Studying Second Language Acquisition from a Qualitative Perspective PDF
Preview Studying Second Language Acquisition from a Qualitative Perspective
Second Language Learning and Teaching Danuta Gabryś-Barker Adam Wojtaszek Editors Studying Second Language Acquisition from a Qualitative Perspective Second Language Learning and Teaching Series editor Mirosław Pawlak, Kalisz, Poland For furthervolumes: http://www.springer.com/series/10129 About the Series The series brings together volumes dealing with different aspects of learning andteaching second and foreign languages. The titles included are both mono- graphsand edited collections focusing on a variety of topics ranging from the processesunderlying second language acquisition, through various aspects of languagelearningin instructed and non-instructedsettings, todifferent facetsofthe teachingprocess, including syllabus choice, materials design, classroom practices andevaluation.Thepublicationsreflectstate-of-the-artdevelopmentsinthoseareas, theyadoptawiderangeoftheoreticalperspectivesandfollowdiverseresearchpar- adigms. The intended audience are all those who are interested in naturalisticand classroom second language acquisition, including researchers, methodologists, curriculumandmaterialsdesigners,teachersandundergraduateandgraduatestudents undertakingempiricalinvestigationsofhowsecondlanguagesarelearntandtaught. Danuta Gabrys´-Barker (cid:129) Adam Wojtaszek Editors Studying Second Language Acquisition from a Qualitative Perspective Editors DanutaGabrys´-Barker AdamWojtaszek InstituteofEnglish UniversityofSilesia Sosnowiec,Poland ISSN2193-7648 ISSN2193-7656(electronic) ISBN978-3-319-08352-0 ISBN978-3-319-08353-7(eBook) DOI10.1007/978-3-319-08353-7 SpringerChamHeidelbergNewYorkDordrechtLondon LibraryofCongressControlNumber:2014947465 ©SpringerInternationalPublishingSwitzerland2014 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionor informationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped.Exemptedfromthislegalreservationarebriefexcerpts inconnectionwithreviewsorscholarlyanalysisormaterialsuppliedspecificallyforthepurposeofbeing enteredandexecutedonacomputersystem,forexclusiveusebythepurchaserofthework.Duplication ofthispublicationorpartsthereofispermittedonlyundertheprovisionsoftheCopyrightLawofthe Publisher’s location, in its current version, and permission for use must always be obtained from Springer.PermissionsforusemaybeobtainedthroughRightsLinkattheCopyrightClearanceCenter. ViolationsareliabletoprosecutionundertherespectiveCopyrightLaw. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexempt fromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. While the advice and information in this book are believed to be true and accurate at the date of publication,neithertheauthorsnortheeditorsnorthepublishercanacceptanylegalresponsibilityfor anyerrorsoromissionsthatmaybemade.Thepublishermakesnowarranty,expressorimplied,with respecttothematerialcontainedherein. Printedonacid-freepaper SpringerispartofSpringerScience+BusinessMedia(www.springer.com) Preface Thisvolumefocusesonqualitativeresearch projects. The growing interestinqual- itative studies brought about the development of qualitative research methodology andfairlynewtoolsatresearchers’disposalthatmakethisresearchmorereliableand academically rigorous. At its core are introspective methods such as simultaneous introspection orretrospection inthe formofdiary writing, surveys, interviews, and biographical narratives. This interest also resulted in constructing more rigorous models ofqualitative analysis and promotion ofmore interdisciplinary approachto research. The present volume contains theoretical, empirical, and methodological papersinvolving theuse ofqualitative methods and instrumentssuchasnarratives, introspectionandretrospection,autobiographicalmemorydata,andlearnerdiariesin studyingsecondandmultilinguallanguageacquisition. Thevolumeconsistsofthreeparts.PartIIntroducingqualitativeresearchtraces back the origins and contextualizes qualitative research by going back to the beginnings of this type of research in sociology and education as well as by discussing its appropriacy in researching language teaching and learning. Part II Qualitativemethodsinstudyingsecondlanguageacquisitioncontainsaselectionof research projects using exclusively qualitative methods and ranging from those investigating cognitively oriented issues of language learning and skills develop- mentintheforeignlanguageclassroomtotheonesthataremainlyconcernedwith teacher reflection and the affective dimension of language learning process. The articlesinPartIIIComplementaryquantitativeandqualitativemethodsinstudying second language acquisition demonstrate that the use of either qualitative or quantitative methods is not mutually exclusive and in fact, these two research approachescanwellcomplementeachother.Thearticlesinthispartofferagreat variety of educational contexts, various themes ranging from pronunciation and speaking to cultural issues in language learning studied, and also focusing on the evaluationofqualitativemethodsinactualbi-andmultilingualprojectspresented byindividualauthors. v vi Preface We hope that the present volume will contribute to this fast growing interest in qualitativemethodsofresearchtochallengethedominanceofquantitativeresearch paradigmanddemonstratehowqualitativemethodscaninformresearchinlanguage learning,atrendwhichisbecomingmoreandmorevisibleinworldwideacademic research. Sosnowiec,Poland DanutaGabrys´-Barker Sosnowiec,Poland AdamWojtaszek Contents PartI IntroducingQualitativeResearch SociologicalandEducationalRootsofQualitativeResearch inAppliedLinguistics. . .. . . .. . . .. . . . .. . . .. . . .. . . . .. . . .. . . .. . 3 HannaKomorowska AretheOnlyThingsThatCounttheThingsThatCanBeCounted? OnModelingasaCognitiveToolintheFieldofForeignLanguage LearningandTeaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 MariaDakowska PartII QualitativeMethodsinStudyingSecondLanguageAcquisition PronunciationLearningStrategyChains:AQualitativeApproach. . . . 35 MagdalenaSzyszka FosteringStrategyUseinaReading-Based CourseinEFLAcademicContext:Students’Perspectives. . . . . . . . . . . 49 HalinaChodkiewicz ReflectiveTeachinginanEnglishPrimaryClassroom. . . . . . . . . . . . . . 61 MariaStec JuniorHighSchoolLearners’AbilitytoReflectintheProcess ofKeepingaDiaryinaForeignLanguage. . . . . . . . . . . . . . . . . . . . . . . 71 AgnieszkaTurzan´ska QualitativeEvaluationofEmotionalIntelligenceDuringConversation Classes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 NinaBarłoz˙ek vii viii Contents PartIII ComplementaryQuantitativeandQualitativeMethodsin StudyingSecondLanguageAcquisition SomeAdvantagesofQualitativeMethodsinMultilingualism Research. . . .. . . .. . . .. . . . .. . . .. . . . .. . . .. . . .. . . . .. . . .. . . .. . 111 TeresaMariaWłosowicz ResearchApproachesandStudentSurveys:ACross-cultural Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 BeataMalczewska-Webb,MartaNowacka,andSabrinaOng WillingnesstoCommunicateinaForeignLanguage:Evidencefrom ThoseWhoApproachandThoseWhoAvoidL2Communication. . . . . 145 EwaPiechurska-Kuciel ResearchingPhoneticsLearningAnxiety:AQualitativeApproach. . . . 161 MałgorzataBaran-Łucarz AQualitativeandQuantitativeInvestigationintotheRelevanceof PronunciationInstruction:PilotingDataCollectionTools. . . . . . . . . . . 175 EwaCzajka “ToutesLesLanguesEnsemble,C’estTout?”Separated MultilingualisminMinorityLanguageEducation inBrittany(France). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 PatrickKarlOsterkornandEvaVetter WellINever!:FormulaicLanguageasaPragmaticResourcein ChildEntertainmentMedia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 RichardNightingale Author Bios Małgorzata Baran-Łucarz received her Ph.D. in Applied Linguistics in 2004, with a thesis entitled Field independence as a predictor of success in foreign language pronunciation acquisition and learning. She is Assistant Professor at the University of Wrocław and since 1998 has been working as a teacher at the TeacherTrainingCollegeinWrocław.Hermainareasofinterestare:methodology ofFLteaching,SLA(particularlyindividuallearner differencesandFLpronunci- ationacquisition),psycholinguistics,phonetics,andpronunciationpedagogy. Nina Barłoz˙ek is a Ph.D. student at the Opole University, Poland. She’s been an activeteacherfor10yearsteachingEnglishallagegroups.Hermainareaofinterest isemotionalintelligenceanditsinfluenceonEFLlearnerdevelopment.Shedevotes her research energy to expanding knowledge about human brain and its (unused) potentialinrelationtoteachingandlearningEnglishasaforeignlanguage. Halina Chodkiewicz is Professor of Applied Linguistics at the Department of English, Maria Curie-Skłodowska University, Lublin, Poland. She teaches psycho- linguistics,secondlanguageacquisition,andELTcoursesandsupervisesM.A.and Ph.D.dissertations.Herresearchinterestsfocusonsecond/foreignlanguagereading development,vocabularylearningandteaching,andCBI-CLILapproach.Herrecent papers published nationally and internationally concern content-based reading and reader’s strategy use. She is the author of three books on reading and vocabulary acquisition, and co-editor of three volumes including Language Skills: Traditions, TransitionsandWaysForward(withMagdalenaTrepczyn´ska,CSP,2014). EwaCzajkaisaPh.D.candidateattheUniversityofWrocław,Poland.Sheisan Englishteacherandteachertrainer.Herresearchinterestsincludeforeignlanguage pedagogy,withspecialattentionpaidtoforeignlanguagepronunciationinstruction. Currently,sheisworkingonherdoctoraldissertationonpronunciationperception andproductiontrainingatuppersecondaryschoollevelofeducation. ix
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