Pub Date : 2021-03-29DOI: 10.14746/SSLLT.2021.11.1.2
Mariusz Kruk, M. Pawlak, Joanna Zawodniak
Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.
{"title":"Another look at boredom in language instruction: The role of the predictable and the unexpected","authors":"Mariusz Kruk, M. Pawlak, Joanna Zawodniak","doi":"10.14746/SSLLT.2021.11.1.2","DOIUrl":"https://doi.org/10.14746/SSLLT.2021.11.1.2","url":null,"abstract":"Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"54 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84458714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-29DOI: 10.14746/SSLLT.2021.11.1.8
M. Pawlak
One thing that immediately struck me when I sat down to write this piece was the realization that this is yet another review of a book devoted to the application of complex dynamic systems theory (CDST) to second and foreign language (L2) education. On the one hand, this might appear a little strange since I am certainly not an ardent believer in this theory and while I do recognize some of its merits, I have not used it as a theoretical framework in any of the studies I have conducted so far. On the other hand, though, the reason why I am attracted to publications on this topic could be that I am still waiting for someone to convince me that it is indeed the “silver bullet” that will not only help us disentangle the intricacies of L2 learning and teaching but also offer pedagogically sound insights that will contribute to more effective instruction. In fact, I finished my previous review of a recent book dealing with CDST-driven research methods in applied linguistics with the following comment: “I hope that Phil Hiver and Ali Al-Hoorie will continue their efforts to show the utility of CDST and perhaps one day they will also write a book about how adopting complexity theory can actually translate into more effective instruction in the language classroom” (Pawlak, 2020a, p. 394). As fate would have it, a different tandem of scholars has decided to confront this formidable challenge. Richard J. Samson and Richard S. Pinner state in the introduction to their edited volume: “We united under the motto complexity should be made simple [emphasis in original]. Our aim was to make complexity paradigms and research more accessible to people like ourselves, that is, practitioning language teachers who also engage in research” (p. 6). When going over the successive chapters included in this edited collection, I was constantly asking myself if the authors were succeeding in accomplishing this undoubtedly ambitious goal, and it is this vital issue that the review focuses on. Given the nature of the book and limitations of space, I am not going to describe in detail, let alone evaluate, each of the chapters. Rather, the comments are meant to refer to the entire publication, even though they might be illustrated by examples taken from specific papers.
{"title":"Review of Complexity perspectives on researching language learner and teacher psychology; Editors: Richard J. Sampson, Richard S. Pinner; Publisher: Multilingual Matters, 2021; ISBN: 9781788923545; Pages: 304","authors":"M. Pawlak","doi":"10.14746/SSLLT.2021.11.1.8","DOIUrl":"https://doi.org/10.14746/SSLLT.2021.11.1.8","url":null,"abstract":"One thing that immediately struck me when I sat down to write this piece was the realization that this is yet another review of a book devoted to the application of complex dynamic systems theory (CDST) to second and foreign language (L2) education. On the one hand, this might appear a little strange since I am certainly not an ardent believer in this theory and while I do recognize some of its merits, I have not used it as a theoretical framework in any of the studies I have conducted so far. On the other hand, though, the reason why I am attracted to publications on this topic could be that I am still waiting for someone to convince me that it is indeed the “silver bullet” that will not only help us disentangle the intricacies of L2 learning and teaching but also offer pedagogically sound insights that will contribute to more effective instruction. In fact, I finished my previous review of a recent book dealing with CDST-driven research methods in applied linguistics with the following comment: “I hope that Phil Hiver and Ali Al-Hoorie will continue their efforts to show the utility of CDST and perhaps one day they will also write a book about how adopting complexity theory can actually translate into more effective instruction in the language classroom” (Pawlak, 2020a, p. 394). As fate would have it, a different tandem of scholars has decided to confront this formidable challenge. Richard J. Samson and Richard S. Pinner state in the introduction to their edited volume: “We united under the motto complexity should be made simple [emphasis in original]. Our aim was to make complexity paradigms and research more accessible to people like ourselves, that is, practitioning language teachers who also engage in research” (p. 6). When going over the successive chapters included in this edited collection, I was constantly asking myself if the authors were succeeding in accomplishing this undoubtedly ambitious goal, and it is this vital issue that the review focuses on. Given the nature of the book and limitations of space, I am not going to describe in detail, let alone evaluate, each of the chapters. Rather, the comments are meant to refer to the entire publication, even though they might be illustrated by examples taken from specific papers.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"39 1","pages":"165-170"},"PeriodicalIF":3.4,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72668956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-29DOI: 10.14746/SSLLT.2021.11.1.5
Agnieszka Bryła-Cruz
The aim of the paper is to present the findings of an empirical study which contributes to the ongoing research into gender effects on second language acquisition by exploring a biological influence on L2 pronunciation learning. One of the most frequent arguments used to vindicate single-sex education is that there are substantial sensory and perceptual differences between males and females which rationalize gender-specific teaching methods and gender-segregation at schools. The present study provides some preliminary insights into the perception of selected phonetic contrasts by Polish secondary school learners with the aim of investigating gender-based similarities and differences in the accuracy of sound recognition by males and females. The findings suggest that a commonly cited female advantage in acquiring L2 pronunciation cannot be attributed to their superior phonetic perception, as male participants performed equally well and identified the same number of English segments correctly.
{"title":"The gender factor in the perception of English segments by non-native speakers","authors":"Agnieszka Bryła-Cruz","doi":"10.14746/SSLLT.2021.11.1.5","DOIUrl":"https://doi.org/10.14746/SSLLT.2021.11.1.5","url":null,"abstract":"The aim of the paper is to present the findings of an empirical study which contributes to the ongoing research into gender effects on second language acquisition by exploring a biological influence on L2 pronunciation learning. One of the most frequent arguments used to vindicate single-sex education is that there are substantial sensory and perceptual differences between males and females which rationalize gender-specific teaching methods and gender-segregation at schools. The present study provides some preliminary insights into the perception of selected phonetic contrasts by Polish secondary school learners with the aim of investigating gender-based similarities and differences in the accuracy of sound recognition by males and females. The findings suggest that a commonly cited female advantage in acquiring L2 pronunciation cannot be attributed to their superior phonetic perception, as male participants performed equally well and identified the same number of English segments correctly.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"32 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81333963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-84879-8_4
M. Pawlak
{"title":"Findings of the Research Project","authors":"M. Pawlak","doi":"10.1007/978-3-030-84879-8_4","DOIUrl":"https://doi.org/10.1007/978-3-030-84879-8_4","url":null,"abstract":"","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"47 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78551930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-84879-8_1
M. Pawlak
{"title":"Knowledge of L2 Grammar","authors":"M. Pawlak","doi":"10.1007/978-3-030-84879-8_1","DOIUrl":"https://doi.org/10.1007/978-3-030-84879-8_1","url":null,"abstract":"","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"12 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85894423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-86724-9_2
Artur Skweres
{"title":"Pragmatic Play in Response to the Crisis in the “Magical World of the Ear” in Washington Irving’s “The Legend of Sleepy Hollow” and Its 1999 Film Adaptation","authors":"Artur Skweres","doi":"10.1007/978-3-030-86724-9_2","DOIUrl":"https://doi.org/10.1007/978-3-030-86724-9_2","url":null,"abstract":"","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"34 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88036094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-75726-7_6
Teresa Maria Włosowicz
{"title":"Vocabulary Learning Strategies and the Representation of L2 and L3 Words in the Mental Lexicon","authors":"Teresa Maria Włosowicz","doi":"10.1007/978-3-030-75726-7_6","DOIUrl":"https://doi.org/10.1007/978-3-030-75726-7_6","url":null,"abstract":"","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"25 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90940401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-86724-9_6
Kalina Kukiełko-Rogozińska, Krzysztof Tomanek
{"title":"Human and Space. Images of Conflict in the Levant Trilogy Project by Rita Leistner","authors":"Kalina Kukiełko-Rogozińska, Krzysztof Tomanek","doi":"10.1007/978-3-030-86724-9_6","DOIUrl":"https://doi.org/10.1007/978-3-030-86724-9_6","url":null,"abstract":"","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"71 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76081077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-76159-2_14
Katarzyna Nowak-McNeice
{"title":"Madness, Femininity, Vegetarianism: Post-anthropocentric Representations in Olga Tokarczuk’s Drive Your Plow Over the Bones of the Dead and Agnieszka Holland’s Spoor","authors":"Katarzyna Nowak-McNeice","doi":"10.1007/978-3-030-76159-2_14","DOIUrl":"https://doi.org/10.1007/978-3-030-76159-2_14","url":null,"abstract":"","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"17 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72390030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1007/978-3-030-76159-2_12
Lauren Perry
{"title":"The Animal Survives: Sarah Orne Jewett’s A White Heron Intervenes as Survivor of the Industrialized World","authors":"Lauren Perry","doi":"10.1007/978-3-030-76159-2_12","DOIUrl":"https://doi.org/10.1007/978-3-030-76159-2_12","url":null,"abstract":"","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":"198 3-4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72447607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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