Studies in Second Language Learning and Teaching
Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://www.ssllt.amu.edu.pl
Editors: Editor: Miros aw Pawlak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Jakub Bielak (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Krzysztof Kwiatkowski (Adam Mickiewicz University, Kalisz) Assistant to the Editor: Anna Mystkowska-Wiertelak (Adam Mickiewicz University, Kalisz) Language Editor: Melanie Ellis (Language Teacher Training College, Zabrze)
Vol. 3 No. 3 October 2013
Editorial Board:
Janusz Arabski (University of Silesia) Larissa Aronin (Trinity College, Dublin) Simon Borg (University of Leeds) Anne Burns (Aston University, Birmingham/University of New South Wales, Sydney) Piotr Cap (University of ód ) Anna Cie licka (Texas A&M International University, Adam Mickiewicz University, Pozna ) Kata Csizer (Eötvös University, Budapest) Maria Dakowska (University of Warsaw) Jean-Marc Dewaele (Birkbeck College, University of London) Krystyna Dro dzia -Szelest (Adam Mickiewicz University, Pozna ) Rod Ellis (University of Auckland) Danuta Gabry -Barker (University of Silesia) Rebecca Hughes (University of Sheffield) Hanna Komorowska (University of Warsaw, SWPS) Diane Larsen-Freeman (University of Michigan) Barbara Lewandowska-Tomaszczyk (University of ód ) Jan Majer (University of ód ) Paul Meara (Swansea University) Anna Micho ska-Stadnik (University of Wroc aw) Anna Ni egorodcew (Jagiellonian University, Kraków) Terrence Odlin (Ohio State University) Aneta Pavlenko (Temple University, Philadelphia) François Pichette (University of Quebec) Ewa Piechurska-Kuciel (Opole University) Vera Regan (University College, Dublin) Heidemarie Sarter (University of Potsdam) Pawe Scheffler (Adam Mickiewicz University, Pozna ) Michael Sharwood Smith (Heriot-Watt University, Edinburgh) Linda Shockey (University of Reading) Teresa Siek-Piskozub (Adam Mickiewicz University, Pozna ) David Singleton (Trinity College, Dublin) odzimierz Sobkowiak (Adam Mickiewicz University, Pozna ) Merrill Swain (University of Toronto) Ewa Waniek-Klimczak (University of ód ) Maria Wysocka (University of Silesia)
EDITOR:
Miros aw Pawlak
ASSISTANTS TO THE EDITOR: Jakub Bielak
Krzysztof Kwiatkowski Anna Mystkowska-Wiertelak
© Copyright by Wydzia Pedagogiczno-Artystyczny, UAM Pozna Proofreading: Melanie Ellis
Cover design: Joanna Dudek Typesetting: Piotr Bajak ISSN 2083-5205 eISSN 2084-1965 Published by:
Department of English Studies
Faculty of Pedagogy and Fine Arts, Kalisz Adam Mickiewicz University, Pozna Contact information:
62-800 Kalisz, ul. Nowy wiat 28-30 tel. +48 62 7670730
fax +48 62 7645721
Print and online editions
Studies in Second Language Learning and Teaching is published both in print (ISSN 2083-5205)
and online (eISSN 2084-1965), with the print edition being the original version.
Indexing and abstracting
Studies in Second Language Learning and Teaching is currently indexed and/or abstracted
in the following databases: Index Copernicus
Central and Eastern European Online Library (CEEOL) the MLA International Bibliography
the MLA Directory of Periodicals Linguistic Abstracts
EBSCO
Efforts are being made to include Studies in Second Language Learning and Teaching in the index of journals published by the Polish Ministry of Science and Higher Education, and to have it listed by the European Reference Index for the Humanities (ERIH) and the Thomson Reuters Master Journal List.
Special issue:
The role of the imagination
in language learning
Guest editors:
Stephen Ryan
Sarah Mercer
Studies in Second Language Learning and Teaching
Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz Volume 3, Number 3, October 2013 http://www.ssllt.amu.edu.pl
Contents
Notes on Contributors ... 333 Editorial ... 337 Articles:
Gillian Judson, Kieran Egan – Engaging students’ imaginations in second
language learning ... 343
Christine Muir, Zoltán Dörnyei – Directed Motivational Currents: Using
vision to create effective motivational pathways... 357
Garold Murray – Pedagogy of the possible: Imagination, autonomy, and
space ... 377
Letty Chan – Facets of imagery in academic and professional
achievements: A study of three doctoral students ... 397
Ewa Guz, Ma gorzata Tetiurka – The role of teacher imagination in
conceptualising the child as a second language learner ... 419
Book Reviews ... 441 Notes to Contributors ... 445
333
Studies in Second Language Learning and Teaching
Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz http://www.ssllt.amu.edu.pl
Notes on Contributors
Letty Chan is a doctoral candidate in applied linguistics at the School of English,
University of Nottingham, UK. She has taught academic English at the University of Hong Kong and Nottingham Trent University, UK. She has published several book chapters and journal articles in the area of vision and imagery and her current research interests include the L2 motivational self system, faith and L2 identity, the use of imagery in the L2 classroom, and dynamic systems theory.
Contact details: lettychan@gmail.com
Zoltán Dörnyei is Professor of Psycholinguistics at the School of English,
Univer-sity of Nottingham, UK. He has published over 60 academic papers on various aspects of second language acquisition and language teaching methodology, and is the author of several books, including: The Psychology of the Language
Learner (2005, Lawrence Erlbaum/Routledge), The Psychology of Second Lan-guage Acquisition (2009, Oxford University Press), Teaching and Researching Motivation (2nd ed., 2011, Pearson, co-authored by Ema Ushioda) and Motivat-ing Learners, MotivatMotivat-ing Teachers: BuildMotivat-ing Vision in the Language Classroom (in
press, Cambridge University Press, co-authored by Magdalena Kubanyiova).
Contact details: zoltan.dörnyei@nottingham.ac.uk
Kieran Egan is a professor of education at Simon Fraser University in British Columbia,
Canada (http://www.educ.sfu.ca/kegan/). His work deals both with innovative educa-tional theory and detailed practical methods whereby implications of the theory can be applied at the classroom level. Various of his books have been translated into more than twenty languages. His recent books include An Imaginative Approach to
Teaching (2005, Jossey-Bass), The Future of Education: Reimagining our Schools from the Ground Up. (2008, Yale University Press), and Learning in Depth: A simple Innova-tion that can Transform Schooling (2010, University of Chicago Press). He is a director
of the Imaginative Education Research Group (http://www.ierg.net).
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Tammy Gregersen, an English/Spanish bilingual, earned her PhD in linguistics at
the Universidad Catolica de Valparaiso in Chile. She is currently a professor of TESOL at the University of Northern Iowa, Cedar Falls, USA, where she specializ-es in second language acquisition methodology, individual differencspecializ-es and non-verbal communication. She has published in distinguished peer-reviewed jour-nals such as The Modern Language Journal, Foreign Language Anjour-nals, The
Teacher Trainer, Language Teaching Research, Reflections on English Language Teaching, The International Journal of Teaching and Learning in Higher Educa-tion, Lenguas Modernas, and Signos.
Contact details: tammy.gregersen@uni.edu
Ewa Guz holds a doctoral degree in linguistics from John Paul II Catholic
Univer-sity of Lublin, where she is currently employed as a lecturer at the Department of Methodology and Typhlopedagogy. She also works as a teacher trainer in the University College of Language Teacher Education in Warsaw. Her most recent research interests include the development of academic literacy at the under-graduate level, formulaicity vs. creativity in L2 production and acquisition, near-native proficiency, teacher training and classroom discourse analysis.
Contact details: ewasik@o2.pl
Gillian Judson is a lecturer at Simon Fraser University in British Columbia,
Can-ada, and one of the directors of the Imaginative Education Research Group (IERG). She is author of the books A New Approach to Ecological Education:
Engaging Students’ Imaginations in Their World (2010, Peter Lang), Engaging Imagination in Ecological Education: A Practical Guide for Teachers (in press,
Pacific Educational Press) and editor of the books, Wonder-Full Education: The
Centrality Of Wonder In Teaching And Learning Across The Curriculum (2013,
Routledge) and Teaching 360º: Effective Learning Through the Imagination (2008, Sense Publishing). Her research interests include teacher education, professional development, and social studies education.
Contact details: gcj@sfu.ca
Sarah Mercer teaches at the University of Graz, Austria where she has been
working since 1996. She completed her PhD at the University of Lancaster and her habilitation at the University of Graz. Her research interests include all aspects of the psychology surrounding the foreign language learning experi-ence, focusing in particular on the self. She is the author of Towards an
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Psychology for Language Learning (2012, Palgrave) and Multiple Perspectives on the Self in SLA (2014, Multilingual Matters).
Contact details: sarah.mercer@uni-graz.at
Christine Muir is a Postgraduate Teaching Fellow at the School of English,
Uni-versity of Nottingham, UK, and is currently completing her PhD under the super-vision of Professor Zoltán Dörnyei. She graduated from the University of Edin-burgh with an MSc in Language Teaching, having previously spent time teaching English in Russia, Finland, the Czech Republic and the UK. Her current research interests include Directed Motivational Currents, vision theory, time perspective and dynamic systems theory.
Contact details: christine.muir@nottingham.ac.uk
Garold Murray is Associate Professor in the Language Education Center at
Okayama University, Japan. His research interests focus on learner autonomy, social learning spaces, semiotics of place, and imagination in language learn-ing. He is editor of the book Social Dimensions of Autonomy in Language
Learning (2014, Palgrave) and co-editor of Identity, Motivation, and Autonomy in Language Learning (2011, Multilingual Matters).
Contact details: garold.murray@gmail.com
Stephen Ryan is a professor in the School of Economics at Senshu University,
Tokyo, Japan. He received his PhD from the University of Nottingham, UK, and his research addresses a range of issues relating to the psychology of foreign language learning, with a recent focus on mindsets and the role of the imagi-nation in language learning. He is co-editor (with Sarah Mercer and Marion Williams) of Psychology for Language Learning: Insights from Theory, Research
and Practice (2012, Palgrave Macmillan). Contact details: ryan@isc.senshu-u.ac.jp
Ma gorzata Tetiurka is a lecturer at John Paul II Catholic University of Lublin,
where she currently teaches young learner methodology at the Department of Methodology and Typhlopedagogy. She is currently working on her doctoral thesis concerning the role and use of L1 in a foreign language classroom. She is also an in-service teacher trainer and materials writer.
