The Sound and the Self
The Emotional and Social Dimensions of Speaking Another LanguageBy Laís de Oliveira Borges
Length4h 23m
About this audiobook
Mainstream Second Language Acquisition research on socio-affective factors has largely relied on self-reported psychological variables, often overlooking the complexity of learners' affective experiences. This book addresses this gap by examining how socio-affective factors shape English as an Additional Language (EAL) speech performance in a Brazilian context. Drawing on learners' autobiographies, instructor evaluations, and classroom observations, the study investigates how personal narratives inform learners' affective regimes and relate to speech attainment. Grounded in McAdams and Pals' New Big Five framework, the research develops an integrative model of socio-affective factors in EAL learning. Findings suggest that learners with higher speech attainment share positive cultural beliefs, enjoyment of language learning, satisfaction with instruction, and similar individual difference profiles, including high willingness to communicate. The study also reveals that high-performing learners tend to underestimate their oral proficiency. By offering a nuanced understanding of the relationship between affect and speech achievement, this book provides valuable insights for researchers and language educators seeking to better understand learner success and performance variation.
Audiobook details
GenreOther
Length4 hrs 23 mins
Narrated byListen with 1,000+ voices
FormateBook with Audio
Publish dateMay 29, 2026
LanguageEnglish
Table of contents
1ACKNOWLEDGEMENTS
2PREFACE
3PRELUDE: RESEARCH PARADIGMS IN PERSPECTIVE
4CHAPTER 1 INITIAL REMARKS
51.1 SPEECH PERCEPTION AND PRODUCTION
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61.2 THE NATIVE VS. NON-NATIVE DICHOTOMY
71.3 RATIONALE
81.4 OBJECTIVES AND RESEARCH QUESTIONS
91.4.1 Main objective
101.4.2 Specific objectives
111.4.3 Research Questions
12CHAPTER 2 THE PSYCHOLINGUISTIC DOMAIN
132.1 PSYCHOLINGUISTICS AND SLA RESEARCH
142.2 INDIVIDUAL DIFFERENCE RESEARCH
152.2.1 Socio-psychological individual differences in SLA Research
162.2.2 The New Big Five Model: An Integrative Framework
17CHAPTER 3 THE SOCIOLINGUISTIC DOMAIN
183.1 Interactional Sociolinguistics
193.1.1 Contextualization Cues
203.1.2 Frame Theory
213.1.3 Linguistic Ideologies
22INTERLUDE: WHY SPEECH ATTAINMENT?
23CHAPTER 4 METHODOLOGY
244.1 RESEARCH METHODOLOGY
254.1.1 Qualitative Research
264.1.2 Grounded Theory
274.2 RESEARCH METHODS
284.2.1 Semi-structured interviews
294.2.2 Stimulated Recalls
304.2.3 Classroom Observations
314.3 INSTRUMENTS
324.3.1 Interview Guide
334.3.2 Field Notes during Classroom Observations
344.3.3 Stimulated Recall Protocol
354.4 DESIGN
364.5 PARTICIPANTS
374.6 DATA ANALYSIS
384.7 PILOT STUDY
394.7.1 Purposes
404.7.2 Procedures
414.7.3 Pilot Study: Classroom Observation
424.7.4 Pilot Study: Interview and Stimulated Recall
43POSTLUDE: THE SOCIO-AFFECTIVE DOMAIN
44CHAPTER 5 A GROUNDED THEORY FOR SOCIO-AFFECTIVE FACTORS
455.1 Purposes
465.2 Procedures
475.3 Main Study: Classroom Observation
485.4 Main Study: Interviews and Stimulated Recalls
495.4.1 Students with lower levels of EAL speaking skills according to their language instructor
505.4.1.1 Student 1, Pedro
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