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The Sound and the Self

The Emotional and Social Dimensions of Speaking Another LanguageBy Laís de Oliveira Borges

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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.

Psychological Identity

Audiobook details

GenreOther

Length4 hrs 23 mins

Narrated byListen with 1,000+ voices

FormateBook with Audio

Publish dateMay 29, 2026

LanguageEnglish

1ACKNOWLEDGEMENTS

344.3.3 Stimulated Recall Protocol

2PREFACE

354.4 DESIGN

3PRELUDE: RESEARCH PARADIGMS IN PERSPECTIVE

364.5 PARTICIPANTS

4CHAPTER 1 INITIAL REMARKS

374.6 DATA ANALYSIS

51.1 SPEECH PERCEPTION AND PRODUCTION

384.7 PILOT STUDY

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61.2 THE NATIVE VS. NON-NATIVE DICHOTOMY

394.7.1 Purposes

71.3 RATIONALE

404.7.2 Procedures

81.4 OBJECTIVES AND RESEARCH QUESTIONS

414.7.3 Pilot Study: Classroom Observation

91.4.1 Main objective

424.7.4 Pilot Study: Interview and Stimulated Recall

101.4.2 Specific objectives

43POSTLUDE: THE SOCIO-AFFECTIVE DOMAIN

111.4.3 Research Questions

44CHAPTER 5 A GROUNDED THEORY FOR SOCIO-AFFECTIVE FACTORS

12CHAPTER 2 THE PSYCHOLINGUISTIC DOMAIN

455.1 Purposes

132.1 PSYCHOLINGUISTICS AND SLA RESEARCH

465.2 Procedures

142.2 INDIVIDUAL DIFFERENCE RESEARCH

475.3 Main Study: Classroom Observation

152.2.1 Socio-psychological individual differences in SLA Research

485.4 Main Study: Interviews and Stimulated Recalls

162.2.2 The New Big Five Model: An Integrative Framework

495.4.1 Students with lower levels of EAL speaking skills according to their language instructor

17CHAPTER 3 THE SOCIOLINGUISTIC DOMAIN

505.4.1.1 Student 1, Pedro

183.1 Interactional Sociolinguistics

515.4.1.2 Student 2, Gabriel.

193.1.1 Contextualization Cues

525.4.2 Students with higher levels of EAL speaking skills according to their language instructor

203.1.2 Frame Theory

535.4.2.1 Student 3, Ana.

213.1.3 Linguistic Ideologies

545.4.2.2 Student 4, Olivia.

22INTERLUDE: WHY SPEECH ATTAINMENT?

555.5 Addressing the research questions

23CHAPTER 4 METHODOLOGY

565.5.1 Which affective factors appear to be conducive to LX speech attainment within this particular group of learners?

244.1 RESEARCH METHODOLOGY

575.5.2 How do affective factors experienced by EAL learners who have attained different levels of EAL speech ability differ in the same language component?

254.1.1 Qualitative Research

585.5.3 How do the perceptions of the language instructor regarding the students’ individual differences (e.g., personality aspects, emotions, willingness to communicate etc.) differ from the learners’ self-reports?

264.1.2 Grounded Theory

595.5.4 How do the perceptions of the language instructor regarding their students’ LX speech abilities differ from the learners’ perceptions of their own LX speech abilities?

274.2 RESEARCH METHODS

60CHAPTER 6 CONCLUSIONS

284.2.1 Semi-structured interviews

616.1 Summary of Research Findings

294.2.2 Stimulated Recalls

626.2 Limitations of the Study

304.2.3 Classroom Observations

636.3 Pedagogical and Theoretical Implications

314.3 INSTRUMENTS

64APPENDICES

324.3.1 Interview Guide

65Appendix A