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. 3 September 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 2 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 3, Semptember 2015 http://www.ssllt.amu.edu.pl Contents Notes on Contributors ....................................................................363 Editorial .........................................................................................367 Articles: Rebecca L. Oxford – Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning .... 371 Anne Chateau, Peggy Candas – Tracking students’ autonomization through emotion traces in logbooks ............................................... 395 Leena Karlsson – Searching for an English self through writing .......409 Virág Csillagh – Global trends and local realities: Lessons about economic benefits, selves and identity from a Swiss context ......... 431 Joanna Rokita-Jaśkow – Parental visions of their children’s future as a motivator for an early start in a foreign language ...................... 455 Carol Griffiths, Gökhan Cansiz – Language learning strategies: An holistic view ................................................................................................. 473 Book Reviews ................................................................................. 495 Notes to Contributors .....................................................................501 363 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 Coeditors Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria. Her research interests include all aspects of the psychology sur- rounding the foreign language learning experience, focusing in particular on is- sues of self and identity. She is the author, coauthor and coeditor of several books in this area including Towards an Understanding of Language Learner Self-Concept (2011, Springer), Psychology for Language Learning (2012, Pal- grave), Multiple Perspectives on the Self in SLA (2014, Multilingual Matters) and Exploring Psychology for Language Teachers (2015, Oxford University Press). 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 Peggy Candas is a Senior Lecturer in English for specific purposes at Lorraine Uni- versity, France and teaches to nonspecialist students. She is the director of the LRC Department of the UFR Lansad (Langues pour Spécialistes d'Autres Disci- plines) and is a counsellor in its Language Resource Centres. Her research at CRAPEL revolves around learner autonomy: its definition via the study of learning trajectories and its development thanks to specific learning systems and tools. 364 Contact data: UFR LANSAD Equipe CRAPEL - ATILF Université de Lorraine & CNRS (UMR 7118), Université de Lorraine - Campus Lettres et Sciences Humaines, 23 Boulevard Al- bert 1er - B.P. 3397 54015 NANCY CEDEX FRANCE (peggy.candas@univ-lorraine.fr) Gökhan Cansiz is a Lecturer in the ELT department at Fatih University, Istanbul, Turkey. He has a BA in ELT and an MA in English language and literature and is now working on a PhD in ELT. He has taught English to adult learners for 20 years. Contact data: Fatih Üniversitesi, Eğitim Fakültesi, 34500 Büyükçekmece, İstan- bul, Turkey (gokhancansiz@gmail.com) Anne Chateau has been a Senior Lecturer in English for Specific Purposes (ESP) at Lorraine University, France for more than ten years. She teaches to nonspe- cialist students and is the director of the newly created UFR Lansad (Langues pour Spécialistes d'Autres Disciplines, http://www.univ-lorraine.fr/content/ufr- langues-pour-specialistes-dautres-disciplines-lansad). Besides ESP, her research interests at CRAPEL include autonomy, blended learning systems, the impact of emotions on learning as well as language learning with ICT. Contact data: UFR LANSAD Equipe CRAPEL - ATILF Université de Lorraine & CNRS (UMR 7118), Université de Lorraine - Campus Lettres et Sciences Humaines, 23 Boulevard Al- bert 1er - B.P. 3397 54015 NANCY CEDEX FRANCE (anne.chateau@univ-lorraine.fr) Virág Csillagh is a Teaching and Research Assistant at the University of Geneva, Switzerland where she teaches linguistics and research methodology as part of MA programs and teacher training. Her PhD research focuses on the dynamics of language learning motivation in the social and economic context of multilin- gual Geneva. Her research interests include psycholinguistics, language educa- tion policy, learner identity and plurilingualism. Contact data: Department of English language and literature, University of Ge- neva, 5 Rue de Candolle, 1211 Geneva, Switzerland (virag.csillagh@unige.ch) Carol Griffiths, PhD, has been a teacher, manager and teacher trainer of ELT for many years. She has taught in many places around the world, including New Zealand, Indonesia, Japan, China, North Korea and UK. She currently works as Associate Professor in the ELT Department at Fatih University, Istanbul, Turkey. She has presented at numerous conferences and published widely. Learner is- sues, teacher education, and using literature to teach language are her major areas of research interest. Contact data: Fatih Üniversitesi, Eğitim Fakültesi, 34500 Büyükçekmece, İstan- bul, Turkey (carolgriffiths5@gmail.com) 365 Leena Karlsson is University Lecturer in English at the University of Helsinki Lan- guage Centre, Finland. Her research and publications focus on language advis- ing/counselling, learner/teacher autonomy, learner diversity, and narrative in- quiry and stories in educational settings. Contact data: Language Centre, Vuorikatu 5, 00014 Helsinki University, Finland (leena.karlsson@helsinki.fi) Masako Kumazawa, EdD, is an Associate Professor at the College of Corner- stone Education at J. F. Oberlin University, Tokyo, Japan. Her primary research interests are in the psychology of language teachers including teacher motiva- tion, teacher identity, and teacher development. She is also interested in the use of qualitative methods for language education research. Contact data: J. F. Oberlin University, College of Cornerstone Education, 3758 Tokiwa-machi, Machida-shi, Tokyo 194-0294 Japan (kumazawa@obirin.ac.jp) Rebecca L. Oxford is Professor Emerita and Distinguished Scholar-Teacher, Uni- versity of Maryland, USA and is currently an adjunct professor of psychology and language teaching at two branches of the University of Alabama, USA. She has published more than 250 articles and chapters; published a dozen books; and edited or coedited six journal special issues. She is currently coediting two book series, “Transforming Education for the Future” (Lin and Oxford for Infor- mation Age Publishing) and “Spirituality, Religion, and Education” (Lin, Oxford, Edwards, and Brantmeier for Palgrave Macmillan). Additionally, she has coed- ited a language textbook series, “Tapestry” (Heinle), which consists of separate subseries for many parts of the world. She received a Lifetime Achievement Award for research and has presented keynote addresses in 42 countries. She holds two degrees in Russian and two in educational psychology. Contact data: 7608 Saxon Dr. SW, Huntsville, AL 35802, USA (rebeccaoxford@gmail.com) Joanna Rokita-Jaśkow is Associate Professor in the Department of English Stud- ies, Pedagogical University of Cracow, Poland. Her main research interests con- cern psycholinguistic and sociolinguistic processes of child foreign and second language acquisition. She has recently published a monograph, Foreign Language Learning at Pre-primary Level: Parental Aspirations and Educational Practice (2013, Pedagogical University Press) and several other articles on related issues. Contact data: Department of English Studies, Pedagogical University of Cracow, ul. Podchorążych 2, 30-084 Kraków, Poland (jrokita@up.krakow.pl)