At the Crossroads: Challenges of Foreign Language Learning (eBook)

Ewa Piechurska-Kuciel, Elżbieta Szymańska-Czaplak, Magdalena Szyszka (Herausgeber)

eBook Download: PDF

2017 | 1st ed. 2017
XIII, 203 Seiten
Springer International Publishing (Verlag)
978-3-319-55155-5 (ISBN)

Infos

This book offers a valuable contribution to the discussion on the complexities of L2 learning processes that pose a challenge to learners. Focusing on the cognitive, affective and socio-cultural perspectives, the papers included provide important insights into the individual's experiences in second language acquisition. This work also addresses social interactions and cultural background, shedding new light on their role in the context in L2 learning processes. It is a valuable resource for anyone interested in understanding the challenges of foreign-language (FL) learning and teaching.

Inhalt

Preface 6
References 9
Contents 10
Notes on Contributors 12
On Mental Processes and L1 Interference in L2 Learning 15
1 Treating Errors in Learners’ Writing: Techniques and Processing of Corrective Feedback 16
Abstract 16
1 Introduction 16
2 A Theoretical Overview of Written Feedback 17
2.1 Direct and Indirect Feedback 18
2.2 Feedback Processing 19
3 Method 20
3.1 Participants 20
3.2 Procedure 21
3.3 Measures 21
4 Results 23
5 Discussion 24
5.1 Which Corrective Technique Better Promotes the Immediate Uptake of the Correction and Which One Better Promotes Its Long Term Retention? 24
5.2 What Is the Significance of the Level of Engagement Showed by Students While Processing Feedback for the Efficacy of the Correction? 25
5.3 Is There Any Relationship Between the Corrective Technique Adopted by the Teacher and the Students’ Level of Engagement? 26
6 Conclusion 28
References 29
2 Mind, Language and Experience: Improving the Understanding of Figurative Language in EFL 31
Abstract 31
1 Introduction 31
2 The Difficulties Learners Face with Non-literal Language 32
3 The Creative Use of Figurative Language 33
4 Intentions in Figurative-Language Understanding 34
5 The Representation of the Intending Mind 35
6 Intentions as Theory of Mind 35
7 Theory of Mind and L2 Learners 36
8 Intentionality 38
9 The Technique of Particularisation—Theory and Practice 40
10 Conclusions 43
References 44
3 Basic Features of Conceptual Sphere “Geopolitics” in Modern English-Speaking Worldview 48
Abstract 48
1 Introduction 49
2 Mental Lexicon 49
3 Concept Definition and Structure 50
4 The Structure of the Conceptual Sphere “Geopolitics” 51
5 Verbalization Means of the Conceptual Sphere “Geopolitics” 54
6 Cognitive Metaphors in the Verbalization of the Conceptual Sphere “Geopolitics” 57
7 Conclusions 61
References 61
4 On the Mongolian Students’ Difficulties in Acquiring English Relative Clauses, Due to Syntactic Structure Difference 63
Abstract 63
1 Introduction 64
2 Differences Between English and Mongolian Relative Clauses 64
3 Mongolian Language Interference in Learning English Relative Clauses 67
4 Research Questions 68
5 Research Methodology 68
6 Pre-test 69
6.1 Error Analysis 69
6.2 Findings 75
7 Treatment 75
8 Post-test 77
9 Conclusions 78
Acknowledgements 78
Appendix 1 78
Appendix 2 79
Appendix 3 80
Appendix 4 80
References 81
On Individual Learner Differences 82
5 Individual Difference Variables as Mediating Influences on Success or Failure in Form-Focused Instruction 83
Abstract 83
1 Introduction 84
2 Theoretical Justifications for Form-Focused Instruction and Existing Controversies 85
3 A Framework for Researching Form-Focused Instruction 87
4 Individual Factors as Mediating Influences on the Efficacy of FFI 91
5 The Future of Research on ID Factors in Relation to FFI 95
References 96
6 Extraverts and Introverts in the FL Classroom Setting 101
Abstract 101
1 Introduction 102
2 Personality Traits 102
3 Extraversion/Introversion and Speaking in a Foreign Language 104
4 Method 106
4.1 Participants 107
4.2 Instruments 107
4.2.1 Preferences and Attitudes Questionnaire 107
4.2.2 The Big-Five Personality Test 108
5 Results 108
6 Discussion 109
7 Conclusions 111
References 111
7 FL Pronunciation Anxiety and Motivation: Results of a Mixed-Method Study 114
Abstract 114
1 Introduction 114
2 The Concept of Pronunciation Anxiety 115
3 L2 Motivation Self System 117
4 Motivation and Anxiety—Previous Studies 118
5 Method 119
5.1 Research Questions 119
5.2 Participants of the Quantitative Study 120
5.3 Instruments of the Quantitative Study 120
6 Findings 122
6.1 Presentation of Quantitative Data 122
6.2 Presentation of Qualitative Data 126
6.2.1 Motivation and Emotions of High PA Interviewees 126
6.2.2 Motivation and Emotions of Low PA Interviewees 129
7 Discussion of Results 131
8 Concluding Remarks 132
Acknowledgements 133
Appendix 1: Measure of Pronunciation Anxiety 133
Appendix 2: Pronunciation Motivation Questionnaire 135
References 137
8 L2 Motivational Strategies that Do not Work: Students’ Evaluations and Suggestions 141
Abstract 141
1 Introduction 142
2 Method 144
3 Results and Discussion 144
3.1 Boredom or Disinterest 146
3.2 Inappropriate Materials 147
3.3 Better Performance as a Nonfactor in L2 Motivation 148
3.4 Dissimilar Preferred Use of Activities or Materials 148
3.5 Interest as a Nonfactor in L2 Motivation 149
3.6 Known Facts or Knowledge 150
3.7 Indolent or Uncooperative Classmates in Group Work 150
3.8 Sloppy Strategy Implementation 151
4 Suggestions for Better Strategy Implementation 151
4.1 More Assistance or Other Input from the Teacher 152
4.2 Adjustment in Amount of Work or Frequency 153
4.3 Modification of Activity Mode 154
4.4 More Even and Frequent Student Participation 154
4.5 Adjustment in Difficulty 155
4.6 More Variety 155
4.7 More Familiar or Recent Materials 156
5 Conclusion 157
Appendix 158
References 158
On Linguistic Challenges in Various Socio-cultural Contexts 160
9 Challenges of Interdisciplinary University Programs of Studies: The Case of English in Public Communication 161
Abstract 161
1 Introduction 161
2 Tertiary Education: Constructivist and Critical Paradigms 163
3 The Notion of Competence: From Cognitive to Social Competences 165
4 Measuring EPC Students’ Successes and Failures: Design of the Study 167
4.1 Method 167
4.2 Results and Discussion 168
5 Some Recommendations: Three Metaphors for Learning 172
6 Conclusion 174
Appendix 1. The EPC Quality Survey Questions 175
Appendix 2. Analysis of Significance 176
References 176
10 Assessing SLLs with SpLDs: Challenges and Opportunities for Equity in Education 178
Abstract 178
1 Introduction 178
2 High-Stakes Standardized Language Tests 179
3 Classroom-Based Assessment 183
4 Future Directions in the Field of Assessment of SLLs with SpLDs 187
5 Conclusion 189
References 189
11 The Formation of a Modern Translation Competence in Translator Training 192
Abstract 192
1 Introduction 193
2 Pragmatics and Speech Acts 194
3 Pragmatics of Translation 195
4 The Formation of Pragmatic Competence 197
4.1 Translator’s Communicative Intentions 197
4.2 The Semantic Representation of Pragmatics 198
4.3 Translation Strategies 199
5 Conclusions 204
References 205
References of Illustrated Material 206

Produkt-Details

• Erscheint lt. Verlag: 21.4.2017
• Reihe/Serie: Second Language Learning and Teaching
• Reihe/Serie: Second Language Learning and Teaching
• Zusatzinfo: XIII, 203 p. 8 illus., 4 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: Affective Factors in Second Language Learning • Cognition in Language Learning • Cultural Background and Language Learning • F-L Learning • Foreign Language Teaching • Individual differences • Second Language Learning and Teaching
• ISBN-10: 3-319-55155-8 / 3319551558
• ISBN-13: 978-3-319-55155-5 / 9783319551555