigne, Betty title: Unscrambling jumbled sentences: An authentic task for English language assessment? date: 2017-06-30 words: 9296 flesch: 57 summary: Balanc- ing communicativeness and construct validity in language tests, Bachman (1990) explains the interactional/ability and real-life views of authenticity. Thus it is seen that jumbled sentence test items can reflect real-world language use. keywords: arab; assessment; communication; customer; dubai; english; item; language; sentences; store; task; taxi; test; use; world cache: ssllt-8166.pdf plain text: ssllt-8166.txt item: #459 of 481 id: ssllt-8167 author: Ilynska, Larisa; Smirnova, Tatjana; Platonova, Marina title: Application of LSP texts in translator training date: 2017-06-30 words: 7696 flesch: 44 summary: Foregrounding strategies in LSP texts Apart from being a great source of novel or ad hoc lexical units as well as items of professional jargon, popular LSP texts provide opportunity to practice strate- gies and methods for treatment of elements of foregrounding in translation. In the process of translation, the degree of intertextuality of a text in- creases because the translated text belongs to networks of both the source and target language texts, and it may contain the references to both source and tar- get culture and require activating various levels of background knowledge. keywords: competence; field; knowledge; language; lsp; meaning; source; students; target; texts; training; translation; translators; use cache: ssllt-8167.pdf plain text: ssllt-8167.txt item: #460 of 481 id: ssllt-8168 author: Gamir, Saadia title: Realities of and perspectives for languages in the globalised world: Can language teaching survive the inadequacies of policies implemented today at Leeds Beckett University? date: 2017-06-30 words: 9161 flesch: 50 summary: This move was made in response to a funding shortage from the HEFCE, vital resources which for years had enabled the university to charge re- duced course costs to language students. However, it seems to have had one main purpose: that of boosting language student numbers: It lasted only two weeks when it appeared that the number of students who wanted to learn a language for work purposes did not reach the required number of over 15 per language group. keywords: board; education; gcse; language; language teaching; learning; level; number; primary; provision; schools; skills; students; teaching; university cache: ssllt-8168.pdf plain text: ssllt-8168.txt item: #461 of 481 id: ssllt-8169 author: Tomozeiu, Daniel title: An ever closer union . . . of linguistic diversity date: 2017-06-30 words: 7446 flesch: 54 summary: EU minority languages and language education Although 7.9% of the EU population or 40 million people (EU Multilingualism, 2016) speak minority languages, there seems to be little coordinated policy on the role these languages can have in society. While in some EU member states education in minority languages is official and parallel to majority language education, the level of the two being measured through standardised national tests in different languages for exam- ple, in others minority language education exists only as an unofficial system. keywords: approach; education; eu member; european; member; member states; minority languages; research; states cache: ssllt-8169.pdf plain text: ssllt-8169.txt item: #462 of 481 id: ssllt-8170 author: Rivière, Marie title: Plurilingual reading practices in a global context: Circulation of books and linguistic inequalities date: 2017-06-30 words: 8129 flesch: 59 summary: Books in dominant languages appear to be gen- erally more abundant, more varied, and frequently cheaper than books in less dominant languages. The development of online bookstores and online libraries in the last two decades, and the recent rise of e-books have fur- ther expanded the possibility to disseminate and access books that are not pro- duced locally (Lane, 2007; Sapiro, 2009a; Steiner, 2005; Wischenbart, 2013). keywords: access; arabic; basque; books; circulation; english; france; french; inequalities; languages; non; paris; practices; readers; reading; spanish cache: ssllt-8170.pdf plain text: ssllt-8170.txt item: #463 of 481 id: ssllt-8171 author: ssllt, ssllt title: Notes on Contributors date: 2017-06-30 words: 2164 flesch: 32 summary: Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) Heidemarie Sarter (University of Potsdam) Paweł Scheffler (Adam Mickiewicz University, Poznań) Norbert Schmitt (University of Nottingham) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) keywords: adam; contact; details; faculty; language; learning; linguistics; research; studies; teaching; university cache: ssllt-8171.pdf plain text: ssllt-8171.txt item: #464 of 481 id: ssllt-8172 author: Munyangeyo, Théophile; Pichette, François title: Editorial date: 2017-06-30 words: 1004 flesch: 43 summary: In the public sphere, it appears that minority languages enjoy visibility in the education and the media, more so than in the judiciary and public services. The author reflects on the ways in which the 191 status of minority languages are determined by historical influences. keywords: article; english; language; learning cache: ssllt-8172.pdf plain text: ssllt-8172.txt item: #465 of 481 id: ssllt-8620 author: Hernández, Todd A. title: L2 Spanish apologies development during short-term study abroad date: 2018-08-27 words: 8777 flesch: 59 summary: Todd A. Hernández 610 Table 4 Comparison of apologies strategy between SA students and native Span- ish speakers Study abroad students Native Spanish speakers Pretest Posttest N (%) In comparison, Shively and Cohen’s (2008) SA students began to use the impersonal se in their apologies only after a semester of SA. keywords: apologies; apology; development; learners; posttest; pretest; spanish; students; study; use cache: ssllt-8620.pdf plain text: ssllt-8620.txt item: #466 of 481 id: ssllt-8866 author: Botturi, Luca; Kapler, Daniela; Negrini, Lucio title: Digitally-supported language exchanges in primary school: The AlpConnectar project date: 2018-12-30 words: 14232 flesch: 59 summary: o o o o G1e e Deine Hausaufgaben auf einem Schulcomputer machen o o o o G1f f Teilnahme an sozialen Netzwerken (z.B. Facebook, MySpace) bzw. o o o F1e Wenn ich mir in Italienisch Mühe gebe, dann kann ich es auch o o o o F1f Mich mit Italienisch zu beschäftigen, ist für mich das Widerlichste, was es gibt o o o o F1g Ich bin in Italienisch ganz gut o o keywords: alpconnectar; botturi; classes; daniela; das; der; die; digital; exchanges; german; ich; italienisch; kann; kappler; language; language exchanges; language learning; learning; linguistic; luca; model; online; project; pupils; region; results; school; skills; switzerland; teachers; und; year cache: ssllt-8866.pdf plain text: ssllt-8866.txt item: #467 of 481 id: ssllt-9066 author: Abenoja, Zarina Marie Krystle M.; DeCoursey, Matthew title: Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study date: 2019-10-31 words: 10113 flesch: 60 summary: This is a common strategy used by drama language teachers such as Almond (2005) in order to allow movement and interaction. In addition to practicing dialogues students also had to create their own dialogues. keywords: activities; chinese; classroom; drama; drama activities; education; english; french; hong; kong; language; language learning; learning; students; teacher cache: ssllt-9066.pdf plain text: ssllt-9066.txt item: #468 of 481 id: ssllt-9200 author: LaBontee, Richard title: Questionnaire instrumentation for strategic vocabulary learning in the Swedish as a second language learning context date: 2019-07-01 words: 14334 flesch: 58 summary: The VLSQ involved meta-cog- nitive management strategies, source strategies, guessing strategies, dictionary strategies, repetition strategies, association strategies, grouping strategies, analysis strategies and known word strategies. These complications were identified as: items that did not actually rep- resent strategic behavior, but rather, seemed to represent reflections on individ- ual learning beliefs or individual learning style(s); items that were overly vague and non-representative of any clear VLS group(s); and items that were redun- dantly representative of other VLS items already included in the item pool. keywords: data; factor; instrument; item; knowledge; language; learners; learning; learning strategies; questionnaire; statements; strategies; svlss; swedish; taxonomy; use; vls; vocabulary; vocabulary learning; words cache: ssllt-9200.pdf plain text: ssllt-9200.txt item: #469 of 481 id: ssllt-9440 author: Huhtala, Anne; Kursiša, Anta; Vesalainen, Marjo title: “This language still motivates me!” Advanced language students and their L2 motivation date: 2019-07-01 words: 10698 flesch: 61 summary: According to the analysis, L2 students whose future vision was somehow too patchy or inconsistent had difficulties in finding strength to develop their L2 skills. Completing the degree is unmistakably an im- portant motivational factor for L2 students. keywords: dörnyei; l2 motivation; language; language students; learning; motivation; self; students; studies; study; university cache: ssllt-9440.pdf plain text: ssllt-9440.txt item: #470 of 481 id: ssllt-9444 author: Irie, Kay; Ryan, Stephen; Mercer, Sarah title: Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences date: 2018-08-27 words: 10018 flesch: 57 summary: A further finding was that teacher mindsets are constructed through in- dividuals’ management of various sets of implicit theories and tend not to con- form to the established dichotomous model of mindsets. However, to the best of our knowledge, there seem to be virtually no studies examining teacher mindsets about the competences of being a teacher. keywords: dweck; language; learnable; learners; learning; mindsets; participants; research; study; teachers; teaching; theories cache: ssllt-9444.pdf plain text: ssllt-9444.txt item: #471 of 481 id: ssllt-9505 author: ssllt, ssllt title: Notes on Contributors date: 2017-09-15 words: 2226 flesch: 30 summary: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Edyta Olejarczuk (Poznań University of Technology) Language Editor: Melanie Ellis (Pedagogical University of Kraków) Vol. 7 No. 3 September 2017 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (University of Auckland) keywords: acquisition; department; english; language; learning; research; spanish; studies; teaching; university cache: ssllt-9505.pdf plain text: ssllt-9505.txt item: #472 of 481 id: ssllt-9506 author: Angelovska, Tanja title: Editorial date: 2017-09-15 words: 2086 flesch: 41 summary: The contributions to this special issue fill an existing gap in instructed L2 grammar acquisition and focus on questions of how research and/or theory can feed practice and vice versa, thereby focusing on both comprehension and production of L2 grammar. Consequently, some of the papers in this issue respond to this gap and look into the perspective beyond L2 grammar acquisition. keywords: acquisition; english; grammar; input; language cache: ssllt-9506.pdf plain text: ssllt-9506.txt item: #473 of 481 id: ssllt-9507 author: Benati, Alessandro title: The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations date: 2017-09-15 words: 7959 flesch: 56 summary: Input en- hancement treatments provide language learners with access to comprehensi- ble input and positive evidence. Language learners create an abstract system similarly to the way in which L1 learners do. keywords: acquisition; benati; form; grammar; input; instruction; language; learners; output; processing; tasks cache: ssllt-9507.pdf plain text: ssllt-9507.txt item: #474 of 481 id: ssllt-9508 author: Angelovska, Tanja title: Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge date: 2017-09-15 words: 8734 flesch: 51 summary: Introduction The role of prior language knowledge has been a point of endless discussion in both applied and generative linguistics (Weinreich, 1953; Zobl, 1980) and in the field of second language acquisition, resulting in various theoretical accounts about trans- fer as a constant characteristic of interlanguage (Selinker, 1972). Though the term prior language knowledge itself is self-explanatory and recognized as a possible predicting factor for transfer in language acquisition, it seems relevant to acknowledge the importance of its link to linguistic experi- ence. keywords: acquisition; angelovska; english; grammar; input; knowledge; language; learners; research; second; teaching; transfer cache: ssllt-9508.pdf plain text: ssllt-9508.txt item: #475 of 481 id: ssllt-9509 author: Steinlen, Anja K. title: The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school date: 2017-09-15 words: 9571 flesch: 59 summary: Minority language children The most important result of this study relates to minority language children and their achievement in English grammar and reading tests. 435 found regarding their performance in Grade 3, except for the grammar test, where minority language children even outperformed majority language children. keywords: children; comprehension; development; english; english grammar; grade; grammar; l2 grammar; language; language children; majority; minority; minority language; reading; reading comprehension; steinlen; test cache: ssllt-9509.pdf plain text: ssllt-9509.txt item: #476 of 481 id: ssllt-9510 author: Pfenninger, Simone E.; Lendl, Johanna title: Transitional woes: On the impact of L2 input continuity from primary to secondary school date: 2017-09-15 words: 10679 flesch: 60 summary: Im pl ic it pr od uc tio n (f re qu en cy of us e) Primary school classes (N = 18) Secondary school classes (N = 10) Simone E. Pfenninger, Johanna Lendl 458 Figure 5 Variation across secondary school classes for perceived usefulness of implicit production tasks The same holds true at school level, where we find more between-school variability at primary school level than at secondary school level (see Figures 6-7 for implicit production). The eight dimensions were aimed at exploring the teaching approaches practiced on primary versus secondary school level (see Ta- ble 1) and their orientation towards implicit or explicit learning. keywords: early; english; input; language; learners; learning; level; primary; school; students; teaching; transition; use cache: ssllt-9510.pdf plain text: ssllt-9510.txt item: #477 of 481 id: ssllt-9511 author: Geist, Monika title: Noticing grammar in L2 writing and problem-solving strategies date: 2017-09-15 words: 7032 flesch: 59 summary: In con- trast to language learning strategies, language use strategies do not have learn- ing as their primary goal, but they can still lead to learning. Effects on the linguistic awareness of foreign language learners. keywords: focus; grammar; language; learners; lres; noticing; output; problem; strategies; writing cache: ssllt-9511.pdf plain text: ssllt-9511.txt item: #478 of 481 id: ssllt-9512 author: Pons, José Amenós; Ahern, Aoife; Fuentes, Pedro Guijarro title: L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues date: 2017-09-15 words: 10484 flesch: 60 summary: 5; 2% 170; 71% 40; 17% 13; 6% 7; 3% 3; 1% INF PRES CP SP IMP PLP Task 1 A2 Verb forms used (N = 238) 24 9 1 3 16 4 6 0 0 10 20 30 CP SP IMP PLP TELICS ATELICS Task 1 A2 Predicate types L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues 497 Discourse functions Foreground Background Current relevance/hodiernal past Backshifting Main tense(s) used PRES/CP/SP IMP No/CP PLP/CP Figure 2 B1 results 2; 1% 100; 36% 39; 14% 67; 24% 66; 23% 6; 2% INF PRES CP SP IMP PLP Task 1 B1 Verb forms used (N = 280) 33 44 1 56 20 65 1 0 10 20 30 40 50 60 70 CP SP IMP PLP TELICS ATELICS Task 1 B1 Predicate types 0; 0% 164; 47% 14; 4% 98; 28% 64; 18% 11; 3% INF PRES CP SP IMP PLP Task 1 B2 Verb forms used (N = 351) José Amenós-Pons, Aoife Ahern, Pedro Guijarro-Fuentes 498 Discourse functions Foreground Background Current relevance/hodiernal past Backshifting Main tense(s) used SP/PRES/CP IMP/IMP + IMP PLP TELICS ATELICS Task 1 B2 Predicate types 1; 0% 57; 18% 8; 3% 138; 42% 100; 31% 21; 6% INF PRES CP SP IMP PLP Task 1 C1 Verb forms used (N = 325) 7 106 6 17 1 30 94 4 0 20 40 60 80 100 120 CP SP IMP PLP TELICS ATELICS Task 1 C1 Predicate types L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues 499 Discourse functions Foreground Background Current relevance/hodiernal past Backshifting Main tense(s) used SP/PRES/SP + PROG IMP/IMP + PROG CP/ keywords: aspect; discourse; forms; french; imp; items; learners; past; prog; spanish; task; tense; use cache: ssllt-9512.pdf plain text: ssllt-9512.txt item: #479 of 481 id: ssllt-9513 author: Escobar-Álvarez, M. Ángeles title: L2 acquisition of Spanish dative clitics by English and Dutch learners date: 2017-09-15 words: 7079 flesch: 62 summary: Both groups, however, had similar difficulties with non-animate dative clitics (Item 6) and reflex- ive dative clitics (Items 16 and 20). 517-534 doi: 10.14746/ssllt.2017.7.3.8 http://www.ssllt.amu.edu.pl L2 acquisition of Spanish dative clitics by English and Dutch learners M. Ángeles Escobar-Álvarez The National Distance Education University (UNED), Madrid, Spain maescobar@flog.uned.es Abstract This article examines the second language acquisition (SLA) of Spanish dative clitics in clitic doubling (CLD) structures that are closely related to the double object construction (DOC) in English and Dutch. keywords: acquisition; cld; clitic; dative; dutch; english; item; juan; language; learners; objects; spanish; test cache: ssllt-9513.pdf plain text: ssllt-9513.txt item: #480 of 481 id: ssllt-9514 author: Wagner, Thomas title: L2 irregular verb morphology: Exploring behavioral data from intermediate English learners of German as a foreign language using generalized mixed effects models date: 2017-09-15 words: 8725 flesch: 57 summary: The verbal paradigm in German is traditionally categorized as consisting of regular (weak) and irregular (strong) forms, combining rule-based affixation with irregular stem vowel changes. Over the last two decades, German irregular verb morphology has been explored from various perspectives. keywords: change; coda; data; doi; effects; english; experiment; german; language; learners; model; morphology; preterite; regular; verb; vowel cache: ssllt-9514.pdf plain text: ssllt-9514.txt item: #481 of 481 id: ssllt-9668 author: Luo, Wen-Hsing title: A study of Taiwanese university students’ English use, learning goals and attitudes toward English as a lingua franca date: 2018-12-30 words: 8036 flesch: 64 summary: In the global context, English learners will mostly encounter non-NSs whose “Englishes” might deviate from NS English usage. Although the im- portance of English for international communication has been widely recognized, the majority of English learners in Taiwan rarely use the target language outside the classroom. keywords: communication; elf; english; language; learners; learning; lingua; students; study; use cache: ssllt-9668.pdf plain text: ssllt-9668.txt