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Mirosław Pawlak


The second 2019 issue of SSLLT brings together six papers, all of which report empirical studies dealing with different aspects of teaching and learning additional languages in various contexts, and it also includes two book reviews. In the first contribution, Alastair Henry combines Hermans’ (2008) concept of the dialogical self with the tenets of complex dynamic systems theories (Hiver & Al-Hoorie, 2016) to investigate the developing professional identity of a preservice teacher of English during the practicum in a school in western Sweden. Using a combination of intra-personal data in the form of semi-structured interviews conducted before and after the practicum as well as inter-personal data in the form of forum postings and a stimulated recall discussion of a lesson taught by the participant, Henry shows that the construction of teacher identity entails interaction between present experiences and the imagined self. In the subsequent paper, Anne Huhtala, Anta Kursiša and Marjo Vesalainen seek to identify the motives driving 51 Finnish university students to learn foreign languages other than English, in this case French, German and Swedish, adopting as a theoretical framework Dörnyei’s (2009) theory of the L2 motivational self-system. Qualitative analysis of the narrative reflections written by the participants revealed that although the initial decisions to engage in language learning may be driven by social pressure, or the ought-to self, in the course of time it is the ideal self and the L2 learning experience that start to play the dominant role.


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How to Cite
Pawlak, M. (2019). Editorial. Studies in Second Language Learning and Teaching, 9(2), 259-261. https://doi.org/10.14746/ssllt.2019.9.2.1
Author Biography

Mirosław Pawlak, Adam Mickiewicz University, Kalisz; State University of Applied Sciences, Konin

Mirosław Pawlak is Professor of English in the English Department, Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University, Kalisz, Poland, and Department of Research on Language Learning and Teaching, Faculty of Philology, State University of Applied Sciences, Konin, Poland. His main areas of interest are form-focused instruction, corrective feedback, pronunciation teaching, classroom interaction, learner autonomy, learning strategies, motivation and willingness to communicate. His most recent publications include Error Correction in the Foreign Language Classroom. Reconsidering the Issues (2015, Springer), Willingness to Communicate in Instructed Second Language Acquisition: Combining a Macro- and Micro-Perspective (with Anna Mystkowska-Wiertelak, 2017, Multilingual Matters), and several edited collections on learner autonomy, form-focused instruction, speaking in a foreign language, classroom-oriented research and individual learner differences. He is Editor of the journals Studies in Second language Learning and Teaching and Konin Language Studies, as well as the book series Second Language Learning and Teaching, published by Springer.

Contact details: Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, ul. Nowy Świat 28-30, 62-800 Kalisz, Poland (pawlakmi@amu.edu.pl)


  1. Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
  2. Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
  3. Hermans, H. J. M. (2008). How to perform research on the basis of dialogical self theory? Introduction to the special issue. Journal of Constructivist Psychology, 21(3), 185-199.
  4. Hiver, P., & Al-Hoorie, A. H. (2016). A “dynamic ensemble” for second language research: Putting complexity theory into practice. Modern Language Journal, 100, 741-756.