Psychology for Language Learning: Insights from Research, Theory and Practice

281 Pages·2012·1.46 MB·

by  Sarah Mercer, Stephen Ryan, Marion Williams (eds.)

Psychology for Language Learning
AlsobySarahMercer
TOWARDSANUNDERSTANDINGOFLANGUAGELEARNERSELF-CONCEPT
AlsobyMarionWilliams
PSYCHOLOGYFORLANGUAGETEACHERS:ASocialConstructivistApproach
(co-authored)
Psychology for Language
Learning
Insights from Research,
Theory and Practice
Editedby
Sarah Mercer
UniversityofGraz,Austria
Stephen Ryan
SenshuUniversity,Japan
and
Marion Williams
UniversityofExeter,UK
Selectionandeditorialmatter©SarahMercer,StephenRyanandMarion
Williams2012
Individualchapters©theirrespectiveauthors2012
Foreword©ZoltánDörnyei2012
Softcover reprint of the hardcover 1st edition 2012 978-0-230-30114-6
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To the memory of Richard Pemberton, a pioneer in the field
of learner autonomy in language education.
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Contents
ListofFiguresandTables ix
Foreword x
ZoltánDörnyei
NotesonContributors xii
1 Introduction 1
SarahMercer,StephenRyan,andMarionWilliams
2 Self-concept:SituatingtheSelf 10
SarahMercer
3 Identity:TheSituatedConstructionofIdentityand
PositionalityinMultilingualClassrooms 26
NaokoMorita
4 Personality:PersonalityTraitsasIndependentand
DependentVariables 42
Jean-MarcDewaele
5 Motivation:L2LearningasaSpecialCase? 58
EmaUshioda
6 ImplicitTheories:LanguageLearningMindsets 74
StephenRyanandSarahMercer
7 Attribution:LookingBackandAheadatthe‘Why’Theory 90
Pei-Hsuan(Peggy)Hsieh
8 Affect:TheRoleofLanguageAnxietyandOtherEmotions
inLanguageLearning 103
PeterMacIntyreandTammyGregersen
9 WillingnesstoCommunicate:MomentaryVolitionthat
ResultsinL2Behaviour 119
TomokoYashima
vii
viii Contents
10 Strategies:TheInterfaceofStyles,Strategies,and
MotivationonTasks 136
AndrewD.Cohen
11 LearningStyles:TraversingtheQuagmire 151
CarolGriffiths
12 Metacognition:AwarenessofLanguageLearning 169
NeilJAnderson
13 GoalOrientations:ThreePerspectivesonMotivationGoal
Orientations 188
LindyWoodrow
14 Self-directedLearning:Concepts,Practice,andaNovel
ResearchMethodology 203
RichardPembertonandLucyCooker
15 GroupDynamics:CollaborativeAgencyinPresent
CommunitiesofImagination 220
TimMurphey,JosephFalout,YoshifumiFukada,
andTetsuyaFukuda
16 Conclusion:FinalRemarks 239
SarahMercer,StephenRyan,andMarionWilliams
Glossary 248
AuthorIndex 256
SubjectIndex 262
Figures and Tables
Figures
8.1 ChangesinratingsofWTC(persecond)overeighttasks 109
9.1 HeuristicmodelofvariablesinfluencingL2WTC 122
13.1 Chartofperformance-avoidgoalorientationsand
ethnicityoflearners 197
14.1 Qmethodologysortinggrid 212
14.2 Aparticipantsorting(rankordering)thestatements
ontothegridpattern 213
15.1 Semesterstartmeasurements 228
15.2 Semesterendmeasurements 229
15.3 Threeoverlappingmindtimessituatedinemerging
contexts 230
Tables
12.1 Self-assessmentinstructionsfortheoralinterview 177
12.2 Differenceinintegratedskillstest:Actualscoresversus
estimatedscores 178
12.3 Differenceinoralskillstest:Actualscoresversus
estimatedscores 179
13.1 Examplesofitemsusedtomeasuregoalorientations 195
13.2 Numbers,means,andstandarddeviationsforgoal
orientations 196
13.3 Correlationsbetweengoalorientationsandoral
performance 197
ix