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EBOOK - Investigating Individual Learner Differences in Second Language Learning - Full Edition (Mirosław Pawlak)
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Điều tra sự khác biệt của từng học viên trong việc học ngôn ngữ thứ hai
This edited book brings together ten empirical papers reporting original studies investigating different facets of individual variation second language learning and teaching. The individual difference factors covered include, among others, motivation, self, anxiety, emotions, willingness to communicate, beliefs, age, and language learning strategies. What is especially important, some of the contributions to the volume offer insights into intricate interplays of these factors while others attempt to relate them to learning specific target language subsystems or concrete instructional options. All the chapters also include tangible implications for language pedagogy. The book is of interest to both researchers examining the role of individual variation in second language learning and teaching, teacher trainers, graduate and doctoral students in foreign languages departments, as well as practitioners wishing to enhance the effectiveness of second language instruction in their classrooms.
Table of contents (11 chapters)
Front Matter
Pages i-x
Download chapter PDF
The Interrelationship of Language Learning Autonomy, Self-Efficacy, Motivation and Emotions: The Investigation of Hungarian Secondary School Students
Kata Csizér, Ágnes Albert, Katalin Piniel
Pages 1-21
Psychological Aspects of Self Across Contexts: A Comparison of China, Saudi Arabia, Sweden, Turkey, and the United States
Amy S. Thompson, Liss Kerstin Sylvén, Yao Liu, Fahad Alharbi
Pages 23-48
The Changing Nature of Foreign Language Anxiety: The Case of Individual Learners
Mariusz Kruk, Joanna Zawodniak
Pages 49-72
Investigating Second Language Pronunciation Anxiety in the Japanese Context
Harumi Kimura
Pages 73-93
In-Class Willingness to Communicate in English Among Third Agers: Results of a Questionnaire Study
Anna Borkowska
Pages 95-113
Vocabulary Learning Strategies and the Representation of L2 and L3 Words in the Mental Lexicon
Teresa Maria Włosowicz
Pages 115-150
Pronunciation Learning Strategies Used by EFL University Students: A Classroom-Based Investigation
Sharif Alghazo
Pages 151-171
Beliefs About Grammar Instruction and the Mastery of the English Passive Voice
Mirosław Pawlak
Pages 173-188
Foreign Language Learners’ Pronunciation Learning Beliefs and Strategies
Magdalena Szyszka
Pages 189-205
Oral Corrective Feedback in University EFL Contexts: The Interplay Between Students’ and Teacher’s Beliefs
Adelina Sánchez Centeno, María Celina Barbeito
Pages 207-229
Teacher Learning in Action: Reflection on Responses to an Evidence-Based Task on Teaching English to Young Learners
Melanie Ellis
Pages 231-252
Điều tra sự khác biệt của từng học viên trong việc học ngôn ngữ thứ hai
This edited book brings together ten empirical papers reporting original studies investigating different facets of individual variation second language learning and teaching. The individual difference factors covered include, among others, motivation, self, anxiety, emotions, willingness to communicate, beliefs, age, and language learning strategies. What is especially important, some of the contributions to the volume offer insights into intricate interplays of these factors while others attempt to relate them to learning specific target language subsystems or concrete instructional options. All the chapters also include tangible implications for language pedagogy. The book is of interest to both researchers examining the role of individual variation in second language learning and teaching, teacher trainers, graduate and doctoral students in foreign languages departments, as well as practitioners wishing to enhance the effectiveness of second language instruction in their classrooms.
Table of contents (11 chapters)
Front Matter
Pages i-x
Download chapter PDF
The Interrelationship of Language Learning Autonomy, Self-Efficacy, Motivation and Emotions: The Investigation of Hungarian Secondary School Students
Kata Csizér, Ágnes Albert, Katalin Piniel
Pages 1-21
Psychological Aspects of Self Across Contexts: A Comparison of China, Saudi Arabia, Sweden, Turkey, and the United States
Amy S. Thompson, Liss Kerstin Sylvén, Yao Liu, Fahad Alharbi
Pages 23-48
The Changing Nature of Foreign Language Anxiety: The Case of Individual Learners
Mariusz Kruk, Joanna Zawodniak
Pages 49-72
Investigating Second Language Pronunciation Anxiety in the Japanese Context
Harumi Kimura
Pages 73-93
In-Class Willingness to Communicate in English Among Third Agers: Results of a Questionnaire Study
Anna Borkowska
Pages 95-113
Vocabulary Learning Strategies and the Representation of L2 and L3 Words in the Mental Lexicon
Teresa Maria Włosowicz
Pages 115-150
Pronunciation Learning Strategies Used by EFL University Students: A Classroom-Based Investigation
Sharif Alghazo
Pages 151-171
Beliefs About Grammar Instruction and the Mastery of the English Passive Voice
Mirosław Pawlak
Pages 173-188
Foreign Language Learners’ Pronunciation Learning Beliefs and Strategies
Magdalena Szyszka
Pages 189-205
Oral Corrective Feedback in University EFL Contexts: The Interplay Between Students’ and Teacher’s Beliefs
Adelina Sánchez Centeno, María Celina Barbeito
Pages 207-229
Teacher Learning in Action: Reflection on Responses to an Evidence-Based Task on Teaching English to Young Learners
Melanie Ellis
Pages 231-252
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