Focus on the learner: Contributions of individual differences to second language learning and teaching Konin, 2016

PLENARY ABSTRACTS Jean-Marc Dewaele Department of Applied Linguistics & Communication, UK Emotions in foreign language learning In this lecture I will present an overview of the recent surge of interest in the field of emotion and foreign language acquisition, after many years of neglect (Dörnyei & Ryan, 2015). I will consider individual differences in 1740 learners’ Foreign Language Enjoyment (FLE) and Foreign Language Anxiety (FLA) in the FL classroom (Dewaele & MacIntyre, 2014, 2016). Finally, I present recent research based on data collected from 189 students in two London high schools showing that levels of FLE and FLCA are linked to a complex interaction of learner-internal variables and variables linked to the teacher and teaching practices, including teacher predictability and amount of use of the FL by the teacher. References: Dewaele, J.-M. & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching, 4 (2), 237-274. Dewaele, J.-M., Witney, J., Saito, K. & Dewaele, L. (2016). Foreign Language Enjoyment & Foreign Language Classroom Anxiety in British FL classrooms: The effect of teacher & learner variables. Paper presented at Annual Conference of the American Association of Applied Linguistics 2016, Orlando. Dewaele, J.-M. & MacIntyre, P. D. (2016). Foreign Language Enjoyment and Foreign Language Classroom Anxiety. The right and left feet of FL learning? In P. MacIntyre, T. Gregersen & S. Mercer (eds.) Positive psychology in SLA. Bristol: Multilingual Matters, pp. 215-236. Dörnyei, Z. & Ryan, S. (2015). The Psychology of the Language Learner – Revisited. New York: Routledge. ____________________________________________________________________________ Kata Csizér Eötvös University, Budapest, Hungary How motivation shapes classroom processes? Second language (L2) motivation is seen as a key variable in L2 learning to explain why different students invest different amount of energy into learning and what makes certain students more successful than others. Despite the fact that some classroomrelated issues have been investigated before, empirical studies directed specifically what happens in classrooms are still relatively rare and contextual differentiations between L2 motivation in classrooms and naturalistic settings is usually not investigated. The first aim of this presentation is to discuss how we can explain this relative scarcity of research output in the otherwise vibrant field of L2 motivation research. Following this introduction, I give a brief theoretical overview on L2 motivation looking into the extent to which the most important L2 motivational theories take classroom contexts into account. Second, I review empirical evidence on L2 motivation in the classroom: attitudes and the role of the teacher, task motivation, the learning group, demotivation will be given special emphasis. Third, pedagogical implications are discussed. Last but not least, I summarize possible research directions/ideas on L2 motivation and its role in the L2 classroom. ____________________________________________________________________________ Laura Gurzyński-Weiss Indiana University, USA Instructor individual differences: What we know, what we need to know, and how to get there In this talk I evaluate existing research examining the individual differences (IDs) of one of the most critical interlocutors of second and foreign language (L2) learning: the instructor. Instructors regulate key factors believed to promote second language acquisition (SLA), including learners’ opportunities for input, interaction, output, tasks, and feedback. And yet, they are often left out of L2 research and teacher education. I make the case for investigating instructor IDs in SLA frameworks by demonstrating how instructor IDs can affect both the quantity and quality of learning opportunities. After synthesizing research that has explored instructor IDs, I identify areas for empirical study and provide methodological and pedagogical suggestions for both SLA researchers and L2 teachers. ____________________________________________________________________________

Paula Kalaja University of Jyväskylä, Finland Research on Beliefs about Language Learning and Teaching: Exploring the Possibilities of Visual Data and Lessons Learnt Learners and teachers alike are acknowledged to make sense of their experiences of learning and teaching foreign languages in narratives, given a chance to reflect. This paper will review some research carried out on the subjective experiences of and beliefs about language learning and teaching, or being multilingual held by (future) learners/students/teachers of English or other foreign languages in one country, that is, Finland (with an awareness of much research going on in other parts of the world, too). What the studies to be reviewed share is, first of all, that they have been conducted within the contextual approach (as outlined, e.g., by Kalaja et al. 2016, Kalaja et al. in press); and, secondly, that they make use of narratives in one mode, that is, visual ones (or complemented with data in other modes); and, thirdly, that they either look back in time to recollect past events of using, learning or teaching of foreign languages, or forward to envision future events. In addition to summarizing a few studies and their main findings, methodological lessons learnt regarding doing research on beliefs and making use of visual data will be discussed. References: P. Kalaja, A. M. F. Barcelos, M. Aro and M. Ruohotie-Lyhty (2016). Beliefs, agency and identity in learning and teaching foreign languages. Basingstoke: Palgrave Macmillan. P. Kalaja, A. M. F. Barcelos and M. Aro (in press). Revisiting research on learner beliefs: looking back and looking forward. In P. Garrett and J. Cots (eds.) Routledge handbook on language awareness. ____________________________________________________________________________ Sarah Mercer University of Graz, Austria Focus on the learner: A relational perspective Individual differences research and the learner-centred movement have been invaluable in drawing attention to the uniqueness and individual characteristics of learners. However, more recently, there have been three main developments that have altered how we look at individual learners: The social turn, complexity theories, and the emergence of the field Psychology of Language Learning. Focusing on my own area of interest, I will discuss how these developments have contributed to my own shift in thinking as I conceptualise the learners’ sense of self as a network of relationships. I will reflect on the implications of a relational perspective for research and practice, in particular, the need to focus on how we relate to others and the world around us, and relationships as units of analysis. ____________________________________________________________________________ Ernesto Macaro University of Oxford, UK The teacher’s codeswitching and the learner’s developmental response: pursuing a research agenda Whether the first language (L1) of the learners should be used in second language (L2) classrooms is a discussion which stretches back over a hundred years. The potential presence of the L1 undoubtedly contributes to the inherent tensions in Communicative Language Teaching (CLT) in that CLT is an approach which rests largely on communication of meaning through the L2. The presence of the L1 also contributes to the tensions rapidly emerging in English Medium Instruction contexts (and even in European CLIL contexts) because here too the fundamental principle is that understanding the content of an academic subject is expected to occur through the medium of the L2. A possible reconciliation of this tension comes through associating naturalistic codeswitching with classroom codeswitching whereby communication of meaning can be achieved through two or more languages. Recently theorists and commentators have been arguing for the term ‘translaguaging’ to be used instead of codeswitching. However, whether for codeswitching or translanguaging, a clear theoretical framework for and an optimal balance between L1 and L2 distribution in classroom interaction has still to be established. What we therefore need is a clear theory-led research agenda, one which not only addresses the immediate interactional challenges found in L2 classrooms but also recognizes the long term strategic and linguistic development of the students in those classrooms. This talk will set out what I believe the agenda should be and, focusing particularly on vocabulary acquisition, will present research carried out at Oxford which is currently addressing that agenda. ____________________________________________________________________________

Simone E. Pfenninger University of Salzburg, Austria From individual behavior to classroom ecology: Musings on generalizability, particularizability and the individual and social turns in SLA Recent years have seen a “social turn” and an “individual turn” in SLA, which capture and capitalize on individuality in the language learning process that is constantly being shaped by and shaping the social environment (Block, 2003; MacIntyre, 2014). When nonlinear system dynamics was introduced into SLA research – under various rubrics such as chaos theory (Larsen-Freeman, 1997), emergentism (Ellis & Larsen-Freeman, 2006), dynamic systems theory (de Bot et al., 2007) and complexity theory (LarsenFreeman & Cameron, 2008) – the new approach fundamentally questioned the feasibility of investigating cause-effect relations, the traditional basis of generalizable theories. In this paper I will argue that despite this social and individual turn, we must have the capacity to generalize in applied linguistics, for, if not, we cannot exercise our responsibilities to the wider society and contribute more broadly to L2 pedagogy in any serious way. Applied linguistics – in particular classroom research – is a discipline concerned with the role that languages play in perceived problems of communication, social identity, education, politics and justice, and “in the development of ways to remediate or resolve these problems” (Hall, Smith & Wicaksono, 2011: 15). The question then arises as to how we can reconcile large-sample methods with individual-level analyses. If we aim to maximize the generalizability of our findings, do we have to sacrifice variability? I examine these challenges from the viewpoint of classroom research that has focused on the identification of age effects and their interaction with contextual, personal and affective variables. Because of the complexity associated with the age factor, its study cannot be a simplistic or monolithic enterprise; rather, it must accommodate this complexity by diversifying the number and type of methodological procedures in order to illuminate the role of relevant variables. Besides using multiple approaches in a single study to obtain converging evidence, I will outline the advantages of employing statistical analyses such as multilevel modeling that allow for the simultaneous generalization of the results to new items and new participants. Such individual-centered statistical approaches offer a viable alternative to the group-based methodology that examines the relationship between welldefined variables in relative isolation (as in ANOVA-type analyses), which has traditionally dominated age research in SLA. One of the most important points that I would like to make in this paper is that while it is highly desirable for applied linguists to extrapolate the specific information from the original evaluation to another situation, at the same time we have to strive to avoid making inferential leaps. Generalizability should not be taken for granted in quantitative and qualitative research – it must, rather, be demonstrated by the researcher.

ABSTRACTS (alphabetically by surname) Ali H. Al-Hoorie Nottingham University, UK From Conscious to Unconscious Motivation Throughout its history, second language (L2) motivation research has been dominated by conscious variables (e.g., integrative motivation, intrinsic motivation, the ideal L2 self). These variables are conscious in the sense that the researcher assumes that learners are able to recognize and articulate what motivates them. Little work has been done to explore whether there are also unconscious motivators operating in L2 learning. The present paper reports an empirical study examining the relevance of implicit (i.e., unconscious) attitudes in language learning. Undergraduate students (N = 311) learning English as a foreign language completed self-report measures related to the ideal L2 self, the oughtto L2 self, attitudes toward the L2 course (ATLC), and ethnocentrism. Implicit attitudes were operationalized using the Single-Target Implicit Association Test (ST-IAT, Karpinski & Steinman, 2006). The ST-IAT is a computerized reaction-time psychological experiment that requires the respondent to classify a series of stimuli to the right or left as fast as possible. Implicit attitudes are inferred from the respondent’s speed in the different tasks of the ST-IAT. The results showed that L2 achievement was predicted positively by ST-IAT and ATLC, and negatively by ethnocentrism. The implications of these findings will be discussed. It is hoped that the audience will leave with an appreciation of the unconscious aspects of L2 learning. References: Karpinski, A., & Steinman, R. (2006). The Single Category Implicit Association Test as a measure of implicit social cognition. Journal of Personality and Social Psychology, 91(1), 16–32. doi:10.1037/0022-3514.91.1.16 ____________________________________________________________________________ Matthew T. Apple Ritsumeikan University, Kyoto, Japan Peter Neff Doshisha University, Kyoto, Japan Jonathan Aliponga Kansai University of International Studies, Amagasaki, Japan Michael Hood Nihon University, College of Commerce, Tokyo, Japan The L2 Self Overseas: The Influence of Short-term and Long-term Study Abroad on Confidence and Self-concept Although short-term study abroad programs are slowly rising in popularity in Japan (Tanikawa, 2013), few studies have investigated possible changes due to short-term study abroad or compared short-term study abroad benefits with long-term study abroad. Moreover, although several studies have examined changes in language learning motivation as well as improvement in English proficiency as a result of studying outside one’s original language learning context (e.g., Freed, 1995; Kininger, 2007) not enough is known about non-linguistic effects of the study abroad experience, such as changes in L2 confidence, intercultural communicative competence, and a sense of an “L2 self” identity. Finally, few studies have examined benefits from short-term study abroad in English as a Foreign Language (EFL) settings, particularly within Asia. This presentation will focus on the interim results of a study aiming to uncover non-linguistic changes influenced by the study abroad experience in both ESL and EFL contexts. Data examined for this presentation were collected in the first stage of a four-year sequential exploratory mixed methods project. The participants in the study (N = 400+) included approximately 200 participants who studied in short-term English language programs in “Expanding Circle” Asian countries where English is taught as a foreign language. The remaining students studied in “Inner Circle” countries where English is the dominant language, with roughly half participating in short-term programs and half participating in year-long study abroad programs. Participants completed both pre- and post-study abroad questionnaires, with items concerning nonlinguistic factors such as intercultural competence, speaking confidence, and possible L2 selves. Data were analyzed to test construct validity and item reliability. Factors were then correlated and compared among the three groups. Preliminary results indicate a strong relationship among perceived self-competence, approach-avoid tendencies, and Ideal L2 Self, as well as moderate relationships among speaking anxiety, ethnocentric tendencies, and Oughtto L2 Self. ____________________________________________________________________________

Kateryna Balabukha Iylia Iylinetska National University “Odessa Academy of Law” Odessa, Ukraine Linguistics, education, law - paradigms integration The objective of the present article is to describe an active change in the system of scientific views and ideas in the areas of linguistics, education (including university education), and jurisprudence. Globalization inevitably leads to the formation of a new integrated approach (K. Wilber), whose goal is the synthesis of the paradigms of scientific knowledge. Respectfully, the category of the paradigms of modern jurisprudence should also include a provision on the unity of concepts and categories in the existing international state-legal sphere. Recently on the background of socio-political, legal and economic changes taking place in Europe, the new function and the linguistic characteristics of the English language are in the focus of linguistic studies as far as the new sociolinguistic environment is created by the European Community. Euro English is a set of varieties of English used in Continental Europe and especially in the institutions of the European Union. The development of international educational projects (e.g. Erasmus Plus) created a new class of mobile Europeans who need a lingua franca to communicate across Europe.The abovementioned factors inevitably lead to a revision of the paradigm of EFL teaching, particularly teaching those students earning their Law degree in universities of Ukraine. Since Ukraine is taking gradual steps to join the European Higher Education Area by means of European Credit Transfer System implementing, the authors of the article focus on the rearranged system of learning competencies and learning outcomes to meet the requirements for students’ academic mobility. The article, in particular, illuminates the strategy used in modern EFL teaching which is developed on the bases of students’ personality analyses as well as today’s labour market demands. The authors provide the overview of law students’ language competencies offered by a number of researchers and disclose their evolution in the student-oriented curricula. Therefore the range of language skills forming the professional competency of lawyers which corresponds to the goals and outcomes of legal education in Ukraine is worked out. This is followed by a critical analysis of manuals employed in foreign language teaching in the area of law and the study of legal language from the perspective of terminology unification that laid the ground for developing the series of professionally-focused studying materials for law students to introduce an effective competency-based approach in the conditions of modernized curricula. ____________________________________________________________________________ Małgorzata Baran-Łucarz University of Wrocław Cognitive, affective and personality profiles of high and low pronunciation anxiety students: Case studies Language anxiety (LA) is the most frequently examined emotion in the field of SLA (MacIntyre & Gregersen, 2012), whose debilitative effect on the L2 learning process and performance has been observed in numerous quantitative and qualitative studies. This presentation will focus specifically on pronunciation anxiety (PA), one particular type of LA. Its main aim is to report the results of a few case studies, in an attempt to zoom into the cognitive, affective and personality profiles of high and low PA students, so as to shed more light on the construct of PA and observe what combinations of ILDs might shape the level of PA. Among the ILDs diagnosed in the subjects – students of the Institute of English Studies; University of Wrocław – were the following ones: cognitive style, represented by field dependence/ independence; personality, represented by the Big Five personality traits and external and internal ego boundaries; motivation, operationalized as desire, effort, ideal L2 self, and ought-to L2 self. The data were gathered with the use of standardized and self-designed questionnaires and via semi-structured interviews. Before presenting the methodology and outcomes of the research, the construct of PA will be introduced and selected factors which can be assumed to be important determinants of it will be briefly overviewed. The presentation will close with the discussion of the results and give suggestions for further research. ____________________________________________________________________________ Reza Barzegar Somayeh Mahmoudi Azad University of Damavand, Iran Exploring Self-Efficacy as a Predictor of L2 Learner’s Writing Proficiency The present study is an attempt to examine whether L2 learners’ level of self-efficacy can predict their degree of success in essay writing. To that end, the participants, selected based on convenience sampling, were asked to first complete the self-efficacy questionnaire and, subsequently, to write essays of around 250 words in length on two topics. One of the topics encouraged the participants to write informatively and the other required them to compare and contrast ideas. The essays were then scored by two independent raters using a standard rubric. The data was submitted to regression analyses which indicated that the model is good for prediction purposes, lending support to our initial hunch that self-efficacy may be considered a good predictor of success in writing tasks. The findings of the study have important implications for L2 teaching and assessment. ____________________________________________________________________________

Reza Barzegar Somayeh Mahmoudi Azad University of Damavand, Iran On the Relationship between Self-Efficacy and L2 Learners’ Writing Proficiency: A Comparative Study of Informative and Comparative Writing This article reports a study investigating the existence of any statistically significant correlations between self-efficacy and L2 learners’ writing proficiency. Initially, the participants were asked to complete the self-efficacy questionnaire. Subsequently, they were required to write essays of around 250 words in length on two topics: one informative and the other comparative. The essays were then scored by two independent raters with reference to a standard rubric. The data was then submitted to a correlation analysis. The results indicated that there was a significant correlation between self-efficacy and L2 learners’ performance on informative and comparative writing tasks. The findings of the study have implications for L2 teaching and assessment. ____________________________________________________________________________ Adriana Biedroń Pomeranian University in Słupsk, Poland The interface between theory and practice in research in cognitive individual differences in SLA This presentation focuses on practical application of research in selected cognitive individual differences (IDs) in SLA in terms of an interface between scientific theory and teaching practice. Cognitive factors, that is intelligence, foreign language aptitude and working memory are considered relatively stable, or, at best, hardly modifiable by experience. The conviction of their relative immunity to training originates in classical cognitive psychology which treats cognitive IDs as latent traits determined by genetic and environmental causes, with the former being better scientifically scrutinized and confirmed (Jensen 1997, Plomin & Deary 2015). Research in these factors, which are crucial elements in the process of learning a language, has a long tradition in SLA. Generally, there can be recognized two tendencies in theory-practice nexus in IDs research, that is (1) a qualitative/ quantitative change due to training; (2) aptitude-treatment interaction (ATI, Vatz et al. 2013). The first approach refers mainly to working memory, which is considered the most trainable cognitive factor (Söderqvist, & Nutley 2015). The latter embraces compensatory vs. matching approach aimed at matching instruction to the learners strengths or compensating for weaknesses, and extends to other IDs such as motivation and learning styles (Gregersen & MacIntyre 2014). In this presentation I am going to refer to recent developments and future directions in the field, including ATI (Jackson et al. 2015; Li 2015), Phonological/Executive model of working memory (Wen 2015, 2016), working memory training (Spencer-Smith & Klingberg 2015; Tsai et al. forthcoming), a shift from ‘macro’ to ‘micro’ research designs (Skehan forthcoming) and neurological studies on IDs (Biedroń 2015). ____________________________________________________________________________ Katarzyna Budzińska Łódź University of Technology, Poland Positive institutions Positive institutions have been defined so far as “enabling” institutions, “organizational structures that enable success and promote positive language learning environments”, as well as “institutions that enable people to flourish” (MacIntyre and Mercer, 2014: 154, 165). Investigating positive institutions reflects a current interest of SLA researchers in positive psychology (PP). Since positive institutions have so far been understudied in comparison with the other two PP pillars, i.e. positive emotions and positive individual characteristics, the present work is hoped to have contributed to positive psychology research. The presenter has been studying the further education context in Poland, which seems to meet the criteria of a positive institution. The further education context in Poland helps students flourish thanks to pleasant, modern, wellequipped classrooms, small groups of students at the same proficiency level and friendly, understanding, highly qualified instructors, who do not shame or criticize learners or evaluate them for public speaking. Moreover, when studying in such a positive environment, learners are able to feel comfortable, which alleviates anxiety and facilitates language acquisition. The key research instrument used in the study was a student diary, in which the subjects expressed their views on the further education context and compared it to state schools. The results of the study have enabled the present writer to identify the main components of positive institutions, which will be demonstrated during the presentation. The present study reflects the growing position of positive psychology (PP) within the modern SLA field. As MacIntyre and Mercer (2014: 154) state, PP is “the empirical study of how people thrive and flourish; it is the study of the ordinary human strengths and virtues that make life good”. Positive psychology addresses three main topic areas: positive emotions, positive character traits associated with good living and positive institutions that create conditions for students to flourish. In short, positive psychology aims to improve the quality of people’s lives by helping them to experience positive emotions, become more engaged, and appreciate the value of life and its moments. In addition, the goal of PP is to increase virtues such as resilience, happiness or optimism. Positive psychology is relevant in a second language acquisition field owing to the practical, human and social aspects of language learning. Recently, Lake (2013) applied PP concepts in his study of Japanese students. His research results showed a correlation between positive psychology inspired actions and increased effort, self-efficacy, and exam scores. Nevertheless, the recognition of the affective aspects of language learning and the assumption that affect is as important as cognition goes back to the humanistic movement in language teaching of the 1970s and 1980s. The importance of enhancing individual students’ experiences of language learning and its beneficial effect on L2 acquisition has been highlighted, e.g. by Stevick (1990), MacIntyre and Gregersen (2012). This has been primarily achieved by helping learners develop and sustain their motivation, perseverance, resilience, and most of all positive emotions, which are essential in the long process of attainment of a foreign language. Researchers have also been emphasising the significance of positive classroom atmosphere and the rapport between the teacher and the learners as well as among the learners (Arnold, 2011; Dörnyei and Murphey, 2003; Turula, 2006; Budzińska, 2015).

A salient additional perspective, as MacIntyre and Mercer (2014) propound, would be to concentrate on the context in which students can experience enjoyment and flourish in foreign language learning. The social turn in SLA means that the field is taking seriously the contexts in which language learning takes place. MacIntyre and Mercer (2014) believe that studying the institutions that enable the expression and development of character strengths and virtues would contribute greatly to present outlooks on L2 acquisition and contexts. The researchers observe that conducting studies of positive institutions has been the weakest link for PP. Even though more attention has recently been paid to describing the contexts in which language learning occurs, particularly at classroom level, there is need for studies of the institutions that enable success and promote positive language learning environments. References: Arnold, J. 2011. Attention to affect in language learning. Anglistik. International Journal of English Studies, 22/1, 11-22. Budzińska, K. 2015. Foreign Language Classroom Anxiety in a Further Education Context. An unpublished PhD dissertation. University of Lodz. Dörnyei, z., & Murphey, t. 2003. Group dynamics in the language classroom. Cambridge: Cambridge University Press. Lake, J. 2013. Positive L2 self: Linking positive psychology with L2 motivation. In M. Apple, D. D. Da Silva, & T. Fellner (eds.), Language Learning Motivation in Japan. Bristol: Multilingual Matters, 225-244. Macintyre, P. D., & Gregersen, T. 2012. Emotions that facilitate language learning: The positive – broadening power of the imagination. Studies in Second Language Learning and Teaching, 2, 193-213. Macintyre, P. D., & Mercer, S. 2014. Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153172. Stevick, E. 1990. Humanism in Language Teaching: A Critical Perspective. Oxford: Oxford University Press. Turula, A. 2006. Language Anxiety and Classroom Dynamics. A Study of the Adult Beginner. Bielsko-Biała: Wydawnictwo Akademii Techniczno-Humanistycznej. ____________________________________________________________________________ Taylor James Chlapowski Ramona Kreiss University of South Florida, USA The cultural identity and motivation of “monolingual” heritage learners The term ‘heritage language speakers/learners’ typically refers to someone who was raised with some level of exposure to a language other than the majority language of the country they live in, for instance, a person raised speaking Portuguese at home, but living in the United States. However, the term also includes those individuals who were raised not actually speaking a minority language, but who nevertheless have a cultural or ancestral connection to a certain linguistic group: “for these individuals and communities it is the historical and personal connection to the heritage language that is salient and not the actual proficiency of individual students. Armenian, for example, would be considered a heritage language for American students of Armenian ancestry even if such students were themselves English-speaking monolinguals” (Valdés, 2005, p. 411). Individuals who belong to this second group are defined by Polinsky and Kagan (2007) as “culturally motivated learners who learn their heritage language from scratch as adults” (p. 369). This specific type of “monolingual” heritage learner is the topic of this qualitative research study, which examines the cultural identity of six university students of German from the United States. We explore our participants’ developing cultural identities and the language ideologies that relate to their heritage language as well as their motivation to study the language. We found that our participants’ motivation and language ideologies have a strong connection to their cultural identity. Through our study we hope to raise awareness that these types of learners are in foreign language classes and that educators can encourage these students to engage this cultural identity in the hopes of fostering motivation. ____________________________________________________________________________ On Hee Choi University of Bristol, UK Revisiting students’ perceptions of English immersion in Korea English immersion was welcomed as the most efficient and effective teaching and learning alternative as a response to the proactive drive for English immersion by the previous Korean government, and the nation-sweeping experiment now faces extinction with an unsupportive policy of the incumbent government. Despite the endeavors of pioneering schools to maintain English immersion in their schools and the widely shared perception of English as social capital, the future of English immersion is less positive in Korea. The objective of this study is to investigate the change of perceptions of students as the stakeholders of a partial immersion program, focusing on an analysis of student experiences in English literature classes in an English partial immersion high school in Korea. This study explores what has changed in these perceptions through in-depth interviews with four students and one staff member from the school. Most of all, this study will discuss how national policy as well as teachers’ attributes have made influenced entire educational practice and created a discrepancy in perspective between policymakers and learners. In the past study about English literature class of a partial immersion high school in South Korea (O. Choi 2011), English literature class implemented in full immersion in an English partial immersion high school satisfied the needs of advanced level student participants, but agreed that partial immersion is the most ideal form of English immersion in the Korean context. The findings of the study revealed gaps and mismatches between students’ expectations and the reality of school practices. In addition, the co-existence of national identity and the desire to

follow the globalized world by acquiring English proficiency indicates that English immersion in Korea provided an imagined community as an indirect experience of English-speaking countries, but failed to offer a habitus as a basic frame of thoughts and beliefs. The present study revisits the same issues and finds first, learners’ support has been reinforced for the idea of English immersion in Korea as an investment in English as symbolic capital; second, students still believe that immersion class improve students’ linguistic competence and cultural awareness as well as critical thinking despite its limitations in its practical application in terms of the circumstances of the Korean public school system and teachers’ linguistic ability to lead an immersion program. Most of all, the national policy regarding English education as well as learners’ perceptions about English acquisition are now largely governed by a neo-liberal ethos seeking practical profits. This study will take up the significance of a discussion about the optimum context of authentic English acquisition in an EFL context, and illuminate the importance of forming a context-driven application of language learning and teaching policy. References: Choi, O. H. (2011). Korean students’ perceptions of English immersion: an analysis of English literature class in a partial immersion high school (Unpublished master's thesis). University of Bristol, Bristol, UK. ____________________________________________________________________________ Andrea Dallas The Petroleum Institute, Abu Dhabi, the United Arab Emirates Exploring Future Self Images in an English-medium University Context in the Middle East Motivation is a key aspect of the learning process. During the first year of university, students typically undergo a transition process whereby the motivation to learn should ideally become more intrinsic; thus, leading students to take self-directed ownership of learning where “individuals assume ownership for their thoughts and actions” (Brockett & Heimstra 1991). Not every student achieves an ideal level of motivation during this period, which leads to issues with academic performance and retention. One factor associated with motivation involves how students envision their ideal future selves (Dörnyei 2014). This paper will examine the use of visualization techniques that focus on the notion of future self in the context of teaching communication skills to first-year engineering students in an English-medium university in the Middle East. Motivation scales, reflective essays, and other data, will be compared across two cohorts of first-year students: a control group and treatment group which underwent an intervention focused on the six-phases of Dörnyei & Kubanyiova’s visionary training program (2014; Hadfield & Dörnyei 2013). Pedagogical implications and future research will also be discussed. References: Brockett, R. G., & Hiemstra, R. (1991). Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice. Routledge Series on Theory and Practice of Adult Education in North America. New York, NY: Routledge, Chapman and Hall, Inc. Dörnyei, Z. (2014). Future self-guides and vision. In K Csizér & M. Magid (Eds.), The Impact of Self-Concept on Language Learning (pp. 7-18). Bristol: Multilingual Matters Dörnyei, Z., & Kubanyiova, M. (2014). Motivating Learners, Motivating Teachers: The Role of Vision in Language Education. Cambridge, UK: Cambridge University Press. Hadfield, J., & Dornyei, Z. (2013). Motivating Learning. London, UK: Longman. ____________________________________________________________________________ Audrey De Smet Université catholique de Louvain, Belgium Laurence Mettewie Université de Namur, Belgium Benoit Galand Université catholique de Louvain, Belgium Emotional engagement in the classroom: socio-affective dynamics The role of affective variables such as language attitudes, learning motivation and emotions in language learning has long been established (Dewaele, 2010; Dörnyei, 2003; Gardner, 1985). Regarding Content and Language Integrated Learning (CLIL) – an educational approach in which certain content subjects are taught through the target language – there seems to be a widespread belief that this specific teaching/learning context may enhance motivation, foster positive attitudes and reduce anxiety (Lasagabaster, 2009). However, few large-scale and/or longitudinal studies exist on socio-affective variables in CLIL and consequently, few extensive results are available. Therefore, a largescale, multidisciplinary study on English- and Dutch-medium CLIL in French-speaking Belgium currently investigates these aspects. The present paper focuses on the interplay between pupils’ emotional engagement, socio-affective profiles and motivational processes across different settings (CLIL/non-CLIL, primary/secondary education, English/Dutch) and addresses three main research questions. What are the positive and negative emotions of these learners and how do enjoyment and anxiety vary across the different settings? How is emotional engagement in the classroom linked to motivational processes and can the L2 motivational self system shed some light on this matter? How do anxiety and enjoyment relate to perceived attractiveness and easiness of the target language? Data were collected from 900 learners of English or Dutch (in CLIL and non-CLIL settings, both in primary and in secondary education), using an extensive self-report questionnaire measuring anxiety, enjoyment, motivational orientations, ideal L2 self, ought-to L2 self,

perceived attractiveness and easiness of the target language as well as control and background variables. Statistical analyses provide insights in both children and adolescents’ socio-affective profiles in order to investigate the dynamics of the emotional engagement of the L2 learners. References: Dewaele, J.-M. (2010). Emotions in Multiple Languages. Palgrave Macmillan. Dörnyei, Z. (2003). Attitudes, orientations and motivation in language learning: Advances in theory, research and applications. Language Learning, 53, 3–32. Gardner, R. C. (1985). Social psychology and second language learning. The role of attitudes and motivation. London: Edward Arnold. Lasagabaster, D. (2009). The Implementation of CLIL and Attitudes towards Trilingualism. ITL - International Journal of Applied Linguistics, 157(0), 23–43. ____________________________________________________________________________ Marek Derenowski State University of Applied Sciences in Konin, Poland Identifying factors responsible for restricting teacher autonomy If we want to become effective partners in developing our learners' autonomy we need to find out how autonomous our own behaviors are. Little explains teacher autonomy when he states that "...successful teachers have always been autonomous in the sense of having a strong sense of personal responsibility for their teaching, exercising via continuous reflection and analysis the highest possible degree of affective and cognitive control of the teaching process, and exploiting the freedom that this confers" (199, p.179). However, due to various institutional factors such as official documents, board of education, local authorities, headmasters, and even other teachers and parents, educator's freedom may be restricted. Therefore the main focus of this study was to find out more about the existing institutional restraints in becoming autonomous teachers and the opinions of teachers concerning the concept of an autonomous teacher. Judging from the obtained results, there are no serious institutional threats to teacher autonomy. Most of the potential limitations result from the official school regulations and should not be seen as restricting teacher autonomy in any way. ____________________________________________________________________________ Krystyna Droździał-Szelest Adam Mickiewicz University, Poland “Metaphors we teach by”: What do metaphors constructed by teachers tell us about their images of language learners and contributions they make to the learning process? Since the publication of Lakoff and Johnson’s seminal work, metaphors have become an important area of investigation for researchers in many domains, language education being one of them. They are believed to reflect how people perceive the world around them, how they think. According to Thornbury (1991:193), “teachers, as any other professionals, resort to and depend on the use of metaphors when it comes to verbalizing their experience”. Thus, metaphors offer a useful insight into teachers’ thinking about teaching and learning on the one hand, and, on the other, significantly impact their teaching practice. This presentation looks at metaphors teachers use to talk about/describe their learners, with a view of uncovering what such constructs can tell us about teachers’ perceptions of learners and their contributions to the process of language learning. ____________________________________________________________________________ Kornél Farkas Department of English Applied Linguistics, University of Pécs Outliers: Why should we listen to teachers who think differently? Qualitative research is in. Regarding language teaching research this means that the beliefs, experiences, and knowledge of individual learners and teachers, usually elicited through narrative and reflective practices, are increasingly seen as relevant and legitimate data (Johnson, 2006; Kubanyiova & Feryok, 2015) for understanding why language teaching works the way it works and for increasing the effectiveness of language teaching within and across contexts. In most published studies, however, the presented qualitative data are carefully selected. Looking at narrated beliefs and experiences means looking for meaningful patterns and finding evidence for constructive outcomes. While such results are certainly bringing the field forward, in this presentation I argue that noticing the odd and uncategorizable bits in our data is equally important, in research as well as in teacher-development courses. To support this argument, I draw on qualitative data collected during my coursework with Hungarian pre-service (n=12) and in-service (n=22) teachers of English and other foreign languages. Being the results of my research into controversial questions of language teaching, the data of in-service teachers come from their reflective writings on the characteristics of a demotivating language teacher, and the data of preservice teachers come from open-ended statements on the roles and tasks of today’s language teachers. Seeing this talk as an opportunity to stray from my conventional analytical mentality, I focus on “outlier” perspectives about the ideal language teacher, the knowledge-base of the language teacher, and the personality, or even the physical appearance of the demotivating language teacher. To bring the talk to the aforementioned constructive outcome, I also discuss how these perspectives can be integrated into language teachers’ professional development. ____________________________________________________________________________

Katalin Fenyvesi Mikkel Hansen Syddansk University, Department for Language and Communication, Denmark Language Classroom Anxiety of Young Danish Learners of English as a Foreign Language (EFL) Most of the research on children’s language classroom anxiety has been done with children between 10 and 15 years of age (Gürsoy & Akin, 2013). To our knowledge, no research has been done on language classroom anxiety of children younger than 10 years. The present study investigated the difference between two groups of Danish EFL learners who had started English classes at different ages (early starters: 7-8 vs. late starters: 9-11 years) in a longitudinal study. 276 Children completed a questionnaire on socio-affective factors which included three questions on language classroom anxiety at two times, with one year between. Nine early starters and six late starters were interviewed individually. Results from the questionnaires showed that the anxiety of early starters (M=2.57) was lower than that of late starters (M=3.03). Anxiety levels did not change between the two administrations of the questionnaire: 2.65 vs. 3.05. However there was an interaction between starting grade and gender. Regardless of time of testing early starter boys and girls both had relatively low anxiety levels at 2.46 vs 2.75 respectively. Late starter girls, however, were significantly more anxious whereas boys were at the same level as early starters (early starters M=2.7, late starters M=3.29) The results from the individual interviews corroborated the questionnaire results and provided detailed insights into children’ thoughts about anxiety in the classroom. These results will be discussed in relation to outcome measures of receptive vocabulary and receptive grammar. References: Gürsoy, E., & Akin, F. (2013). Is Younger Really Better? Anxiety About Learning a Foreign Language in Turkish Children. Social Behavior and Personality: An International Journal, 41(5), 827–841. http://doi.org/10.2224/sbp.2013.41.5.827 ____________________________________________________________________________ Dominique Galmiche School of English, University of Nottingham, UK Shame and SLA: A Study of French Students of English as a Foreign Language Research has amply shown that both positive and negative emotions are the driving forces which boost or hamper the learning of a foreign language (Gregersen & Horwitz, 2002; MacIntyre, 2002; Dörnyei, 2005, 2009; Dewaele, 2011). It is proposed here that among the negative emotions experienced during the language learning journey, the largely unexplored affective variable of shame can explain individual differences in L2 learning success. The objective of my research is therefore to show that this insidious, negatively valenced and pathogenic emotion can interfere with L2 learning and ultimate achievement, and is very likely to hinder learners’ motivation and persistence to learn a foreign language in an enduring manner. Specifically, the study aimed to explore how French EFL learners’ foreign language shame (FLS) can be characterized and relates to other individual differences (cognitive, affective, personality). To this end, a qualitative oriented approach was used as a first step to collecting data, and through in-depth semi-structured introspective interviews, the participants recalled shame memories about language learning in the academic context. The respondents’ thoughtprovoking remarks revealed that the language classroom can generate a number of occasions for learners to experience shame and other emotions like anxiety and humiliation, which act in “complete interconnectedness” (de Bot, Lowie & Verspoor, 2007, p. 7). It was also found that linguistic shame poses a threat to learners’ sense of self as it saps their self-esteem and perception of competence, thus eliciting worry, selfderogatory tendencies, communication avoidance and expectation of future failure. Finally, the major finding was that shame is ingrained in the French foreign language classroom. I believe my research will help language teachers identify L2-related shame in their learners and promote facilitative emotions in their teaching practices. References: de Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7-21. Dewaele, J. M. (2011). Reflections on the emotional and psychological aspects of foreign language learning and use. Anglistik: International Journal of English Studies, 22(1), 23-42. Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum. Dörnyei, Z. (2009). The Psychology of Second Language Acquisition. Oxford, U.K.: Oxford University Press. Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570. MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual Differences and Instructed Language Learning (pp. 45-68). Amsterdam: John Benjamins. ____________________________________________________________________________

Nathalie Gettliffe Université de Strasbourg, Austria Omar Erkat, Cabinet Erkat, Strasbourg, Austria Taking into account students’ personality and learning strategies in a second language university teaching center Since the 1970’s various studies have tried to establish a clear link between various personality factors and second language learning (Neufeld, 1973; Swain and Burnaby, 1976; Hamayan and al., 1977; Naiman, 1978; Thiele and Scheibner, 1978; Busch, 1982; Strong, 1983; Ehrman, 1989; Dewaele and Furnham, 2000; Gholami and al., 2011; Arispe and Blake, 2012; Mall-Amiri and Nakhaie, 2013). Applied linguists have traditionally thought that extraversion would be an asset for language learning as more spontaneous oral interaction should foster second language acquisition even though psychologists have classically pointed out that introverts succeed better in academic learning in general (Eysenck and Eysenck, 1985; Brown, 1993; Furham and al. 2003). Many studies linking personality traits and learning strategies have also showed that extroverts and introverts rely on different strategies to learn a second language (Erhman and Oxford, 1990; Wakamoto, 2009; Kayaoglu, 2013; Szymankiewicz, 2012). Nonetheless, most university language centers do not take into account these individual differences and propose to students single modes of teaching second languages that might not match their personality. For example, at the University of Strasbourg, all students from the Faculty of Fine Arts and from the Faculty of Sociology are forced to enroll in German or English as a second language in a hybrid language center mixing on-line and face-to-face teaching. In order to understand which personality group responded better to this mode of teaching, we applied the Eysenck Personality Questionnaire to a random group of students (n = 140) and conducted statistical analysis to analyze second language exam results in terms of introversion, anxiety and tough-mindness. Our results show that an important number of students enrolled in the English/German language center display atypical personalities which would require special attention from the teachers. Various classroom observations confirm that some personalities can not accommodate with the hybrid mode of teaching and “drop out” of learning second languages. Recommendations will be made for teachers to adjust some of their pedagogical practices in order to support learning for certain personalities struggling in the hybrid mode of second language teaching. ____________________________________________________________________________ Danuta Główka PWSZ Leszno, Poland Congruence of strategies to manage causes and effects of test anxiety among IB students before taking their final exams International Baccalaureate (IB) students experience test anxiety connected with taking the high stakes final exams, following the three-year Diploma Programme Courses. The aim of this paper is to investigate the congruence of strategies to manage causes and effects of test anxiety among IB students before taking their final exams. Qualitative responses about test anxiety from 30 IB students were collected before the exams. Causes of anxiety, as reported by the students, had to do with peer pressure and negative self-talk before the exams. Effects of anxiety were related to physical and emotional functioning as well as cognition. Strategies included a variety of physical and intellectual activities. Comparing students’ strategies with causes and effects revealed little correspondence between the kinds of selected strategies and the causes and effects of test anxiety. ____________________________________________________________________________ Larysa Grzegorzewska Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, Poland Individual differences in vocabulary learners’ strategic behaviour: Intelligence and vocabulary learning strategies The topic area covers such issues as intelligence and vocabulary learning strategies. Individual differences affect the outcome of the process of learning a foreign language and have been a topic of interest for many researchers for quite some time now. They have a great impact on language learning process and its outcome. Intelligence is an individual variable which accounts for 25 % of school attainment (Anastasi & Urbina, 1997). Sasaki (1993) points out that 42% of G-SLP (general second language proficiency) can be explained by G-COG (general cognitive ability or “general intelligence”). With regard to the relationship between intelligence and language learning, Genesee’s (1976) study shows that intelligence influences L2 reading, vocabulary, and grammar, but has no influence on speaking skills. What is more, Neisser et al. (1996: 85) claim that vocabulary size is highly correlated with general psychometric intelligence. The author makes an attempt at exploring the relationship between intelligence and the use of vocabulary learning strategies, as well as the differences in strategy use between the informants with different intelligence test scores in a decontextualized vocabulary learning task. The study, qualitative and quantitative in nature, involved 192 participants. Raven’s Progressive Matrices were used to measure intelligence levels. The main tools applied to investigate the use of vocabulary learning strategies were the questionnaire based on Oxford’s (1990: 57-192) strategies applied to the four language skills, as well as the participants’ self-reports on strategies employed in a decontextualized vocabulary learning task. The study demonstrated the differences in vocabulary learning strategy use between the groups of participants with different intelligence levels. ____________________________________________________________________________

Ewa Guz John Paul II Catholic University of Lublin, Poland Activating child imagination in early foreign language learning: classroom discourse perspectives Imagination plays a central role in children’s learning and development and has its manifestation in their creativity and willingness to participate in imaginative play (Brewster et al. 1992; Egan 1995, 2005; Cameron 2001; MacKay 2006; Pinter 2006; Philip, Olivier and Mackey 2008; Egan and Madej 2010; Cameron and McKay 2010). Imaginative play (also referred to as symbolic, fantasy or make-believe play) involves a shift in the child’s thinking from reality-based reasoning to assuming an ‘as if’ perspective towards objects, actions, and other people (Björklund, 2012). Children’s inclination to engage in this kind of play can be explained in terms of their incomplete overall knowledge of the physical world, which forces them to distort the reality to match their own ends (Piaget, 1945/1962). As Vygotsky (1978: 102) put it, imaginative play allows a child to think and act “as though he were a head taller than himself.” Through fabricating and sustaining imaginary scenarios and endowing objects and people with imagined identities, the child learns how to mediate new situations by the use of symbols, which allows it to deal with intellectual and educational challenges more successfully. In this sense imagination provides a personalised and meaningful dimension in which and via which the child can contextualise and practise L2. This paper investigates classroom applications and activations of child imagination from a classroom discourse perspective. The analysis is based on 45 video recordings of lessons conducted by trainee teachers of English recorded during their teaching practice in Polish primary schools level. The data include teacher instructions, teacher and student initiations and responses, teacher feedback as well as the pedagogical context in which these came about (elements of task design, the didactic materials used etc.). Two levels of activating child imagination through language tasks are distinguished and illustrated. The analysis aims to identify to what extent participants rely on and activate their pupils’ imaginations during English lessons and to determine in what way activating children’s imaginations might influence their on-task behaviour and engagement. References: Björklund, D. F. (2012). Children’s thinking. Cognitive development and individual differences. Belmont: Wadsworth Cengage Learning. Brewster, J., Ellis, G., and D. Girard (1992). The primary English teacher’s guide. Harlow: Pearson Education. Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Cameron, L., and P. McKay (2010). Bringing creative teaching into the young learner classroom. Oxford: Oxford University Press. Egan, K. (1992). Imagination in teaching and learning: ages 8-15. London: Routledge. Egan, K. (2005). An imaginative approach to teaching. San Francisco: Jossey - Bass. Egan, K., and K. Madej (2010). Engaging imagination and developing creativity in education. Newcastle Upon Tyne: Cambridge Language Scholars. McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press. Philip, J., Oliver, R., and A. Mackey (2008). Second language acquisition and the younger learner: child's play? Philadelphia, PA: John Benjamins Publishing Company. Piaget, J. (1945/1962). Play, dreams, and imitation in childhood. New York: Norton. Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. ____________________________________________________________________________ Yeji Han Concordia University, Canada Cluster analysis: L2 motivational profiles and the quality of L2 speech In the past half century, multifaceted aspects of motivation have been widely studied in second language (L2) research; however, in terms of the effects of motivation on L2 performance, only a few studies explored the relationship between motivation and L2 performance (e.g. Ma, 2009). Considering that L2 communication is goal-directed behavior, learners with different motivational profiles may adopt different linguistic strategies in order to reach successful L2 communication. The purpose of this study is to investigate the interrelationship between learners’ motivational tendency and linguistic features of L2 speech performance. This study adopts L2 motivational self system (Dörnyei, 2009) and regulatory focus (e.g. Taguchi et al., 2009) as theoretical frameworks. According to the models, different types of L2 selves may evoke different motivational strategies; therefore, learners may show different linguistic behavior depending on the types of L2 selves. For example, learners with strong ought self may be more vigilant against making errors and consequently produce more accurate speech, compared to learners with strong ideal self. Forty Vietnamese EFL learners participated in this study. Each participant carried out an oral interaction task with the researcher in a lab. During the L2 task, interactive feedback was given on noticeable grammatical, lexical and pronunciation errors. Learners’ motivational profiles were created by strength and likelihood of ideal and ought L2 selves and L2 regulatory focus. L2 speech production was coded in terms of lexicogrammatical complexity, fluency, accuracy and notice of feedback. Cluster analysis will be conducted in bidirectional ways to create groups based on motivational configurations and linguistic strategies of L2 production. The findings of this study will show whether and how 1) the groups of different motivational configurations behave differently on L2 speech performance and 2) the groups of different L2 linguistic strategies differ in the types and the levels of L2 motivation. ____________________________________________________________________________

Shadab Jabbarpoor Islamic Azad University, Shahr-e Rei Branch, Tehran, Iran EFL learners' English language proficiency level and their grammar learning It is generally believed that individual learner differences such as their level of language proficiency can affect the strategies they choose (Trendak, 2015). Studies based on Oxford's SILL or relative derived instruments have demonstrated that there is a significant correlation between strategy use and language proficiency level and that higher proficiency learners usually use more learning strategies with greater frequency than lower proficiency L2 learners. Yet, the relationship between language proficiency level and strategy preferences seems to be dull. Grammar learning strategies have recently been taken into focal attention thanks to the efforts by Oxford, Pawlak, Cohen and a few more. However, GLSs investigation is still in its infancy and there is a need to pursue this line of enquiry. Due to the scarcity of presentations and empirical investigations in GLSs, the present work aims at summarizing theory and research on grammar learning strategy use by EFL learners as well as reporting the results of a study on the GLSs preferences by EFL learners at different language proficiency levels. The methodology for this study included the analysis of a 36 items GLSs questionnaire under the categories of implicit learning involving focus on form, explicit inductive learning and explicit deductive learning based on the schematic framework proposed by Oxford et al (2007). Pawlak (2012) believes that this framework is a useful tool in investigations of GLSs and provides data that could be drawn upon in devising a more comprehensive, valid and reliable classification of the strategic devices learners use when studying grammar. The study reveals that there are differences among elementary, intermediate and advanced EFL learners' strategy preferences in different categories with advanced learners being more meaning-oriented. ____________________________________________________________________________ Izabela Jarosz UMCS Lublin, Poland Developing Selected Aspects of ICC in the Lower Primary Classroom: Focus on Course Design Relatively recently, the development of intercultural competence in an EFL classroom has become a widespread interest in the field of Foreign Language Didactics (Byram and Morgan, 1994; Alred et al., 2003; Corbet, 2003; Kramsch, 1993). In accordance with the ICC postulations, it is the focus on language and culture interrelations in the process of communication that takes its prime. Culture is not to be viewed as the additional fifth element, attached to the four skills, neither as the knowledge of facts about foreign countries and their people. It is perceived as the background integrated into the linguistic content dealt with at each educational level. Nonetheless, it seems that the issue has not received sufficient attention with regard to the primary classroom. The present paper aims to outline a study devoted to the implementation of some aspects of ICC teaching into primary classroom practice. The selected aspects of Anglophone cultural content were chosen to complement students’ own culture issues covered by the core curriculum followed in the second grade. The lessons designed for the purpose of the study comprised selected aspects of literature, beliefs, values and lifestyle. The cultural elements were incorporated into the background of an EFL material focusing on teaching vocabulary by means of a range of activities suitable for primary school learners (42 second graders). The conclusions to be presented will provide the researcher’s reflections on the implementation of and the students’ response (questionnaire answers) to the lessons. References: Alred, G., Byram, M. and Fleming, M. (2003.) Intercultural Experience and Education. Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters. Byram, M., Morgan, C. (1994) Teaching and Learning Language and Culture. Great Britain: WBC. ____________________________________________________________________________ Csaba Kálmán Eötvös Loránd University, Budapest, Hungary The learners’ perspective: The most motivating aspects of language teachers in corporate settings (a pilot study) Even though teachers play a pivotal role in motivating learners of English as a foreign language (EFL) (e.g., Chan, 2014; Dörnyei & Ushioda, 2011; Magid, 2014; Mezei & Csizér, 2005; Radel et al., 2010; Roth et al., 2007), little research has been conducted on adult learners’ motivation in an EFL context (e.g., Murray, 2011; Shoaib & Dörnyei, 2005; Szaszkó, 2007), and even less on the teacher’s impact on motivating adult learners in a corporate environment. Furthermore, empirical studies on the teacher’s role in motivating language learners have mostly focused on demotivating factors rather than motivating factors (Rahimi & Hosseini, 2015). My talk attempts to contribute to filling this niche by presenting the results of a quantitative pilot study conducted with the participation of 60 adult learners of English in different corporate settings in Budapest. The aim of the study was to find out which aspects of the teacher proved to be the most motivating for language learners in this context. The findings highlighted the importance of the teacher’s personality and behaviour, focus on the present, the teacher’s preparedness, as well as incorporating English for specific purposes (ESP) in the syllabus, and getting to know the learner as key motivators. On the other hand, tailormade teaching; the atmosphere, and a free choice of topic in the lessons; and the teacher’s personal branding and appearance seemed to be less motivating in the setting investigated. As these results contrasted slightly with the findings of research having been conducted with teachers and HR managers (Kálmán, 2015), the pilot questionnaire called for some modifications, which will also be discussed in my talk. ____________________________________________________________________________

Zuzanna Kiermasz University of Łódź, Poland Language learning strategies in L2 and L3 - an interview-based study Language learning strategies (LLS), are a topic which is, for the most part, relatively well-researched; however, there are still some aspects of strategic learning which need further examination. One of these topics is the use of LLS in the first foreign language (L2) and the second foreign language (L3), although there are some studies concentrating on how learners study different languages, their number is limited. In their research Jessner (2006) indicates to the growth of language awareness, Murphy (2003) writes about language transfer between L2 and L3 and Mißler (2000) shows similarities and differences in the use of LLS in different languages and states that the more languages students know, the more strategies their use. The present paper focuses on the differences and similarities between the application of strategic devices in the process of L2 and L3 learning by presenting the data achieved by the means of semi-structured interviews including introspective questions with 6 advanced language learners. The interviews were conducted in the first language of the participants, that is Polish, and audio-recorded. The results show that the participants are able to reflect upon their own language learning process. The interviews also provide information on the importance of learning vocabulary in context as a technique that promotes memorization. They include data about specific steps than by the learners and show that the main difference lays in the application of metacognitive strategies as well as the development of language awareness and ability to see the elements of languages which are similar in the course of learning, which makes the acquisition easier. References: Jessner, U. (2006). Linguistic awareness in multilinguals – English as L3. Edinburgh: Edinburgh University Press. Mißler, B. (2000). Previous experience of foreign language learning and its contribution to the development of learning strategies. W: S. Dentler, B. Hufeisen, B. Lindemann (red.), Tertiär- und Drittsprachen: Projekte und empirische Untersuchungen (s. 7–22). Tübingen: Stauffenburg. Murphy, S. (2003). Second language transfer during third language acquisition. Working Papers in TESOL ____________________________________________________________________________ Anna Kiszczak Maria Curie-Skłodowska University, Lublin, Poland Towards collaborative text meaning construction: Engaging EFL university students in reciprocal questioning tasks Reading to learn is unquestionably one of the prime goals for reading in the academic context, and thus it constitutes a groundwork for knowledge construction (Grabe and Stoller, 2011). Nevertheless, in spite of being required to read extensively, some university students are reported to experience serious comprehension problems (Hudson, 2007). Research on the influence of the strategy of self-generated questions on reading shows a positive impact of this strategy on the quality of text processing, knowledge retention and students' metacognitive awareness (Gunn, 2008). Therefore, incorporating reciprocal questioning (King, 1994), which assumes collaboration between students and a teacher with a view to constructing shared text understanding might constitute a solution to overcome students' text comprehension problems. This presentation reports the findings of a classroom-oriented research study which was an attempt at introducing a question-generation strategy as a component of a content-area course. Its primary goal was to investigate the processes activated during asking and answering textbased questions by the study participants. The study also aimed to gain insights into the evaluation of the usefulness and effectiveness of performing reciprocal questioning tasks as perceived by the students. The results of the qualitative analysis of the data gathered (questioning forms, a retrospective-semi structured interview, and a post-study questionnaire) will be discussed. Some implications of the use of studentgenerated questions for academic reading instruction in L2/FL contexts will be pointed out. References: Grabe W., & Stoller F. L. (2011). Teaching and researching reading. New York, NY: Longman Pearson. Gunn, T. M. (2008). The effects of questioning on text processing. Reading Psychology, 29, 405-442. Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press. King, A. (1994). Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain. American Educational Research Journal, 31, 338-368. ____________________________________________________________________________ Viktoria Komorovskaya University of Warsaw, Poland An examination of the socio-economic and affective factors in EFL learning: the case of Belarus The importance of the socio-economic factors on learners’ L2 motivation and the outcomes of a learning process have resulted in multiple studies, yet there is a dearth of research in the Belarusian secondary school context. Belarus is a post-soviet country with a continuing strong reliance on teacher authority, the grammar-translation method, state-imposed materials, which gives grounds for assuming that these inclassroom/micro variables negatively affect the learner’s motivation and attitude. From a wider/macro perspective, many EFL learners face unfavourable socio-economic conditions such as limited access to the internet, low household income, restricted travel possibilities and undeveloped tourism. The question is whether these limitations provide impetus to defy the odds and actively seek opportunities to learn English or consider it a meaningless endeavour. This study examined the interplay of affective and socioeconomic factors from micro- and macro-

perspectives and their effect on L2 motivation of 43 secondary school pupils from a provincial town, Novogrudok. The Motivated Strategies for Learning Questionnaire (Pintrich et al., 1993) was adapted to juxtapose the learners’ motivational variables (interest, perceived relevance, selfregulation, self-efficacy, goals, attitudes, beliefs) with their academic achievement, family economic status and education level, and the social conditions. The findings revealed: a) a weak correlation between the family income and learners’ motivation; however, the financial contribution into additional schooling resulted in high intrinsic motivation, self-regulation and academic achievement; b) a strong correlation between parents’ education level and learners’ motivation. Pupils from well-educated families with mixed-level income demonstrated a higher intrinsic and extrinsic motivation; c) pupils from low economic status and low-educated families view English language competence as irrelevant resulting in low motivation, negative attitude and mediocre academic achievement; d) learners would exert more effort if visa-free travel was introduced. Despite its limitations, this research offers a glimpse into the EFL situation in Belarus and proposes future directions. References: Pintrich, R. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33-40. ____________________________________________________________________________ Akiko Kondo Hyogo University of Teacher Education, Japan Contribution of musical memory on Japanese EFL learners’ pronunciation skills Among various factors that contribute to language learning, the role of phonological memory, which refers to the ability to recognize and remember phonological elements and their order of occurrence, has recently gained attention as one of the factors that explain the differences in second or foreign language learning in individuals. Although numerous studies have investigated the relationship between phonological memory and language skills, pronunciation skills have been infrequently researched. Moreover, there are few studies that examined the effects of non-verbal or musical aspects of phonological memory on language learning. Thus, this study was conducted in order to investigate the extent to which musical memory capacity influences L2 pronunciation skills. One hundred and seventy-eight Japanese university students participated in this study. Their musical memory capacity was measured using two tests, the Tonal Memory Span Test and the Rhythmic Memory Span Test, while the L2 pronunciation skills were measured using the English Word Reproduction Test and Sentence Reproduction Test. All the measurements were originally designed and validated using the Rasch Model. A Pearson’s correlation analysis showed that the L2 pronunciation test scores were significantly related to the musical memory test scores. Furthermore, a multiple regression was performed between L2 pronunciation as the dependent variable, and musical memory, in the form of tonal memory and rhythmic memory, as the independent variables. The results showed that musical memory capacity, measured by both tonal and rhythmic memory tests, significantly explained the variance of L2 pronunciation skills measured by both word and sentence reproduction tests. Although this study has several limitations, the results contribute to providing insight into the effects of musical aspects of phonological memory on L2 pronunciation skills. ____________________________________________________________________________ Sylwia Kossakowska-Pisarek Agata Klimczak-Pawlak University of Warsaw, Poland Complexity of age effects in adults: Implications for instruction Age has been one of the most often studied and yet one of the most controversial factors in SLA, with adult learners expected to experience gradually increasing difficulties related to aging. On the other hand, however, adults are reported to enjoy the advantage of greater conceptual complexity and linguistic abilities coupled with superior cognitive development. In instructional practice, adults tend to be treated as a uniform group, streamed on the basis of L2 level rather than age. Recognising the complexity of the age factor, this study aims to explore the effects of age within adult groups on selected aspects of language learning. To achieve the aim, a questionnaire study was conducted among 165 participants learning English at Open University of University of Warsaw, with participants representing different age groups (21-30, 31-40, 41-50 and 50+). The study focuses on reasons for taking up learning, relative importance of individual skills, major difficulties, individual goals, emotions and self-assessed ability to learn. The assumption that adults represent a single age group is questioned and the results are interpreted in terms of practical implications for course design and instructional priorities. ____________________________________________________________________________ Werona Król-Gierat Pedagogical University of Cracow, Poland Individual differences among young learners with Special Educational Needs: case studies of aphasic children Each and every learner is a unique individual who brings different strengths as well as weaknesses to the classroom. Variabilities in abilities and characteristics among learners at a particular age and within a given group need to be taken into account when identifying strategies for teaching English as a foreign language. Children with Special Educational Needs (SEN) require additional support, adapted instructional materials and practices. When meeting their needs, it is vital to remember that any category of SEN includes learners who are different from one another in many ways. Although diagnosed as having a particular disorder, children differ in the specific difficulties with certain kinds of tasks and can exhibit an uneven pattern of performance. Speech and communication disorders that is “impairments in spoken language or language comprehension” (Ormrod, 2008: 170), significantly interfere with classroom performance. The aim of the paper is to illustrate individual differences among young learners with Special Educational Needs with the example of three cases of lower-primary children with aphasia learning English in an inclusive educational setting.

As for data collection, participant observation, documentation analysis and language tests were used. Additionally, the research project was followed by child-friendly questionnaires and oral interviews two years later in order to get an insight into their development and achievements. ____________________________________________________________________________ Marta Kwiatek Maria Curie-Skłodowska University (UMCS), Lublin, Poland Exploiting narrative texts at the EFL upper-intermediate level: focus on the learners' reception Reading texts appear to be an essential component of English as a second/foreign language instruction. They allow a number of classroom applications ranging from reading comprehension tasks, activities involving grammar, vocabulary, culture and discourse to practising writing skills, which activate their communicative as well as cognitive potential. A focus on the interactive and language learning merits of the narrative genre in particular is due to the fact that narratives commonly introduce themes of universal appeal and reading them tends to be pleasurable and personally meaningful. While providing constant encouragement and strengthening students’ motivation, narratives cater for many language aspects foreign language learners aim to develop. This presentation offers an account of a classroom-based study which involved 30 EFL upper-intermediate secondary school learners. The primary objective of the study was to investigate the students’ reception of narrative reading passages presented as sequences of activities based on the selected texts. The activities were designed by the teacher-researcher since the regular curriculum textbook lacked the genre in question. The students read the texts and completed a range of supplementary tasks which sought to work with vocabulary and grammar aspects as well as to improve and assess the students’ comprehension level. Furthermore, the learners responded to a set of Likert-scale questions which provided their ratings concerning text reception, including the vividness and easiness to depict the details presented in the narratives. Also, the students’ feelings, interest and engagement in the content of the passages studied were investigated. The data collected from the students’ responses served both to recognize their perceptions of the narrative texts and to put forward some implications regarding teaching the narrative genre in foreign language settings. ____________________________________________________________________________ Daria Łęska-Osiak Akademia Marynarki Wojennej in Gdynia, Poland Ensign vs. Captain of the Navy – the differences in military ranks among listeners of intensive military language courses and their influence on the conditions of language acquisition Since Poland joined the NATO structures in 1999, the number of Polish officers and petty officers who have certified their knowledge of a foreign language has increased 5 times. Knowing and using a foreign language is by far the key for a soldier to gain promotion or to be offered an opportunity to serve abroad. Nowadays English in the army is a must. Almost 86% of officers can present their language certificates. What is more, in present times certain level of English language proven with a passed exam and a language certificate according to the NATO norm STANAG 6001 is a condition that must be met in order to take and exam to become the officer of the Polish Army. Soldiers improve their language skills during various language courses carried out in military units as well as language centers among others also in the Naval Academy in Gdynia. Intensive courses last 6 months and classes are conducted every day for at least 6 hours and during that time soldiers of various backgrounds and different military ranks improve their knowledge of a foreign language ‘hand in hand’. The presentation aims at discussing to what extent such a factor as a military rank can influence the relations among listeners of the courses and the acquisition of the language itself. ____________________________________________________________________________ Marta Marecka Adam Mickiewicz University in Poznań, Poland Agnieszka Otwinowska-Kasztelanic University of Warsaw, Poland Earlier is not better: Learning English vocabulary by Polish 9-year-olds This study investigated the acquisition of active vocabulary among 30 Polish 9-year-olds learning English at school. All participants attended two 45-minutes classes a week throughout the school year (none had additional lessons). The participants were tested at the beginning and at the end of the school year with two active vocabulary tests. We compared their two test scores and investigated how the differences between the final and the initial scores were related to such variables as the starting age of learning English (AoA), as well as participant’s nonverbal IQ, short-term memory and phonological abilities. Surprisingly, the differences between vocabulary test scores at the beginning and the end of the school year were negligible. On average, children improved by 3 points (corresponding to 3 new words named) on each active vocabulary test. Further analyses showed significant variability between the children, with some improving by 19 points and some becoming actually worse at the end of the year. The variability, however, was unrelated to any of the factors investigated (age, AoA, IQ, memory, or phonological abilities). Moreover, it turned out that the AoA for English was unrelated to participants’ overall active vocabulary test scores in this language. Children who had been learning English for 5 years did not know more words than children who had been learning only for 2 years. The results of our study point to two facts. Firstly, as suggested by research in other European countries (Muñoz, 2014), starting English lessons at an earlier age might not necessarily affect children’s L2 proficiency. Secondly, since in the research we used active recall tests (children had to name pictures), the results suggest that Polish teachers of young learners do not place enough emphasis on activating the L2 vocabulary presented to children ____________________________________________________________________________

Verena Möller Université catholique de Louvain, Belgium A question of cause and effect: How educational settings at the primary and secondary level interact with intelligence, motivation and anxiety Between 2013 and 2015, a singular situation arose in the German federal state of Baden-Württemberg as students were passing the same final exams in English as a Foreign Language (EFL), but had attended different educational settings both at the primary and the secondary level. Data on intelligence (cf. PSB-R 6-13, Horn 2003) as well as motivation and anxiety (cf. FLM 7-13, Petermann & Winkel 2007) were collected from 420 learners in Year 11, forming part of an L2 database (cf. Möller 2015). Following changes to the curriculum (cf. MKJS 2001: 7), some learners had participated in two years or even four years of EFL education at the primary level, while others had not been offered EFL lessons at all. No significant differences were found for cognitive capacities, but learners who had been exposed to EFL teaching at the primary level scored higher with respect to aspects of motivation. Conversely, these learners exhibited lower levels of exam anxiety. As parents had not been able to choose a particular programme for their child at the primary level, we assume EFL lessons to have caused the observed effects. At the secondary level, some learners had opted for participation in Content and Language Integrated Learning (CLIL) in addition to their regular EFL education. These students outperformed their non-CLIL peers on several verbal and non-verbal scales of the intelligence test, which confirms previous findings (cf. Fehling 2009: 59). Likewise, CLIL learners displayed greater orientation towards performance and success. Both above-average cognitive capacities and motivation are explicitly stated as a requirement in the CLIL curriculum (cf. MKJS 2008: 6). Our findings therefore confirm that CLIL is selective (cf. Zydatiß 2007). However, CLIL participants paid a price for their perceived advantages: They developed a significantly higher level of fear that their success would lead to negative consequences. References: Fehling, S. (2009). Lernprozesse und kognitive Entwicklung im bilingualen Unterricht: Bericht aus einer zweijährigen Longitudinalstudie. In: D. Caspari, W. Hallet, A. Wegner & W. Zydatiß [Eds.]. Bilingualer Unterricht macht Schule. Beiträge aus der Praxisforschung. 2nd Edition. Frankfurt am Main/Berlin/Bern/Bruxelles/New York/Oxford/Wien: Peter Lang. 51-63. Horn, W. (2003). PSB-R 6-13. Prüfsystem für Schul- und Bildungsberatung für 6. bis 13. Klassen – revidierte Fassung. Göttingen: Hogrefe. MKJS (Ministerium für Kultus, Jugend und Sport Baden-Württemberg) [Eds.] (2001). Ergänzung zum Bildungsplan für die Grundschule. Fremdsprachen Englisch/Französisch. http://www.ls-bw.de/bildungsplaene/allgbilschulen/lp/bpgse.pdf, last accessed 09/02/2009 MKJS (Ministerium für Kultus, Jugend und Sport Baden-Württemberg) [Eds.] (2008). Bilingualer Unterricht deutsch-englisch an allgemein bildenden Gymnasien. http://www.kultusportal-bw.de/site/pbs-bw/get/documents/KULTUS.Dachmandant/KULTUS/ kultusportalbw/pdf/Bilingualer-Unterricht.pdf, last accessed 10/07/2010 Möller, V. (2015). The Impact of Educational Setting – A Study of the English Passive in German EFL and CLIL Learners. Université catholique de Louvain/Universität Hildesheim: PhD thesis. Petermann, F. & Winkel, S. (2007). FLM 7-13. Fragebogen zur Leistungsmotivation für Schüler der 7. bis 13. Klasse. Frankfurt/Main: Harcourt. Zydatiß, W. (2007). Deutsch-Englische Züge in Berlin (DEZIBEL): Eine Evaluation des bilingualen Sachfachunterrichts an Gymnasien. Kontext, Kompetenzen, Konsequenzen. Frankfurt: Peter Lang. ____________________________________________________________________________ Anna Mystkowska-Wiertelak Mirosław Pawlak State University of Applied Sciences, Konin, Poland Adam Mickiewicz University, Kalisz, Poland The impact of arrangement mode, preparation time and task type on advanced learners’ willingness to communicate Although studies on foreign/second language learners’ willingness to communicate (WTC) have continued for more than twenty years, interest in its dynamic character dependent on contextual factors is a relatively recent development (cf. MacIntyre & Legatto, 2011; Yashima, 2012; Peng, 2014). Grounding the research in the classroom setting offers a promise of providing insights and recommendations of relevance to both teachers and learners, not infrequently complaining about reticence or insufficient speaking opportunities. Despite numerous attempts at identifying factors increasing and/or decreasing WTC levels, little is still known about the impact of different teacher-controlled aspects of a lesson on learners’ readiness to engage in communication. The study aimed to fill this gap by exploring changes of WTC as a function of classroom arrangement mode (whole-class, pair and group), absence or presence of preparation time, and task type (picture description, summary, discussion). A group of advanced students of English were requested to indicate the extent to which they felt willing to contribute to six different tasks performed in the course of regular classes of speaking. The data were collected by means of self-ratings of WTC levels at 30second intervals and the Learning Style Survey (Cohen, Oxford & Chi, 2011). Quantitative analysis involving cross comparisons demonstrated that both the level and changes in WTC were affected by the factors under consideration. References:

MacIntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149-171. MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82, 545-562. Peng, J.E. (2014). Willingness to Communicate Inside the EFL Classroom and Beyond: An Ecological Perspective. Bristol: Multilingual Matters. Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behavior. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 119-135). Basingstoke: Palgrave Macmillan. ____________________________________________________________________________ Anna Mystkowska-Wiertelak Jakub Bielak Marek Derenowski Katarzyna Papaja Mirosław Pawlak Bartosz Wolski State University of Applied Sciences in Konin, Poland Applying retrodictive qualitative modeling to tracing motivational trajectories among Polish students majoring in English: A first look Dörnyei (2014) proposed that retrodictive qualitative modeling is a promising methodology that may be used to investigate language learning within the theoretical framework of complex dynamic systems. The present paper reports selected aspects of a study which is a replication of Chan, Dörnyei, and Henry (2015). In that study, salient English learner archetypes were established with the help of a focus group consisting of teachers in a Hong Kong secondary school. The motivational trajectories of student representatives of these archetypes over several-year periods were established and one of them, which was presented in detail and interpreted through the lens of complex dynamic systems theory, gave rise to the consideration of important methodological issues concerning this new approach to research. The present paper focuses on a study that also used a teacher focus group but which was conducted in a very different educational and cultural context, that of an English department of a local Polish university. The seven learner archetypes which were obtained with the help of a six-teacher focus group are presented together with the process of their establishment, and the motivational trajectory of a representative of one of them is discussed. These data, along with the differences between our results and those of Chan, Dörnyei, and Henry (2015), prompt a further discussion of the methodology of retrodictive qualitative modeling studies. References: Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Z. Dörnyei, P. M. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238-259). Bristol: Multilingual Matters. Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47, 80-91. ____________________________________________________________________________ Edyta Olejarczuk Poznan University of Technology, Poland Exploring ESP students’ motivation in a CALL environment As Dörnyei (2010: 248) argues, “(…) motivation is the primary affective factor shaping second language acquisition/learning (…)”. What is more, it has probably been the most promising and frequently researched individual variable with respect to Computer Assisted Language Learning (CALL), which is evidenced by the fact that “(…) motivation has been a pervasive theme in CALL” (Hanson-Smith 2001: 109). It is widely thought that this ID factor contributes to enhancing FL learning (Sokolik 2001; White 2003; Warschauer 1996a) and thus the link between CALL and motivation deserves closer study. This paper presents results of a quantitative study conducted in a group of over one hundred English for Specific Purposes (ESP) students taught in a blended learning course in one of major technical universities in Poland. The research project described in this paper sought to answer the following questions: (1) What is the nature of ESP learners’ motivation? and (2) Is there a relationship between the participants’ motivation and their beliefs about CALL? ____________________________________________________________________________

Mirosław Pawlak Sate University of Applied Sciences, Konin, Poland Adam Mickiewicz University, Kalisz, Poland The mediating effect of individual learner differences on the nature and effects of interaction: An overview While numerous factors contribute to the outcomes of both naturalistic and instructed second or foreign language (L2) acquisition, individual learner difference (ID) variables play a vital role in this process, also in such that happens as a result of interacting with other people, be they other learners, teachers or native speakers. While specific classifications of ID factors vary, they can be sociocultural (e.g., beliefs, attitudes, experience, proficiency), cognitive (e.g., age, aptitude, working memory, cognitive styles, learning strategies) and affective (e.g., anxiety, personality, motivation, willingness to communicate) in nature, with some IDs cutting across clear-cut categories, themselves being affected by each other and a host of other variables (Dörnyei & Ryan, 2015; Gregersen & MacIntyre, 2015; Pawlak, 2012a; Williams, Mercer, & Ryan, 2015). This paper provides a brief overview of the role of selected factors of this kind on interactions in which learners engage as well as the ways in which such interactions contribute to L2 learning. It also identifies the gaps in the existing empirical evidence, spells out possible directions for future research, touches on vital methodological issues and considers implications for everyday classroom practice. ____________________________________________________________________________ Katalin Piniel Ágnes Albert Eötvös Loránd University, Budapest, Hungary Advanced learners’ foreign language-related emotions across the four skills Recently, in applied linguistics research, there has been a shift in focus from the negative affect of anxiety towards exploring the role various emotions play in the language classroom (MacIntyre, Gregersen, & Mercer, 2016). According to Pekrun (2014), there are four groups of emotions relevant in educational contexts: achievement, epistemic, topic, and social emotions. Achievement emotions relate to success and failure, epistemic emotions are triggered by cognitive problems, topic emotions are connected to the topics discussed in class, while social emotions depend on feelings towards the teachers and peers. The aim of the present study was to explore university students’ language learning related emotions. The research question guiding the study was what characterises advanced language learners’ emotions related to the four language skills in and out of the classroom. To this end, a qualitative design was used with 166 participants (31 males, 135 females, mean age 20.9). Besides biographical data, we collected descriptive paragraphs on students’ emotional experiences related to the four language skills (listening: 43, speaking: 35, reading: 47, writing: 41). We used content analytical techniques to analyse the data: We looked for emerging themes related to emotions in students’ accounts and developed a coding scheme along which all the data were analysed. To increase credibility, we checked inter-rater agreement using Cohen’s kappa. When identifying the sources of emotions, we relied on Pekrun’s categories as the initial theoretical framework. We found that students verbalised more negative emotions in connection with language learning inside the classroom than outside it. As for the reasoning behind the emotions experienced in connection with the four skills, it seems that concerning reading skills, topic emotions are more prominent; in writing, achievement emotions seem to prevail; while speaking attracts more social; and listening involves more epistemic emotions. ____________________________________________________________________________ Ashleigh Pipes Middle East Technical University, Ankara, Turkey The Effect of Learners’ Cognitive Creativity on L2 Communication Strategy Use Cognitive creativity is an individual difference with promising early research results and many opportunities for research exploration. A few previous studies have considered cognitive creativity as an individual difference in SLA (Albert & Kormos, 2004; Otto, 1998), and several recent studies have shown evidence of relationships between cognitive creativity and various aspects of L2 production such as the use of questions, coordination (McDonough, Crawford, & Mackey, 2015), and conjunctions (Mackey, Park, Akiyama, & Pipes, 2014). The current study expands on these findings and builds on another well-established research framework by investigating the relationship between cognitive creativity and use of L2 communication strategies among L2 English university students in Turkey. Forty participants completed the Torrance Test of Creative Thinking, which provides an overall creativity index as well as sub-scores for fluency, originality, elaboration, and resistance to closure based on a series of figural tasks (Torrance, 2008). They also completed two L2 production tasks. First, an interactive speaking task required participants to elicit the name of an object, person, or place from an interlocutor by describing the object without using five common words that would normally be used in the description. Second, a written task required participants to create a story based on a series of pictures in an 11-frame comic strip. Oral and written data were analyzed for use of circumlocution, avoidance, substitution, and message abandonment. Results will be presented in terms of evidence of relationships between creativity traits (e.g. elaboration, resistance to closure) and use of specific communication strategies (e.g. circumlocution, avoidance), as well as interesting differences between oral and written production communication strategy use. ____________________________________________________________________________

Vivienne Rogers Swansea University, UK Measuring individual differences with the LLAMA aptitude tests There has been an increasing interest in the area of language learning aptitude and individual differences in recent years. This led to the creation of new online computerised tests like the LLAMA test suite (Meara 2005). Since 2005 the LLAMA tests have been increasingly used in published research but they have not been validated. Initial validation work examined features of the tests to establish if they were influenced by outside factors, e.g. L1, gender, age, education level (Granena 2013, Rogers 2015, 2016a&b) and found that these variables accounted for only small amount of the variation in LLAMA scores. This study provides a small-scale investigation into the predictive powers of the LLAMA tests, i.e. do the LLAMA tests measure aptitude? We also examine whether aptitude, motivation, working memory or anxiety scores are the most accurate at predicting language test scores. Fifteen beginner adult learners of Latin took the LLAMA aptitude tests, the Language Learning Orientation Scale questionnaire (Noels et al 2004), an online measure of working memory storage and the Foreign Language Classroom Anxiety Scale (Horowitz et al 1986) as well as a background questionnaire. The learners were followed throughout their first year of learning Latin. For their class, they took a Latin test every 3-4 weeks resulting in 8 tests. Spearman’s correlations were calculated for each of the LLAMA components and the first 4 Latin tests. The results show that LLAMA D (an implicit learning measure) significantly correlated with the Latin test results at time 1 (r= .595, p<0.05) but the vocabulary learning task (LLAMA B) significantly correlated with the time 4 (r=.644, p<0.05). Further factor analysis will establish if aptitude or the other measures can predict test scores. Follow-up results from 100+ participants taking LLAMA and working memory tests will also be presented. ____________________________________________________________________________ Jasmina Rogulj Ivana Čizmić, University of Split, Croatia Relationship between foreign language classroom anxiety and beliefs about language learning The recent trends in second language acquisition research have shown increasing interest in psychological aspects of language learning. Since individual differences contribute to second language learning outcomes, they have become one of the most frequently researched areas in applied linguistics. For the purpose of this research the authors decided to focus on foreign language classroom anxiety (FLCA), students’ beliefs about language learning and their performance. This paper aims to explore the relationship between the above mentioned variables and students' proficiency level, whereby the following research questions are put forward: 1. What are the relationships among FLCA, students’ beliefs about language learning and their performance? 2. Which of the variables included, FLCA or students’ beliefs, is a better predictor of English language (EL) performance? The following hypotheses will be tested: H1a: FLCA will be negatively related to general EL competence. H1b: There will be a positive correlation between students' beliefs about the importance of using learning and communication strategies as well as their motivation levels on the one hand and the test performance on the other. H1c: There will be a negative correlation between anxiety levels and students' beliefs about their foreign language aptitude. H1d: There will be a positive correlation between anxiety levels and students' perceptions of English as a difficult language. H2: FLCA will be a better predictor of EL performance. A total of 150 medical students from the School of Medicine, University of Split, Croatia took part in the study. Data were collected by means of questionnaires (FLCAS and BALLI) and a cloze test as a measure of EL performance. To conclude, the results of this study will raise some pedagogical implications. Teachers should take into consideration students' anxiety levels closely related to their beliefs about EL learning in order to develop more flexible teaching approach. ____________________________________________________________________________ Maha Saeed Halabi University of Sheffield, UK Understanding e-Tutors’ Perceptions about the Distance Language Learning Programme (DLLP) and their role in the development of female learners’ autonomy: An empirical study at a Saudi University Teaching English to non-native speakers in Saudi universities is conducted in various environments. Online English teaching is one of the relatively new environments in Saudi Arabia. Hence, this study, which was undertaken in one of the Saudi universities, was mainly aimed at exploring the e-tutors’ perceptions of their role in its distance language learning programme (DLLP). To achieve this aim, the following overarching research question was formulated: What are the perceptions of e-tutors about learning and teaching processes in the context of DLLP? A specific focus of the research was to explore the ways in which the tutors might support their female distance learners to be autonomous and independent ones. In order to address the research question, three data collection methods were used, namely reflective journals, semi-structured interviews, and document analysis. A thematic analysis framework (Braun and Clark, 2006) was adopted to interpret the data of the reflective journals and semi-structured interviews, while content analysis was used to identify critical issues in the collected documents. Emerging themes include some interesting, unexpected issues related to this teaching context, such as the cultural constraints and their impact on e-learning in Saudi universities, and the necessity for the e-tutors to use the L1 in their teaching of English language. This study is expected to develop a framework for e-tutors to help their distance language learners to manage and control their learning of the foreign language in this DLLP. It is hoped that such a framework will be useful for other e-tutors in similar teaching environments.

____________________________________________________________________________ Laura Sánchez Stockholms universitet (Institutionen på Språkdidaktik), Sweden Weighing up the (beneficial?) effects of cognitive advantages in foreign language learning One of the most appealing issues in current research on individual differences is the possibility that variation in learners’ cognitive abilities might be associated with their success in foreign language learning. The study presented here is a contribution to research in this direction, and it examines the impact of two cognitive factors in various dimensions of language performance. More precisely, it addresses the question whether working memory (WM) and attention switching (AS) abilities have any effect in the development of fluency, complexity, and accuracy at early stages of acquisition (within the first 150 to 200 hours of instruction). The participants, 50 Spanish/ Catalan learners of English as a foreign language (aged 10.9-12.9), carried out a time-controlled written task entitled ’My life: past, present, and future expectations’. Their WM was measured using a Letter Span Task. In turn, Part B of the Trail Making Test measured their AS in a task there they had to connect a set of 25 letters and numbers as fast and accurately as possible. In order to determine whether the role of the cognitive factors was significant, a series of Ancovas were run on the data, with WM and AS as independent variables. In all cases, the participants’ proficiency level (assessed by means of the Oxford Placement Test) and their biological age were used as covariates. The results seem to concede a much more prominent role to AS than to WM, as suggested by the fact that the effects of the latter were confined to one measure of accuracy. On the other hand, AS turned out to have a significant effect on several measures of fluency (including words per clause and per sentence), complexity (in coordination and lexical richness), and also accuracy (as indicated by number and percentage of error free sentences). ____________________________________________________________________________ Małgorzata Serafin University of Wroclaw, Poland Contributions of age differences to teaching English Grammar Understanding grammar rules is an inseparable part of learning a second language. Learning grammar is often difficult for the learners, because it differs considerably from the grammar of their native language. Not infrequently, the teachers translate the grammar rules into the mother tongue in order to simplify them for the learners. They want their learners to understand them thoroughly. Furthermore, age factor has a strong influence on the preferred style of teaching English Grammar. Researchers still haven’t made the definite decision if translating English grammar into the mother tongue is profitable for the learners. There is a need for research in this field, as it is a burning problem in the English classrooms. The aim of the study is to find out which method, translating the grammar rules into the mother tongue or teaching them only in English, is more beneficial for the learners. What is more, the study will focus on these preferences with regard to age factor. In order to investigate this question, the questionnaire will be conducted among three different age groups of English language students. The questionnaire consists of short questions which examine the issue of translating grammar rules into the mother tongue, and tries to find out if students have any problems with understanding grammar rules when they are explained only in English. The answers will be verified according to age differences. By exploring the above mentioned problem, the study hopes to provide directions for further research and practice in teaching English grammar. ____________________________________________________________________________ David Singleton State University of Applied Sciences in Konin, Poland Can language aptitude be enhanced by teaching? One much-cited definition of language aptitude portrays it as “an individual’s initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity” (1981: 86). According to this view language aptitude is a trait, in the sense of exhibiting stability over long periods of time and being immune to training. The trait view of language aptitude tends towards the notion that it is innate. Indeed language aptitude has often been associated with the popular notion of an inborn “gift for languages”. The view of language aptitude as an innate trait has, however, long been questioned. Recently, this questioning has intensified, especially since the development of a widespread consensus that working memory needs to be recognized as an important component of language aptitude (see Wen, in press). Working memory was also once thought of as a trait, but is now recognized as susceptible to the influence of experience and instruction (see e.g. Williams, 2012). The present paper will trace the trajectory of the above discussion and will explore the implications of the stage it has now reached, particularly in relation to the exciting possibility that language aptitude may be enhanced by some dimensions of what goes on in the language classroom. References: Carroll, J. B. (1981). Twenty-five years of research on foreign language aptitude. In K. C. Wen, Z (in press). Working memory and second language learning. Bristol: Multilingual Matters. Williams, J. N. (2012). Working memory and SLA. In S. Gass & A. Mackey (Eds.), Handbook of second language acquisition (pp. 427-441). Oxford: Routledge/Taylor & Francis. ____________________________________________________________________________

Paweł Sobkowiak Adam Mickiewicz University, Poznań, Poland On the factors influencing EFL students’ cultural intelligence For years researchers have tried to study certain attributes that allow some individuals understand unfamiliar cultures better and adjust their behaviors more easily to cope with cross-cultural encounters, and thus function better, i.e. communicate more appropriately and effectively than others. Earley and Ang (2003) described this individual difference in terms of cultural intelligence (CQ), a multi-dimensional construct composed of metacognitive, cognitive, motivational and behavioral domain. Metacognitive CQ, by triggering critical thinking, contributes to an individual’s increased awareness of diversity among cultures making him suspend judgment and look for additional cues when necessary. Cognitive CQ provides knowledge of norms, practices and conventions needed for decision-making in intercultural contexts. Motivational CQ refers to the ability to direct and sustain attention, and enhances curiosity in novel culturally diverse backgrounds, whereas behavioral CQ is responsible for appropriate and effective verbal and nonverbal actions. The two researchers developed the Cultural Intelligence Scale (CQS), a valid instrument which allows measuring one’s intercultural competence. This presentation aims at exploring the concept of cultural intelligence as a system of interacting range of abilities and describing how its constituent elements interact to produce culturally intelligent behavior in intercultural settings. It also reports on the quantitative research carried out in June 2016, which using the CQS as a survey instrument examined cultural intelligence of EFL students in Poland at the tertiary education level and tried to analyze whether individual difference variables such as gender, motivation, perceived competence in the target language and study abroad experience influenced an individual’s cultural intelligence. The study tried to investigate whether those independent variables are significant predictors of students’ level of intercultural competence. References: Corbett, J. (2003) An Intercultural Approach to English Language Teaching. Clevendon: Multilingual Matters Ltd. Kramsch, C. (1993) Context and Culture in Language Teaching. Oxford: Oxford University Press. ____________________________________________________________________________ He Sun National Institute of Education, Nanyang Technological University, Singapore Foreign Language Learning as a Complex Dynamic Process: A Microgenetic Case Study of a Chinese Child’s English Learning Trajectory The current study focuses on one child’s (male, 3 years old) learning behaviors in an English as a Foreign Language classroom, and explores the coordination and developmental patterns of his nonverbal (gestures and body language) and verbal (verbal repetition and verbal responses) learning behaviors over time. Guided by the principles of the theory of Complex Dynamical Systems, the child’s learning behaviors were analyzed over the course of four months, using (Cross) Recurrence Quantification Analysis and Monte Carlo permutation tests. The results show that the coordination between the child’s nonverbal and verbal behaviors exhibited a rigid pattern at the beginning but got loosened over time, allowing the child to respond more flexibly to the teachers’ instructions and to alternate more freely between his verbal and nonverbal learning behaviors. When focusing on the child’s verbal learning behaviors only, we found that patterns of the verbal responses seemed to be more predictable than those of verbal repetitions, which suggests the varied influence of internal and external factors on these verbal learning behaviors. The current study represents the potential of combining a microgenetic approach with non-linear time series methods in exploring the dynamic relationships between the developmental trajectories of subcomponents (verbal and nonverbal behaviors) of a learning system over time. Compared to the linear measures that were presented, the non-linear measures reflect the learning process in greater detail, highlighting dynamical aspects of the behavior, such as changes in flexibility and stability. Non-linear time-series techniques are still new to social science, however, as Cox and Van Dijk (2013) claimed, “the ongoing improvements of techniques and the appearance of powerful new measures based on recurrence analysis, especially for categorical time series, will make this approach increasingly important and appealing for the study of developmental processes” (p. 314). References: Cox, R. F. A., & van Dijk, M. (2013). Microdevelopment in parent-child conversations: From global changes to flexibility. Ecological Psychology, 25, 304-315. doi:10.1080/10407413.2013.810095 ____________________________________________________________________________ He Sun National Institute of Education, Nanyang Technological University, Singapore Individual differences in children’s early English acquisition in China: internal and external factors Over the past few years, research on child second language (L2) acquisition has witnessed a growing interest in various factors that might influence L2 children’s linguistic development. Both internal factors (e.g. nonverbal intelligence) and external factors (e.g. input quality) have been claimed to affect the rate, route and end state of L2 learning in the naturalistic setting. However, it is still an open question to what extent these findings may be applicable to child foreign language (FL) acquisition in an instructional setting whose language environment is quantitatively and qualitatively different from child L2 learners in the natural setting. The current paper aims at 1) finding the significant predictors (internal and external) of child FL learners’ English proficiency and 2) the contribution of child-internal versus child- external factors as a group to predicting variation in children’s English proficiency. 71 Chinese children (onset ages 2;0 - 5;6 years) who are learning English (over 8 to 42 months) in an English private language institute have been tested with 3 standard English tests (see Table 1). A series of internal and external factors (see Table 2) were used to predict the English proficiency. Results generated from multiple regressions and verified by Bayes factor analysis revealed that total amount of

school input and home English media environment were significant predictors for all of the three aspects of English proficiency. Age of onset, short-term memory, nonverbal intelligence, mother’s English proficiency, and English use were selected as significant predictors by models of different aspects. On a group level, external factors significantly explained more variance of the English proficiency measures than internal factors, which is opposite to some findings based on natural setting (e.g. Paradis, 2011). It implies that the context-sensitive nature of external factors. Some effective format of English input and use (e.g. English ipad games and cartoons) found in the current project will be briefly introduced under the theory of dynamic usage-based approach. ____________________________________________________________________________ Orsolya Szatzker Eötvös Loránd University, Budapest, Hungary Improving learner autonomy through a cross-cultural learning experience The aim of the proposed presentation is to introduce a cross--‐cultural EFL programme for Japanese students learning English as a foreign language at a university in Tokyo. The special focus of the programme was to enhance language learner autonomy besides improving the language proficiency of the students. Several factors had to be taken into consideration during the content development phase of the course; such as, how to implement an English as a lingua franca approach in such a learning environment where native--‐speaker norms are also expected in terms of language--‐proficiency as well as cultural standards. Additionally, it was also challenging how to focus on productive skills and raise awareness of intercultural communication competences and communication skills in this particular teaching context. In pursuit of answers to the emerging questions and challenges, the idea of a joint project between the Japanese and a Hungarian group evolved and resulted in a ten--‐week cross--‐cultural cooperation. The Hungarian students, who study for a teaching MA degree, were mentoring the Japanese students in order to achieve their objectives. The main goal of the project was to help the Japanese students prepare for a presentation as well as raising the students’ awareness of their own learning processes and learner autonomy. During the project several online tools were used, including Edmodo, Wikispaces, Skype, and Prezi. All the students and teachers involved in the project were constantly evaluating their progress and the final results. The online tools, the theoretical background and the pedagogic implications of the project and the course in general will be discussed in detail at the session. ____________________________________________________________________________ Magdalena Szyszka The University of Opole, Poland Language anxiety and strategies for pronunciation learning One of the affective individual differences that, according to Ellis (2008), has attracted the most attention in the research on second language acquisition (SLA) is language anxiety. This factor has been reported to correlate with a number of variables associated with the process of second or foreign language (L2) learning, for instance, the proficiency levels of the learners (Daley, Onwuegbuzie, & Bailey, 1997; PiechurskaKuciel, 2008), L2 achievement (Aida, 1994; Horwitz, 2001), self-perceived assessment of L2 skills (Pappamihiel, 2002), oral performance (Liu, 2006; Woodrow, 2006), and L2 pronunciation (Baran-Łucarz, 2011; 2013). Moreover, a negative correlation has been found between language anxiety and the use of some language learning strategies (Lu & Liu, 2011; Liu, 2013; MacIntyre &Noels, 1996; Noormohamadi, 2009), which also belong to the group of learner differences in SLA. Despite a number of research investigating the relationship between the two learner variables: language anxiety and learning strategies, little is known about the interplay between language anxiety and these strategies that are used for improving one of the most neglected L2 learning aspects – pronunciation. The aim of the present paper is to present the results of the study investigating the relationship between language anxiety levels and the use of pronunciation leaning strategies (PLS) and tactics. The participants who scored high on the FLCAS (Horwitz, Horwitz & Cope, 1986), indicating the level of language anxiety, differed significantly in their use of several PLS and tactics from the non-anxious group. The outcomes draw the attention to the role of memory and compensation strategies among the anxious L2 pronunciation learners. ____________________________________________________________________________ Awanui Te Huia Te Kawa a Māori (Māori Studies Department) Victoria University of Wellington, New Zealand Tukua kia rere: Understanding factors that support and inhibit learners of an indigenous language Learning an indigenous language comes with a number of challenges for its language learners. This study focuses on the experiences of Māori (indigenous to New Zealand), and Pākehā (New Zealand Europeans) learners of te reo Māori (the Māori language). With less than 20% of the Māori population capable of using te reo Māori (and less than 1% of Pākehā) understanding factors that both promote and inhibit indigenous language use may help to increase the number of Māori language speakers. Interviews with 19 Māori, and 13 Pākehā learners reveal that the goals, and motivations to learn te reo Māori as well as the causes of language anxiety in Māori language contexts are diverse. Māori participants demonstrated that their heritage connection to the language impacted positively on their motivation for learning, yet also prevented some speakers from using the language. Language anxiety for Māori heritage language learners largely developed in response to a perceived feeling that they may appear inadequate as ingroup members of the Māori language speaking community. Pākehā learners of te reo Māori indicated that their motivations for learning the indigenous language was largely due to their desire to become 'full citizens' of New Zealand. Pākehā language learners also reported a desire to recognise the contribution of Māori culture to the wider culture of New Zealand. With this said, Māori are discriminated against more than any other ethnic group in New Zealand. Results indicated that Pākehā learners who were aware of discrimination that Māori experienced from other Pākehā impacted on Pākehā levels of language anxiety in Māori language learning contexts. The combination of results from both Māori and Pākehā language learners provides a distinct perspective towards the barriers and support that is needed in order to successfully acquire and maintain an indigenous language. ____________________________________________________________________________

Amy S. Thompson University of South Florida, USA The role of “self” in predicting language choice and proficiency Research on motivation to learn English abounds (Boo, Dörnyei, and Ryan, 2015); however, few researchers have examined motivation to learn languages other than English (c.f. Xie, 2014). The current study is an exploration of Dörnyei’s L2 motivational self system (L2MSS) with the added dimension of psychological reactance (Brehm, 1966) in the form of the “anti-ought-to self” (Thompson and Vasquez, 2015) with students of Arabic, Chinese, French, German, Italian, Japanese, Korean, Portuguese, Russian, and Spanish in a U.S. context (N=195). Part of a larger study, this presentation will address the predictive value of the three psychological aspect of “self” (ideal, ought-to, and anti-ought-to) in terms of target language choice and proficiency level. Although there has been some work regarding the predictive value of the L2MSS for language proficiency (Lamb, 2012; Ghapanchi, Khajavy, and Asadpour, 2011), neither language choice nor proficiency in conjunction with the L2MSS has been examined with languages other than English. The following points of inquiry will be addressed in this presentation: RQ1. Can the student language choices be predicted by the three “self” aspects (ideal, ought-to, and anti-ought-to)? RQ2. Do the motivational selves (ideal, ought-to, and anti-ought-to) have predictive value with regards to proficiency? Using quantitative and qualitative survey data, analyses included an exploratory factor analysis (Maximum Likelihood, Direct Oblimin rotation), a MANOVA, a discriminant function analysis, one-way ANOVAs, and a standard regression; the open-ended questions analyzed via a content analysis. The results indicate that the anti-ought-to self is the strongest predictor of language choice, whereas the ideal self is the only psychological aspect of self that predicts proficiency. With the wide variety of languages studied worldwide, a better understanding of the underlying motivational selves will help language instructors better engage their students in the language classroom. ____________________________________________________________________________ Amy S. Thompson University of South Florida, USA Amanda Huensch University of South Florida, USA Liss Kerstin Sylvén University of Gothenburg, Sweden Yao Liu University of South Florida, USA Fahad Alharbi University of South Florida, USA Psychological aspects of self across contexts: A comparison of China, Saudi Arabia, Sweden, Turkey, and the United States The data in this presentation is a culmination of survey-based data collection (N=1,177) from 2012 to 2015 in China (n=468), Saudi Arabia (n=149), Sweden (n=206), Turkey (n=159), and the United States (n=195), using the “self” components (ideal and ought-to selves) from Dörnyei’s (2009) L2 Motivational Self System (L2MSS). Also incorporated is an added “self” dimension; the “anti-ought-to self,” which was first conceptualized in Thompson and Vásquez (2015) and influenced by psychological reactance (Brehm, 1966), is a self that strives for the opposite of external expectations. The L2MSS has been explored in a variety of contexts: United States (Thompson & Vásquez, 2015), Iran (Papi, 2010), Indonesia (Lamb, 2012), the United Kingdom (Busse, 2013), Sweden (Henry & Cliffordson, 2013) and Hungary (Kormos & Csizér, 2014), and Turkey (Thompson & Erdil-Moody, 2016); however, there has not yet been a large-scale comparative study. As such, this presentation will address the following two questions: RQ1. What is the relationship between the three psychological aspects of self and context? RQ2. Can the context (i.e. country of origin) be predicted by these selves? The analyses included an exploratory factor analysis (Maximum Likelihood, Direct Oblimin rotation), a MANOVA, a discriminant function analysis, one-way ANOVAs, and standard regression. Preliminary results indicate contextual differences of selves; as strong ideal and anti-ought-to selves have been linked to success in language learning in terms of predictive ability for proficiency (e.g. Lamb, 2012; Liu & Thompson, 2015), understanding the relative strength of these selves in a variety of contexts would help language instructors alter instructional activities accordingly. As the anti-ought-to self is a newer “self,” understanding how the desire to go again social expectations varies from setting to setting (i.e. East versus West) is imperative to understanding language learning motivation. ____________________________________________________________________________ Seden Eraldemir Tuyan Çukurova University, School of Foreign Languages, Adana, Turkey The Impact of Teacher-student Interaction on University Prep Year Students’ English Language Learning Motivation, Attitude and Anxiety Regardless of the subject matter, teacher-student interaction is considered to be one of the most important factors in teaching and learning as it is directly related to the dynamics of the classroom which requires the engagement of everybody in the classroom. Good classroom dynamics is dependent on many variables and is not easy to achieve. Among these variables, since each student has his/her own interests and talents, the individuality of the students should be accommodated with caution to help the students perform to their full potential. Considering students’ goals and interests also helps them feel more motivated and learn better. A comfortable learning environment where students can learn feeling supported by each other and the teacher, the discipline issues and many other factors contribute to the conduct of successful and effective

lessons where teachers can continue to teach what they know about a topic. Additionally, in terms of foreign language learning, language anxiety reflects learners’ internal and external responses to foreign language learning contexts and foreign language learning processes and should also be taken with care when effective EFL teaching and learning are concerned. This study was conducted to investigate the impact of teacher–student relationship on students’ foreign language learning motivation, attitude and anxiety in language classes where English is taught as a foreign language. The perceptions of students were gathered using three instruments; Questionnaire on Teacher Interaction (QTI), Motivated Strategies for Learning Questionnaire (MSLQ) and Foreign Language Classroom Anxiety Scale (FLCAS). The questionnaires were administered to 209 students at Çukurova University, The School of Foreign Languages in Turkey. The association of the questionnaires’ results demonstrate the significant role of teacher interpersonal behavior in student motivation, attitude and anxiety and the importance of combining insights from various educational research disciplines. ____________________________________________________________________________ Sylwia Twardo University of Warsaw, Poland Individual differences and qualitative studies of online reading strategies. An overview of the research and a study of the navigational strategies used by more and less advanced students of EFL The studies of reading strategies used for hypertext are connected with the concept of the new literacies, i.e., the ability to navigate in the Internet and use the information available on-line. The growing interest in them is connected with the onset of the Internet and its increased use in teaching. The first studies were especially focused on comparing the strategies used in reading printed texts and those available on the computer screen as it was necessary to improve the learners’ ability to use the Internet effectively. From the methodological point of view the studies of reading strategies can be divided into quantitative, qualitative and mixed ones. The quantitative studies are mainly conducted with the use of a questionnaire of reading strategies combined with queries about additional data about the participants (biographical data, information about the language proficiency and/or reading proficiency). The qualitative studies are either focused on verifying the strategies which the participants declared in a questionnaire survey or on establishing what the actual strategies the participants use (without quantitative data but usually referring to the classifications of reading strategies which are behind the design of one of the strategy use questionnaires). The qualitative studies usually consist of a think aloud protocol and/or the data about the actions performed by the participants on-screen are collected with the use of a screen capture program. This is sometimes complemented by a post-task interview and any other data which can be collected about the participants (like the ones collected for the quantitative studies listed above, but also about the prior knowledge of the topic of the reading task/s). The individual differences in the use of online reading strategies studied with the use of the qualitative methods are the language proficiency, reading proficiency, sex, specialisation (for university students); also prior knowledge of the topic of the reading task is taken into account. The reading tasks involve reading hypertext or browsing the net to find information (browsing for specific purposes and free browsing) (Konishi 2003). It may be also tested what strategies are used by readers when confronted with texts which are either easy or difficult for them. It should be also remembered that, unlike the printed texts, which are linear and may contain also other visual materials besides the text such as illustrations, graphs and tables, the hypertext is not necessarily linear (there are links and pop-ups) and may contains, besides the same visual materials as printed texts, also audio and video materials, which may appear directly on the screen (e.g., embedded videos) or are directed to by means of links or pop-ups. The strategies on which the researchers focus their interest are usually the metacognitive reading strategies [global, problem-solving, and support strategies according to the typology first used in the MARSI questionnaire for printed texts (Mokhtari, Reichard 2002) and then adapted for the OSORS questionnaire for hypertext (Anderson 2003)]. However, qualitative studies also mention and describe navigation strategies, which are considered as a separate set of strategies used for navigating the Internet (e.g., Akyel, Ercetin, 2009, Genc 2011) (in contrast to metacognitive reading strategies which are used to control the process of reading). The aim of this study is to present the possible individual differences in the use of the navigation strategies by more and less proficient students of English. The participants had to do a task involving reading hypertext and answering questions about it. Their work was recorded with the use of a screen capture programme and their actions were classified and analysed from the point of view of the navigation strategies they used and also the duration of the task. All of participants filled in a Polish version of the OSORS questionnaire and the data concerning their Internet proficiency were collected basing on their work on the Moodle platform during a blended courses of English (CEFR B1, B2, C1). Their language proficiency was gauged by means of a pre-test and final test administered in a printed version. All these data were submitted to statistical analyses (including cluster analysis). References: Akyel A., Ercetin G., Hypermedia reading strategies employed by advanced learners of English, System, 2009, Vol. 37, 136–152 Anderson N.J., Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language, The Reading Matrix, November 2003, Vol.3. No.3, 1-33 Genc H., Paper and Screen: Reading Strategies Used by Low-Proficient EFL Learners, Sino-US English Teaching, October 2011, Vol. 8, No. 10, 648-658 Konishi, M., Strategies for reading hypertext by Japanese ESL learners, The Reading Matrix, November 2003, Vol.3. No.3, 97-119 Mokhtari K., Reinhardt C.A., Assessing Students’ Metacognitive Awareness of Reading Strategies, Journal of Educational Psychology 2002, Vol. 94, No. 2, 249–259 ____________________________________________________________________________

Ewa Waniek-Klimczak University of Lodz, Poland State University of Applied Sciences in Konin, Poland Magdalena Pospieszyńska-Wojtkowiak State University of Applied Sciences in Konin, Poland Pronunciation variability in Polish students of English: The use of target pronunciation in mock vs. regular spoken English exam The study reported here explores variability in the speech of Polish students of English with the focus on pronunciation. The variability is investigated in two types of language-use situations: a mock exam and a regular exam in spoken English. The two situations are well-known to the students majoring in English at a Polish tertiary level institution, however, as the results of the exam have very different consequences, with the former providing feedback and the latter the basis for a final grade, the socio-psychological conditioning differs. The two events (and the two recordings) are separated by a few weeks only; consequently, while the comparison of the students' performance in these two situations can provide information as to their language-skill progress, it is the situation-dependent language use that seems to be a much more relevant aspect. Thus, the study aims to explore the effect of the situation on the use of language, with the focus on three pronunciation features which have been selected on the basis of a contrastive analysis of Polish and English: the pronunciation of , the <-ing> endings, and the quality as well as the distribution of the sound. The study is based on a comparative analysis of the recordings obtained from 8 students, whose speech has been transcribed for the selection of contexts for each of the investigated variables. The values of the variables are discussed from the perspective of target-like pronunciation defined with reference to the course requirements and possible effect of other types of language experience and language attitudes of the students. ____________________________________________________________________________ Dorota Werbińska Akademia Pomorska w Słupsku, Poland A teacher-in-context: The dialogical approach in a longitudinal study on one teacher’s beliefs and professional identity One way of investigating teacher professional identity is through examining her beliefs. Tracing the beliefs of one Polish teacher of English, considered excellent in her milieu, the study to be reported embraced the span of 16 years. It consists of three interviews (two semi-structured and one with open questions) with the teacher, conducted when she was 29, almost 40 and 45. The first two interviews aimed at eliciting the teacher’s beliefs related to her knowledge (linguistic, psychological, methodological, ethical and contextual), the four skills (listening, speaking, reading and writing) and the three subsystems (grammar, vocabulary, pronunciation) and, on the whole, comparing and contrasting her beliefs before and after one decade. The third interview, however, was more focused on her professional identity with regard to affiliation (what she thinks about the language teacher profession and her role in it), attachment (how and why she likes to teach the way she does) and autonomy (her agentive, reflexive and resilient powers) and the questions were slightly different and more open than those asked in the two previous interviews. The change of the third interview format was dictated by my willingness to use the dialogical approach and look at all three interviews as one whole. In particular, I wanted to see whether some of the beliefs expressed by the teacher as questions, desires, motivations in any of the earlier interview can be responded, satisfied, maintained in the later interview, and what influence it has on the development of her professional identity. The findings seem to show that what the teacher declares and the kind of teacher she wants to be recognized by others – her teacher identity- are largely affected by the context she finds herself in. ____________________________________________________________________________ Teresa Włosowicz University of Social Sciences, Cracow, Poland Vocabulary Learning Strategies and the Representation of L2 and L3 Words in the Mental Lexicon The purpose of the study has been an investigation of third or additional language (De Angelis’s (2007) term) learners’ vocabulary learning strategies and their representations of selected L2 and L3 words in the mental lexicon. In general, the L2 lexicon initially develops as an extension of the L1 lexicon and, with time and increased L2 proficiency, it becomes a more or less independent subsystem of the bilingual mental lexicon, though the L1-L2 connections do not disappear, but only become weaker (Herwig, 2001). The L3 lexicon follows a similar path, but, given the interlingual similarities and differences and the acquisition context, it may start out as an extension of L2, not necessarily of L1 (Herwig, 2001, Singleton, 2001, 2003). Therefore, as Cieślicka (2000) has concluded, there is variable interconnection between the languages in the mental lexicon, which depends on such factors as learning strategies and language proficiency. Moreover, apart from the strength of the connections, the contents of L2 (and, one can add, L3) lemmas can vary with time and with proficiency based on target language input: some lemmas may become fossilised at the L1 lemma mediation stage, while others may reach the L2 (or, arguably, L3) integration stage, with lemma information selected from the input and not copied from L1 (Jiang, 2000). The present study was carried out with seventy (at least) trilingual participants who had the following language combinations: PolishEnglish-German (41), Polish-German-English (13), Polish-French-English (9), Polish-English-French (6) and German-English-French (1). As mental representations cannot be reached directly, the participants’ task consisted in providing the meanings of fifteen L2 and fifteen L3 words aloud (hence, mainly declarative knowledge, but examples of use could involve procedural knowledge too), followed by a questionnaire concerning their vocabulary learning strategies. The meanings could be given in the form of definitions in the same or another language, equivalents (mainly in L1, but, for example, the L2 equivalents of L3 words were also allowed, because they could reflect the actual connections) or examples presenting the words in context. The most frequent vocabulary learning strategy was combining an L2 or L3 word with its L1 equivalent (16.56%), followed by a definition in the same language (14,9%), several L1 equivalents (13,9%) and inferring word meanings from context and then looking them up in a dictionary (12,9%). On the other hand, the least frequent strategy was reliance on context only. As the results of a chi-square test show, the

choice of learning strategies did not depend on the language combination, which means that it was rather individual. However, most of the participants indicated that they relied on more than one learning strategy and many of them combined a variety of strategies. As a result, their representations of L2 and L3 words also varied and the participants responses also combined, for example, an L1 equivalent with an L1 or L2 definition or a sentence with the target word. However, the use of L1 equivalents varied and depended on the particular words (for example, whether they had equivalents or not) and on the learners’ proficiency (L2 definitions were more elaborate, while L3 meanings tended to be expressed by means of equivalents), rather than on the learners’ usual strategy choices. In general, the study supports Cieślicka’s (2000) variable interconnection hypothesis. At the same time, the complexity of the multilingual mental lexicon reflects a variety of vocabulary learning strategies, which, in turn, depend not only on the learner, but also on particular words. ____________________________________________________________________________ Michał Wyciński State University of Applied Sciences in Łomża, Poland Acquisition of British vowels by means of Facial Expressions The workshop “Acquisition of British vowels by means of Facial Expression” is based on the research conducted with 97 Polish students of the second and third year of English Philology and described in the article “The Emotional Approach in the Acquisition of Foreign Vowels within the example of British English Vowels”. For the purpose of the studies, achievements derived from such disciplines as psychology of emotions and phonetics depicted as a physical process were taken advantage of. An attempt was made to find a useful tool that improves teaching/learning of foreign vowels, that is to say a method that makes the phonetic process faster, more student-friendly and more accurate. The main objective of the workshop is to present the findings with a concrete method. Through a series of interesting and entertaining role-plays and techniques, under the notion of Communicative Approach and certain elements of Suggestopedia, recipients familiarise themselves with the idea of how conscious manipulation of facial expressions aids acquisition of foreign vowels by learners, regardless of their native language and the culture they have been brought up in. The secondary aims feature students developing their cognitive skills and social competences with emotional intelligence (both interpersonal and intrapersonal) in particular. Teachers of English are encouraged to put the method into practice with their own mother languages and to share opinions about the method with colleagues. Similarly, it is believed that it can be applied to courses of other languages than just English. Teachers of those languages are encouraged to try to use it, too. ____________________________________________________________________________ Joanna Zawodniak Mariusz Kruk Jonathan Chumas University of Zielona Góra, Poland Towards conceptualizing boredom as an academic emotion to be dealt with in the EFL learning process Boredom is one of the few learner factors that, although becoming more and more extensively discussed from a psychological perspective, has not yet received due attention in foreign language pedagogy. The main reason for the underestimating of boredom in the language learning environment is that teachers usually associate it with laziness, anxiety or depression. Consequently, the present study aims at the applied linguistic reflection on the concept of boredom with reference to its multidimensional character, cause-and-effect mechanisms and contextdependent background. The authors intend to discuss the data obtained from the qualitatively and quantitatively examined English Philology students’ diaries revealing the subjects’ judgments about situations in which they experienced involvement, self-encouragement or reluctance to do a particular task during different classes including the practical English language course and academic subjects. Finally, general comments on the implications of boredom for the quality of EFL students’ work will be made and opportunities for adroitly tackling rather than combating this intriguing phenomenon will be considered. ____________________________________________________________________________ Joanna Zawodniak Mariusz Kruk Jonathan Chumas University of Zielona Góra, Poland The changing nature of foreign language anxiety: The case of individual learners The paper reports the findings of a classroom-based study whose main purpose was to investigate changes in the levels of foreign language anxiety among individual language learners over the course of several weeks. The participants were seven senior high school learners. More precisely, there were four learners who tested high on language anxiety and three subjects who tested low on anxiety. The study encompassed 24 naturally occurring English lessons. The data were gathered by means of a background questionnaire, the foreign language classroom anxiety scale (Horwitz et al. 1986), foreign language anxiety grids, evaluation sheets and lesson plans. The collected data were analyzed quantitatively. The results of the study provided evidence that levels of foreign language anxiety reported by the study participants were subject to change during a single class and from one lesson to another, particularly in the case of the subjects who tested high on anxiety. Also, possible reasons accountable for the changes in the levels of anxiety are discussed. ____________________________________________________________________________

Elisabeth Zetterhorlm Department of Language Education, Stockholm University, Sweden Four learners – four different levels of success Four learners – four different levels of success Previous studies (Zetterholm, 2014) have shown that Karen L1 speakers learning Swedish as their L2 have difficulties with pronunciation at an intelligible level. Analyses have shown that the learners do not pronounce final consonants, which causes problems for Swedish listeners. Even seven years after time of arrival, it is hard for many of the learners to have an intelligible conversation with L1 speakers of Swedish. In this study four learners, one male and one female teenager and one male and one female adult, have been closely studied with a focus on their acquisition and production of their L2 Swedish. The research question concerns whether the learners’ difficulties or success are related to any specific factor such as age, motivation or phonological transfer. The learners’ production was examined by auditory and acoustic analyses as well as a listener test. The preliminary results show four different levels of success related to the learners. It is not clear that age is a strong factor, neither motivation, for the learners’ production levels. However, phonological transfer seems to be one possible factor. One of the teenagers speaks Swedish fluently with very little accent. The other teenager has difficulties using correct words in his accented Swedish. The male adult learner shows great motivation but it is quite hard to understand him due to the pronunciation and absence of final consonants. The female adult says that she is no longer motivated to try to learn Swedish since it is too hard, both at the grammatical and phonological levels. The results raise questions about how instruction and individual factors can be reconciled in second language teaching. References: Zetterholm, E. (2014). Final stops or not? The importance of final consonants for an intelligible accent. In. J.Levis & S. McCrocklin (eds.) Proceedings of the 5th Pronunciation in Second Language Learning Teaching Conference (pp 22--‐29). Ames, IA: Iowa State University. ____________________________________________________________________________ Katarzyna Zychowicz Akademia Pomorska in Słupsk, Poland The relationship between components of working memory and grammar recognition in adult learners of English The paper reports the findings of a study which explored the relationship between the components of working memory (WM), namely central executive and phonological loop and grammar recognition. The study included 60 intermediate adult learners of English as a second language. The influence of the phonological loop, operationalized as a nonword repetition span and a digit span, and the central executive, operationalized as a listening span test and a reading span, on the learning of grammar was investigated. All the memory tests were conducted in the L1Polish. Grammar recognition was operationalized as the ability to recognize morphologically and syntactically correct sentences in a selectedresponse written task. The study is a contribution to the discussion of the problem which components of WM play what role in the development of grammatical proficiency (cf. Fortkamp 2003; Linck et al. 2014; Martin & N. Ellis 2012; Tagarelli, Mota & Rebuschat 2015; Williams & Lovatt 2003). Research on the relationship between WM and grammar is relatively scarce and the results inconclusive, however, a body of evidence indicates that the central executive is more strongly implicated in grammar acquisition/development than the phonological loop, with the caveat that the relationship is complex and task-dependent (see Juffs 2015; Linck et al. 2014). Yet, the results of the study conducted by the author suggest that while both components of WM play a part in grammar recognition, phonological loop has a stronger influence on it. The results of the study will contribute to a better understanding of the concept of WM and the interconnections between its components and learning grammar in a language classroom. ____________________________________________________________________________ Anita Żytowicz Kazimierz Wielki University of Bydgoszcz, Poland Expressing emotions through narratives - from the perspective of Polish teenage brokers, own study Completing the statement: Living in the UK is… was not an easy task for young, Polish bilinguals who I had carried the interviews with. Neither was talking about the emotions the experience when translating for others. In order to encourage them to express their feelings, a semistructured narrative was assigned. There have been numerous studies on language acquisition and bilingualism, yet child language brokering and the emotions these young people experience, in particular, are not widely discussed, especially by Polish scholars. So far, this concept has been studied mainly by researchers in the USA, Italy, Spain, Germany, France and Britain, the countries with long immigration tradition, and there is numerous evidence that children have been used as interpreters for centuries (Harris and Sherwood 1978). How do Polish brokers feel? Is England their home? Have they observed any differences between the UK and Poland? How do they perceive language mediations? What impact does translating for others have on their personality? What is their perspective on brokering? I did get some very interesting answers to these questions from the narratives written by and interviews carried out with Polish teenage brokers living in the UK. References: Antonini, Rachele (2010) “The study of child language brokering: Past, current and emerging research”, mediAzioni 10, http://mediazioni.sitlec.unibo.it, ISSN 1974-4382. Harris, B. (1980) “How a three-year-old translates”, in Patterns of Bilingualism (RELC Anthology Series 8), Singapore: National University of Singapore Press, 370-393. B. Sherwood (1978) “Translating as an innate skill”, in D. Gerver and H.W. Sinaiko (eds), Language interpretation and communication, New York: Plenum Press, 155-170.

Jacobsen, B. (2009) “The community interpreter: A question of role”, Journal of Language and Communication Studies 42: 155-166. Orellana, M.F. (2009) Translating Childhoods: Immigrant Youth, Language, and Culture, New Brunswick, New Jersey: Rutgers University Press. -----, L.M. Dorner and L. Pulido, (2003) “Accessing assets: Immigrant youth’s work as family translators or para-phrasers”, Social Problems 50: 505-524. Weisskirch, R.S. (2007) “Feelings about Language Brokering and Family Relations among Mexican American Early Adolescents”, Journal of Early Adolescence 27(4): 545-561. ----- and S.A. Alva (2002) “Language brokering and the acculturation of Latino children”, Hispanic Journal of Behavioral Sciences 24(3): 369378.