A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary
Journal Title: Studies in Second Language Learning and Teaching - Year 2019, Vol 9, Issue 1
Abstract
Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.
Authors and Affiliations
Kata Csizér, Csaba Kálmán
Keywords
Related Articles
- EP ID EP489409
- DOI 10.14746/ssllt.2019.9.1.10
- Views 123
- Downloads 0
Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System
The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L...
Language learning strategies: An holistic view
The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the i...
Transitional woes: On the impact of L2 input continuity from primary to secondary school
In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL...
Promoting EFL students’ accuracy and fluency through interactive practice activities
This study examined the effectiveness of interactive activities at facilitating EFL students’ production of English relative clauses. Thirty-seven EFL learners in Chile carried out interactive activities designed to elic...
Arabic language-learning strategy preferences among undergraduate students
This study elicited Arabic students’ perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and...