The Psychology of Foreign and Second Language Learning: Learner Individual Differences - MA Seminar 1 3301-ZJ-JSS1BON
This course covers the role of individual differences (IDs), such as second language (L2) learning motivation and perceived self-efficacy (individual’s belief in their ability to perform well) in foreign and L2 learning. It provides the competencies necessary to design and conduct basic-level empirical research on learner-specific factors underlying the different levels of individual success and attainment in L2 education. Class sessions will focus on L2 development as a process that draws on a range of the individual’s belief in their capacity (e.g., perceived self-efficacy), psychological processes (e.g., motivation), and learner characteristics and experiences (e.g., emotions such as foreign language anxiety & enjoyment; feedback-seeking behavior) in interaction with the learning context. It provides an overview of empirical research on how these IDs contribute to second language acquisition (SLA), while also highlighting the latest debates and controversies in the domain of foreign and L2 learning.
The following are sample MA thesis topics:
1. The role of self-efficacy beliefs in (e.g., elementary/ junior high school/ high school/ university) students’ L2 learning achievement
2. English language learning motivation among (e.g., elementary/ junior high school / high school/ university) students in Poland: The (e.g., Second Language Motivational Self System; 2x2 Model of L2 Self-Guides, etc.) theoretical perspective
3. Investigating (e.g., elementary/ junior high school/ high school/ university) students’ foreign language anxiety and/or foreign language enjoyment
4. Examining the relationship between the learner feedback-seeking behavior and L2 attainment
5. Theory of mindsets and its application to the foreign/ L2 learning context
Type of course
Course coordinators
Learning outcomes
Knowledge
Students will be able to:
K_W01 Identify and characterize on an advanced level the place and status of applied linguistics within the humanities
K_W02 - describe on an advanced level the current trends in research on individual differences in SLA
K_W04 – characterize on an advanced level the principles of research design in applied linguistics, with special focus on the application of methods and tools in formulating research problems and testing hypotheses related to SLA
K_W05 - Identify the notions and principles pertinent to intellectual property and copyright inwriting an MA thesis
K_W06 - Characterize economic, legal and other factors relevant for the profession of a language teacher
Abilities
K_U01 - Analyze the contributions of ID research to SLA theory and pedagogical practice
K_U02 Apply advanced research methodology within applied linguistics respecting ethical norms and copyright law;
K_U03 - Apply theoretical knowledge to plan conduct, discuss, and report the results of a research project concerning learner IDs in L2 education.
K_U04 - Analyze linguistic data and draw generalizations on their basis in the context of societal, historical and economic factors on an advanced level;
K_U05 Evaluate and adapt different research designs and instruments to research various learner IDs/factors in L2 education;
K_U06 Find information in various sources and critically assess its usefulness for the MA project
K_U07 Use modern technology in the process of learning and communicating with academic teachers, colleagues, representatives of various institutions and fellow participants in classes and projects, applying various channels and techniques of communication
K_U09 - Present knowledge in a coherent, precise and linguistically correct manner in English on level C1 ensuring an appropriate register and form
K_U011 - Design one’s own development
Social competences
K_K02 - Understand the constant need to deepen their knowledge of the role of learner IDs/factors in L2 learning for improved L2 education
K_K03 - take responsibility for performing one’s professional duties, with due respect for the work of others, obey and develop the ethical norms in professional and academic settings related to the disciplines included on the curriculum of English studies
K_K04 - Assess critically one’s own knowledge and skills in the field of SLA
Assessment criteria
- class participation
- written assignments
1 absence is allowed.
Bibliography
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and
processing (2nd ed.). Routledge.
Gkonou, C., Daubney, M., & Dewaele, J.-M. (Eds.). (2017). New insights into language anxiety: Theory, research and
educational implications. Multilingual Matters.
Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.). (2019). The Palgrave handbook of motivation for language learning. Palgrave Macmillan.
MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology in SLA. Multilingual Matters.
Mackey, A., & Gass, S. M. (2022). Second language research: Methodology and design (3rd ed.). Routledge.
Mackey, A., & Gass, S. M. (Eds.). (2012). Research methods in second language acquisition: A practical guide (1st ed). Wiley-Blackwell.
American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). APA.
Note: Additional readings in the form of empirical research articles will be provided on a bi-weekly basis.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: