Affectivity is at the core of everything we do in life. Thus, its development is also central to learning/acquisition and is important for educational contexts. The studies presented in this volume consider the different contexts of language learning and examine different types of participants in this process. Most of them look at a formal instruction context, while others look beyond the classroom and even report on the author's own affectivity and its involvement in learning experiences. Affectivity is discussed here in relation to learners but also to teachers in their own professional contexts of teaching foreign languages. In the majority of cases, affectivity is explored in the case of bilinguals, but there are also articles which focus on multilingual language users and their affectivity as an evolving factor.
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Danuta GabryÅ›-Barker lectures in applied linguistics and second language acquisition at the University of Silesia, Katowice, Poland. Her main areas of interest are multilingualism and affectivity in SLA. Professor GabryÅ›-Barker has published numerous articles and two books Aspects of Multilingual Storage, Processing and Retrieval (2005) and Reflectivity in Pre-service Teacher Education (2012). She is the chief editor (together with Eva Vetter) of the International Journal of Multilingualism.
Joanna Bielska is involved in language teacher education programmes at the University of Silesia, Katowice, Poland and lectures on theories of second language acquisition, research methods in applied linguistics and the methodology of foreign language teaching. She has had a long-standing interest in the psychology of the language learner with special focus on the role of individual differences in SLA. Her current work revolves around the theme of self-efficacy in language learning and teaching.
Contributors,
Introduction,
Part 1: Affective Variables in Language Learning,
1 The Affective Turn in SLA: From 'Affective Factors' to 'Language Desire' and 'Commodification of Affect' Aneta Pavlenko,
2 Affective Dimensions of Second Language Ultimate Attainment David Singleton,
3 Anxiety and Perceived Communication Competence as Predictors of Willingness to Communicate in the ESL/FL Classroom Dagmara Galajda,
4 Self-efficacy Beliefs and FL Achievement in the Polish School Context Ewa Piechurska-Kuciel,
5 Affectivity in Learning L2 Phonology/Phonetics – The Role of Self-concept in Successful Acquisition of English Pronunciation Malgorzata Jedynak,
Part 2: Motivation, Attitudes and Learning Experiences,
6 The Role of Motivation in Third or Additional Language Acquisition and in Multilingualism Research Teresa Maria Wlosowicz,
7 Language Learning Vibes: What, Why and How to Capitalize for Positive Affect Tammy Gregersen,
8 The Affective Dimension in Multilinguals' Language Learning Experiences Danuta Gabry-Barker,
9 Goals Pursuit in a Foreign Language Classroom: A Student Perspective Anna Klimas,
10 Affective Dimensions in SL Pronunciation: A Large-scale Attitude Study Ewa Waniek-Klimczak, Andrzej Porzuczek and Arkadiusz Rojczyk,
11 Attitudes and Perceptions of International Students Towards their Life in Australia Beata Webb,
Part 3: Affectivity in Language Production,
12 Identification and Verbal Expression of Emotions by Users of English as a Foreign Language Liliana Piasecka,
13 Student Paper Presentations – An Analysis of Face-related Issues Ewa Bogdanowska-Jakubowska,
14 Politeness in Written Academic Discourse: A Case of EFL Methodology Textbooks Joanna Nijakowska,
15 Disciplinary Cultures and Emotions: Emotive Lexis in Research Articles Andrzej Lyda,
Part 4: Affective Dimension in Educational Contexts,
16 CLIL Lessons in the Upper-Primary: The Interplay of Affective Factors and CALP Agnieszka Otwinowska,
17 The Role of Affective Factors in CLIL Provision in the Secondary School Zbigniew Moejko,
18 Motivation from the Perspective of a CLIL Teenage Learner Katarzyna Papaja and Arkadiusz Rojczyk,
19 Affect in VLEs: Anxiety and Motivation in Blended EFL Teacher Training Anna Turula,
20 The Affective Aspects in Early Language Learning and Syllabuses Maria Stec,
21 The Problem of Inhibition Among Children During Culturebased Classes Marcin Gliski,
22 Affective Factor Considerations in a Transcultural Approach to English Language Teaching Karen Jacob, Maria Juan-Garau and José Igor Prieto-Arranz,
The Affective Turn in SLA: From 'Affective Factors' to 'Language Desire' and 'Commodification of Affect'
Aneta Pavlenko
In memory of my mother, Bella, who, undaunted by the Iron Curtain, decided that I will be multilingual when I was all but six years old.
It was an early morning in May of 2011. I was standing in front of a room full of strangers, about to begin a plenary talk about multilingualism and emotions at the International Conference on Foreign/Second Language Acquisition (ICFSLA) meeting in Szczyrk, a mountain resort in Poland. I am usually quite confident as a public speaker and this was not my first plenary, yet this time I was almost paralyzed by anxiety. This was my first visit to Poland and this particular talk was not intended to be just a plenary – it was a declaration of love, a remembrance of things past and the hold the Polish language had on me in my teenage years. And so I opened the plenary with a Polish love poem by Pawlikowska-Jasnorzewska, Nie widzialam cie juz od miesiqca [It has been a month since I had seen you], and heard a surprised gasp from the audience – most of my Polish colleagues were unaware that I actually knew Polish. Encouraged by friendly smiles I went on and then the strangest thing happened – I realized that I no longer spoke of things past, rather, then and there, I was falling in love with Polish all over again, like a woman who meets her first love after two decades of separation and finds him as irresistible as she did when she was a love-sick teenager.
My first encounter with Polish took place in Kiev, when I was 8 years old. My mother, who taught English at an evening foreign language school for adults, decided that I too should be learning languages. Yet her attempts to teach me English did not go far – I was utterly bored. Then she decided that a Slavic language may be a better way to start and asked one of her colleagues, charming Pani Zhanna, to teach me Polish. On her first visit, Pani Zhanna brought with her a well-thumbed green book with a mysterious name Elementarz [A primer]. From then on, she came over once a week to read with me about the adventures of Ala, Ola and the dog As. (Decades later, in Szczyrk, I will learn that Marian Falski's Elementarz has been in use in Poland for over a century and is fondly remembered by almost all Polish adults.) Once I had mastered the basics, Pani Zhanna and I began reading a real book, Przygody Misia Uszatka [Adventures of Teddy Floppy-ear], adding from time to time stories from a children's magazine Plomyczek [Little fire]. Two years later I was so into it that my mother decided that I no longer needed a Polish teacher and hired a teacher of Spanish instead.
Meanwhile, I continued reading in Polish, even though I had no one to speak the language to. This attraction to Polish, at the time, was not an idiosyncrasy – rather, it was the Zeitgeist. In the 1970s and 1980s, Polish culture had a lot of cache in the USSR, and especially in Ukraine, the former Polish dominion. We loved the intellectualism of Polish film-makers, from Hoffman and Holland to Wajda and Zanussi, admired dazzling Polish movie stars, from dramatic Zbigniew Cybulski and Daniel Olbrychski to coldly elegant Beata Tyszkiewicz and Barbara Brylska, longed together with the singer Maryla Rodowicz to board a random train leaving everything behind, and watched in rapture cult TV series Stawka wieksza nizzycie [Stakes larger than life] and Czterej pancerni i pies [Four tank-men and a dog]. Russian-language readers also relished – and still do – Polish literature, from Stanislaw Lem's incomparable science fiction to Joanna Chmielewska's ironic detective stories.
In Ukraine, as in Lithuania, part of the population was able to read these books in Polish. On the main street of Kiev, Khreshchatyk, right opposite the metro station, there was a book store Druzhba [Friendship] that sold books from socialist countries: Bulgaria, Czechoslovakia, Cuba, German Democratic Republic, Hungary, Poland, Romania and Yugoslavia. Each Saturday mom and I took the metro train from our faraway suburb to center city to browse in Druzhba's ever-popular Polish section. The few books I still own from those times vividly remind me of the thrill of entering this magical world, so different from the piteous offerings of regular Soviet book stores. You never knew what surprise awaits you: a new edition of a Polish classic, by Sienkiewicz or Prus, travel adventures by Fiedler or Szklarski, a contemporary drama by Zofia Posmysz or...
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