Second Language Learning and Teaching Series editor Mirosław Pawlak, Kalisz, Poland
About the Series The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught. More information about this series at http://www.springer.com/series/10129
Christina Gkonou Dietmar Tatzl Sarah Mercer Editors New Directions in Language Learning Psychology 123
Editors Christina Gkonou Department of Language and Linguistics University of Essex Colchester UK Sarah Mercer Institut für Anglistik University of Graz Graz Austria Dietmar Tatzl FH Joanneum University of Applied Sciences Graz Austria ISSN 2193-7648 ISSN 2193-7656 (electronic) Second Language Learning and Teaching ISBN 978-3-319-23490-8 ISBN 978-3-319-23491-5 (ebook) DOI 10.1007/978-3-319-23491-5 Library of Congress Control Number: 2015950016 Springer Cham Heidelberg New York Dordrecht London Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com)
Contents Introduction: New Directions in Language Learning Psychology... 1 Dietmar Tatzl, Christina Gkonou and Sarah Mercer Intentionality and Complex Systems Theory: A New Direction for Language Learning Psychology... 7 Achilleas Kostoulas and Juup Stelma New Directions in Language Learning Strategy Research: Engaging with the Complexity of Strategy Use... 25 Carol Griffiths and Görsev Inceçay A Systemic View of Learner Autonomy... 39 Dietmar Tatzl Attachment Theory: Insights into Student Postures in Autonomous Language Learning... 55 Denyze Toffoli Emotions and Feelings in Language Advising Discourse... 71 Maria Giovanna Tassinari It s Time, Put on the Smile, It s Time! : The Emotional Labour of Second Language Teaching Within a Japanese University.... 97 Jim King A Tale of Two Learners: Discovering Mentoring, Motivation, Emotions, Engagement, and Perseverance... 113 Rebecca L. Oxford and Diana Bolaños-Sánchez Language-Teacher Professional Identity: Focus on Discontinuities from the Perspective of Teacher Affiliation, Attachment and Autonomy.... 135 Dorota Werbińska v
vi Contents Drawings Reveal the Beliefs of Japanese University Students... 159 Sakae Suzuki and Marshall R. Childs Love or Money? Reinterpreting Traditional Motivational Dimensions in Modern Social and Economic Contexts... 185 Virág Csillagh Attribution Theory: Dimensions of Causality, Stability and Controllability According to Learners... 209 Ana Sofia Gonzalez Scaffolding 2.0 Redefining the Role of the Teacher in Online Language Learning Environments... 233 Margit Reitbauer and Hannes Fromm Conclusion... 249 Christina Gkonou, Dietmar Tatzl and Sarah Mercer Index... 257
Editors and Contributors About the Editors Christina Gkonou is Lecturer in Teaching English as a Foreign Language and MA TEFL/TESOL Course Director in the Department of Language and Linguistics, University of Essex, UK. Her research interests are language anxiety, emotions, learner agency and ecological approaches to foreign language education. Dietmar Tatzl is a Faculty Member of the Institute of Aviation, where he has taught English language courses to aeronautical engineering students for 13 years. He received his doctorate in English Studies from the University of Graz, Austria. His research interests include language learner autonomy, motivation, multiple intelligences and English for specific purposes. Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, Austria. Her research interests include all aspects of the psychology surrounding the foreign language learning experience, focusing in particular on issues of self and identity. She is the author, co-author and co-editor of several books in this area including Towards an Understanding of Language Learner Self-Concept, Psychology for Language Learning, Multiple Perspectives on the Self in SLA and Exploring Psychology for Language Teachers. Contributors Diana Bolaños-Sánchez is a Professor of Language Curriculum and Methods in the TESOL Master s Program, and of English in the Bachelor s Program at Universidad de Costa Rica. She holds a Master s degree in TESOL and with a Fulbright Scholarship earned a master s degree in Higher Education Administration from the University of Minnesota. Her research interests include reading skills and motivation in learning. vii
viii Editors and Contributors Marshall R. Childs has taught in Japan for 24 years. At Temple University in Tokyo, he teaches graduate courses in Classroom Management, Applied Linguistics and History of English Teaching. His research interests include language teaching policy and psychology of language learning, particularly those insights to be gained from behavioural neurology. He advocates teaching that focuses not on grammar but on usage-based acquisition. Virág Csillagh is a Teaching and Research Assistant at the University of Geneva, where she teaches research methodology and linguistics. Her Ph.D. research focuses on the dynamics of language learning motivation in the social and economic context of multilingual Geneva. Her other research interests include plurilingualism, social identity and ecolinguistics. Hannes Fromm After completing a Master s degree in Journalism and Corporate Communication, Hannes Fromm moved on to study English and German in Graz and Lancaster. Throughout his studies, he worked as a freelancer for PR agencies and print media. As of 2015/16, he will be teaching introductory courses at Graz University. His research interests comprise CDA, Media Studies as well as political communication. Ana Sofia Gonzalez has taught English as a foreign language since 1998 and ELT Methodology and Teaching Practice since 2005. She currently works at ISCED-Luanda, where she teaches ELT Methodology, Curriculum Development and Teaching Practice. She has an MA in ELT and a Ph.D. in Applied Linguistics, both from the University of Reading. Carol Griffiths 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 in Istanbul. She has presented at numerous conferences and has published widely. Learner issues, teacher education and using literature to teach language are her major areas of research interest. Görsev Inceçay received her BA degree in the field of English Language Teaching from Marmara University in 2001. After working as an English teacher in different state schools for 5 years, she started her MA in the field of ELT at Yeditepe University and graduated in 2009. She has been doing her Ph.D. in the same field and at the same university. She has also been working as an instructor at Yeditepe University s ELT department for 5 years. Her main research interests are pre-service and in-service teacher education and teaching skills. Jim King is Lecturer in Education within the University of Leicester s School of Education. His research interests centre on the issues of silence in educational contexts and psychological aspects of second language learning. His publications include Silence in the second language classroom (Palgrave Macmillan) and the forthcoming edited volume The dynamic interplay between context and the language learner (Palgrave Macmillan).
Editors and Contributors ix Achilleas Kostoulas has taught English language and language teacher education courses at the Epirus Institute of Technology in Greece. He has recently completed his Ph.D. in Education at the University of Manchester. His research is focused on language education in Greece, which is examined through the analytical lens of complex systems theory. Rebecca Oxford is Professor Emerita/Distinguished Scholar-Teacher, University of Maryland. She teaches psychology and TESOL at the University of Alabama. She has published 250 articles and chapters, 12 books and many journal special issues, and has co-edited two book series, Tapestry and Transforming Education. Her Lifetime Achievement Award states, Rebecca Oxford s research on learning strategies changed the way the world teaches languages. Margit Reitbauer teaches English Linguistics and Business English at the University of Graz, Austria, where she has been working for over 20 years. In her habilitation treatise, she conducted an eye-tracking study investigating the reading behaviour of EFL learners in online texts. Her research interests include computer-mediated communication, reading research and discourse analysis. Juup Stelma is the Programme Director of the MA TESOL at the University of Manchester. His research is focused on developing ecological and dynamic theories for education, including what may be the analytical affordances of the concept of intentionality. His research is contextualised by publications on classroom interaction, teacher professional development and researcher education. Sakae Suzuki is a professor of English at Shonan Institute of Technology in Japan, where she is Director of foreign languages. She teaches English for sciences and coordinates study-abroad programmes. She obtained an MA in TESOL from Teachers College, Columbia University and an EdD in TESOL from Temple University. Her research interests include learners beliefs, motivation and learners stories. Maria Giovanna Tassinari is Director of the Centre for Independent Language Learning at the Language Centre of the Freie Universität Berlin, Germany. In her Ph.D. thesis, she developed a dynamic model of learner autonomy for self-assessment. Her research interests are learner autonomy, language advising, affect in language learning and formal and informal learning. She published several articles in German, English and French. Denyze Toffoli is Head of the Department of Applied Linguistics and Language Didactics and Project Manager for the reorganisation of university-wide language provision at the University of Strasbourg, France. As a member of the Linguistique, Langue, Parole (Lilpa) research team, her recent publications concern learner autonomy and the Online Informal Learning of English (OILE).
x Editors and Contributors Dorota Werbińska, Ph.D., works in the Neo-Philological Institute at Pomeranian University in Słupsk, Poland. Her research interests lie in the area of language teacher qualitative studies, with a focus on language teacher s cognition, identity, reflexivity and professional development. She is author of three books, co-author of two edited collections and contributor of over fifty articles or book chapters published in Poland and internationally.