Abstract
This study aimed at investigating the influence of learners’ previously acquired capitals on their response to the teacher’s attempts to trigger their attention. For this purpose, 403 EFL learners completed three different questionnaires. The results of Structural Equation Modeling showed that emotional capital was a positive predictor of interpersonal, intrapersonal, visual, musical, and kinesthetic joint attention styles. Similarly, social capital was a positive predictor of interpersonal, verbal, visual, and musical styles, and cultural capital was a positive predictor of logical and verbal styles. Moreover, the proposed model of L2 achievement based on the capitals and joint attention styles showed good fit to the data. It appears that learners’ socio-cultural and emotional backgrounds influence their response to the teacher’s initiation of joint attention. And their L2 achievement is enhanced when the teacher uses different joint attention modalities. In the end, pedagogical implications and areas for further research were provided.
Appendix
1 Sample items from emotional capital questionnaire (ECQ)
| Very often 100% | Most of the time 80% | Sometimes 60% | Not very often 40 % | Rarely 20% | ||
|---|---|---|---|---|---|---|
| 1 | My family members help each other identify their strengths and weaknesses. | |||||
| 2 | My friends help me in controlling my behavior and emotions. | |||||
| 3 | The educational system has been successful in creating my motivation to study. | |||||
| 4 | Religious regulations have made me help my fellows as much as possible. | |||||
| 5 | My relationship with friends helps me communicate with others more easily and effectively. |
2 Sample items from joint attention styles inventory (JASI). The teacher can draw my attention when s/he
| Very often 100% | Most of the time 80% | Sometimes 60% | Not very often 40 % | Rarely 20% | ||
|---|---|---|---|---|---|---|
| 1 | Makes eye-contact with me while teaching. | |||||
| 2 | Explains something slowly. | |||||
| 3 | Asks us to take notes. | |||||
| 4 | Asks us to search something in the Internet. | |||||
| 5 | Tries to connect the learning material to my personal life. | |||||
| 6 | Asks us to do an activity in group. | |||||
| 7 | Compares the new learning material with the previous ones. |
3 Sample items from social and cultural capital questionnaire (SCCQ)
| NO. | Statement | SD | D | U | SA | A |
|---|---|---|---|---|---|---|
| 1 | My parents used to have a regular connection with my school. | 1 | 2 | 3 | 4 | 5 |
| 2 | I feel I have strong ties with my peers. | 1 | 2 | 3 | 4 | 5 |
| 3 | I see my friends weekly. | 1 | 2 | 3 | 4 | 5 |
| 4 | I enjoy reading literature. | 1 | 2 | 3 | 4 | 5 |
| 5 | I know all famous music composers. | 1 | 2 | 3 | 4 | 5 |
*SD=Strongly Disagree; D=Disagree; U=Undecided; A=Agree; SA=Strongly Agree
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© 2018 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Research Articles
- The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature
- New models of L2 achievement based on EFL learners’ joint attention and their emotional, social, and cultural capitals
- A gendered study of refusal of request speech act in the three languages of Persian, English and Balouchi: a within language study
- The left and right periphery in native and non-native speech – A comparative study between French L1/L2, Spanish L1/L2 and Swedish L1
Articles in the same Issue
- Frontmatter
- Research Articles
- The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature
- New models of L2 achievement based on EFL learners’ joint attention and their emotional, social, and cultural capitals
- A gendered study of refusal of request speech act in the three languages of Persian, English and Balouchi: a within language study
- The left and right periphery in native and non-native speech – A comparative study between French L1/L2, Spanish L1/L2 and Swedish L1