Appraisal systems in L2 vs. L3 learning experiences

Bibliographic Data

ID12738589
AuthorsDanuta Gabrys‐Barker (0000-0003-0626-0703, University of Silesia in Katowice, corresponding author)
Year2010
Volume8
Issue2
Pages81-97
Publication date2010-07-27
Open AccessNo
TypeARTICLE
VenueInternational Journal of Multilingualism (JOURNAL)
Journal identifiersISSN: 1479-0718 • E-ISSN: 1747-7530
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/14790718.2010.502575
OpenAlexW1963678065
LanguageEN
Citations received6
References cited6

This article offers a comment on the ways multilingual language users perceive their L2 and L3 learning experiences at the level of appraisals, that is, variables that ‘assign value to current stimuli based on past experience’. In the theoretical part of the article the concept of appraisals is introduced and briefly outlined from the different perspectives of different existing taxonomies. Also a tool for measuring appraisal systems, the Geneva Appraisal Questionnaire (GAQ), is discussed in respect of its content and structure. This paper aims to compare experiences and factors involved in the development of L2 vs. L3 in two groups of multilinguals, as seen in their meaningful learning-related episodes (Group 1) and open-ended retrospective comments (Group 2). The comments are made in relation to appraisal values such as novelty, intrinsic pleasantness, coping potential and compatibility with norms and their significance in L2 vs. L3 learning processes, as expressed by the subjects in their responses to the GAQ categories (stimulus evaluation checks) and reflections

Cognitive psychology · Coping (psychology · Linguistics · Multilingualism · Novelty · Pedagogy · Applied Psychology · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Psychology · Social Psychology

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