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 Editors: Editor: Mirosław Pawlak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: 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) 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 (University of Auckland) 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 (Temple University, Philadelphia) 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) Maria Wysocka (University of Silesia) KALISZ – POZNAŃ 2015 EDITOR: Mirosław Pawlak ASSISTANTS TO THE EDITOR: Jakub Bielak Marek Derenowski Anna Mystkowska-Wiertelak © 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: Psychology in Language Learning 1 Guest editors: Sarah Mercer Stephen Ryan Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 5, Number 2, June 2015 http://www.ssllt.amu.edu.pl Contents Notes on Contributors ....................................................................195 Editorial .........................................................................................199 Articles: Jean-Marc Dewaele, Taghreed M. Al-Saraj – Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables ...................................................... 205 Kata Csizér, Edit H. Kontra, Katalin Piniel – An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of- hearing learners in Hungary ............................................................ 229 Liss Kerstin Sylvén – CLIL and non-CLIL students’ beliefs about language ....251 Miri Tashma Baum – Adversity and redemption: Learning and teaching in the language learning histories of two EFL student-teachers ..... 273 Ana Maria Ferreira Barcelos – Unveiling the relationship between language learning beliefs, emotions, and identities ....................................... 301 Andrew D. Cohen – Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future .............................. 327 Book Reviews ................................................................................. 347 Notes to Contributors .....................................................................353 195 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 Notes on Contributors Co-editors Sarah Mercer teaches at the University of Graz, Austria where she has been working since 1996. She completed her PhD at Lancaster University and her ha- bilitation in Graz. Her research interests include all aspects of the psychology surrounding the foreign language learning experience, focusing in particular on the self. She is the author of Towards an Understanding of Language Learner Self-Concept (2011, Springer) and is co-editor of Psychology for Language Learn- ing (2012, Palgrave) and Multiple Perspectives on the Self in SLA (2014, Multilin- gual Matters). She is one of the co-editors of the journal System. Contact data: Institute für Anglistik, Heinrichstr. 36/II, A8010 Graz, Austria (sarah.mercer@uni-graz.at) Stephen Ryan is a professor in the School of Economics at Senshu University, Tokyo, Japan. His research covers various aspects of psychology in language learning, with a particular interest in learner motivation, mindsets, and the role of the imagination. His most recent publication is The Psychology of the Lan- guage Learner Revisited (2015, Routledge), coauthored with Zoltán Dörnyei. Contact data: School of Economics, Senshu University, Higashi Mita 2-1-1, Tama Ku, Kawasaki Shi, Kanagawa Ken, 214-8580, Japan (ryan@isc.senshu-u.ac.jp) Contributors Taghreed M. Al-Saraj is a Saudi Arabian researcher in applied linguistics. She received her doctorate degree from UCL Institute of Education in 2011, and she is currently a post-doctorate fellow at University of California, Berkeley. Her re- search focuses on individual differences in foreign language learning, and in par- ticular on foreign language anxiety (FLA) in the Arab culture. Her recent book The Anxious Language Learner: A Saudi Woman’s Story (2015, Educate Right) 196 became a bestseller on Amazon and #1 in the hottest new release category. In the book, Dr. Al-Saraj became a subject of her own research and became a language learner of Turkish to see for herself if she would too experience foreign language anxiety as well as see for herself how FLA affects the language learning process. Contact data: Berkeley Language Center, University of California, B-40 Dwinelle Hall, Berkeley, California 94720, USA (t.alsaraj@aol.com). Ana Maria F. Barcelos is an associate professor of English at Federal University of Viçosa, Brazil; her main interests include beliefs about language learning and teaching as related to emotions and identities. She has coauthored and coed- ited among others, Beliefs about SLA: New Research Approaches (2003, Kluwer) and Narratives of Learning and Teaching EFL (2008, Palgrave Macmillan). Contact data: Universidade Federal de Viçosa, Departamento de Letras, 36470- 000 Viçosa MG Brasil (barcelosam@hotmail.com) Miri Tashma Baum heads the English Department and coordinates EAP (English for Academic Purposes) studies at Givat-Washington Academic College of Edu- cation, Israel. Her research interests include issues of language and identity, particularly the relationship between foreign language learning and identity construction, English teacher education, and English Renaissance poetry. Contact data: Givat-Washington Academic College of Education, English Depart- ment, Beit Raban 7923900, Israel (mirimtb@gmail.com) Andrew D. Cohen, Professor Emeritus from the University of Minnesota, USA also taught at UCLA, USA and at the Hebrew University of Jerusalem, Istrael. He is co- editor of Language Learning Strategies (2007, OUP), author of Strategies in Learn- ing and Using a Second Language (2011, Routledge), and coauthor of Teaching and Learning Pragmatics: Where Language and Culture Meet (2014, Routledge). He is also author of articles and book chapters on research methods, language assessment, bilingual education, language learner strategies, and pragmatics. Most recently he has written a guide for language learners to improve their ex- perience in dual language programs, with a companion guide for their teachers. Contact data: (adcohen@umn.edu) Kata Csizér holds a PhD in language pedagogy and works as an associate pro- fessor in the Department of English Applied Linguistics at Eötvös University, Bu- dapest, Hungary, where she teaches various L2 motivation courses. Her main field of research interest comprises socio-psychological aspects of L2 learning and teaching as well as second and foreign language motivation. She has published 197 over 50 academic papers on various aspects of L2 motivation and has coau- thored four books, including The Impact of Self-concept on Language Learning (2014, Multilingual Matters, coauthored with M. Magid). Contact data: Eötvös University, School of English and American Studies, De- partment of English Applied Linguistics, Budapest, Rákóczi út 5, 1088, Hungary (weinkata@yahoo.com) Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London, UK. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional as- pects of second language acquisition and multilingualism. He has published over 150 papers and chapters, and a monograph Emotions in Multiple Languages in 2010 (2nd ed. in 2013, Palgrave Macmillan). He is Vice-President of the Interna- tional Association of Multilingualism, former president of the European Second Language Association and General Editor of the International Journal of Bilin- gual Education and Bilingualism. He is father of a trilingual daughter and holds a black belt in Go Kan Ryu karate. Contact data: Department of Applied Linguistics and Communication, Birkbeck, Uni- versity of London. 26 Russell Square, London WC1B 5DT, UK (j.dewaele@bbk.ac.uk) Michelle K. Gilluly is a graduate student at the University of Graz, Austria. She is currently writing her Master’s thesis on language teachers’ self-concepts in their professional roles. Her additional research interests are in the fields of lan- guage teacher identity and teacher efficacy. She has taught both German and English as second languages in the USA, Austria, Spain and Mexico at the pri- mary, secondary and tertiary levels. Contact data: (michelle.gilluly@gmail.com) Edit H. Kontra is Associate Professor at the Department of English Applied Linguis- tics of Eötvös Loránd University, Budapest, Hungary. Her main research interest lies in individual differences, language learners with special needs, as well as language testing. Most recently she has been involved in various projects that investigated the language learning processes of dyslexic and Deaf learners in Hungary. Contact data: Eötvös University, School of English and American Studies, De- partment of English Applied Linguistics, Budapest, Rákóczi út 5, 1088, Hungary (kontra.h.edit@btk.elte.hu) Katalin Piniel is Assistant Professor at the Department of English Applied Lin- guistics at Eötvös University, Budapest, Hungary, where she obtained her PhD 198 in language pedagogy. She is interested in conducting research on the interre- lationship of individual differences in foreign language learning. Currently she is part of a research team exploring the motivations, beliefs, and strategies of deaf foreign language learners. Contact data: Eötvös University, School of English and American Studies, De- partment of English Applied Linguistics, Budapest, Rákóczi út 5, 1088, Hungary (brozik-piniel.katalin@btk.elte.hu) Liss Kerstin Sylvén is Associate Professor of Applied Linguistics at the University of Gothenburg. Her research interests focus around foreign and second lan- guage (FL/L2) learning, in particular in content and language integrated learning (CLIL) settings, and the effects of extramural exposure to the FL/L2. She is also interested in the complexity of individual differences (IDs), and how they influ- ence the FL/L2 learning process. Contact data: Department of Education and Special Education, University of Gothen- burg P O Box 300, SE-405 30 Göteborg, Sweden (lisskerstin.sylven@ped.gu.se)