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Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 156-180 (2022) (2022)
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Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles
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In: Sustainability; Volume 14; Issue 1; Pages: 396 (2021)
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Database used for the 2020 paper "Actual and self-perceived linguistic proficiency gains in French during the Year Abroad". Languages ...
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The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 3, Pp 521-541 (2020) (2020)
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Sources of variation in Galician multilinguals’ attitudes towards Galician, Spanish, English and French
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 12, Iss 25 (2018) (2018)
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Emoción y lenguaje
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 12, Iss 25 (2018) (2018)
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Exploring the Intercultural Identity of Slovak-Roma Schoolchildren in the UK
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In: Russian journal of linguistics: Vestnik RUDN, Vol 21, Iss 2, Pp 282-304 (2017) (2017)
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Book review: Aneta Pavlenko (2014) The Bilingual Mind And What it Tells Us about Language and Thought ...
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Language Choice in Expressing Anger among Arab-English Londoners
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In: Russian journal of linguistics: Vestnik RUDN, Vol 19, Iss 4, Pp 82-100 (2015) (2015)
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Investigating the psychological and emotional dimensions in instructed language learning: Obstacles and possibilities
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In: http://www.gwinnett.k12.ga.us/HopkinsES/Alfonso_Web/ESOL Modification Research/Dewaele_Affective_filter.pdf (2005)
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Emotion vocabulary in interlanguage
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In: http://astro.temple.edu/~apavlenk/pdf/Dewaele_Pavlenko_LL_2002.pdf (2002)
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Gender assignment and gender agreement in advanced French interlanguage: A cross-sectional study.
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In: http://eprints.bbk.ac.uk/445/1/dewaeleBLC.pdf (2001)
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Formality of Language: definition, measurement and behavioral determinants
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In: http://pespmc1.vub.ac.be/papers/Formality.pdf (1999)
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Lexical inventions: French interlanguage as L2 versus L3
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In: http://applij.oxfordjournals.org/cgi/reprint/19/4/471.pdf (1998)
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Variation in the Contextuality of Language: An Empirical Measure
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In: http://pespmc1.vub.ac.be/papers/Contextuality-FOS.pdf (1998)
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The emotional force of swearwords and taboo words in the speech of multilinguals
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In: http://eprints.bbk.ac.uk/62/1/dewaeleJMMD25.pdf (1996)
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Style-Shifting in Oral Interlanguage: Quantification and Definition
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In: http://www.bbk.ac.uk/Departments/AppliedLinguistics/Papers/style.ps (1995)
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| 18 |
This is an exact
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In: http://eprints.bbk.ac.uk/531/1/531.pdf
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Abstract:
This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on the participants' language grades. Analyses of variance revealed no significant effects of the higher-level personality dimensions on grades. Participants with high levels of foreign language anxiety obtained significantly lower grades in the L2 and L3. Gender and social class had no effect. Strong positive correlations between grades in the different languages could point to an underlying sociocognitive dimension. The implications of these findings are discussed. doi:10.2167/ijm080.0 Keywords: extraversion, neuroticism, psychoticism, foreign language anxiety, language grades Introduction Gardner and MacIntyre (1992: 212) noted that 'there are probably as many factors that might account for individual differences in achievement in a second language as there are individuals . . . '. This statement could induce the naive reader into believing that Gardner and MacIntyre are postmodernists. The second part of the sentence does put things straight: 'however, they may be grouped into one of the two classifications of cognitive or affective variables ' (p. 212). The uniqueness of the individual language learner is one of the central tenets of postmodern enquiry into second language learning. Postmodern researchers typically present detailed case studies of learners within a local and sociohistorical context (see for example The present study is firmly situated within the latter research area, but it does acknowledge the warnings of postmodernists. It deals with interindividual variation linked to sociobiographical and psychological variables in final 1479-0718/07/03 169-29 $20.00/0 -2007 J-M. Dewaele International Journal of Multilingualism Vol. 4, No. 3, 2007 169 year language grades for the L1, L2, L3 and L4 of 89 Flemish high-school students. More specifically, it focuses on the effect of higher-level personality dimensions (extraversion, neuroticism, psychoticism), and Á for the L2 and L3 Á the effect of a lower-order personality dimension, foreign language anxiety (FLA). It also considers the relationship between grades in the different languages, which could point to an underlying dimension of language aptitude. No study has, to my knowledge, ever considered the effect of multiple psychological and sociobiographical variables on students' language grades in the L1 and up to three foreign languages. Research has often focused on the separate effects of one or various independent variables on a single dependent variable in one foreign language (for example Aida, 1994). The danger of research designs that focus on a single foreign language lies in the fact that the findings tend to be interpreted as relating to all foreign language learning. In other words, the patterns observed for the one foreign language under investigation are deemed to be characteristic of any other learning of foreign languages. In the wake of the growing interest in trilingualism (cf. Jessner et al ., 2001; Microscopic approaches to individual differences, i.e. research designs with an exclusive focus on a single independent variable, risk presenting a distorted picture of a complex reality. I have argued that 'the individual learner, like the bilingual, is more than the sum of parts. Just as the movement of legs is insufficient to explain the phenomenon of walking, no single sociobiographical or psychological characteristic of the learner can account for the speed and ''success'' of the language learning process and of the actual speech production' (Dewaele, 2005b: 371). Microscopic research designs may uncover interesting patterns but they have an inherent flaw Á they cannot capture complex interactions between independent variables: for example, some psychological or social variables have non-significant effects on L2 production in some situations, but their effect becomes significant in other situations. The degree of extraversion has no effect on written L2 production, but it is positively linked to oral L2 production in stressful situations (cf. Dewaele, 2002b; Dewaele & Furnham, 2000). Researchers need to be aware that the relations between dependent and independent variables may be influenced by other independent variables lurking in the background, invisible to the unsuspecting researcher. The present study will be relatively macroscopic, with a focus on the effect of a number of psychological and sociobiographical independent variables on language grades. A watertight separation of social and psychological factors is untenable in second language acquisition (SLA). Social psychologists often consider both 170 International Journal of Multilingualism types of factors within the same study but in separate sections. The societal context is taken into account (i.e. the intergroup climate in which interlocutors evolve) as well as the individual context (i.e. the personality characteristics found to be particularly relevant to communication) (MacIntyre et al ., 1998: 555). It can sometimes be tricky to assign variables to either category as language-affect is often at the crossroads between social and psychological variables. The psychological variables often have a social component as well. Furnham and Heaven (1998: 32) point out that the causes of personality traits 'have always been acknowledged to be both biological and social'. Self-esteem is a good example of a potentially important factor in SLA The Societal and Individual Context in the Present Study The focus in the present study will be on the individual context rather than on the societal context (cf. No single personality trait has ever been found to predict overall success in second language learning. It remains to be seen whether the lack of clarity concerning the role of psychological variables in applied linguistic research is linked to methodological choices or whether language learning success is just independent of one's personality. It is possible that personality traits have indirect effects in language learning. Indeed, global personality dimensions determine to varying degrees the so-called 'language-related affect', namely FLA, attitudes and motivational propensities Extraversion Á introversion This dimension, described by The typical extravert is sociable, likes parties, has many friends, needs to have people to talk to . . . . The typical introvert is a quiet, retiring sort of person, introspective, fond of books rather than people; he is reserved and distant except to intimate friends. Chamorro-Premuzic et al ., (2006) investigated the link between personality dimensions and verbal and numerical ability among 118 adult job applicants in New Zealand. 1 The authors found that extraverted participants scored significantly higher on measures of verbal ability (p. 148). The authors acknowledge the fact that their correlational design does not allow them to identify causes and that scores on the ability tests may confound both intelligence as actual ability and intelligence as performance (p. 150). They conclude that introversion seems to have detrimental effects on ability test performance. Applied linguists and educationalists have focused their attention on the possible effect of extraversion on success in L2 learning, the expectation being that the more talkative extraverted learners would have a natural advantage in the acquisition of the foreign language compared to their more introverted peers. However, studies where extraversion scores were correlated with language test scores revealed inconsistent results. Extraversion does not appear to be linked to accuracy rates in foreign language production (Dewaele, 1994). Dewaele and Furnham (1999: 523) pointed out that the results 'varied in how the personality trait was measured (i.e. self-report vs others' ratings), the language that was being learnt, the nationality of the learners but most importantly which language variables were measured and how'. In the first study to investigate the role of extraversion on SLA, Neuroticism Á emotional stability Neuroticism (N) is the second major personality domain in Eysenck's (1967) model of personality. Costa and McCrae (1992) distinguish six facets in neuroticism: anxiety, angry hostility, depression, self-consciousness, impulsiveness and vulnerability. Costa and McCrae (1984) showed that all the facets are related to individuals' psychological state of mind, resulting in negative affect and lower life satisfaction. For Eysenck and Eysenck (1975: 9Á10), the high Neuroticism scorer is: 'an anxious, worrying individual, moody and frequently depressed . . . The stable individual, on the other hand, is usually calm, even-tempered, controlled and unworried'. Chamorro-Premuzic et al ., (2006: 148) reported that emotionally stable individuals scored significantly higher (pB0.01) on verbal ability than their more neurotic counterparts did. The authors suggest that higher levels of neuroticism may impair cognitive performance, 'thus moderating the effects of ''actual'' cognitive ability on tested intelligence Á mainly because of their likelihood to elicit test anxiety and lack of confidence' (p. 149). Williams (1971) administered a battery of personality and productivity tests to 150 anglophone students who had been divided into three groups according to their loquacity in the classroom: active participation, intermediate participation and nonparticipation. The group of nonparticipating students had the highest scores on neuroticism and the lowest scores on self-esteem and intellectual productivity. There is every reason to believe that this relation holds for the foreign language class. Dewaele (2002a) found a positive correlation between neuroticism and FLA in French and English among Flemish high school students. 174 International Journal of Multilingualism Psychoticism In Eysenck's three-factor model there is one further trait, namely psychoticism, whereas in the five-factor model, the remaining variance is described in terms of openness, agreeableness and conscientiousness. Eysenck argues that agreeableness and conscientiousness are primary level traits that both form facets of psychoticism (negatively related). Psychoticism was conceived to be related to behavioural disorders, but it is designed to measure individuals belonging to a normal population, rather than pathological cases. A high scorer on the psychoticism scale is characterised by Eysenck and Eysenck (1976: 47) in their study of psychoticism as a dimension of personality as being 'cold, impersonal, hostile, lacking in sympathy, unfriendly, untrustful, odd, unemotional, unhelpful . . . lacking in insight, strange, with paranoid ideas that people were against him '. Furnham and Medhurst (1995) found that individuals with low scores on the P scale were more likely to have good oral and written expression, were more motivated and participated more actively in seminars. Dewaele (2002a) also found that high-P Flemish learners of English L3 suffered less than low-P participants from FLA in English (but not in French) (cf. next section). One explanation put forward was that a higher level of hostility is linked to a more limited concern about the reaction of the interlocutor(s) to one's speech production in the foreign language, hence a lower level of FLA for the speaker. Foreign language anxiety FLA refers to a feeling of tension and apprehension linked to speech production and reception of an L2 Aida (1994) found a moderate negative correlation between FLA and course grades of 96 students of Japanese. Reviews of the literature on FLA conclude that a moderate negative relationship exists between FLA and various measures of language achievement Dewaele (2002a) demonstrated that patterns of interindividual variation in levels of FLA were quite different in the French L2 and English L3 of Flemish students. 2 Social class was found to predict FLA in French but not in English. Global personality traits were not significantly linked to FLA in French but they did significantly predict levels of FLA in English L3 production. Extraverts, high-P and low-N participants reported lower levels of FLA in English. The cultural background of students also seems to determine levels of FLA: Woodrow (2006) reports that English language learners from Confucian Heritage Cultures (China, Korea and Japan) suffered more from FLA than other ethnic groups. She suggests that FLA can be due to a skills deficit or retrieval interference. FLA could thus be curtailed by extra instruction in the former case, whereas de-sensitisation and relaxation techniques could benefit anxious students in the latter case (Woodrow, 2006: 324). Thus it seems clear that CA and FLA are linked to a myriad of interacting psychological, situational, cultural and social factors. Gender Some characteristics of gender may warrant closer investigation. It seems that on average, women are better at tasks involving fluency in language, which may give them an edge in SLA. Aida (1994) found that her 40 female American students of Japanese achieved higher grades than the 56 male students. The author attributes this gender difference to the use of different language learning strategies by men and women. The females might have used more language learning strategies, which would have positively affected their achievement levels in Japanese. A similar pattern emerged in a study by 176 International Journal of Multilingualism Gu Social class The social class of parents has been found to be an important predictor in children's attitudes towards learning and academic performance Ability and language aptitude Gardner However, in a recent paper, Dö rnyei (2006) wondered whether such a thing as 'language aptitude' actually exists and whether it is just a number of cognitive factors making up a composite measure that can be referred to as the learner's overall capacity to master a foreign language. Sternberg (2002) defends the view that success in SLA depends on 'successful intelligence', i.e. a combination of creative and practical abilities with memory and analytic abilities. Success depends on the match between instructional conditions and pattern of abilities. In other words, 'when students are taught in a way that fits how they think, they do better at school' (Sternberg, 2002: 34). Predicting Language Learners' Grades 177 Hypotheses Based on the findings and observations reported in the previous section, the following hypotheses will be tested: (1) Female participants will obtain higher grades than male participants for the different languages. Method Participants The participants included 89 students in their last year of secondary education at the Koninklijk Atheneum I in Bruges, Belgium. The sample consisted of 42 males and 47 females. The ages of the participants ranged from 17 to 21 (M 017.7, sd 00.09). All participants had Dutch as an L1. All the participants had had formal instruction in Dutch (4 h/week) since the onset of primary school, in French (between 2 and 4 h/week, starting at age 10) and in English (between 2 and 4 h/week, starting at age 12 or 14). Thirty participants were studying German (between 2 and 3 h/week, starting at age 16). Materials The materials included the abbreviated version of the Eysenck Personality Questionnaire (EPQr), which contains 12 items for each personality dimension: P, E, N and a lie scale It yielded the following results for our sample (N 089): psychoticism (P): M 0 3.84, sd 02.00, Cronbach alpha 00.87; extraversion (E): M 0 8.49, sd 0 3.22, Cronbach alpha0 0.92; neuroticism (N): M 06.16, sd 03.35, Cronbach alpha 00.91. Participants were divided into three groups for each personality dimension: a 'low' group, with scores of more than one standard deviation International Journal of Multilingualism below the mean, a medium group with scores within one standard deviation below or above the mean and a 'high' group with scores of more than one standard deviation above the mean (for the distribution, see Participants also filled out a sociobiographical questionnaire. The participants' social class was determined through the highest level of education attained by one of the parents Nine participants reported having done language summer camps in France (5 from the middle social category and 3 from the higher category). Five participants had done summer camps in the UK (4 from the middle social category and 1 from the higher category). The dependent variable: End of year language grade The language grades in the students' different language classes were determined according to the same strict criteria issued by the Ministry of Education (Leerplan Secundair Onderwijs 1997). The grade reflects a composite score obtained at the end of year examination for written (50%) and oral (50%) skills. Half of the score for written skills was based on a reading test (a previously unread text followed by questions on the content) and a written production task (a short essay). The score for oral skills is composed of a comprehension test (a previously unheard speech extract followed by questions on the content) and an oral production task (interview on material prepared by the student). Unfortunately, only the final grades were obtained, not the subscores which constituted the grade. Teachers calculated the final grades in the different languages (including the mother tongue) in identical ways and the grades were verified by the headteacher. The expected levels of performance obviously differed across languages (see Appendix). The scores for the different languages have thus been calculated in similar ways but they should be seen as relative indicators of proficiency. A grade of 80% in the L1 and the L4 both denote a high level of performance in relation to the expectations, which are much higher for the L1 than for the L4 (see Appendix). A higher grade in L4 than in L1 does not imply a higher level of proficiency in L4. Comparisons can therefore only be made within-group. Predicting Language Learners' Grades 179 A one-sample Kolmogorov-Smirnov test revealed that the language grades were normally distributed for the four languages. As can be seen in Research design One-way univariate analyses of variance (ANOVAs) were used. When significant results emerged, the ANOVAs were supplemented by Scheffé posthoc tests to pinpoint differences. Pearson correlation analyses were used to investigate the relationship between language grades in the different languages.
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.1045.2500
http://eprints.bbk.ac.uk/531/1/531.pdf
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| 19 |
The emotional force of swearwords and taboo words in the speech of multilinguals
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In: http://eprints.bbk.ac.uk/62/1/dewaeleJMMD25.pdf
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Last Name
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In: http://www.linse.uni-due.de/linse/publikationen/Download/Info_LAUD.pdf
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