Osnova sekce

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    • Reading tasks Fórum
      There is a reading assignment for each class with questions to answer. Note that you are supposed to submit FIVE tasks here in moodle. For the rest, you are expected to familiarize yourself with the text and be ready to discuss the questions in class but you do not have to submit all the assignments.
    • COURSE SCHEDULE_2021_FALL Soubor
    • Presentation_Převrátilová Soubor

  • Introduction

    Methods:

    Dörnyei, Z. (2007). Research methods in applied linguistics. New York: OUP.


    Further reading on the introduction to IDs:

    Dörnyei, Z. (2005). The individual differences paradigm: the myth and the problems. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum, pp. 179–187.

    Jung, D., Dibartolomeo, M., Melero-garcía, F., Giacomino, L., Gurzynski-weiss, L., Henderson, C., & Hidalgo, M. (2020). Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study. Studies in second language learning and teaching, 10(1), 177-219. https://doi.org/10.14746/ssllt.2020.10.1


  • Factors involved in the L2 learning process

    Reading for October 14th:

    Matsumoto, K. (1989). An analysis of a Japanese ESL learner's diary: Factors involved in the L2 learning process. JALT Journal, 11(2), 167–192.

    (the URL below)
    Questions:

    1. What was the method?
    2. How many factors did Matsumoto identify?
    3. How did the informant feel about journal keeping?
    4. What do you think about this study?

    Please upload your answers in the task slot.

  • Diary studies - week 3

    Reading for October 21:

    Fry, J. (1988). Diary studies in classroom SLA research. Problems and prospects. JALT Journal, 9 (2), 158–167.


    Further reading for those who want to read more:
    Matsumoto, K. (1987). Diary studies of second language acquisition: A critical overview.      JALT Journal, 9(1),  17–34. 

  • Learner beliefs - week 4

    Read both texts, please. The first one is a key text in this field. The second one is a more recent study applying the concept in the context of study abroad. Questions are the same for both texts.

    Horwitz, E. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283 – 294.


    Amuzie, G. & Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37, 366 – 379.

  • Motivation 1 - week 5

    Pick one of the texts:

    Read either about up-to-date research:
    Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 147–157.

    Questions for text 1: (Boo et al., 2015)
    1. What type of research prevails in motivation research?
    2. What langauges are studied most intensively?
    3. What sector of education serves as the most frequent research context?
    4. What are some potential research directions suggested by the authors?
    5. If you had to do a study on motivation, how would you approach it? (What language, what context, what methodology?)

    OR

    Amy S. Thompson & Zeynep Erdil-Moody (2016). Operationalizing multilingualism: language learning motivation in Turkey, International Journal of Bilingual Education and Bilingualism, 19:3, 314-331, DOI: 10.1080/13670050.2014.985631

    Questions for text 2 (Thompson & Erdil-Moody, 2016)

    1. What are some features of multilingual people compared to monolinguals?
    2. What is perceived positive language interaction?
    3. What was the aim of the study?
    4. Who were the particpants?
    5. Summarize the answers to the 5 research questions in 1 sentence for each.

    Futher reading (optional)

    Dörnyei, Z. (2005). Motivation and Self-Motivation. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum, 65–90.

  • Motivation 2 - week 6

    Zvýrazněno

    1. Watch video:
    What was method? (how was motivation operationalized?)
    what makes the study unique?
    what were the results?
    what are recommendations for teacher training?
    what is MOLT?

    2. Download here 10 commandments sheet and think of specific microstragies to apply in classrooms.

    3. Reading:

    Ushioda, E. (2017). The Impact of Global English on Motivation to Learn Other Languages: Toward an Ideal Multilingual Self. The Modern Language Journal, 101, 469–482.

    Further reading (optional)

    Duff, P. (2017). Commentary: Motivation for Learning Languages Other Than English in an English-Dominant World. The Modern Language Journal, 101, 597–607.

    Allen, H. W. (2010). Language-learning motivation during short-term study abroad: An activity theory perspective. Foreign Language Annals, 43, 27–49.

    Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. Modern Language Journal, 97(2), 435–456.

    Henry, A. (2017). L2 motivation and multilingual identities. Modern Language Journal, 101(3), 548–565.





  • Emotions and affect: anxiety - week 7

    Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132. doi:10.2307/327317


    1. What are the three performance anxieties? How are they defined?
    2. Name some features of anxious learners.
    3. Do you ever feel language learning anxiety? When? Why?
    4. How would you deal with an anxious learner as a teacher?



  • Using L1 in L2 classroom - week 8

    Bruen, J., & Niamh K. (2017). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom, The Language Learning Journal, 45:3, 368-381. DOI 10.1080/09571736.2014.908405


    1. How does Cook conceptualize the "language learner"?
    2. Why could it be useful to use L1 in the L2 classroom?
    3. What was the method of the empirical study?
    4. What were the results?
    5. What is your opinion on using L1 in L2 classes?


    • Bruen & Niamh (2017). URL
    • TASK 7: Using L1 Úkol

      1. How does Cook conceptualize the "language learner"?

      2. Why could it be useful to use L1 in the L2 classroom?

      3. What was the method of the empirical study?

      4. What were the results?

      5. What is your opinion on using L1 in L2 classes?

    • Foreign Language Learning Motivation in Higher Education URL

      Busse&Walter (2013)

      Besides motivation, this text also relates to L1 use in classrooms.

    • Demystifying pre-service teachers’ beliefs regarding the target-language-only rule URL

      Woll, N. (2020). Towards crosslinguistic pedagogy: Demystifying pre-service teachers’ beliefs regarding the target-language-only rule.

      You will find how they experimented with a group of teachers in training trying to show them the benefits of using multiple languages in L2 classrooms.

  • Learning strategies / The good language learner - week 10

    Ellis, R. (2008).  Good language learner studies. The study of second language acquisition. Oxford: OUP, 546–550.

    Ellis, R. (2008).  Learning strategies. The study of second language acquisition. Oxford: OUP, 529–545.




  • Age + Aptitude - week 11

    Choose either the passage about age or language aptitude in Ellis (2008) - of course, you can read both if you want, they are rather short - and answer the questions below.


    • TASK 10: Reading AGE Úkol

      Ellis, R. (2008). Age. The study of second language acquisition. Oxford: OUP, 484-494.

      1. What are some commonly held beliefs about age and SLA?

      2. What is the critical period hypothesis?

      3. Is there a best age to learn a FL? Support your answer by what you have read in the article.


      Further reading: Singleton, D. (2014). Is there a best age for learning a second language? In D. Singleton & V. Cook. Key topics in SLA. UK: Multilingual Matters.

    • TASK 11: Reading aptitude Úkol

      Ellis, R. (2008).  Language Aptitude. The study of second language acquisition. Oxford: OUP, 494–499.

      There is just one question today:

      If someone said: "I am not a language person, I just don't have the talent". What would you tell them about the relationship between language aptitude and language learning? Support your view by what you have read about the research.

    • Singleton Soubor

  • Data Analysis - session after Christmas

    First, read the journal and the interviews. Then, you should interpret it. It is up to you how you approach it - look at the factors, group them, count them, visualize them...                                                                                                 

    Let the data talk to you first.                                                                                              

    Alternatively, choose a theoretical framework (such as L2MSS) and see if it fits your data, if it is appropriate for your analysis.                                                                                                

    In January, during our last class of the semester, you will present your findings in group discussion. Prepare a "poster".
    • Data Analysis Presentation Úkol

      Please upload what you brought to class today. I would love to see your perspective on the data in more detail. Thank you.

  • Final paper

    Choose one topic we discussed and find two or more articles relating to it.

    Write a report. It should be about 600-800 words long (2-3 pages) and may include the following:
    Why you chose the topic, how it relates to you area of interest, it is relevant to your studies/your future career...,
    What the articles examine, how, where, what are the results,
    How do the articles (including those we read in class) relate to each other and contribute to the knowledge about the topic,
    Think of a potential study you could design on this topic: what exactly would be on, who would the participants be, why do you think it is useful to do such a study, do you have any hypothesis to test etc.