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: Founding Editor and Editor in Chief: Mirosław Pawlak (Adam Mickiewicz University, Kalisz, Poland) Editor: Jakub Bielak (Adam Mickiewicz University, Kalisz, Poland) Editor: Achilleas Kostoulas (University of Graz, Austria) 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. 8 No. 1 March 2018 Editorial Board: Larissa Aronin (Oranim Academic College of Education, Trinity College, Dublin) Helen Basturkmen (University of Auckland) Adriana Biedroń (Pomeranian University, Słupsk) Simon Borg (University of Leeds) Anne Burns (Aston University, Birmingham, University of New South Wales, Sydney) Anna Cieślicka (Texas A&M International University, Laredo) Kata Csizér (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Robert DeKeyser (University of Maryland) Jean-Marc Dewaele (Birkbeck College, University of London) Zoltán Dörnyei (University of Nottingham) Krystyna Droździał-Szelest (Adam Mickiewicz University, Poznań) Rod Ellis (Curtin University, Perth) Danuta Gabryś-Barker (University of Silesia) Carol Griffiths (Fatih University, Istanbul) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) Diane Larsen-Freeman (University of Michigan) Barbara Lewandowska-Tomaszczyk (University of Łódź) Jan Majer (University of Łódź) Paul Meara (Swansea University) Sarah Mercer (University of Graz) Anna Michońska-Stadnik (University of Wrocław) Anna Niżegorodcew (Jagiellonian University, Kraków) Bonny Norton (University of British Columbia) Terrence Odlin (Ohio State University) Rebecca Oxford (University of Maryland) Aneta Pavlenko (University of Oslo) François Pichette (University of Quebec) Ewa Piechurska-Kuciel (Opole University) Vera Regan (University 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) Teresa Siek-Piskozub (Adam Mickiewicz University, Poznań) David Singleton (University of Pannonia, Trinity College, Dublin) Włodzimierz Sobkowiak (Adam Mickiewicz University, Poznań) Merrill Swain (Ontario Institute for Studies in Education, University of Toronto) Elaine Tarone (University of Minnesota) Ewa Waniek-Klimczak (University of Łódź) Stuart Webb (University of Western Ontario) Maria Wysocka (University of Silesia) KALISZ – POZNAŃ 2018 FOUNDING EDITOR AND EDITOR IN CHIEF: Mirosław Pawlak EDITORS: Jakub Bielak Achilleas Kostoulas Mariusz Kruk Aleksandra Wach © Copyright by Wydział Pedagogiczno-Artystyczny, UAM Poznań Proofreading: Melanie Ellis Cover design: Joanna Dudek Typesetting: Piotr Bajak ISSN 2083-5205 eISSN 2084-1965 Published by: Department of English Studies Faculty of Pedagogy and Fine Arts, Kalisz Adam Mickiewicz University, Poznań Contact information: 62-800 Kalisz, ul. 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Special issue: Emotions in second language acquisition Guest editor: Jean-Marc Dewaele Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 8, Number 1, March 2018 http://pressto.amu.edu.pl/index.php/ssllt Contents Notes on Contributors ....................................................................... 9 Editorial .......................................................................................... 15 Articles: Jean-Marc Dewaele, Mateb Alfawzan – Does the effect of enjoyment outweigh that of anxiety in foreign language performance? .............21 Audrey De Smet, Laurence Mettewie, Benoit Galand, Philippe Hiligsmann, Luk Van Mensel – Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? ................................................................... 47 Liana Maria Pavelescu, Bojana Petrić – Love and enjoyment in context: Four case studies of adolescent EFL learners ................................................ 73 Andrew S. Ross, Damian J. Rivers – Emotional experiences beyond the classroom: Interactions with the social world ................................. 103 Katalin Piniel, Ágnes Albert – Advanced learners’ foreign language-related emotions across the four skills .......................................................... 127 Carmen Boudreau, Peter D. MacIntyre, Jean-Marc Dewaele – Enjoyment and anxiety in second language communication: An idiodynamic approach .....149 Notes to Contributors .....................................................................171 9 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 Notes on Contributors Ágnes Albert is Assistant Professor at the Department of English Applied Lin- guistics at Eötvös Loránd University, Budapest, Hungary and holds a PhD in lan- guage pedagogy. Her research interests include task-based language learning and individual differences in foreign language learning, in particular learner cre- ativity and positive emotions associated with language learning. In her disserta- tion, she examined relationships between learner creativity and language per- formance at the micro-level, with the help of oral narrative tasks. Contact details: Department of English Applied Linguistics, Eötvös Loránd University, 1088 Budapest, Rákóczi út 5., Hungary (albert.agnes@btk.elte.hu) Mateb Alfawzan is Lecturer of Applied Linguistics and TESOL at Shaqra Univer- sity, Kingdom of Saudi Arabia. Currently, he is pursuing a PhD in English language and applied linguistics at the University of Birmingham, UK. His research inter- ests include foreign language anxiety and enjoyment, language teacher educa- tion, and teacher professional development. Contact details: University of Birmingham, Department of English Language and Applied Linguistics, 3 Elms Road, Edgbaston, Birmingham, B15 2TT, United King- dom (mma749@bham.ac.uk) Carmen H. E. Boudreau is a third-year medical student at Dalhousie University, Halifax, Nova Scotia, Canada. She received her BSc Psychology Hons. and a Ca- nadian Psychological Association Certificate of Academic Excellence at Cape Bre- ton University, Sydney, Nova Scotia. There, she completed her honors thesis, presented in this edition of Studies in Second Language Learning and Teaching. Currently, she is a member of the Dalhousie University Couples and Sexual Health Lab, where she is working on research that examines the role of inter- personal communication in couples dealing with sexual dysfunction. Contact details: Department of Psychology, Cape Breton University, Sydney, Nova Scotia, Canada B1P 6L2 (carmen.boudreau@dal.ca) 10 Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birk- beck, University of London. He does research on individual differences consider- ing psycholinguistic, sociolinguistic, pragmatic, psychological and emotional as- pects of SLA and multilingualism. He authored Emotions in Multiple Languages (2010, Palgrave Macmillan) and co-edited several books on multilingualism and SLA. He is General Editor of the International Journal of Bilingual Education and Bilingualism. He received the Equality and Diversity Research Award from the Brit- ish Association for Counselling and Psychotherapy (2013) and the Robert Gardner Award for Excellence in Second Language and Bilingualism Research (2016) from the International Association of Language and Social Psychology. Contact details: Department of Applied Linguistics and Communication, Birk- beck, University of London, 26 Russell Square, London WC1B 5DT, United King- dom (j.dewaele@bbk.ac.uk) Benoit Galand has a PhD in psychology and is a Professor at the Department of Psychol- ogy and Educational Sciences (Université catholique de Louvain, Belgium). He is a mem- ber of the Interdisciplinary Research Group on Socialization, Education and Training (GIRSEF) and an associated member of the School Environment Research Group (GRES, University of Montreal, Canada). His research interests include motivation and engage- ment in learning, violence and bullying at school, and teachers’ professional practices. Contact details: Université catholique de Louvain (UCL), Place Cardinal Mercier 10/L3.05.01, B-1348 Louvain-la-Neuve, Belgium (benoit.galand@uclouvain.be) Philippe Hiligsmann is Professor of Dutch Language and Linguistics at the Université catholique de Louvain, Belgium. His research focuses on contrastive linguistics (Dutch- French) and on second language acquisition (in particular Dutch by French-speaking learners). He is the spokesman of the Assessing Content and Language Integrated Learning research project (Université catholique de Louvain & Université de Namur). Contact details: Université catholique de Louvain (UCL), Collège Erasme, Place Blaise Pas- cal 1/L3.03.11, B-1348 Louvain-la-Neuve, Belgium (philippe.hiligsmann@uclouvain.be) Chengchen Li is a PhD student in the Department of Foreign Languages Education, College of Foreign Languages and Cultures at Xiamen University, Xiamen, China. She is also an affiliate PhD student at Birkbeck, University of London, UK, sponsored by the China Scholarship Council (2017-2018). Her research interests include positive psychology of foreign language learning and foreign language teacher education. Contact details: University of London, Department of Applied Linguistics and Communication, Birkbeck, 26 Russell Square, London WC1B 5DT, United Kingdom (lichengchen@stu.xmu.edu.cn) 11 Peter D. MacIntyre is Professor of Psychology at Cape Breton University, Sydney, Nova Scotia, Canada. His primary research focus lies in the psychology of com- munication processes, in both the native and second languages. He has pub- lished numerous articles on motivation and emotion, and co-authored Capital- izing on Language Learners’ Individuality (with Tammy Gregersen, 2014, Multi- lingual Matters), Motivational Dynamics in Language Learning (co-edited with Zoltan Dörnyei and Alastair Henry, 2015, Multilingual Matters), and Positive Psy- chology in SLA (co-edited with Tammy Gregersen and Sarah Mercer, 2016, Mul- tilingual Matters). He received the Robert Gardner Award for his contribution to second language learning (2004) from the International Association of Language and Social Psychology. Contact details: Department of Psychology, Cape Breton University, Sydney, Nova Scotia, Canada B1P 6L2 (peter_macIntyre@cbu.ca) Luk Van Mensel is a Postdoctoral Researcher at the Pluri-LL research group of the University of Namur, Belgium. He has published on a variety of subjects in SLA and sociolinguistics, and is the coordinator of the research project Assessing Content and Language Integrated Learning (CLIL): Linguistic, Cognitive and Edu- cational Perspectives. Contact details: Université de Namur (UNamur), Rue de Bruxelles, 61, B-5000 Namur, Belgium (luk.vanmensel@unamur.be) Laurence Mettewie is Professor of Dutch Language and Linguistics at the Uni- versity of Namur, Belgium. Her research focuses on societal aspects of multilin- gualism, multilingual education and emotional and socio-affective factors in- volved in SLA, in linguistically and politically polarized contexts such as Belgium and Canada. Contact details: Université de Namur (UNamur), Rue de Bruxelles, 61, B-5000 Namur, Belgium (laurence.mettewie@unamur.be) Liana Maria Pavelescu is an ESOL Tutor at Guildford College, UK. She holds a PhD in language teaching from Birkbeck, University of London, UK. Her research interests include emotions and motivation in foreign language learning, the psychology of language learning and professional development in foreign language teaching. Contact details: Guildford College, Stoke Road, Guildford, Surrey, GU1 1EZ, United Kingdom (lpavelescu@guildford.ac.uk) Bojana Petrić is Senior Lecturer in the Department of Applied Linguistics and Commu- nication at Birkbeck, University of London, UK. Her research interests are multilingual 12 writers’ academic literacy practices and experiences. She has co-authored Experi- encing Master’s Supervision: Perspectives of International Students and their Su- pervisors with Nigel Harwood (2017, Routlege) and co-edited Thinking Home: In- terdisciplinary Dialogues with Sanja Bahun (2018, Bloomsbury). She has recently co-founded the Professional, Academic, and Work-Based Literacies SIG within the British Association for Applied Linguistics. She is the Book Reviews Editor for Jour- nal of English for Academic Purposes and recently served as Deputy Chair of the European Association for the Teaching of Academic Writing. Contact details: Department of Applied Linguistics and Communication, Birk- beck, University of London, 26 Russell Square, London WC1B 5DT, United King- dom (b.petric@bbk.ac.uk) Katalin Piniel is Assistant Professor at the Department of English Applied Lin- guistics at Eötvös Loránd University, Budapest, Hungary, where she obtained her PhD in language pedagogy. She is particularly interested in conducting research on the dynamic interrelationship of individual differences in foreign language learning, with a special focus on emotion, including language anxiety. Recently, she took part in a research project exploring the motivations, beliefs, and strat- egies of deaf foreign language learners. Contact details: Department of English Applied Linguistics, Eötvös Loránd Univer- sity, 1088 Budapest, Rákóczi út 5., Hungary (brozik-piniel.katalin@btk.elte.hu) Damian J. Rivers is Associate Professor (Communication) at Future University Hakodate, Japan. He holds an PhD in applied linguistics and an MSc in social psychology. He is co-author of Beyond Native-Speakerism: Current Explorations and Future Visions (2018, Routlege), editor of Resistance to the Known: Counter- Conduct in Language Education (2015, Palgrave Macmillan) and co-editor of Isms in Language Education: Oppression, Intersectionality and Emancipation (2017, Mouton De Gruyter), The Sociolinguistics of Hip-hop as Critical Con- science: Dissatisfaction and Dissent (2017, Palgrave Macmillan), Native-Speak- erism in Japan: Intergroup Dynamics in Foreign Language Education (2013, Mul- tilingual Matters) and Social Identities and Multiple Selves in Foreign Language Education (2013, Bloomsbury). Contact details: Future University Hakodate, Faculty of Systems Information Sci- ence, Center for Meta-Learning, 116-4 Kameda-Nakano, Hakodate, Hokkaido, 041-0803, Japan (rivers@fun.ac.jp) Andrew S. Ross is a Lecturer at Southern Cross University, Australia. He holds a PhD in applied linguistics. He is a co-editor of The Sociolinguistics of Hip-hop as Critical 13 Conscience (2017, Palgrave Macmillan) and the forthcoming volume Discourses of (De)Legitimization: Participatory Culture in Digital Contexts (2018, Routlege). His research interests include emotions and identity in language education, political and new media discourses, and critical studies in communication. Contact details: Centre for Teaching and Learning, Southern Cross University, South- ern Cross Drive, Bilinga, 4225, Queensland, Australia (andrew.ross@scu.edu.au) Audrey De Smet is a PhD student at the Institute of Language and Communica- tion (Université catholique de Louvain, Belgium). After studying Dutch and French linguistics and literature, she completed her teacher training degree in those subjects for upper secondary education. She then worked on a research project entitled Multilingualism as Reality in School at the Vrije Universiteit Brussel. Her current research under the supervision of Philippe Hiligsmann (Uni- versité catholique de Louvain) and Laurence Mettewie (Université de Namur) focuses on the role of socio-affective variables in CLIL, as a part of the larger Assessing Content and Language Integrated Learning research project. Contact details: Université catholique de Louvain (UCL), Collège Erasme, Place Blaise Pascal 1/L3.03.33, B-1348 Louvain-la-Neuve, Belgium (audrey.desmet@uclouvain.be)