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: Miros aw 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. 4 No. 2 June 2014 Editorial Board: Janusz Arabski (University of Silesia) Larissa Aronin (Trinity College, Dublin) Helen Basturkmen (University of Auckland) Simon Borg (University of Leeds) 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) Diane Larsen-Freeman (University of Michigan) Barbara Lewandowska-Tomaszczyk (University of ód ) Jan Majer (University of ód ) Paul Meara (Swansea University) Anna Micho ska-Stadnik (University of Wroc aw) Anna Ni egorodcew (Jagiellonian University, Kraków) Terrence Odlin (Ohio State University) 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) Pawe Scheffler (Adam Mickiewicz University, Pozna ) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) Teresa Siek-Piskozub (Adam Mickiewicz University, Pozna ) David Singleton (Trinity College, Dublin) odzimierz Sobkowiak (Adam Mickiewicz University, Pozna ) Merrill Swain (University of Toronto) Ewa Waniek-Klimczak (University of ód ) Maria Wysocka (University of Silesia) KALISZ – POZNA 2014 EDITOR: Miros aw Pawlak ASSISTANTS TO THE EDITOR: Jakub Bielak Marek Derenowski Anna Mystkowska-Wiertelak © Copyright by Wydzia Pedagogiczno-Artystyczny, UAM Pozna 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, Pozna Contact information: 62-800 Kalisz, ul. 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Special issue: Positive psychology Guest editors: Peter D. MacIntyre Tammy Gregersen Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 4, Number 2, June 2014 http://www.ssllt.amu.edu.pl Contents Notes on Contributors .................................................................... 143 Editorial ......................................................................................... 149 Articles: Peter D. MacIntyre, Sarah Mercer – Introducing positive psychology to SLA ............................................................................................... 153 Rebecca L. Oxford, Lourdes Cuéllar – Positive psychology in cross- cultural narratives: Mexican students discover themselves while learning Chinese .............................................................................. 173 Tim Murphey – Singing well-becoming: Student musical therapy case studies ............................................................................................. 205 Jean-Marc Dewaele, Peter D. MacIntyre – The two faces of Janus? Anxiety and enjoyment in the foreign language classroom ............ 237 Joseph Falout – Circular seating arrangements: Approaching the social crux in language classrooms ........................................................... 275 Danuta Gabry -Barker – Success: From failure to failure with enthusi- asm .................................................................................................. 301 Tammy Gregersen, Peter D. MacIntyre, Kate Hein Finegan, Kyle Talbot, Shelby Claman – Examining emotional intelligence within the context of positive psychology interventions ............................................... 327 Kathryn E. Chaffee, Kimberly A. Noels, Maya Sugita McEown – Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation ...................................................... 355 Book Reviews ................................................................................. 389 Notes to Contributors ..................................................................... 393 143 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 Peter D. MacIntyre is a professor of psychology at Cape Breton University in Sydney, Nova Scotia, Canada. Peter received his PhD from the University of Western Ontario in 1992 under the supervision of R. C. Gardner. From 1992 to 1994 he held a position as a Post Doctoral Research Fellow at the University of Ottawa working with R. Clément. In 1994, Peter joined the faculty at Cape Bre- ton University and was appointed Full Professor in 2004. He co-wrote Capitaliz- ing on Language Learners’ Individuality (2014, Multilingual Matters) with Tammy Gregersen and co-edited Motivational Dynamics in Language Learning (2015, Multilingual Matters) with Zoltan Dörnyei and Alastair Henry. Contact details: Cape Breton University, 1250 Grand Lake Road, Sydney, NS, Canada, B1P 6L2; phone +1-902-563-1315 (peter_macintyre@cbu.ca) Tammy Gregersen has a Master’s in education and a PhD in linguistics from two Chilean universities and presently teaches and researches in TESOL in the Department of Languages and Literatures at the University of Northern Iowa, Cedar Falls, USA. Her research passions include emotional and psychological influences on language teaching and learning, nonverbal behavior in applied linguistics, dynamic systems and mixed methods approaches, and methodolog- ical language teaching adaptations for improved language learning, particularly considering positive psychology. She co-authored Capitalizing on Language Learners’ Individuality (2014, Multilingual Matters) with Peter MacIntyre, and has over 50 peer reviewed publications in international journals. She is lead editor of an upcoming edited book called Positive Psychology in SLA (with Pe- ter MacIntyre and Sarah Mercer). Contact details: University of Northern Iowa, 5534 University Avenue, Cedar Falls, IA 50613, USA; phone +1 (319) 215-9316 (tammy.gregersen@uni.edu) 144 Contributors Kathryn Everhart Chaffee is a graduate student studying social and cultural psychology at the University of Alberta, Edmonton, Canada, under the supervi- sion of Dr. Kimberly Noels. She completed her BA in psychology at the Universi- ty of Delaware, USA, where she learned about cultural psychology from Dr. Beth Morling. Three years spent teaching English in Japan cemented her inter- ests in cultural differences and language learning motivation. Her research focuses on examining control strategy use and academic motivation cross- culturally. She is also interested in how individuals choose to seek intercultural contact with a specific culture or linguistic group. Contact details: (kathryn.chaffee@ualberta.ca) Shelby L. Claman is trained in both linguistics and language education and recently graduated from the University of Northern Iowa with a Bachelor’s degree in teaching English as s second language and Spanish teaching. She is currently pursuing certification in special education and will be a co-teacher for secondary students with specific individual needs in a U.S. high school in fall, 2014. Her research interests lie in the educational system where there is a deficit of cultural and linguistic awareness education. She hopes to pursue issues involved with social justice; in particular, where the ties between socio- economic status and student achievement intersect. Contact details: (shelbyc@uni.edu) Lourdes Cuéllar studied social work and has a major in science education. She has been a member of Humanist Movement since 1989. She has specialized in non-violence and humanist topics, as well as in autonomous learning and vir- tual learning environments. She studied Chinese in Beijing Language Institute and she is currently a language teacher and an academic counselor in the For- eign Language Teaching Center at the National Autonomous University of Mex- ico, Mexico City. She is an independent researcher assigned to Joquicingo Park of Study and Reflection, a project linked to the School of Knowledge by Silo. Contact details: Alonso de Villaseca 190-6, Col. Independencia03630, México, D.F. Del. Benito Juárez, México (cuellar.lourdes@gmail.com) Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London, UK. He has published widely on individual differ- ences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of second language acquisition and multilingualism. He is the author of 145 the monograph Emotions in Multiple Languages (2010, Palgrave Macmillan). He is Vice-President of the International Association of Multilingualism and former pres- ident of the European Second Language Association. He became General Editor of the International Journal of Bilingual Education and Bilingualism in 2013. Contact details: Department of Applied Linguistics, Birkbeck College, 26 Russell Square, London WC1B 5DT, UK (j.dewaele@bbk.ac.uk) Joseph Falout researches, publishes, and presents internationally regarding social educational psychology of language learning and teaching, with an interest toward pedagogical applications. His collaborations include creating the theoretical and applied foundations of ideal classmates, present communities of imagining (PCOIz), and critical participatory looping (CPL). Falout edits for the Asian EFL Journal and JALT’s OnCUE Journal. He teaches EAP and ESP at graduate and undergraduate levels as an associate professor at Nihon University, Japan. He has also taught rhetoric and composition, public speaking, and ESL at colleges in the USA. Contact details: Nihon University, College of Science and Technology, 7-24-1 Narashinodai, Funabashi, Chiba, 274-8501, Japan (researchdigest@gmail.com) Danuta Gabry -Barker is Professor of English at the University of Silesia, Katowi- ce, Poland, where she lectures and supervises MA and PhD theses in applied linguistics, psycholinguistics and especially in second language acquisition. Her main areas of interest are multilingualism and applied psycholinguistics. As a teacher trainer she lectures on research methods in second language acquisition and TEFL projects. Professor Gabry -Barker has published over a hundred arti- cles nationally as well as internationally and the books Aspects of Multilingual Storage, Processing and Retrieval (2005, Wydawnictwo Naukowe Uniwersytetu skiego) and Reflectivity in Pre-service Teacher Education (2012, Wydawnictwo Naukowe Uniwersytetu skiego). She has edited nine volumes, among others for Multilingual Matters, Springer and the University of Silesia Press (Wydawnictwo Naukowe Uniwersytetu skiego). Professor Gabry -Barker is the editor-in-chief (together with Eva Vetter) of the International Journal of Mul- tilingualism (Taylor & Francis/Routledge). Contact details: University of Silesia, Institute of English, ul. Gen. Grota- Roweckiego 5, 41-205 Sosnowiec, Poland (danuta.gabrys@gmail.com) Kate Hein Finegan received a Master's degree in TESOL from the University of Northern Iowa, Cedar Falls, USA, and is currently teaching in the Iowa Intensive English Program at the University of Iowa. Her interests include vocabulary teaching and learning, learner autonomy, and ESL services in university writing 146 centers. Her research on critical thinking and vocabulary learning received first place at the 2014 University of Northern Iowa Humanities Research Symposi- um. She will present in the coming months at the Technology in Second Lan- guage Learning Conference and the MidTESOL Conference. Contact details: (heincab@uni.edu) Maya Sugita McEown is a post-doctoral research fellow at the University of Alber- ta, Edmonton, AB, Canada. She completed her PhD at the Graduate School of For- eign Language Education and Research, Kansai University, Japan. She is currently working on a comparative study of language teachers’ motivational instruction between Japanese and Canadian contexts based on self-determination theory. Contact details: (msugita@ualberta.ca) 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 habilitation in Graz. Her research interests include all aspects of the psycholo- gy surrounding the foreign language learning experience, focusing in particular on the self. She is the author of Towards an Understanding of Language Learn- er Self-concept (2011, Springer) and is co-editor of Psychology for Language Learning (2012, Palgrave) and Multiple Perspectives on the Self in SLA (2014, Multilingual Matters). She is one of the co-editors of the journal System. Contact details: Institut für Anglistik, Heinrichstr. 36/II, A-8010 Graz, Austria (sarah.mercer@uni-graz.at) Tim Murphey, PhD Université de Neuchâtel, Switzerland, TESOL’s Professional Development in Language Education series editor, co-author with Zoltan Dörnyei of Group Dynamics in the Language Classroom (2004, CUP), author of Music and Song (1992, OUP), researches Vygotskian socio-cultural theory with transdisciplinary emphasis on community, play, and music at Kanda University, Japan. His most recent books are Teaching in Pursuit of Wow! (2012, Abax) and Meaningful Action: Earl Stevick’s Influence on Language Teaching (2013, CUP), co-edited with Jane Arnold. He also has a critical novel on the Japanese entrance exam system in Italian, Japanese, and English, The Tale that Wags. Tim Murphey grew up in a very musical/sportive family and did his PhD at the Université de Neuchâtel, Switzerland on the use of music and song in foreign language learn- ing (while teaching skiing) and in his younger days played his guitar in the Paris subways and college campus cafés producing two LPs and several 45s. Contact details: Kanda University of International Studies, 1-4-1 Wakaba, Mihama Ku, Chiba-Shi 261-0014, Japan (mitsmail1@gmail.com) 147 Kimberly A. Noels trained in linguistics, communication, and psychology, and is currently a professor in the Social and Cultural Psychology area of the Department of Psychology and an adjunct professor in the Department of Educational Psychol- ogy at the University of Alberta, Edmonton, AB, Canada. Her interests focus on the social ecology of second language learning and the interconnections between language, identity, psychological well-being, and interethnic relations. Her re- search has received awards from the Modern Language Association, the Interna- tional Association of Language and Social Psychology, National Communication Association, and the Society for the Psychological Study of Social Issues. Contact details: (knoels@ualberta.ca) Rebecca Oxford is Professor Emerita and Distinguished Scholar-Teacher, University of Maryland, USA, and is currently an adjunct professor of psychology and lan- guage teaching at two campuses of the University of Alabama, USA. She has pub- lished more than 200 articles and chapters, a dozen books, and six journal special issues on learning strategies, individual differences, culture, teaching methods, and peace, as well as co-editing two book series, Tapestry (Heinle) and Transform- ing Education for the Future (Information Age Publishing). Her Lifetime Achieve- ment Award states, “Rebecca Oxford's research on learning strategies changed the way the world teaches languages.” She has presented research in 42 countries. Contact details: (rebeccaoxford@gmail.com) Stephen Ryan is a professor in the School of Economics at Senshu University, Japan. He received his PhD from the University of Nottingham, UK, and his research addresses a range of issues relating to the psychology of language learning, with a recent focus on the role of the imagination. He is co-editor (with Sarah Mercer and Marion Williams) of Psychology for Language Learn- ing: Insights from Theory, Research and Practice (2012, Palgrave Macmillan). Contact details: (ryan@isc.senshu-u.ac.jp) Kyle Read Talbot received his Master’s in TESOL/applied linguistics from the Univer- sity of Northern Iowa, USA, and currently lectures full time at the Iowa Intensive English Program at the University of Iowa. He has a variety of professional interests including positive psychology, nonverbal behavior, learner autonomy, and intercul- tural studies. He has presented research on affective assessment at the TESOL Ara- bia conference in Dubai, and this fall he will present research on technology and learner autonomy at the Technology for Second Language Learning conference, and research on long-term goals and language learning at the MidTESOL conference. Contact details: (talbotk@uni.edu)