scholarly journals On Domain-Specific Conceptualization and Measurement of Grit in L2 Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 156-164
Author(s):  
Yasser Teimouri ◽  
Ekaterina Sudina ◽  
Luke Plonsky
Keyword(s):  
Second Language ◽  
Construct Validity ◽  
Personality Trait ◽  
Empirical Studies ◽  
Specific Measure ◽  
Domain Specific ◽  
Versus Domain ◽  
Growing Body ◽  
L2 Learning ◽  
Motivational Behavior

As a personality trait, second language (L2) grit—a combination of perseverance and passion for L2 learning—has recently been proposed as a meaningful predictor of learners’ motivational behavior and L2 achievement. The results of a growing body of empirical studies carried out in various L2 contexts have substantiated the power of L2 grit in predicting L2 success. In this paper, we contend that grit and its potential effects on L2 outcomes should be conceptualized and measured in a domain-specific fashion. We argue that a domain-specific measure of grit enhances its predictive and construct validity and better captures its differential effects in various domains and across languages. We then briefly review the findings of existing grit research in L2 contexts with respect to their domain-general versus domain-specific conceptualization of grit. Finally, we conclude the paper by discussing several issues raised against domain-general grit and discuss their potential relevance to domain-specific grit research in the context of L2 learning.

A Review of Studies on Languaging and Second Language Learning (2006-2017)

2017 ◽  
Vol 7 (12) ◽  
pp. 1222 ◽  
Author(s):  
Ruiying Niu ◽  
Lijia Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Future Research ◽  
The Past ◽  
Growing Body ◽  
L2 Learning

Since Swain postulated the concept “languaging” in 2006 to capture the role of language production in second language (L2) learning, a growing body of empirical studies has been conducted on languaging. However, little research has reviewed these studies. The present paper reviews 15 empirical studies that were conducted over the past decade on languaging in L2 learning, followed Vygotsky’s socioculutral theory of mind, and directly took languaging as the treatment or part of the treatment. We distinguished task-prompted and teacher-imposed languaging in the paper. All studies reviewed focused on teacher-imposed languaging. On the basis of reviewing the foci and findings of the studies, we offer our critical comments and recommendations for future research.

scholarly journals IS A RED CARD FOR LEARNERS’ USE OF THEIR L1 IN L2 LESSONS FAIR? A SOCIOCULTURAL ACCOUNT

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Le Van Canh ◽  
Pham Thi Hang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Empirical Studies ◽  
First Language ◽  
Controversial Issues ◽  
Mediating Role ◽  
L2 Learning ◽  
Effective Use

One of the controversial issues in second language acquisition research is the role of learners’ first language in their second language learning. Traditionally, first language was assumed to get in the way or interfere with the learning of the L2, and therefore, the first language must be banned in the foreign language classroom. However, this view has recently been reexamined and questioned by empirical studies conducted within the sociocultural perspectives. The goal of this paper is to provide new insights into the mediating role of the first language by reviewing those studies. The paper suggests that L1, when appropriately and systematically used, can be an enabling tool that scaffolds learners in completing cognitively complex and demanding L2 learning tasks. Towards this goal, research directions are also suggested. However, it is important to note that this paper is not intended to encourage teachers and learners to use the L1 in the L2 classroom unsystematically and inappropriately; rather its goal is to encourage teachers to research their classroom in order to find optimal and effective use of L1 for mediating the success of L2 learning.

The roles of attention and (un)awareness in SLA: Conceptual replication of N. C. Ellis & Sagarra (2010a) and Leung & Williams (2012)

2015 ◽  
Vol 48 (1) ◽  
pp. 117-129 ◽  
Author(s):  
Ronald P. Leow
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Process ◽  
Empirical Studies ◽  
Methodological Issue ◽  
L2 Learning ◽  
Potential Benefits

There is no doubt that attention and (un)awareness in second/foreign language (L2 learning) are two constructs that have permeated, explicitly or implicitly, second language acquisition (SLA) studies since their inception. Indeed, we have witnessed several empirical studies attempting to probe more deeply into the roles of these two constructs in the L2 learning process. Given the challenging methodological issue of eliciting and interpreting data on such internal processes, this paper underscores the importance and benefits of conducting replications of studies investigating both the roles of attention and awareness, or lack thereof, in the L2 learning process. A report on two key SLA studies is provided and several suggestions for replication are made for each study together with their accompanying potential benefits.

Who Turns Green with Envy? Conceptual and Empirical Perspectives on Dispositional Envy

2015 ◽  
Vol 29 (5) ◽  
pp. 530-547 ◽  
Author(s):  
Katrin Rentzsch ◽  
James J. Gross
Keyword(s):  
Construct Validity ◽  
Interaction Effect ◽  
European Association ◽  
Dyadic Interactions ◽  
Specific Measure ◽  
Good Reliability ◽  
Personality Psychology ◽  
Domain Specific ◽  
Different Populations

Previous research has conceptualized dispositional envy as a general construct that does not vary across comparison domains. In five studies (N = 1393), we examine dispositional envy as a domain–specific construct. In Study 1, we present the development of a domain–specific measure of dispositional envy. Across samples from different populations and two countries (Studies 2 and 3), the measure is shown to have good reliability, construct validity and stability over three months, highlighting the trait–like character of the construct. State levels of envy were also examined in the academic domain (Study 4) and in dyadic interactions between unacquainted participants (Study 5). Results show a Person × Situation Interaction effect (i.e. Dispositional Envy × Situation) on experiences of envy. By placing domain–specific dispositional envy into a network of similar and dissimilar constructs, the current findings serve as a foundation for drawing conclusions about the nature of dispositional envy. Copyright © 2015 European Association of Personality Psychology

The Vienna Risk-Taking Test - Traffic

2007 ◽  
Vol 28 (4) ◽  
pp. 198-204 ◽  
Author(s):  
Andreas Hergovich ◽  
Martin E. Arendasy ◽  
Markus Sommer ◽  
Bettina Bognar
Keyword(s):  
Construct Validity ◽  
Personality Trait ◽  
Risk Taking ◽  
Personality Test ◽  
Educational Levels ◽  
Item Level ◽  
Degree Of Risk ◽  
And Gender ◽  
Homeostasis Theory

Abstract. The study reports results regarding the dimensionality and construct validity of a newly developed, objective, video-based personality test that assesses the willingness to take risks in traffic situations. On the basis of the theory of risk homeostasis developed by Wilde, different traffic situations with varying degrees of objective danger were filmed. During the test the respondents are asked to indicate at which point the action that is contingent on the described situation will become too dangerous to carry out. Latencies at the item level were recorded as a measure for the subjectively accepted degree of a person's willingness to take risks in the sense of the risk homeostasis theory by Wilde. In a study on 274 people with different educational levels and gender, the unidimensionality of the test as corresponding to the latency model by Scheiblechner was investigated. The results indicate that the Vienna Risk-Taking Test - Traffic assesses a unidimensional, latent personality trait that can be interpreted as subjectively accepted degree of risk (target risk value).

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Second language learning via syntactic priming: The effects of modality, attention and motivation

2021 ◽  
Author(s):  
Marion Coumel ◽  
Ema Ushioda ◽  
Katherine Messenger
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Speakers ◽  
Syntactic Priming ◽  
Input Modality ◽  
Online Study ◽  
L2 Learning ◽  
Short And Long Term ◽  
High Motivation

We examined whether language input modality and individual differences in attention and motivation influence second language (L2) learning via syntactic priming. In an online study, we compared French L2 English and L1 English speakers’ primed production of passives in reading-to-writing vs. listening-to-writing priming conditions. We measured immediate priming (producing a passive immediately after exposure to the target structure) and short- and long-term learning (producing more target structures in immediate and delayed post-tests without primes relative to pre-tests). Both groups showed immediate priming and short- and long-term learning. Prime modality did not influence these effects but learning was greater in L2 speakers. While attention only increased learning in L1 speakers, high motivation increased L2 speakers' learning in the reading-to-writing condition. These results suggest that syntactic priming fosters long-term L2 learning, regardless of input modality. This study is the first to show that motivation may modulate L2 learning via syntactic priming.

Relationship between Knowledge Sharing, Absorptive Capacity, and Innovation Capability: Empirical studies in minimarkets

2021 ◽  
Vol 9 (1) ◽  
pp. 91
Author(s):  
Sri Raharso
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Knowledge Sharing ◽  
Multiple Regression ◽  
Absorptive Capacity ◽  
Empirical Studies ◽  
Innovation Capability ◽  
West Java ◽  
Five Factors ◽  
The Relationship

This study aims to identify the relationship between knowledge sharing, innovation capabilities, and absorptive capacity. The study was conducted on 209 employees of a minimarket, in Bandung, West Java. Sampling was done incidentally. Factor analysis produces five factors for which construct validity is acceptable. Empirically, the multiple regression results support the research hypothesis. Knowledge sharing positively and significantly affects innovation capability and absorptive capacity. Furthermore, absorptive capacity partially mediates the relationship between knowledge sharing and innovation capabilities. 

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