Słowa kluczowe
individualization
learner training
variety in the language classroom
Jak cytować
Abstrakt
The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of individual differences and address them in teaching practice, their understanding thereof is limited and so are the actions they embark on in this respect.
Bibliografia
Biedroń A., Pawlak M. (2016), The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality (in) “Studies in Second Language Learning and Teaching”, No. 6, pp. 395-422.
Carroll J. (1981), Twenty-five years of research on foreign language aptitude (in) Diller K. C. (ed.), Individual differences and universals in language learning aptitude. Rowley, MA: Newbury House, pp. 83-118.
Cohen A. D. (2010), Focus on the language learner: Styles, strategies and motivation (in) Schmitt N. (ed.), An introduction to applied linguistics (2nd ed.). London. Hodder Education, pp. 161-178.
Dewaele J.-M.. Alfawzan M. (2018), Does the effect of enjoyment outweigh that of anxiety in foreign language performance? (in) “Studies in Second Language Learning and Teaching”, No. 8, pp. 21-45.
Dörnyei Z. (2001), Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei Z. (2005), The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei Z., Hiver P. (2017), Language teacher immunity: A double-edged sword (in) “Applied Linguistics”, No, 38, pp. 405-423.
Dörnyei Z., MacIntyre P. D., Henry A. (eds.), 2015. Motivational dynamics in language learning. Bristol: Multilingual Matters.
Dörnyei Z., Ryan S. (2015), The psychology of the language learner revisited. New York, NY: Routledge.
Duckworth A. L., Peterson C., Matthews M. D., Kelly D. R. (2007), Grit: Perseverance and passion for long-term goals (in) “Journal of Personality and Social Psychology”, No. 92, pp. 1087-1101.
Ellis R. (2010), Epilogue: A framework for investigating oral and written corrective feedback (in) “Studies in Second Language Acquisition”, No. 32, pp 335-349.
Gabryś-Barker D. (2014), From failure to failure with enthusiasm (in) “Studies in Second Language Learning and Teaching”, No. 4, pp. 301-325.
Gardner H. (1999), Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
Gkonou C., Daubney M., Dewaele J.-M. (2017), New insights into language anxiety: Theory, research and educational implications. Bristol: Multilingual Matters.
Gregersen T., MacIntyre P. (2014), Capitalizing on language learners’ individuality: From premise to practice. Bristol: Multilingual Matters.
Griffiths C. (2018), The strategy factor in successful language learning: The tornado effect. Bristol: Multilingual Matters.
Hiver P. (2017), Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study (in) “Modern Language Journal”, No. 101, pp. 669-699.
Kruk M., Zawodniak J. (2018), Boredom in practical English language classes: Insights from interview data (in) Szymański L., Zawodniak J., Łobodziec A., Smoluk M. (eds.), Interdisciplinary views on the English language, literature and culture. Zielona Góra: Uniwersytet Zielonogórski, pp. 177-191.
Larsen-Freeman D., Cameron L. (2008), Complex systems and applied linguistics. Oxford: Oxford University Press.
Li S. (2017), Cognitive differences in ISLA (in) Loewen S., Sato M. (eds.), The Routledge handbook of instructed second language acquisition. New York and London: Routledge, pp. 396-417.
MacIntyre P. D., Legatto J. J. (2011), A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect (in) “Applied Linguistics”, No. 32, pp. 149-171.
MacIntyre P. D. (2007), Willingness to communicate in the second language: Understanding the decision to speak as a volitional process (in) “Modern Language Journal”, No. 91, pp. 564-576.
MacIntyre P. D., Mercer S. (2014), Introducing positive psychology to SLA (in) “Studies in Second Language Learning and Teaching”, No. 4, pp. 153-172.
Mahmoodzadeh M., Khajavy G. H. (2018). Towards conceptualizing language learning curiosity in SLA: An empirical study (in) “Journal of Psycholinguistic Research” (online). https://doi.org/10.1007/s10936-018-9606-3.
Mystkowska-Wiertelak A., Pawlak M. (2017), Willingness to communicate in instructed Second language acquisition. Combining a macro- and microperspective. Bristol: Multilingual Matters.
Oxford R. L. (1990), Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Oxford R. L. (2017), Teaching and researching language learning strategies. Self-regulation in context. London: Routledge.
Oxford R. L., Amerstorfer C. M. (eds.). (2017), Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts. London: Bloomsbury.
Oxford R. L., Lee R. L. (2008), The learners’ landscape and journey: A summary (in) Griffiths C. (ed.) Lessons from good language learners. Cambridge: Cambridge University Press, pp. 306-317.
Pavelescu L. M., Petrić B. (2018), Love and enjoyment in context: Four case studies of adolescent EFL learners (in) “Studies in second Language Learning and Teaching”, No. 8, pp. 73-101.
Pawlak M. (2012a), Individual differences in language learning and teaching: Achievements, prospects and challenges (in) Pawlak M. (ed.), New perspectives on individual differences in language learning and teaching. Heidelberg: Springer, pp. xix-xlvi.
Pawlak M. (2012b), The dynamic nature of motivation in language learning: A classroom perspective (in) “Studies in Second Language Learning and Teaching”, No. 2, pp. 249-278.
Pawlak M. (2017a), Overview of learner individual differences and their mediating effects on the process and outcome of interaction (in) Gurzynski-Weiss L. (ed.), Expanding individual difference Research in the interaction approach. Investigating learners, instructors, and other interlocutors. Amsterdam – Philadelphia: John Benjamins, pp. 19-40.
Pawlak M. (2017b), Dynamiczny charakter zmiennych indywidualnych – wyzwania badawcze i implikacje dydaktyczne (in) “Neofilolog”, No. 48/1, pp. 9-28.
Pawlak M. (2018), Grammar Learning Strategy Inventory: Another look (in) “Studies in Second Language Learning and Teaching”, No. 8, pp. 351-379.
Pawlak M., Mystkowska-Wiertelak A., Bielak J. (2016), Investigating the nature of classroom WTC: A micro-perspective (in) “Language Teaching Research”, No. 20, pp. 654-671.
Pawlak M., Oxford R. L. (2018), Conclusion: The future of research into language learning strategies (in) “Studies in Second Language Learning and Teaching”, No. 8, pp. 523-535.
Pawlak M., Szyszka M. (2018), Researching pronunciation learning strategies: An overview and a critical look (in) “Studies in Second Language Learning and Teaching”, No. 8, pp. 293-323.
Pfenninger S. E. (2014), The misunderstood variable: Age effects as a function of type of instruction (in) “Studies in Second Language Learning and Teaching”, No. 4, pp. 529-556.
Pfenninger S. E., Singleton D. (2017), Beyond age effects in instructional L2 learning: Revisiting the age factor. Bristol: Multilingual Matters.
Ranta L. (2008), Aptitude and good language learners (in) Griffiths, C. (ed.), Lessons from good language learners. Cambridge: Cambridge University Press, pp. 142-156.
Wen Z. (2015), Working memory and second language learning: Towards an integrated approach. Bristol: Multilingual Matters.
Yamashita T. (2018), Grit and second language acquisition: Can passion and perseverance predict performance in Japanese language learning? Unpublished MA thesis, University of Massachusetts, Amherst, USA.
Licencja
Prawa autorskie (c) 2019 Mirosław Pawlak
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Bez utworów zależnych 4.0 Międzynarodowe.
Przedstawiany utwór (artykuł) upubliczniany jest na podstawie umowy z autorem i na licencji Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Użytkownicy mają obowiązek podania wraz z rozpowszechnionym utworem, informacji o autorstwie, tytule, źródle (odnośniki do oryginalnego utworu, DOI) oraz samej licencji;
- bez tworzenia utworów zależnych,
- utwór musi być zachowany w oryginalnej postaci.
Uniwersytet im. Adama Mickiewicza w Poznaniu zachowuje prawo do czasopisma jako całości (układ, forma graficzna, tytuł, projekt okładki, logo itp.).