Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning

Emotion is crucial to living and learning. The powerful intertwining of emotion and cognition ignites learning within a complex dynamic system, which, as several sections of this paper show, also includes societal and cultural influences. As “the primary human motive” (MacIntyre, 2002a, p. 61), emotion operates as an amplifier, which provides energetic intensity to all human behavior, including language learning. This chapter explains major theories of emotion drawn from positive psychology, social psychology, social constructivism, social constructionism, and existential psychotherapy. It also offers implications for language learning related to understanding and managing emotions; expressing emotions appropriately despite cultural and linguistic differences; viewing emotions as transitory social roles; enhancing positive emotions and developing resilience; and recognizing, perhaps paradoxically, both the negative and the positive aspects of anxiety. The chapter concludes with the statement that language learners can become more agentic in dealing with their emotions. This form of self-regulation can lead to greater success in language learning

Interwoven: Culture, language, and learning strategies

Culture, language, and learning strategies form a grand tapestry, which is this ar-ticle’s theme. The authors explain each part of the tapestry, provide ideas for teaching all parts in a smoothly united way, and explore key cultural issues (i.e., cognitive flexibility, ethnocultural empathy, intercultural understanding, and needs of intercultural trauma survivors). The article discusses cultural types, cultural communication styles, and related strategies, and it identifies publications that draw together culture, language, and strategies. The article offers new insights and abundant examples for teachers, teacher educators, and researchers. © 2018, Adam Mickiewicz University Press. All rights reserved

Editorial

We welcome you to our special issue of Studies in Second Language Learning and Teaching (SSLLT). Our focus is language learning strategies, or LLS. We have been discussing the need for this special issue for years. Over coffee, sodas, or Chardonnet at many conferences and via emails and Skype, we discussed urgent issues in LLS assessment, research, and instruction.SSLLT, like many journals, has published numerous articles involving LLS, and other journals have had special issues on LLS. However, the time is ripe for a special issue that systematically includes LLS for all language skill areas, all major cross-cutting language subsystems such as grammar, and some important yet often ignored topics, such as strategies for learning culture and for technology-enhanced language learning (TELL), which greatly advances decades of research on computer-assisted language learning (CALL). We have gathered articles from a talented team of researchers, most of them well-known and the others rising stars. The articles in this special issue directly involve LLS research in several world regions and allude to such research in many more regions

What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory

This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.445936152Studies in Second Language Learning and Teachin

Relationships between Second Language Learning Strategies and Language Proficiency in the Context of Learner Autonomy and Selfregulation

The first section of the article provides a theoretical framework for understanding the relationship of language learning strategies and language proficiency. This framework is provided by two interrelated ideas: the educational concept of learner autonomy and the psychological theory of self-regulation. The second section presents research linking learning strategy use with learning outcomes, both in general academic learning and in language learning. The third section focuses on relationships between language learning strategy use and language proficiency in studies employing a well-known strategy use questionnaire, the Strategy Inventory for Language Learning. The final section raises issues for future research related to language learning strategies and language proficiency in the context of learner autonomy/self-regulation

Conversational Grammar- Feminine Grammar? A Sociopragmatic Corpus Study

One area in language and gender research that has so far received only little attention is the extent to which the sexes make use of what recent corpus research has termed “conversational grammar.” The author’s initial findings have suggested that the majority of features distinctive of conversational grammar may be used predominantly by female speakers. This article reports on a study designed to test the hypothesis that conversational grammar is “feminine grammar” in the sense that women’s conversational language is more adapted to the conversational situation than men’s. Based on data from the conversational subcorpus of the British National Corpus and following the situational framework for the description of conversational features elaborated in the author’s previous research, features distinctive of conversational grammar are grouped into five functional categories and their normed frequencies compared across the sexes. The functional categories distinguish features that can be seen as adaptations to constraints set by the situational factors of (1) Shared Context, (2) Co-Construction, (3) Real-Time Processing, (4) Discourse Management, and (5) Relation Management. The study’s results, described in detail in relation to the biological category of speaker sex and cultural notions of gender, suggest that the feminine grammar hypothesis is valid

The spatial distribution and environmental triggers of ant mating flights: using citizen-science data to reveal national patterns

Many ant species produce winged reproductive males and females that embark on mating flights. Previous research has shown substantial synchrony in flights between colonies and that weather influences phenology but these studies have been limited by sample size and spatiotemporal scale. Using citizen science, we gathered the largest ever dataset (>13,000 observations) on the location and timing of winged ant sightings over a three-year period across a broad spatial scale (the United Kingdom). In total, 88.5% of winged ants sampled were Lasius niger. Observations occurred from June to September with 97% occurring in July/August but exact temporal patterns differed substantially between years. As expected, observations within each year showed a small but significant northward/westward trend as summer progressed. However, the predicted spatiotemporal synchrony was far less apparent; observations were not significantly spatially clustered at national, regional or local scales. Nests in urban (vs. rural) areas and those associated with heat-retaining structures produced winged ants earlier. Local weather conditions rather than broad geographical or seasonal factors were shown to be critical in the timing of winged ant activity, presumably to optimize mate finding and to minimize energy consumption and predation. Temperature and wind speed, but not barometric pressure, were significant predictors of observations (positively and negatively, respectively); winged ants were only observed at temperatures >13 °C and wind-speeds 25°C had observations. Intriguingly, changes in temperature and wind speed from the day before flight peaks were also significant. We conclude that: (1) spatiotemporal synchrony in flights is lower than previously thought for L. niger, (2) local temperature and wind are key predictors of flight phenology; and (3) ants appear able to determine, at least in a limited way, if weather is improving or deteriorating and adjust their behaviour accordingly. Introductio

The mammosphere-derived epithelial cell secretome modulates neutrophil functions in the bovine model

BackgroundInnovative therapies against bacterial infections are needed. One approach is to focus on host-directed immunotherapy (HDT), with treatments that exploit natural processes of the host immune system. The goals of this type of therapy are to stimulate protective immunity while minimizing inflammation-induced tissue damage. We use non-traditional large animal models to explore the potential of the mammosphere-derived epithelial cell (MDEC) secretome, consisting of all bioactive factors released by the cells, to modulate host immune functions. MDEC cultures are enriched for mammary stem and progenitor cells and can be generated from virtually any mammal. We previously demonstrated that the bovine MDEC secretome, collected and delivered as conditioned medium (CM), inhibits the growth of bacteria in vitro and stimulates functions related to tissue repair in cultured endothelial and epithelial cells.MethodsThe immunomodulatory effects of the bovine MDEC secretome on bovine neutrophils, an innate immune cell type critical for resolving bacterial infections, were determined in vitro using functional assays. The effects of MDEC CM on neutrophil molecular pathways were explored by evaluating the production of specific cytokines by neutrophils and examining global gene expression patterns in MDEC CM-treated neutrophils. Enzyme linked immunosorbent assays were used to determine the concentrations of select proteins in MDEC CM and siRNAs were used to reduce the expression of specific MDEC-secreted proteins, allowing for the identification of bioactive factors modulating neutrophil functions.ResultsNeutrophils exposed to MDEC secretome exhibited increased chemotaxis and phagocytosis and decreased intracellular reactive oxygen species and extracellular trap formation, when compared to neutrophils exposed to control medium. C-X-C motif chemokine 6, superoxide dismutase, peroxiredoxin-2, and catalase, each present in the bovine MDEC secretome, were found to modulate neutrophil functions.ConclusionThe MDEC secretome administered to treat bacterial infections may increase neutrophil recruitment to the site of infection, stimulate pathogen phagocytosis by neutrophils, and reduce neutrophil-produced ROS accumulation. As a result, pathogen clearance might be improved and local inflammation and tissue damage reduced

Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary

This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners’ beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners’ views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners’ views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners’ language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching