Abstract
There is much controversy surrounding the influence of affect on foreign language aptitude. In most foreign language aptitude models and tests this factor is treated marginally or it is entirely absent. In research studies, much attention is devoted to individual factors defined in the context of positive psychology, but their relationships with cognitive factors are rarely analyzed. This paper is an attempt to present the role of factors other than cognitive in foreign language aptitude theory and research, selected reasons for their weak position, as well as pedagogical implications and suggestions for further research.
Literaturhinweise
Abrahamsson N., Hyltenstam K. (2008), The robustness of aptitude effects in near-native second language acquisition (w) „Studies in Second Language Acquisition”, nr 30, str. 481-509.
Arnold J., Brown H. D. (1999), A map of the terrain (w) Arnold J. (red.), Affect in language learning. Cambridge: Cambridge University Press, str. 1-25.
Biedroń A. (2011a), Personality factors as predictors of foreign language aptitude (w) „Studies in Second Language Learning and Teaching”, nr 1.4, str. 467-489.
Biedroń A. (2011b), Near-nativeness as a function of cognitive and personality factors. Three case studies of highly able foreign language learners (w) Pawlak M., Waniek-Klimczak E., Majer J. (red.), Speaking in contexts of instructed foreign language acquisition. Clevedon: Multilingual Matters, str. 99-116.
Biedroń A. (2012), Cognitive-affective profile of gifted adult foreign language learners. Słupsk: Wydawnictwo Naukowe Akademii Pomorskiej w Słupsku.
Biedroń A., Pawlak M. (2016), New conceptualizations of linguistic giftedness (w) „Language Teaching”, nr 49.2, str. 151-185.
Costa P. T. Jr., McCrae R. R. (1992), Revised NEO Personality Inventory (NEO-PIR) and NEO Five-Factor Inventory (NEO-FFI). Manual. Odessa, FL: Psychological Assessment Resources.
Csikszentmihalyi M. (1990), Flow. The psychology of optimal experience. New York: Harper Perennial.
Damasio A. (1994), Descartes’ error: Emotion, reason and the human brain. New York, NY: Avon.
Dewaele J-M. (2009), Individual differences in second language acquisition (w) Ritchie W. C., Bhatia T. K. (red.), The new handbook of second language acquisition. Bingley, United Kingdom: Emerald, str. 323-346.
Dewaele J-M. (2011), Reflections on the emotional and psychological aspects of foreign language learning and use (w) „Anglistik: International Journal of English Studies”, nr 22.1, str. 23-42.
Dewaele J-M., Petrides K. V., Furnham A. (2008), Effects of trait Emotional Intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals. A review and empirical investigation (w) „Language Learning”, nr 58(4), str. 911-960.
Dewaele J., Alfawzan M. (2018), Does the effect of enjoyment outweigh that of anxiety in foreign language performance? (w) „Studies in Second Language Learning and Teaching”, nr 8(1), str. 21-45.
Dewaele J-M, Li Ch. (2018), Editorial (w) „Studies in Second Language Learning and Teaching”, nr 8(1), str. 15-19.
Doliński D. (2000), Emocje, poznanie i zachowanie (w) Strelau J. (red.), Psychologia. Podręcznik akademicki. Psychologia ogólna. Gdańsk: Gdańskie Wydawnictwo Psychologiczne, str. 367-394.
Doughty C. J. (2013), Optimizing post-critical-period language learning (w) Granena G., Long M.H. (red.), Sensitive periods, language aptitude, and ultimate L2 attainment. Amsterdam: John Benjamins, str. 153-175.
Doughty C. J., Campbell S. G., Mislevy M. A., Bunting M. F., Bowles A. R., Koeth J. T. (2010), Predicting near-native ability: The factor structure and reliability of Hi-LAB (w) Prior M. T., Watanabe Y., Lee S-K. (red.), Selected proceedings of the 2008 Second Language Research Forum. Somerville, MA: Cascadilla Proceedings Project, str. 10-31.
Dörnyei Z. (2005), The psychology of the language learner. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei Z. (2009), The psychology of second language acquisition. Oxford: Oxford University Press.
Dörnyei Z. (2010), The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective (w) Macaro E. (red.), Continuum companion to second language acquisition. London: Continuum, str. 247-267.
Dörnyei Z., Ryan S. (2015), The psychology of the language learner revisited. New York, London, Routledge.
Ehrman M. E. (2008), Personality and good language learners (w) Griffiths C. (red.), Lessons from good language learners. Cambridge: Cambridge University Press, str. 83-99.
Ehrman M. E., Oxford R. L. (1995), Cognition plus: correlates of language learning success (w) „Modern Language Journal”, nr 7(1), str. 67-89.
Erard M. (2012), Babel no more. In search for the world’s most extraordinary language learners. New York, NY: Free Press.
Forsberg Lundell F., Sandgren M. (2013), High-level proficiency in late L2 acquisition: Relationships between collocational production, language aptitude and personality (w) Granena G., Long M. H. (red.), Sensitive periods, language aptitude, and ultimate L2 attainment. Amsterdam: John Benjamins.
Gagné F. (2005), From gifts to talents: The DGMT as a developmental model (w) Sternberg R., Davidson J. (red.), Conceptions of giftedness. New York: Cambridge University Press, str. 98-120.
Goleman D. (1996), Emotional Intelligence. New York, NY: Bantam Books.
Granena G., Long M. H. (2013), Age of onset, length of residence, language aptitude, and ultimate attainment in three linguistic domains (w) „Second Language Research”, nr 29.1, str. 311-343.
Gregersen T., P. D. MacIntyre (2014), Capitalizing on language learners' individuality. From premise to practice. Bristol: Multilingual Matters.
Griffiths C. (red.) (2008), Lessons from good language learners. Cambridge: Cambridge University Press.
Hu X., Reiterer S. (2009), Personality and pronunciation talent in second language acquisition (w) Dogil G., Reiterer S. (red.), Language talent and brain activity. Trends in applied linguistics 1. Berlin, New York, NY: Mouton de Gruyter, str. 97-130.
Hu X., Ackermann H., Martin J. A., Erb M., Winkler S., Reiterer S. (2013), Language aptitude for pronunciation in advanced second language (L2) Learners: Behavioural predictors and neural substrates (w) „Brain and Language”, nr 127.3, str. 366-376.
Hyltenstam K., (red.) (2016), Advanced proficiency and exceptional ability in second language. Boston/Berlin: Mouton de Gruyter.
LeDoux J. (1996), The emotional brain. New York, NY: Simon & Schuster.
Linck J. A., Hughes M. M., Campbell S. G., Silbert N. H., Tare M., Jackson S. R., Doughty C. J. (2013), Hi-LAB: A new measure of aptitude for high-level language proficiency (w) „Language Learning”, nr 63.3, str. 530-566.
Long M. H. (2013), Maturational constraints on child and adult SLA (w) Granena G., Long M. H. (red.), Sensitive periods, language aptitude, and ultimate L2 attainment. Amsterdam: John Benjamins, str. 3-41.
MacIntyre, P. D., Gregersen, T., Mercer, S. (2016), Positive psychology in SLA. Bristol: Multilingual Matters McCrae R., Costa, P. (2003), Personality in adulthood: A five-factor theory perspective (wydanie drugie). New York: Guilford Press.
Moyer A. (1999), Ultimate attainment in L2 phonology (w) „Studies in Second Language Acquisition”, nr 21, str. 81-108.
Moyer A. (2007), Empirical considerations on the age factor in L2 phonology (w) „Issues in Applied Linguistics”, nr 15(2), str. 109-127.
Moyer A. (2014), What’s age got to do with it? Accounting for individual factors in second language accent (w) „Studies in Second Language Learning and Teaching. Special issue: Age and more”, nr 4.3, str. 443-464.
Mystkowska-Wiertelak A. (2008), The use of grammar learning strategies among secondary school students (w) Pawlak M. (red.), Investigating English language learning and teaching. Poznań – Kalisz: Adam Mickiewicz University Press, str. 139-148.
Pawlak M. (2017), Dynamiczny charakter zmiennych indywidualnych – wyzwania badawcze i implikacje dydaktyczne (w) „Neofilolog”, nr 48, str. 9-28.
Pavelescu L. M., Petrić B. (2018), Love and enjoyment in context: Four case studies of adolescent EFL learners (w) „Studies in Second Language Learning and Teaching”, nr 8(1), str. 73-101.
Pimsleur P. (1966), Pimsleur Language Aptitude Battery. New York, NY: Harcourt Brace Jovanovich.
Ramírez-Esparza N., Gosling S. D., Benet-Martínez V., Potter J. P., Pennebaker J. W. (2006), Do bilinguals have two personalities? A special case of cultural frame switching (w) „Journal of Research in Personality”, nr 40, str. 99-120.
Robinson P. (2002), Learning conditions, aptitude complexes and SLA: A framework for research and pedagogy (w) Robinson P. (red.), Individual differences and instructed language learning. Philadelphia, PA: John Benjamins, str. 113-133.
Robinson P., Ellis N. C. (2008), Conclusion: Cognitive linguistics, second language acquisition and L2 instruction – issues for research (w) Robinson P, Ellis N. C. (red.), Handbook of cognitive linguistics and second language acquisition. New York/London: Routledge, str. 489-545.
Rota, G., Reiterer S. (2009), Cognitive aspects of pronunciation talent (w) Dogil G., Reiterer S. (red.), Language talent and brain activity. Trends in applied linguistics 1. Berlin, New York, NY: Mouton de Gruyter, str. 67-112.
Schumann J. H. (2004), The neurobiology of aptitude (w) Schumann J. H. (red.), The neurobiology of learning: Perspectives from second language acquisition. Mahwah, NJ: Lawrence Erlbaum, str.7-23.
Serafini, E. J. (2017), Exploring the dynamic long-term interaction between cognitive and psychosocial resources in adult second language development at varying proficiency (w) „The Modern Language Journal”, nr 101, str. 369-390.
Siek-Piskozub T. (2016), The compatibility of positive psychology and the Ludic strategy in foreign language education (w) „Glottodidactica. An International Journal of Applied Linguistics”, nr 43(1), str. 97-106.
Snow R. E. (1987), Aptitude complexes (w) Snow R., Farr M. (red.), Aptitude, learning and instruction, cognitive process analyses of aptitude (Vol. 3). Hillsdale, NJ: Erlbaum Associates, str. 11-34.
Suzuki Y., DeKeyser R. (2017), Exploratory research on second language practice distribution: An Aptitude × Treatment interaction (w) „Applied Psycholinguistics”, nr 38 (1), str. 27-56.
Wong P., Morgan-Short K., Ettlinger M., Zheng J. (2012), Linking neurogenetics and individual differences in language learning: The dopamine hypothesis (w) „Cortex”, nr 48, str. 1091-1102.
Zychowicz K., Biedroń A., Pawlak, M. (2016), Polish Listening SPAN: A new tool for measuring verbal working memory (w) „Studies in Second Language Learning and Teaching”, nr 7(4), str. 601-618.
Lizenz
Copyright (c) 2019 Adriana Biedroń
![Creative-Commons-Lizenz](http://i.creativecommons.org/l/by-nd/4.0/88x31.png)
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).