Do English learners from different countries approach (“compose”) topics differently? A study report
Michał Daszkiewicz
University of GdańskAbstract
The paper reports on a study with over 600 respondents (EFL students) from 18 countries, concerning their personal approach to mastering two selected topics (Clothes and Sport). The hypotheses and the major conclusions relate to four facets – structure, lexis, correctness, fluency – which are presented in the paper as components to which L2 students need to be positively oriented to fully master any given topic. The study reveals structural orientation (within and across topics) to be approached least positively and, contrary to initial expectations – correct use of language being as much desired as the mastery of lexis and attainment of fluency. Most crucial empirical observations concern intercultural differences detected on the topical level, discrepancies between declared practices and indecisiveness in learning, and resignation from learning habits boosting control over the language learnt. The study is grounded in the concept of ‘composing one’s own English’ as a personalised approach conducive to what is referred in the paper as formal control over it.Keywords:
Composing Your Own English, attitude to L2, personalised learning, language mastery/masterpiece, intercultural differencesReferences
Annoussamy, D. 2006. Psychological aspects of language acquisition. Journal of the Indian Academy of Applied Psychology Vol. 32, No.2. 84-92
Arnold, J. and H.D. Brown. 1999. A map of the terrain. In: J. Arnold (ed.), Affect in Language Learning, 1-24. Cambridge: Cambridge University Press
Arnold, J. 2011. Attention to affect in language learning. Anglistik. International Journal of English Studies 22/1. 11-22
Barcelos, A.M.F. 2015. Unveiling the relationship between language learning belief, emotions and identity. Studies in Second Language Learning and Teaching 5(2). 301-325
Bates, E., A. Devescovi, and B. Wulfeck. 2001. Psycholinguistics: A cross-language perspective. Annual Review of Psychology 52. 369-396.
Brutt-Griffler, J. 2012. World English. A Study of its Development. Clevedon: Multilingual Matters
Cameron, L. 2001. Teaching Languages to Young Learners. Cambridge: Cambridge University Press
Daszkiewicz, M. 2017. Compose your own English. Theoretical foundations and practical aspects of a personalized speaking-oriented EFL approach. Filologičeskie Nauki. Naučnye Doklady Vysšej Školy 2. 37-50
Dewaele, J-M. 2015. On emotions in foreign language learning and use. JALT 2015 conference article online. The Language Teacher 39.3, JALT Publications. 13-15
Dörnyei, Z., and K. Csizér. 2012. How to design and analyze surveys in SLA research? In: A. Mackey & S. Gass Malden (eds.), Research Methods in Second Language Acquisition: A Practical Guide, 74-94. MA: Wiley-Blackwell
Duranti, A. 1997. Linguistic Anthropology. Cambridge: Cambridge University Press
Evans, R. and D. Jones 2009. Perspectives on oracy – towards a theory of practice. In: R. Evans & D. Jones (eds.), Metacognitive Approaches to Developing Oracy. Developing Speaking and Listening with Young Children, vii-xvii. Rochester: Routledge, Taylor & Francis
Garrett, P.B. 2004. Language contact and contact languages. In: A. Duranti (ed.), A Companion to Linguistic Anthropology, 46-72. Malden: Blackwell Publishing
Henry, A., S. Davydenko, and Z. Dörnyei, 2015. The anatomy of directed motivational currents: Exploring intense and enduring periods of l2 motivation. Modern Language Journal 99(2). 329-345.
Lantolf, J.P. 2011. The sociocultural approach to second language acquisition. In: D. Atkinson (ed.), Alternative Approaches to Second Language Acquisition, 24-47. London: Routledge
Linn, A., N. Bermel, and G. Ferguson (eds.) 2015. Attitudes towards English in Europe. English in Europe Vol. 1, Berlin/Boston: Walter de Gruyter, Inc
MacGowan-Gilhooly, A. 1991. Fluency first: reversing the traditional ESL sequence. Journal of Basic Writing Vol. 10, No. 1. 73-87.
McKinney, C. and B. Norton B. 2008. Identity in language and literacy education. In: B. Spolsky & F.M. Hult (eds.), The Handbook of Educational Linguistics, 192-215. Malden: Blackwell Publishing Ltd
McKullen, E. and J.R. Saffran. 2004. Music and language: A developmental comparison. Music Perception Vol. 21, No.3. 289-311.
Mota, M.B. 2010. Interlanguage development and L2 speech production: How do they relate? In: L. Scliar-Cabral (ed.), Psycholinguistics. Scientific and technological challenges, 220-227. Porto Alegre: Leonor Scliar-Cabral
Niemierko B. 1999. Pomiar wyników kształcenia [‘Measurement of educational outcomes’]. Warszawa: WSiP.
Wenzel, R. 2015. Language education and teaching by the learner’s text creation. In: K. Janczukowicz & M. Rychło (eds.), General Education and Language Teaching Methodology. The Gdańsk School of ELT, 113-114. Frankfurt am Main: Peter Lang
