The Ecosystem of the Foreign Language Learner: Selected Issues (Second Language Learning and Teaching)

This volume examines selected aspects of the foreign language learning process from an ecological perspective, adopting a holistic view on complex interrelations among and within organisms (L2 language learners) and their milieus (family, school and society). First of all, the personal ecosystem of the learner is taken into consideration, whereby two powerful influences are intertwined: cognitive and affective aspects. The learning space formed by the individual is largely shaped by their affective states coexisting in conjunction with their cognitive processes. Moreover, this specific space is also modified by a wider array of other personal ecosystems or those of cultures. Hence, the ecosystem of the foreign language learner is also subject to influences coming from sociocultural leverage that can be represented by people they know, like parents and language teachers, who can both directly and indirectly manipulate their ecosystem. At the same time other important forces, such as culture as a ubiquitous element in the foreign language learning process, also have the power to shape that ecosystem. Accordingly, the book is divided into three parts covering a range of topics related to these basic dimensions of foreign language acquisition (the cognitive, affective and socio-cultural). Part I, Affective Interconnections, focuses on the body of original empirical research into the affective domain of not only L2 language learners but also non-native language teachers. Part II, Cognitive Interconnections, reports on contributions on language learners’ linguistic processing and cognitive representations of concepts. The closing part, Socio-cultural Interconnections, provides new insights into language learning processes as they are affected by social and cultural factors. Preface 6 Contents 11 Authors’ Biography 13 Part IInternal Processes 16 1 What the Languages of Our Dreams Tell Us About Our Multilinguality 17 Abstract 17 1 Introduction 17 2 Defining and Studying Dreams 18 3 Dream Theories from Freud to Hobson 19 3.1 The Old School 19 3.2 Dreams and Neurosciences 21 4 Language in Dreams: An Overview of Studies of Multilinguals' Dreams 21 5 The Study 23 5.1 Description of the Study 23 5.2 Sample Narratives (Data) 24 5.2.1 Quantitative Data 24 5.2.2 Qualitative Data 25 Dream Recall 25 The Context and Its Role in Dream Speech 26 Dominance of L1 in Dream States 27 The Affective Dimension of Multilingual Dreams 27 Language proficiency in each of the languages 27 Full Descriptions of Multilingual Dreams 28 Other Comments 28 6 Discussion 28 7 Conclusions 30 References 30 2 The Cecily Effect: A Pilot Study 32 Abstract 32 1 Introduction 33 2 Mimicry Ability 34 3 Affective Interference 36 4 The Cecily Effect 36 5 Method 38 5.1 Participants 38 5.2 Materials 38 5.3 Procedure 39 6 Results 40 7 Discussion 43 8 Conclusions 47 A.x(118). Appendix 1: Statements Used in Survey 47 A.x(118). Appendix 2: Statements About Attractiveness of Input Languages 48 A.x(118). Appendix 3: Reading Text for Accent Assessment 48 References 49 3 Foreign Language Self-assessment and Willingness to Communicate in and Outside the Classroom 50 Abstract 50 1 Introduction 50 2 L2 Willingness to Communicate 52 3 L2 WTC in Classroom Versus Real-Life Setting 53 4 Self-assessment and L2 WTC 54 5 The Study 56 5.1 Research Questions 56 5.2 Participants 56 5.3 Instruments 57 5.3.1 The FL Self-assessment Measure 57 5.3.2 The Measure of WTC in the FL Classroom 58 5.3.3 The Measure of WTC Outside the FL Classroom 59 5.4 Procedure 60 5.5 Study Findings 60 5.5.1 Presentation and Discussion of Quantitative Data 60 5.5.2 Presentation and Discussion of Qualitative Data 65 6 Conclusions and Further Research Directions 67 References 68 4 A Qualitative Study on Subjective Attitudes and Objective Achievement of Autotelic and Non-autotelic Students of English as a Foreign Language 71 Abstract 71 1 Introduction 71 2 Method 72 2.1 Participants 72 2.2 Instruments 72 2.2.1 Intrinsic Motivation Inventory and Flow Scale Questionnaire 73 2.2.2 Experience Sampling Method Questionnaire 74 2.2.3 School Records 74 2.3 Procedure 74 3 Results and Discussion 75 4 School Records Results 77 5 Discussion and Conclusions 78 A.x(118). Appendix 79 References 82 5 Simultaneous Reading and Listening Is Less Effective Than Reading Alone: A Study Based on Cognitive Load Theory 83 Abstract 83 1 Introduction 83 2 Empirical Background 84 3 Research Questions 86 4 Method 87 4.1 Participants 87 4.2 Instruments for Data Collection 87 4.3 Procedure 87 5 Results 88 6 Discussion and Conclusion 89 References 91 6 Associative Links in the Bilingual Mind 93 Abstract 93 1 Introduction 93 2 Lexical Links in the Bilingual Lexicon 95 3 Universal, Cultural and Personal Concepts 97 3.1 Universal and Cultural Concepts 97 3.2 Personal Concepts/Representations 99 3.3 Summary 100 4 Associative Shifts 100 4.1 Defining Associative Shifts 100 4.2 Other Researchers' Studies 101 4.3 Own Studies 102 5 Conclusions 104 References 104 Part IIExternal Processes 107 7 EFL Teachers' Affective Competencies and Their Relationships with the Students 108 Abstract 108 1 Introduction 109 2 Defining Affect 110 3 Affect in Learning 110 4 The Emergence of Emotional Intelligence 112 5 Method 114 5.1 Participants 114 5.2 Instruments 114 5.3 Procedure 116 6 Results and Discussion 116 7 Conclusions 118 8 Implications 119 A.x(118). Appendix 1 119 A.x(118). Appendix 2 120 A.x(118).0 Characteristics of the teacher-student relationship 120 A.x(118). Appendix 3 121 A.x(118).0 Interview conducted with the selected teachers 121 A.x(118).0 Interviews with the selected teachers (answers by interview questions) 122 0.0.0 High level of emotional intelligence 122 0.0.0 Low level of emotional intelligence 124 References 125 8 An Investigation into Classroom-Related Foreign Language Speaking Anxiety Among in-Service Teachers of English 127 Abstract 127 1 Introduction 127 2 Language Anxiety 128 3 Speaking Anxiety 129 4 Language Anxiety and Its Influence on Speaking 130 5 Teachers and Language Anxiety 131 6 Research Method 132 6.1 Participants 132 6.2 Instruments 133 6.3 Data Analysis 134 6.4 Procedure 134 7 Results 134 8 Discussion 137 9 Conclusions 140 A.x(118). Appendix: The Questionnaire Used in the Study 141 References 142 9 Development of EFL Teacher Training Materials: Lessons from Co-ordinating a Multilateral Project 145 Abstract 145 1 Introduction 146 2 Major Objectives and Results of DysTEFL Project 147 3 Professional Training Needs Analysis of EFL Pre- and in-Service Teachers 148 3.1 DysTEFL Course for EFL Pre- and in-Service Teachers on EFL and Dyslexia 149 4 Approach of the DysTEFL Project 151 4.1 Life Cycle of the Project 151 4.2 Partnership 152 4.3 Management and Coordination the Project 153 4.3.1 Work Programme 154 4.3.2 Management and Monitoring Tools 155 4.3.3 Evaluation Strategy 155 4.3.4 Dissemination and Exploitation Strategy 157 5 Conclusions 158 References 159 10 Is Foreign Language Knowledge a Form of Capital Passed from One Generation to the Next? 162 Abstract 162 1 Introduction 163 2 Foreign Language Knowledge as a Form of Linguistic Capital 163 3 The Impact of the Family Environment on Foreign Language Achievement 164 4 The Study 166 4.1 The Aim 166 4.2 Method 167 4.2.1 Participants 167 4.2.2 The Instrument 167 4.2.3 Procedure 168 5 Results and Discussion 169 6 Conclusions 172 A.x(118). Appendix---Survey Statements 173 References 175 11 Rhetorical Criticism as an Advanced Literacy Practice: A Report on a Pilot Training 177 Abstract 177 1 Introduction 178 2 The Theory Behind Practice: The Notion of Critical Literacy 179 3 Selecting Categories for a Rhetorical Training: A Review of Rhetorical Traditions 180 4 Applying Rhetorical Criticism in a CMS Seminar 184 4.1 Procedures in the Pilot Rhetorical Training and Its Final Assessment 184 4.2 Discussion of Students' Applications of Rhetorical Categories 185 4.3 Results of Students' Evaluation of Rhetorical Training 189 5 Conclusions 190 References 191 12 Cultural Problems in Literary Translation from English into Arabic 193 Abstract 193 1 Introduction 193 2 Cultural Issues in Literary Translation 194 3 Strategies of Translating Literary Texts 196 4 Method and Discussion 198 4.1 Fiction 198 4.1.1 Avoidance/Omission 200 4.1.2 Substitution 200 4.1.3 Paraphrase 201 4.1.4 Collocation 201 4.1.5 Literal Translation 202 4.1.6 Idioms 203 4.2 Drama 203 4.3 Poetry 204 5 Conclusions 207 References 207 Front Matter....Pages i-xv Front Matter....Pages 1-1 What the Languages of Our Dreams Tell Us About Our Multilinguality....Pages 3-17 The Cecily Effect : A Pilot Study....Pages 19-36 Foreign Language Self-assessment and Willingness to Communicate in and Outside the Classroom....Pages 37-57 A Qualitative Study on Subjective Attitudes and Objective Achievement of Autotelic and Non-autotelic Students of English as a Foreign Language....Pages 59-70 Simultaneous Reading and Listening Is Less Effective Than Reading Alone: A Study Based on Cognitive Load Theory....Pages 71-80 Associative Links in the Bilingual Mind....Pages 81-94 Front Matter....Pages 95-95 EFL Teachers’ Affective Competencies and Their Relationships with the Students....Pages 97-115 An Investigation into Classroom-Related Foreign Language Speaking Anxiety Among in-Service Teachers of English....Pages 117-134 Development of EFL Teacher Training Materials: Lessons from Co-ordinating a Multilateral Project....Pages 135-151 Is Foreign Language Knowledge a Form of Capital Passed from One Generation to the Next?....Pages 153-167 Rhetorical Criticism as an Advanced Literacy Practice: A Report on a Pilot Training....Pages 169-184 Cultural Problems in Literary Translation from English into Arabic....Pages 185-200