The (randomly) selected focus publication for August 2019 is:
Al-Hoorie, A. H. (2018). The L2 Motivational Self System: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. doi:10.14746/ssllt.2018.8.4.2
This article reports the first meta-analysis of the L2 Motivational Self System (Dörnyei, 2005, 2009). A total of 32 research reports, involving 39 unique samples and 32,078 language learners, were meta-analyzed. The results showed that the three components of the L2 Motivational Self System (the ideal L2 self, the ought-to L2 self, and the L2 learning experience) were significant predictors of subjective intended effort (rs = .61, .38, and .41, respectively), though weaker predictors of objective measures of achievement (rs = .20, –.05, and .17). Substantial heterogeneity was also observed in most of these correlations. The results also suggest that the strong correlation between the L2 learning experience and intended effort reported in the literature is, due to substantial wording overlap, partly an artifact of lack of discriminant validity between these two scales. Implications of these results and directions for future research are discussed.
A PDF of this article can be accessed here.
The (randomly) selected focus publication for July 2019 is:
Gasiorek, J., Gallois, C., Pierson, H., NussBaum, J. F., & Harwood, J. (2019). Advancing theory in language, communication, and intergroup relations. In J. Harwood, J. Gasiorek, H. Pierson, J. F. NussBaum, & C. Gallois (Eds.), Language, communication, and intergroup relations: A celebration of the scholarship of Howard Giles (pp. 291-305). New York, NY: Routledge.
The (randomly) selected focus publication for June 2019 is:
Harwood, J., NussBaum, J. F., Pierson, H., Gallois, C., & Gasiorek, J. (2019). Accommodating a legend: Howard Giles and the social psychology of language and communication. In J. Harwood, J. Gasiorek, H. Pierson, J. F. NussBaum, & C. Gallois (Eds.), Language, communication, and intergroup relations: A celebration of the scholarship of Howard Giles (pp. 3-14). New York, NY: Routledge.
A PDF of the publication is available for download here.
The fourth international Psychology of Language Learning conference (PLL4) will be held at Cape Breton University, Sydney, Nova Scotia, Canada based on the theme “Currents and Waves.” We welcome proposals on a wide range of topics relating to the many long-running currents of thought and new waves of research about psychology of language learning with emphasis on the development of second or foreign languages.
For additional information and details, please see the conference’s Call for Proposals [PDF].
The (randomly) selected focus publication for May 2019 is:
Rogerson A.M., & Rossetto, L.C. (2018). Accommodating student diversity and different learning backgrounds. Journal of Intercultural Communication Research: Special Issue Bringing International Perspectives to the Communication Curriculum in an Era of Globalization, 47 (5), 411-420. doi:10.1080/17475759.2018.1475293
Student mobility presents both challenges and opportunities in higher education due to language, cultural and learning background differences among students. Effective integration of ‘real world’ group situations into class and assessment activities assists students to develop skills in accommodating cross-cultural language differences in line with convergent principles of communication accommodation theory. This case study reports on a cross-cultural post-graduate Management subject in a regional Australian university, demonstrating how explicit teaching results in improved learning outcomes by integrating experiences with theory, while better preparing students to participate in a globalised workforce.