Language in Cognition and Affect

Language in Cognition \rand Affect......Page 3
Preface......Page 5
References......Page 9
Acknowledgments......Page 10
Contents......Page 11
Contributors......Page 14
Part I Language......Page 18
1…Introduction......Page 19
2…Written Text as Interaction: Interpersonality of Academic Metadiscourse......Page 20
3…Hedges in Academic Communication......Page 22
4…Men and Women in Interaction......Page 25
5…How Genders Negotiate Meanings in Academic Text......Page 26
6…Conclusions--Hedging as an Intertextual Strategy......Page 29
References......Page 30
Analytical Sources......Page 31
Abstract......Page 33
2…Translation of Children’s Books......Page 34
3…Purification Strategy......Page 38
3.2 Mentions of Nudity, Provocative Clothing, Men--Women Affairs......Page 39
3.3 Mentions of Prostitution......Page 42
3.4 Mentions of Handicaps......Page 43
3.5 Mentions of Homosexuality......Page 44
4…Conclusion......Page 45
Secondary Sources......Page 46
Abstract......Page 48
2…Linguistic Humour......Page 49
2.1 The Semantics of Puns......Page 51
3…Infotainment and ‘Infotamination’......Page 53
4…The Data and Method......Page 55
5.1 Responses to Question I......Page 56
5.2 Responses to Question II......Page 62
6…Conclusions......Page 65
A.x(118). Appendix I: Chronologically Arranged Wordplay-Based Headlines Submitted to Scrutiny in the Empirical Study......Page 66
A.x(118). Appendix II: The Survey......Page 70
References......Page 71
Part II\rCognition......Page 73
1…Introduction......Page 74
2…Speech Textuality and Lexical Relation......Page 75
3.1 Teacher Talk......Page 77
3.2 Classroom Interaction......Page 79
4…The Study......Page 80
4.2 Student Diary......Page 81
4.5 Native Speaker Interview......Page 82
5.1 Relexicalization: Quantitative Analysis......Page 83
5.2 Relexicalization: Qualitative Analysis......Page 85
5.2.1 Initial Relexicalizations......Page 87
5.2.2 Final Relexicalizations......Page 88
6…Conclusions......Page 90
References......Page 91
Abstract......Page 94
1…Introduction......Page 95
2.2 Participants......Page 96
2.3 Experimental Tasks......Page 97
2.5 Procedure......Page 98
2.6 Method......Page 99
2.7 Results......Page 100
3…Discussion......Page 102
4…Conclusions......Page 105
References......Page 106
Abstract......Page 108
1…Introduction......Page 109
2…Selecting a Problem Area: An Overview of EAP in English Studies......Page 110
3…Collecting Data: Students’ Attitudes and Problems......Page 112
4…Reviewing Data and Theory: Approaches to Critical Literacy......Page 114
4.2 Critical Language Awareness......Page 115
4.3 Critical Literacy......Page 116
5…Estimating the Costs of Change: Affective and Cultural Barriers to Critical Literacy......Page 117
6…Planning the Intervention: Critical Literacy for Academic Purposes......Page 118
7…Conclusions......Page 121
References......Page 123
Abstract......Page 124
2…Discourse Competence in Communicative Competence Models......Page 125
3…Cohesion and Coherence and Their Role in Overall Text Quality......Page 128
4.2 Participants and Corpus......Page 130
4.3 The German/English Matura Exam in Croatia......Page 131
4.4 Analyses......Page 132
4.5 Results......Page 133
5…Discussion......Page 139
6…Conclusions and Pedagogical Implications......Page 141
References......Page 142
Abstract......Page 145
1…Introduction......Page 146
2…Factors Influencing the Effectiveness of Corrective Feedback......Page 147
3…Research into Input-Providing and Output-Prompting Feedback......Page 149
4…Research Questions and Design of the Study......Page 151
5…Research Findings......Page 154
6…Conclusions, Implications and Directions for Future Research......Page 158
References......Page 159
Abstract......Page 162
1…Introduction......Page 163
2…History of Research on Articles......Page 164
3…Classification of Noun Phrases......Page 165
4.2 Research Method......Page 166
5…Results......Page 167
6…Discussion and Pedagogical implications......Page 171
7…Conclusion......Page 173
A.x(118). 8…Appendix......Page 174
References......Page 180
1…Introduction......Page 182
2…Language Learning Situations and Dictionary Use......Page 184
3…Improving Access to Lexical Items in Reception-Oriented Dictionaries......Page 185
4…Developments in Production-Oriented Dictionaries......Page 189
5…Explaining Meaning......Page 192
6…Explaining Metaphor......Page 195
7…Conclusions......Page 196
Dictionaries cited:......Page 197
Other literature:......Page 198
Abstract......Page 200
1…Introduction......Page 201
2…The Impact of Family Environment on the Child’s Cognitive Development......Page 202
3…The Interrelationship of the Family Capital and Socioeconomic Status......Page 204
4.1 The Design of the Study......Page 206
4.2 The Results and Discussion......Page 207
References......Page 211
Part III\rAffect......Page 213
Abstract......Page 214
1…Introduction......Page 215
2…The DICE (Developing Intercultural Competence Through English: Focus on Ukrainian and Polish Cultures) Intercultural Project......Page 216
3…Cultural Conceptualisations of Emotions and English as a Lingua Franca......Page 217
4…Examples of Cultural Conceptualisations of Pride and Shame in the Dice Project......Page 220
4.2 The Question of Identity in the Ukrainian Chapters......Page 221
4.3 Conceptualisations of Shame in the Ukrainian chapters......Page 222
4.4 Conceptualisations of Pride in the Polish Chapters......Page 223
5…Conclusion......Page 224
References......Page 226
Abstract......Page 228
1…Introduction......Page 229
2.1 Affect, Emotions and Feelings: Terminological Considerations......Page 231
2.2 Research on Affect and L2 Learning and Use: Some Empirical Findings......Page 233
3.2 Instrument......Page 238
3.4 Results......Page 239
3.5 Discussion......Page 242
4…Conclusions......Page 243
References......Page 244
Abstract......Page 247
2…Affective Factors in ELT Approaches and Methods......Page 248
3…Typology of Affective Factors......Page 249
4.1 Self-Esteem Defined......Page 250
4.1.1 The Historical Perspective......Page 251
4.2 Self-Concept......Page 252
5…Self-Esteem and Learning......Page 253
6…Self Esteem and Language Learning......Page 254
7…Creating a ‘‘Self-Happy’’ Environment in a Classroom......Page 257
8…Conclusions......Page 259
References......Page 260
WEBSITES......Page 261
Abstract......Page 262
1…Introduction......Page 263
2…Language Anxiety and FL Performance......Page 264
4…Actual Pronunciation Level and Listening Anxiety......Page 265
5…Perceived Pronunciation Level and Listening Anxiety......Page 267
6.1 Research Hypotheses......Page 268
6.3.1 Pronunciation Tests......Page 269
6.3.2 Pronunciation Self-Assessment Measure......Page 270
6.3.4 Interviews......Page 271
6.4.1 Presentation and Discussion of Quantitative Data......Page 272
6.4.2 Perceived Pronunciation Level of High Listening Anxiety Subjects......Page 274
Tendencies Among High Listening Anxiety Students......Page 276
Tendencies Among Low Listening Anxiety Students......Page 277
7…Conclusions and Suggestions for Further Research......Page 278
References......Page 279
Abstract......Page 282
1…Introduction......Page 283
2…Task Motivation......Page 284
3…Strategies in Foreign Language Production and Comprehension......Page 287
4…The Studies......Page 291
4.1 Study 1: Task Motivation in L3 Comprehension......Page 292
4.2 Study 2: Task Motivation in L2 and L3 Production......Page 296
5…Conclusions......Page 298
References......Page 300
1…Introduction......Page 302
2…Grammar Instruction in Contemporary English Language Teaching......Page 303
3.1 The Definition and Relevance of the Concept......Page 306
3.2 Selected Previous Studies on Teachers’ Beliefs About Teaching L2 Grammar......Page 308
4.1 Aims......Page 309
4.4 Findings......Page 310
Affective Evaluations......Page 311
The Effectiveness of Explicit/Implicit Instruction......Page 312
Affective Evaluations......Page 313
Preference for Traditional or Communicative Teaching of Grammar......Page 314
4.5 Analysis and Discussion......Page 315
5…Conclusions and Implications......Page 318
References......Page 319
1…Introduction......Page 322
2…The Historical Context of Foreign Language Teaching......Page 324
3…Research Problems, Materials and Goals......Page 326
4.1 Plato von Reussner’s Samouczek polsko-angielski [Polish--English self-study guide with notes on how to pronounce and spell each word] (1905)......Page 328
4.2 Walenty Lstrokuszczki’sNajlstrokatwiejszy najlepszy i najnowszy samouczek dla Polaków w Ameryce [The easiest, best and newest self-study guide for Poles in America: A complete handbook of English in several lessons] (1910)......Page 331
4.3 Hugo Berger’s Lstrokatwa metoda gruntownego nauczenia sieogon w krótkim czasie jeogonzyka angielskiego [An easy method of learning English quickly with or without a teacher’s help] (1912)......Page 335
4.4 Józef Manx’s Lstrokatwa metoda jeogonzyka angielskiego do nauki bez pomocy nauczyciela [An easy method of learning English without a teacher’s help] (1938)......Page 338
4.5 Robert Anson’s Samouczek do nauki jeogonzyka angielskiego [An English Self-Study Guide] (1945)......Page 341
5…Conclusions......Page 344
References......Page 345
Appendix 1: A chronological list of self-study guides for Polish learners of English (1860--1945)......Page 347
Appendix 2: An alphabetical list of other didactic materials (1659--1945)......Page 348