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.
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Notes
It is noted that we decided to exclusively focus on this proficiency level because we thought it might simply represent the learners' L2 emotions perceived in the classroom more clearly. In other words, being in touch with language learning experience over an appropriate period of almost two years, the students had probably a better sense of their own L2 emotions and consequently would report them with more emotional awareness.
It should be noted that these excerpts are the participants’ responses translated into English by the authors.
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We would like to thank Sarah Mercer for her expert advice on conceptualizing the construct of curiosity in the psychology of language learning in this project. We also thank Achilleas Kostoulas and Mehvish Saleem for their excellent suggestions on developing our language learning curiosity scale (LLCS) in this study. Lastly, we would like to thank the editor, Prof. Rafael Art. Javier, and the anonymous reviewers for making insightful comments thereby increasing the quality of the article.
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This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
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Appendix
Appendix
The LLCS (Language Learning Curiosity Scale items)
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(1)
I wonder how well I can speak English in contexts outside the classroom.
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(2)
I always like to learn not only the language rules but also the ‘exceptions’.
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(3)
When I have a language question in mind, I cannot rest without knowing the answer.
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(4)
I wonder how well I can speak English when meeting a native English speaker.
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(5)
I always like to learn the cultural differences between English and my native language.
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(6)
I wonder how it would feel to speak and write English as well as my language teacher does.
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(7)
When my language teacher corrects my grammatical mistake, I am just curious to know why it is not correct.
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(8)
If I see or hear an unfamiliar English word, I immediately check my dictionary or ask my teacher.
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(9)
I wonder how it would feel to speak English as fluently as a native speaker does.
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(10)
It keeps me occupied if I cannot express what I know from my native language in English.
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(11)
I always like to know how to use the new words I learn in conversational situations outside the classroom.
Directions
In this part, there are two questions asking about your personal experience of language learning in class. Please read the questions carefully and answer them in the space provided.
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When do you feel curious while learning English in class?
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Please describe in a few sentences a specific situation in which you would like to learn something in English out of curiosity?
L2WTC items
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(1)
I would like to role-play different situations in English with my classmate at my desk.
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(2)
I would like to role-play different situations in English standing in front of the class (e.g. ordering food in a restaurant).
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(3)
I would like to be able to translate spoken phrases from Persian into English in class.
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(4)
I am willing to ask my teacher in English to repeat what s/he said in English if I did not understand it.
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(5)
I am willing to ask my classmates and teacher in English how to pronounce a word in English.
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(6)
I am willing to ask my classmates and teacher in English the meaning of a word I do not know.
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(7)
I am willing to give a short speech in English about my favorite food using notes.
Foreign Language Anxiety items
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(1)
I never feel quite sure of myself when I am speaking in my language class.
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(2)
It frightens me when I do not understand what the teacher is saying in the foreign language.
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(3)
It embarrasses me to volunteer answers in my language class.
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(4)
I can feel my heart pounding when I am going to be called on in language class.
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(5)
I get nervous and confused when I am speaking in my language class.
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(6)
I get nervous when I do not understand every word the language teacher says.
Language Learning Enjoyment items
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(1)
I am motivated to go to my language class because it is exciting.
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(2)
I enjoy being in my language class.
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(3)
I feel excited about being in my language class listening to the teacher.
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(4)
I am glad that it paid off to go to my language class.
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(5)
I do not get bored whilst learning English because I enjoy myself in class.
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(6)
I am a worthy member of my language class.
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(7)
I can laugh off embarrassing mistakes in my language class.
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(8)
In my language class, I feel proud of my accomplishments.
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Mahmoodzadeh, M., Khajavy, G.H. Towards Conceptualizing Language Learning Curiosity in SLA: An Empirical Study. J Psycholinguist Res 48, 333–351 (2019). https://doi.org/10.1007/s10936-018-9606-3
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DOI: https://doi.org/10.1007/s10936-018-9606-3