Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study
Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second languag...
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| Veröffentlicht in: | Journal of psycholinguistic research 2019-04, Vol.48 (2), p.333-351 |
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| creator | Mahmoodzadeh, Masoud Khajavy, Gholam Hassan |
| description | Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second language acquisition (SLA). Using a mixed-methods design, we aim to conceptualize language learning curiosity (LLC) within the framework of interest/deprivation (I/D) model of curiosity (Litman and Jimerson in J Personal Assess 82(2): 147–157,
2004
.
https://doi.org/10.1207/s15327752jpa8202_3
) and see how it may be recognizably distinct from L2 psychological constructs, as well as how it connects with related constructs such as willingness to communicate, enjoyment, and anxiety. To measure LLC and depict its underlying dimensions, a new curiosity scale was developed and validated in this study. Overall, our results suggest that LLC can be conceived as an affective-cognitive variable reflecting an inquiry-driven interest and desire to learn and use a foreign language. |
| doi_str_mv | 10.1007/s10936-018-9606-3 |
| format | Article |
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2004
.
https://doi.org/10.1207/s15327752jpa8202_3
) and see how it may be recognizably distinct from L2 psychological constructs, as well as how it connects with related constructs such as willingness to communicate, enjoyment, and anxiety. To measure LLC and depict its underlying dimensions, a new curiosity scale was developed and validated in this study. Overall, our results suggest that LLC can be conceived as an affective-cognitive variable reflecting an inquiry-driven interest and desire to learn and use a foreign language.</description><identifier>ISSN: 0090-6905</identifier><identifier>EISSN: 1573-6555</identifier><identifier>DOI: 10.1007/s10936-018-9606-3</identifier><identifier>PMID: 30311045</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Affective Behavior ; Anxiety ; Behavioral Science and Psychology ; Classroom Communication ; Cognitive Psychology ; Communication (Thought Transfer) ; Language Acquisition ; Language Teachers ; Language Usage ; Learning Motivation ; Motivation ; Personality Traits ; Psycholinguistics ; Psychology ; Second Language Instruction ; Second Language Learning ; Second language teachers ; Student Attitudes ; Willingness to communicate</subject><ispartof>Journal of psycholinguistic research, 2019-04, Vol.48 (2), p.333-351</ispartof><rights>Springer Science+Business Media, LLC, part of Springer Nature 2018</rights><rights>Journal of Psycholinguistic Research is a copyright of Springer, (2018). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c394t-4fa3daf5173c9b6fa7346d089879727f72a7b22306e208ba2dc215c13d2b798a3</citedby><cites>FETCH-LOGICAL-c394t-4fa3daf5173c9b6fa7346d089879727f72a7b22306e208ba2dc215c13d2b798a3</cites><orcidid>0000-0002-0926-960X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10936-018-9606-3$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10936-018-9606-3$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1209523$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30311045$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Mahmoodzadeh, Masoud</creatorcontrib><creatorcontrib>Khajavy, Gholam Hassan</creatorcontrib><title>Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study</title><title>Journal of psycholinguistic research</title><addtitle>J Psycholinguist Res</addtitle><addtitle>J Psycholinguist Res</addtitle><description>Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second language acquisition (SLA). Using a mixed-methods design, we aim to conceptualize language learning curiosity (LLC) within the framework of interest/deprivation (I/D) model of curiosity (Litman and Jimerson in J Personal Assess 82(2): 147–157,
2004
.
https://doi.org/10.1207/s15327752jpa8202_3
) and see how it may be recognizably distinct from L2 psychological constructs, as well as how it connects with related constructs such as willingness to communicate, enjoyment, and anxiety. To measure LLC and depict its underlying dimensions, a new curiosity scale was developed and validated in this study. 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Khajavy, Gholam Hassan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c394t-4fa3daf5173c9b6fa7346d089879727f72a7b22306e208ba2dc215c13d2b798a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Affective Behavior</topic><topic>Anxiety</topic><topic>Behavioral Science and Psychology</topic><topic>Classroom Communication</topic><topic>Cognitive Psychology</topic><topic>Communication (Thought Transfer)</topic><topic>Language Acquisition</topic><topic>Language Teachers</topic><topic>Language Usage</topic><topic>Learning Motivation</topic><topic>Motivation</topic><topic>Personality Traits</topic><topic>Psycholinguistics</topic><topic>Psychology</topic><topic>Second Language Instruction</topic><topic>Second Language Learning</topic><topic>Second language teachers</topic><topic>Student Attitudes</topic><topic>Willingness to communicate</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Mahmoodzadeh, Masoud</creatorcontrib><creatorcontrib>Khajavy, Gholam Hassan</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>ComDisDome</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Social Science Database</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of psycholinguistic research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Mahmoodzadeh, Masoud</au><au>Khajavy, Gholam Hassan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1209523</ericid><atitle>Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study</atitle><jtitle>Journal of psycholinguistic research</jtitle><stitle>J Psycholinguist Res</stitle><addtitle>J Psycholinguist Res</addtitle><date>2019-04-01</date><risdate>2019</risdate><volume>48</volume><issue>2</issue><spage>333</spage><epage>351</epage><pages>333-351</pages><issn>0090-6905</issn><eissn>1573-6555</eissn><abstract>Why do some students frequently ask questions and actively seek out answers in the classroom, while others avoid this? Many language teachers might have commonly asked themselves this question. The present study is an empirical investigation of the concept of curiosity in the field of second language acquisition (SLA). Using a mixed-methods design, we aim to conceptualize language learning curiosity (LLC) within the framework of interest/deprivation (I/D) model of curiosity (Litman and Jimerson in J Personal Assess 82(2): 147–157,
2004
.
https://doi.org/10.1207/s15327752jpa8202_3
) and see how it may be recognizably distinct from L2 psychological constructs, as well as how it connects with related constructs such as willingness to communicate, enjoyment, and anxiety. To measure LLC and depict its underlying dimensions, a new curiosity scale was developed and validated in this study. Overall, our results suggest that LLC can be conceived as an affective-cognitive variable reflecting an inquiry-driven interest and desire to learn and use a foreign language.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>30311045</pmid><doi>10.1007/s10936-018-9606-3</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0002-0926-960X</orcidid></addata></record> |
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| source | SpringerLink Journals - AutoHoldings |
| subjects | Affective Behavior Anxiety Behavioral Science and Psychology Classroom Communication Cognitive Psychology Communication (Thought Transfer) Language Acquisition Language Teachers Language Usage Learning Motivation Motivation Personality Traits Psycholinguistics Psychology Second Language Instruction Second Language Learning Second language teachers Student Attitudes Willingness to communicate |
| title | Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study |
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