Die Sprache und ihre Wissenschaft zwischen Tradition und Innovation / Language and its Study between Tradition and Innovation
Akten des 45. Linguistischen Kolloquiums in Veszprém 2010- Proceedings of the 45 th Linguistics Colloquium, Veszprém 2010
Edited By József Tóth
This volume presents 34 papers delivered at the 45th Linguistics Colloquium in Veszprém (Hungary) from 16th to 18th September, 2010. The authors deal with older and newer fields of work in linguistics as well as their innovative results. The international composition of the participants and the various methodological positions and aspects of the academic activities in linguistics offer the possibility of a broad field of research. Apart from Applied Linguistics, Intercultural Linguistics, Pragmatics, Lexicology, Semantics, Contact Linguistics and Grammaticography, the book also presents Foreign Language Didactics. Moreover, the book suggests topics for future research.
Vladimir Legac: Willingness to Communicate and Achievement in Listening Comprehension in Monolingual and Bilingual Students of English as a Foreign Language
Willingness to Communicate and Achievement in Listening Comprehension in Monolingual and Bilingual Students of English as a Foreign Language
The second half of the 20th century brought three important changes in the way of thinking and in the attitudes towards foreign language (FL) learning and bilingualism that are important for the focus of this study.
Acceptance of the role of affective factors in FL learning
The first change appeared in the last three decades of the previous century and concerns the importance of the role of affective factors in FL learning. As a consequence, FL learning is nowadays no longer exclusively linked to the learner’s cognitive abilities, but it is commonly accepted that during the FL learning process both cognitive and affective learner qualities are activated (Mihaljević Djigunović, 2006). The role of affective factors in FL learning gained prominence through Gardner’s socioeducational model of FL learning (Gardner, 1985). This model consists of four sets of variables: social milieu, individual differences, language acquisition contexts and outcomes. Gardner/MacIntyre (1993) later redefined Gardner’s model. The redefined model emphasizes the importance of language anxiety among the group of individual differences together with intelligence, aptitude, strategies, attitudes and motivation.
Approaches to language anxiety, its relationship to listening comprehension, and willingness to communicate
There is a general consensus that intelligence, aptitude, well-developed strategies and positive attitudes towards the native speakers speaking the language that a student is learning have...
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