La Voluntat de comunicar-se en una segona llengua: la presa de decisions individual en un context social

Aquest text de Peter MacIntyre exposa els seus punts de vista sobre la voluntat de comunicar centrant-se en la presa de la decisió individual de cada parlant en un context social determinat. Aquesta decisió es produeix al final d'un temps o procés en el qual influeixen una diversitat de factors, que exposa detalladament el model gràfic de la voluntat de comunicar. En contextos socials com ara el de Nova Escòcia o Catalunya, la suma de les decisions individuals de comunicar, respectivament, en gaèlic o en català té una influència directa en el futur d'aquestes llengües.This text of Peter MacIntyre presents his views on willingness to communicate focusing in the individual decision making of each speaker in a given social context. This decision arrives at the end of a process in time, where a variety of factors have an important influence: the WTC model shows their interrelations in an integrated way. In social contexts like those of Nova Scotia or Catalonia, the sum of individual decisions to communicate, respectively, in Gaelic or Catalan, have a direct effect on the future of these languages

Anxiety And Language Learning From A Stages Of Processing Perspective

Language anxiety is the apprehension experienced when students are confronted with a situation involving use of limited second language skills. Previous studies have shown that anxiety specific to language learning situations is negatively associated with measures of second language achievement.;The three studies that make up this dissertation are concerned with providing answers to two main issues that have been raised in the literature on language anxiety. The first concerns the relation of language anxiety to various indices of attitudes and motivation that have been implicated in second language learning. The results of Study 1 support the conclusion that language anxiety is distinct from attitudes and motivation. Further analyses show that language anxiety is significantly negatively correlated with second language performance measures that rely on a broad base of language skills (e.g. course grades) and relatively specific tasks as well (e.g. vocabulary recall).;The second issue concerns the more specific cognitive effects of language anxiety. In order to examine effects of language anxiety on the cognitive activities that underlie language learning, a model of the effects of anxiety on learning from instruction (Tobias, 1986) is used in two additional studies. The model separates language learning into three overlapping stages, concerned with the exposure (Input stage), comprehension (Processing stage), and production of the second language (Output stage). Study 2 employs scales designed to measure anxiety at each of the three stages separately. Results show that anxiety at each of the stages of processing is correlated with performance at that stage. Study 3 attempted to induce anxiety at each of the stages using a video camera. Results showed that when the camera was associated with increased anxiety, performance at all three stages was impaired, but when the camera failed to arouse anxiety, performance was not impaired. Results are discussed in terms of their implication for the conceptualization of language anxiety, its measurement, and potential actions to remedy its negative effects

Sunderland Software City: The Impact of a Collaborative Project to Develop the Software Industry within the North East of England

This paper uses a case study approach to evaluate the impact of a collaborative initiative within the North East of England which sets out to grow and sustain a software industry, based on the strengths of regional players. The project Sunderland Software City has the ambitious aim of developing the people, the infrastructure and the business and enterprise culture to create and sustain a software industry. This paper focuses upon the impact of the project, and presents some lessons learned to date

Positive and negative emotions in motivation for second language learning

Peer reviewe

Heart Rate Variability as a Predictor of Speaking Anxiety

This study examines the relations among the perception of speaking anxiety and difficulties in emotion regulation with 2 measures of physiological activity: heart rate (HR) and heart rate variability (HRV). Results show significant changes in HR and state anxiety, but not HRV, among the 6 experimental conditions: quiet, reading in both sitting and standing positions, and speaking in both sitting and standing positions. HRV significantly and negatively correlated with difficulties in emotion regulation and HR, but not with public speaking apprehension (PSA) scores or state anxiety ratings. PSA scores, however, were significantly and positively correlated with state anxiety ratings. Results are interpreted in terms of the simultaneous, coordinated operation of physical reactions and emotional coping strategies

Introducing positive psychology to SLA

Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, stud- ies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.421531722Studies in Second Language Learning and Teachin

Willingness to communicate and action control

Abstract Being willing to communicate is part of becoming fluent in a second language, which often is the ultimate goal of L2 learners. Julius Kuhl's theory of action control is introduced as an expansion of the conceptual framework for the study of Willingness to Communicate. Kuhl proposed three key concepts, preoccupation, volatility, and hesitation, which form part of the base from which WTC in the second language is built. In essence, we propose that a lack of WTC inside and outside the language classroom is related to tendencies for a disruption in action control. Using path analysis, we find support for the proposed model that also integrates perceived competence and communication anxiety. Implications for the trait and dynamic conceptions of WTC are discussed

Genesee, 1987; see also de Courcy, 2002) and communication (Baker & MacIntyre

The defining feature of immersion language learning is the omnipresent pressure to communicate in the second language (L2), even as incipient skills are being acquired. This study uses the focused essay technique to investigate ambivalence about communicating among adolescent French immersion students (12-14 years of age). Students described situations in which they were most willing to communicate (241 entries received) and situations in which they were least willing to communicate (179 entries received). Responses reveal complex interrelations among linguistic development, L2 self-development, and the nonlinguistic issues that typically face adolescents. Most frequently, students discussed communication with teachers and friends in a school context, but other entries described situations outside the classroom, with extended family or encounters with media. Perceived competence and error correction were identified as major issues. Students also described feeling excluded or mocked because of their status as immersion students, but at other times they used language to form a secret club to exclude or poke fun at other people. Although we found substantial similarities between situations in which students are most or least willing to communicate, they can be differentiated by subtle changes in context that affect the authenticity of communication and needs for autonomy, competence, and relatedness. ACQUIRING THE ABILITY TO COMMUNI-CATE in a second language (L2) is a complex process that features a dynamic interplay between the language learning context and the psychology of the learner. Immersion education and contentbased learnin

Lake-size dependency of wind shear and convection as controls on gas exchange

High-frequency physical observations from 40 temperate lakes were used to examine the relative contributions of wind shear (u*) and convection (w*) to turbulence in the surface mixed layer. Seasonal patterns of u* and w* were dissimilar; u* was often highest in the spring, while w * increased throughout the summer to a maximum in early fall. Convection was a larger mixed-layer turbulence source than wind shear (u */w*-1 for lakes* and w* differ in temporal pattern and magnitude across lakes, both convection and wind shear should be considered in future formulations of lake-air gas exchange, especially for small lakes. © 2012 by the American Geophysical Union.Jordan S. Read, David P. Hamilton, Ankur R. Desai, Kevin C. Rose, Sally MacIntyre, John D. Lenters, Robyn L. Smyth, Paul C. Hanson, Jonathan J. Cole, Peter A. Staehr, James A. Rusak, Donald C. Pierson, Justin D. Brookes, Alo Laas, and Chin H. W