Description
Book SynopsisAffectivity is at the core of everything we do in life. Thus, its development is also central to learning/acquisition and is important for educational contexts. The studies presented in this volume consider the different contexts of language learning and examine different types of participants in this process. Most of them look at a formal instruction context, while others look beyond the classroom and even report on the author's own affectivity and its involvement in learning experiences. Affectivity is discussed here in relation to learners but also to teachers in their own professional contexts of teaching foreign languages. In the majority of cases, affectivity is explored in the case of bilinguals, but there are also articles which focus on multilingual language users and their affectivity as an evolving factor.
Trade ReviewThis insightful and fascinating book conceptualizes and comprehensively explores 'the affective turn' in SLA. Going beyond traditionally explored affective phenomena, this excellent state-of-the-art volume opens up new and important aspects of anxiety, motivation, emotive lexis, expression of emotions and identity. Affectivity is omnipresent in academic, formal and informal contexts and considering its impact on young and adult learners is essential for researchers and teachers.
* Larissa Aronin, Oranim Academic College of Education, Israel and Trinity College, Dublin, Ireland *
Researchers interested in the role of affect in language learning will surely value this collection of essays for its variety of topics, solid literature reviews and theoretical overviews, as well as the numerous empirical results and statistical data.
* Ivan Lombardi, Universit *
Table of ContentsIntroduction I. Affective variables in language learning 1. Aneta Pavlenko - The affective turn in SLA: From ‘affective factors’ to ‘language desire’ and ‘commodification of affect’ 2. David Singleton - Affective dimension of second language ultimate attainment 3. Dagmara Gałajda - Anxiety and perceived communication competence as predictors of willingness to communicate in ESL/FL classroom 4. Ewa Piechurska-Kuciel - Self-efficacy beliefs and FL achievement in the Polish school context 5. Małgorzata Jedynak - Affectivity in learning L2 phonology/phonetics – the role of self-concept in successful acquisition of English pronunciation II. Motivation, attitudes and learning experiences 6. Teresa Maria Włosowicz - The role of motivation in third or additional language acquisition and in multilingualism research 7. Tammy Gregersen - Language learning vibes: What, why and how to capitalize for positive affect 8. Danuta Gabryś-Barker - The affective dimension in multilinguals’ language learning experiences 9. Anna Klimas - Goals pursuit in a foreign language classroom: A student perspective 10. Ewa Waniek-Klimczak, Andrzej Porzuczek, Arkadiusz Rojczyk - Affective dimensions in SL pronunciation: A large-scale attitude study 11. Beata Webb - Attitudes and perceptions of international students towards their life in Australia III. Affectivity in language production 12. Liliana Piasecka - Identification and verbal expression of emotions by users of English as a foreign language 13. Ewa Bogdanowska-Jakubowska - Student paper presentations – an analysis of face-related issues 14. Joanna Nijakowska - Politeness in written academic discourse: A case of EFL methodology textbooks 15. Andrzej Łyda - Disciplinary cultures and emotions: Emotive lexis in research articles IV. Affective dimension in educational contexts 16. Agnieszka Otwinowska-Kasztelanic - CLIL lessons in the upper-primary: the interplay of affective factors and CALP 17. Zbigniew Możejko - The role of affective factors in CLIL provision in the secondary school 18. Katarzyna Papaja, Arkadiusz Rojczyk - Motivation from the perspective of a CLIL teenage learner 19. Anna Turula - Affect in VLES: anxiety and motivation in blended EFL teacher training 20. Maria Stec - The affective aspects in early language learning and syllabuses 21. Marcin Gliński - The problem of inhibition among children during culture-based classes 22. Karen Jacobs, Maria Juan-Garau, José Igor Prieto-Arranz - Affective factor considerations in a transcultural approach to English language teaching
