Peter MacIntyre | Cape Breton University (original) (raw)

Uploads

Papers by Peter MacIntyre

Journal of Multilingual and Multicultural Development, Jun 20, 2021

In many contexts of multilingualism, language learners can initiate communication in the target l... more In many contexts of multilingualism, language learners can initiate communication in the target language (TL), or a contact language (such as English). Patterns of use emerging from these choices a...

Journal of Multilingual and Multicultural Development, Jun 20, 2021

System, 2020

Abstract Teaching often is listed as one of the most stressful professions and being a language t... more Abstract Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Response to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April, 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between .42 and .54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 specific coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered.

The Journal of Social Psychology, 2003

Page 1. The Journal of Sociul Psychology, 2003, 143(4), 541-544 Replications and Refinements Unde... more Page 1. The Journal of Sociul Psychology, 2003, 143(4), 541-544 Replications and Refinements Under this heading are brief reports of studies providing data that substantiate, disprove, or retine what we think we know. These ...

Journal of Multilingual and Multicultural Development

Applied Linguistics Review

The present study adopted a mixed-methods approach using a convergent parallel design to focus on... more The present study adopted a mixed-methods approach using a convergent parallel design to focus on the role that positive and negative emotions have in the Foreign Language (FL) classroom on the ontogenesis of positive flow. Participants were 1,044 FL learners from around the world. They provided quantitative and qualitative data on FL enjoyment (FLE), classroom anxiety (FLCA) and experience of flow via an on-line questionnaire (Dewaele, Jean-Marc & Peter D. MacIntyre. 2014. The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching 4. 237–274). FLE was a significantly stronger predictor of frequency of flow experience than FLCA. Further statistical analyses revealed that flow experiences are typically self-centred, infrequent and short-lived at the start of the FL learning journey and when the perceived social standing in the group is low. They become an increasingly shared experience, more frequent, stronger and...

Revista Brasileira de Linguística Aplicada

The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreig... more The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels of FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group - although the effect size was very small. This suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow or experience less anxiety. The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.

Language Teaching Research, 2021

Willingness to communicate (WTC) reflects an intersection between instructed second language acqu... more Willingness to communicate (WTC) reflects an intersection between instructed second language acquisition and learner psychology. WTC results from the coordinated interaction among complex processes that prepare second language (L2) learners to choose to use their L2 for authentic communication. Prior research has revealed considerable complexity in the influences on dynamic changes in WTC from moment-to-moment. The heuristic ‘pyramid model’ of WTC (MacIntyre et al., 1998) proposes interactions among approximately 30 different variables that may influence WTC. The present study uses the pyramid model to interpret data from three focal participants, all English as a second language (ESL) learners and international students in Canada, with varying degrees of experience in an English-speaking context. Using the idiodynamic method, all participants were recorded while describing a self-selected, personally meaningful photo. Second, participants rated their WTC in English using software t...

Employee Assistance Quarterly, 1997

Dörnyei (2005) introduced possible selves in his construction the Ideal L2 Self, part of a selfre... more Dörnyei (2005) introduced possible selves in his construction the Ideal L2 Self, part of a selfrelated motivational system for second language learning. This is reframing and reinterpreting of Gardner"s (2001) concept of the integrative motive. After reviewing the theory underlying the integrative motive and possible selves, this chapter will focus on the potential gains and losses from a theoretical reformulation. The argument will be made that the concept of possible selves should not simply be a renaming of the integrative motive. Three specific gains and five potential pitfalls / cautions for future research will be offered.

Up until the last decade, gift giving theory and research had been primarily dyadic or interperso... more Up until the last decade, gift giving theory and research had been primarily dyadic or interpersonal in nature (e.g. Belk, 1979). Nonetheless, it was acknowledged that people may sometimes give gifts to themselves, and suggested that the self-gift phenomenon may be widely occurring in American society (Mick and DeMoss, 1990a, 1990b). More specifically, it appears that gifts to oneself are ubiquitous, at least in American society. (Mick and DeMoss, 1990b). Other research has substantiated the notion that self-gifts are a fairly common and important phenomenon particularly in western consumer

Traffic Injury Prevention, 2008

The purpose of this study is first to describe perceptions of driving under the influence of cann... more The purpose of this study is first to describe perceptions of driving under the influence of cannabis or cocaine among clients in treatment and, second, to assess whether these perceptions are related to the frequency of driving under the influence of cannabis or cocaine. Methods. A questionnaire was administered to clients in treatment for abuse of either cocaine or cannabis, many of whom also had a problem with alcohol; additional groups of clients consisted of those in smoking cessation and gambling programs (N = 1021). Open-ended and close-ended questions were used to assess self-reported effects of cannabis or cocaine on driving and frequency of driving under the influence of cannabis, cocaine, or alcohol. Results. Two dimensions of driving behavior under the influence of cocaine or cannabis were found in both qualitative and quantitative analyses: 1) physical effects and 2) reckless styles of driving. Common physical effects for both drugs were heightened nervousness, greater alertness, and poorer concentration. In terms of driving behavior, cautious or normal driving was commonly reported for cannabis, whereas reckless or reduced driving ability was frequently reported for cocaine. When comparing negative physical effects and reckless style of driving with frequency of driving under the influence of cannabis or cocaine, increased negative physical effects from cannabis were inversely related to frequency of driving under the influence of cannabis (p = .001), but other relationships were not significant. Conclusions. The findings indicate that both cannabis and cocaine have detrimental but different effects on driving. The negative physical effects of cannabis may reduce the likelihood of driving under the influence of cannabis.

System, 2012

Abstract The present study examines the relative ability of variables from three motivational fra... more Abstract The present study examines the relative ability of variables from three motivational frameworks to predict four non-linguistic outcomes of language learning. The study examines Action Control Theory with its measures of (1) hesitation, (2) volatility and (3) rumination. The study also examined Pintrich's expectancy-value model that uses measures of (1) intrinsic and (2) extrinsic goal orientation, (3) task value, (4) self-efficacy, (5) control beliefs, and (6) test anxiety. The third motivational framework is Gardner's (1985 ; 2010) Socio-educational model with its measures of (1) attitudes toward French Canadians, (2) attitudes toward learning French, (3) interest in foreign languages, (4) desire to learn French, (5) motivational intensity, and (6) French class & use anxiety. The four non-linguistic outcomes are (1) perceived communication competence, (2) language anxiety, (2) willingness to communicate, and (4) the intention to continue language study. Participants include 117 high school French-as-a-second-language students (mean age = 16.6 years; 62% female). Regression analyses show that hesitation plays a significant role in predicting perceived communication competence, language anxiety, and willingness to communicate. The intention to continue French studies, however, was best predicated by positive attitudes.

Journal of Multilingual and Multicultural Development, Jun 20, 2021

System, 2020

The Journal of Social Psychology, 2003

Journal of Multilingual and Multicultural Development

Applied Linguistics Review

Revista Brasileira de Linguística Aplicada

Language Teaching Research, 2021

Employee Assistance Quarterly, 1997

Traffic Injury Prevention, 2008

System, 2012

It is safe to say that language anxiety has been the most widely studied emotion in SLA, perhaps ... more It is safe to say that language anxiety has been the most widely studied emotion in SLA, perhaps because it is both an intense and frequent experience. For the purposes of this review, the research literature on language anxiety will be broken into three broad approaches, reflecting both historical trends and assumptions about the topic. The first might be called the Confounded Approach because the ideas about anxiety and their effect on language learning were adopted from a mixture of various sources without detailed consideration of the meaning of the anxiety concept for language learners. The second trend might be called the Specialized Approach wherein anxiety experiences that were specifically associated with language were identified, defined and studied. A third, relatively recent line of research reflects a contextualized Dynamic Approach in which anxiety is studied in connection with a complex web of language experiences. Although these are fuzzy categories, they help to organize the issues as research into language anxiety has developed.

Every person is unique; it is not possible to find two identical language learners. Differences a... more Every person is unique; it is not possible to find two identical language learners. Differences among individuals can be difficult to deal with because they make it virtually impossible to predict exactly what will happen during the language learning process or to specify in advance what its outcomes will be. Teaching techniques, cultural exchange programs, and contact with native speakers can produce both remarkable successes and failures in the same cohort, even in the same person.

Positive psychology has the potential to become a prominent research area in SLA. The field is fo... more Positive psychology has the potential to become a prominent research area in SLA. The field is focused on positive emotion, positive character traits, and institutions that enable individuals to flourish, all of which are major concerns in language learning. The present chapter identifies key trends, such as the move toward studying positive emotions, flow, and learner strengths in SLA, as well as novel conceptual framework called EMPATHICS developed by Rebecca Oxford. The paper also addresses some of the fair and unfair criticism of positive psychology based on the tendency to separate positive and negative emotion, a failure to study individuals in sufficient depth, measurement issues, and an over-reliance on cross-sectional research designs. Two issues in particular, the health benefits of positive emotion and the critique of the 3:1 positivity ratio, are considered in some detail. In several notable respects, the development of positive psychology within SLA already is addressing these issues creatively and proposing solutions. The paper concludes that research into positive psychology in SLA is off to a good start, and is in some ways already ahead of positive psychology more generally.

Active lifestyles, physical recreation and health outcomes

Journal of Multilingual and Multicultural Development, 2009

Journal of Language and Social Psychology, 2002

9th conference of the international association of …, 2004

... other. other. Figure 2: The Pyramid Model of WTC. MacIntyre, PD, Clément, R., Dörnyei, Z., &a... more ... other. other. Figure 2: The Pyramid Model of WTC. MacIntyre, PD, Clément, R., Dörnyei, Z., &amp; Noels, KA (1998). Conceptualising willingness to communicate in a L2: A situational model ofL2 confidence and affiliation. Modern Language Journal, 82, 545-562. Layer VI. 9. 8. 7. 6. 5 ...

Perhaps the most interesting communicative behaviors are those that are freely chosen, that is, v... more Perhaps the most interesting communicative behaviors are those that are freely chosen, that is, volitional. This is why second language learning is so interesting, why would any person choose to abandon her or his native language in order to learn a second language, especially when modern language pedagogy demands that a language student talk in order to learn. Choosing to speak in a language where one has little competence is an odd communication situation in which to place oneself. The complexity of the motivational process underlying the acquisition and use of second languages are played out daily in specific motivated actions - the choices we make. This presentation will focus on a key strategic decision for language learning success: is a learner willing to communicate when the opportunity arises? This question bridges the broad social processes of interpersonal and intergroup contact, the educational process of language learning, as well as communicative processes. Willingness to communicate (WTC) is central to the synthesis of these processes. The theoretical underpinnings of WTC, and their empirical support, will be reviewed with emphasis on the special case of the communicative outcomes of French-immersion in an English-speaking region of Canada.

Language teaching recognizes the value of talking in order to learn. Yet students will often hold... more Language teaching recognizes the value of talking in order to learn. Yet students will often hold back, reluctant to speak even though they might want to do so. This is a challenging situation for teachers and learners alike, one that draws the psychology of the learner into focus. In this webinar we examine hesitant students from the perspective of a collision between motivation and anxiety. Key concepts are reviewed to provide insights into both motivation and anxiety, as well as the ways in which they interact to affect learning and communication. Practical strategies and classroom exercises are offered that promote authentic communication, increase motivation, and manage anxiety

Professor Peter MacIntyre (Cap Breton University, Canada) and myself are starting new research on... more Professor Peter MacIntyre (Cap Breton University, Canada) and myself are starting new research on emotions and personality in foreign language learning. We would be most grateful if you could forward this call for participation in a short online questionnaire to all the FL learners you know! We received ethical clearance at Birkbeck, University of London.
http://bit.ly/LearningForeignLanguages
Many thanks in advance!

Positive psychology is a rapidly expanding subfield in psychology that has important implications... more Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.