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. 4 December 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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Studies in Second Language Learning and Teaching Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 5, Number 4, December 2015 http://www.ssllt.amu.edu.pl Contents Notes on Contributors ....................................................................509 Editorial .........................................................................................515 Articles: Lauren Wyner, Andrew D. Cohen – Second language pragmatic ability: Individual differences according to environment ............................ 519 Feng Xiao – Proficiency effect on L2 pragmatic competence .......... 557 Csaba Kálmán, Esther Gutierrez Eugenio – Successful learning in a corporate setting: The role of attribution theory and its relation to intrinsic and extrinsic motivation ........................................................................................ 583 Awanui Te Huia – Exploring goals and motivations of Māori heritage language learners ............................................................................ 609 Joseph Siegel, Aki Siegel – Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities........................................... 637 Alexander Andrason, Marianna Visser – Affordances perspective and grammaticalization: Incorporation of language, environment and users in the model of semantic paths ....................................................... 663 Book Reviews ................................................................................. 697 Reviewers for Volume 5/2015 ......................................................... 715 Notes to Contributors .....................................................................717 509 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 Alexander Andrason (PhD in Semitic Languages, University Complutense in Madrid, Spain, 2010) is an Icelandic linguist currently working as a postdoctoral fellow at Stellenbosch University (South Africa), where he is also completing his second PhD in African languages. His research focuses mainly on the areas of verbal systems, cognitive linguistics, semantics and morphosyntax, grammaticalization theory, ty- pology, dynamic modelling of natural languages, language contact, complexity theory and physical anthropology. His language interests include the Indo-European (Ger- manic, Slavic, Romance and Greek), Afro-Asiatic (Semitic and Egyptian) and Niger- Congo (Mande, Bantu and Khoesan) families. He has also been engaged in the docu- mentation and preservation of endangered and minority languages (Vilamovicean). Contact data: Department of African Languages, Stellenbosch University; Matieland 7602, South Africa (andrason@sun.ac.za) Adriana Biedroń received her doctoral and postdoctoral degrees in applied lin- guistics from Adam Mickiewicz University in Poznań, Poland in 2003 and 2013, respectively. She is a professor in the English Philology Department at the Pom- eranian University in Słupsk, Poland. Her fields of interest include applied psy- cholinguistics and second language acquisition theory. Her research focuses on individual differences in SLA, in particular, on foreign language aptitude and cognitive and personality factors in gifted L2 learners. Her most important pub- lications are “Working memory and short-term memory abilities in accom- plished multilinguals” (with Anna Szczepaniak, 2012, The Modern Language Journal) and Cognitive-affective profile of gifted adult foreign language learners (2012, Wydawnictwo Naukowe Akademii Pomorskiej w Słupsku). Contact data: English Philology Department Pomeranian University in Słupsk, Arciszewskiego 22A, 76-200 Słupsk, Poland (adriana.biedron@apsl.edu.pl) Andrew D. Cohen was a Peace Corps Volunteer in rural community development with the Aymara Indians on the High Plains of Bolivia (1965-68), taught 4 years at 510 UCLA in the ESL Section of the English Department, and 16 years in Language Education at the School of Education, Hebrew University of Jerusalem, Israel be- fore 22 years in Second Language Studies at the University of Minnesota, USA. He is coeditor of Language Learning Strategies (2007, Oxford University Press) along with Ernesto Macaro, author of Strategies in Learning and Using a Second Language (2011, Routledge), and coauthor of Teaching and Learning pragmat- ics: Where Language and Culture Meet (2014, Routledge) along with Noriko Ishi- hara. The pragmatics textbook has just appeared in both a Japanese and an Ar- abic version. Aside from articles and book chapters on research methods, lan- guage assessment, bilingual education, language learner strategies, and prag- matics, he has studied 12 languages, Mandarin being the latest. For more infor- mation, see Andrew D. Cohen’s website: https://z.umn.edu/adcohen Contact data: 1555 Lakeside Drive #182, Oakland, CA 94612, USA. 510-250- 9205 (H), 612-747-4700 (C) (adcohen@umn.edu) Kata Csizér holds a PhD in language pedagogy and works as an Associate Profes- sor in the Department of English Applied Linguistics at Eötvös University, Buda- pest, 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 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, Depart- ment of English Applied Linguistics, Budapest, Rákóczi út 5, 1088, Hungary (weinkata@yahoo.com) Esther Gutierrez Eugenio holds an MA-level degree in translation and interpreting from the University of Salamanca, Spain, a BSc in International Studies awarded by the Open University, UK and a Postgraduate Diploma in Education (PGDE) Modern Languages: Spanish with French from the University of Glasgow, UK. She has also been certified as a Sworn Legal Translator and Interpreter by the Spanish govern- ment. She has extensive experience working as a language teacher in different uni- versities, language schools and secondary schools across Spain, Belgium, UK and Hungary, and as an interpreter trainer in Hungary. At the moment she is completing her PhD in language pedagogy and, besides her main doctoral research project on L3 teachers’ beliefs about multilingualism, she is also working in several projects on motivation and on language learning strategies used by highly-multilingual students. Contact data: Language Pedagogy PhD Programme, Eötvös Loránd University of Sciences, Budapest, Hungary, 1088, Rákóczi út 5. (egutierrezeugenio@gmail.com) 511 Awanui Te Huia, PhD is a Lecturer at Te Kawa a Māui, the Māori Studies depart- ment at Victoria University of Wellington in New Zealand. She combines her in- terest in Māori language revitalisation with her research background in psychol- ogy. She has also taught English as a second language in Japan to both children, and adults. Awanui has recently been awarded an Emerging Teaching Award from Victoria University for her diverse teaching methods, which include the use of technology and interactive language learning games to reduce language anx- iety experienced by adult L2 learners of the Māori language. Contact data: Te Kawa a Māui - School of Māori Studies, Victoria University of Wellington, PO Box 600, Wellington 6140 (Awanui.TeHuia@vuw.ac.nz) Csaba Kálmán holds an MA in English Language and Literature from Eötvös Lo- ránd University of Budapest, Hungary. He has extensive experience as a lan- guage teacher of adult learners of English in different corporate settings. Apart from general and business English courses, he specialises in ESP with special fo- cus on the language of the energy industry, business presentations and negoti- ations. He also advises companies on drawing up and implementing their lan- guage education policies, and supervises their on-site language courses. Cur- rently he is completing his PhD in Language Pedagogy at Eötvös Loránd Univer- sity, Budapest. His main field of interest within motivation research is the teacher’s role in motivating adult language learners in a corporate environment. Contact data: Language Pedagogy PhD Programme, Eötvös Loránd University of Sciences, Budapest, Hungary, 1088, Rákóczi út 5. (csabakalman73@gmail.com) Mirosław Pawlak is Professor of English in the English Department at the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University, Kalisz, Poland. His main areas of interest are SLA theory and research, form-focused instruction, class- room discourse, learner autonomy, communication and learning strategies, indi- vidual learner differences and pronunciation teaching. His recent publications in- clude Error Correction in the Foreign Language Classroom. Reconsidering the Is- sues (2012, Adam Mickiewicz University Press) and several edited collections on learner autonomy, language policies of the Council of Europe, form-focused in- struction, speaking in a foreign language and individual learner differences. Contact data: Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Nowy Świat 28-30, 62-800 Kalisz, Poland (paw- lakmi@amu.edu.pl) Aki Siegel is an Assistant Professor at Rikkyo University in the Department of Inter- cultural Communication in Tokyo, Japan. She has taught English at the university 512 level in Japan, Vietnam, and the US. Her research interests include conversation analysis, pragmatics, and evidence-based language teaching. Contact data: Department of Intercultural Communication, Rikkyo University, 3- 34-1 Nishi-Ikebukuro, Toshima-ku, Tokyo Japan 171-8501 (siegel@rikkyo.ac.jp) Joseph Siegel is Associate Professor in the Department of International Business at Meiji Gakuin University in Tokyo, Japan, where he teaches general and busi- ness English courses, as well as study abroad prep classes. He holds a PhD in Applied Linguistics from Aston University and recently published the book Ex- ploring Listening Strategy Instruction through Action Research (2015, Palgrave Macmillian). Other recent publications and presentations have explored L2 lis- tening pedagogy and teaching trends, and pragmatic interaction. Contact data: Department of International Business, Meiji Gakuin University, 1-2- 37 Shirokane-dai Minato-ku, Tokyo Japan 108-8636 (siegel@eco.meijigakuin.ac.jp) Marianna Visser is Professor in African Languages at Stellenbosch University, South Africa. She has been involved in the teaching of isiXhosa as an undergradu- ate subject, both in courses designed for students who have a first (home) lan- guage competence in isiXhosa and for students who study the subject as second (or additional) language learners. At postgraduate level, she has been involved in the teaching and research supervision of Honours, Master’s and PhD students specialising in the study of several African languages related to isiXhosa, including isiZulu, siSwati, isiNdebele, Sesotho, Sepedi, Setswana, Tshivenda and Xitsonga, and some other Sub-Saharan African languages. Her research interests and publi- cations include second language learning and teaching, genre-based literacy and language teaching relating particularly to lexical-semantic, grammatical and dis- course-semantic properties of texts, discourse analysis focusing of argumentation and media genres, and theoretical morphosyntax from a generative perspective. Contact data: Department of African Languages, Stellenbosch University; Matieland 7602, South Africa (mwv@sun.ac.za) Lauren Wyner received her BA from Vassar College and holds an MA in TESOL from Teachers College, Columbia University, USA where she won the 2014 Apple Award for her thesis, Second Language Pragmatic Competence: Individual Dif- ferences in ESL and EFL Environments. She has taught English as a second and foreign language at Teachers College, Columbia University in Ho Chi Minh City, Vietnam, and in Cape Town, South Africa, as well as providing individualized business English tutorials for the Korea Finance Corporation. She is currently the 513 Academic Manager at the Brooklyn School of Languages and is an EdM candi- date in the Program in Applied Linguistics at Teachers College. Contact data: 172 West 107th Street, Apt. 4R, New York, NY 10025, 617-797- 7270 (laurenwyner@tc.columbia.edu) Feng Xiao is Assistant Professor of Asian Languages and Literatures at Pomona College, UAS. His research interests are interlanguage and intercultural pragmat- ics, technology-enhanced learning, and statistical language learning. Contact data: Pomona College, Asian Languages and Literatures, 550 N. Harvard Avenue, Claremont, CA 91711, USA (feng.xiao@pomona.edu)