1

Appendix A
Motivation Questionnaire

 
  2
 

Appendix A
Motivation Questionnaire for Iranian EFL Learners
(adapted from Schmidt et al. 1996)

1 = strongly disagree
2 = disagree
3 = slightly disagree
4 = slightly agree
5 = agree
6 = strongly agree

Intrinsic motivation

1. I enjoy learning English.

2. Learning English is a hobby for me.
3. Learning English is a challenge that I enjoy.
4. I don’t enjoy learning English, but I know that learning English is important for me.
5. I wish I could learn English in an easier way, without going to class.

Extrinsic motivation

6. English is important to me because it will broaden my view.

7. The main reason I am studying English is that my parents (my family or someone
close to me) want me to improve my English.
8. I want to do well in this class because it is important to show my ability to my
family/friends/teachers/others.
9. Everybody in Japan should be able to speak English.
10. Being able to speak English will add to my social status.
11. I am learning English because I want to spend a period of time in an English-
speaking country.
12. I want to learn English because it is useful when traveling in many countries.
13. I want to learn English because I would like to emigrate.
14. I am learning English to become more educated.
15. I need to be able to read textbooks in English.
16. The main reason I need to learn English is to pass examinations.
17. If I learn English better, I will be able to get a better job.
18. Increasing my English proficiency will have financial benefits for me.
19. If I can speak English, I will have a marvelous life.

Personal goals

20. I really want to learn more English in this class than I have done in the past.
21. It is important to me to do better than the other students in my class.
22. My relationship with the teacher in this class is important to me.
23. One of the most important things in this class is getting along with the other
students.

 
  3
 

24. This class is important to me because if I learn English well, I will be able to help
other people learn English.

Expectancy/Control components

25. This English class will definitely help me improve my English.

26. If I do well in this class, it will be because I try hard.
27. I expect to do well in this class because I am good at learning English.
28. If I don’t do well in this class, it will be because I don’t try hard enough.
29. If I don’t do well in this class, it will be because I don’t have much ability for
learning English.
30. If I learn a lot in this class, it will be because of the teacher.
31. If I do well in this class, it will be because this is an easy class.
32. If I don’t learn well in this class, it will be mainly because of the teacher.
33. If I don’t well in this class, it will be because the class is too difficult.

Attitudes

34. Americans are very friendly people.

35. The British are conservative people who cherish customs and traditions.
36. Most of my favorite actors and musicians are Americans.
37. American culture has contributed a lot to the world.

Anxiety

38. I feel uncomfortable if I have to speak in my English class.

39. It embarrasses me to volunteer answers in my English class.
40. I don’t like to speak often in English class because I am afraid that my teacher will
think I am not a good student.
41. I am afraid other students will laugh at me when I speak English.
42. I think I can learn English well, but I don’t perform well on tests and examinations.
43. I often have difficulty concentrating in English class.

Motivational strength

44. My attendance in this class will be good.

45. I plan to continue studying English for as long as possible.
46. I often think about how I can learn English better.
47. I can honestly say that I really put my best effort into trying to learn English.

 
  4
 

Appendix B
Treatment Materials

 
Appendix B

Transcripts Used in the Treatment Session

(Excerpt: NS-NS Role-Play Transcript for the “Violin” Situation)

1 Beth: Hi, Mrs. Burns. My name is Beth Sanford and I live

2 next door. And I'm a college student. I live with my
3 sister, Mary. And we've, um, been hearing late at
4 night violin playing. At first, you know, we thought,
5 maybe, it would stop. But it seems like it's goin on
6 pretty much. And it's hard for us to get sleep. So I was
7 wondering if your daughter could practice earlier
8 in the evening.
9 Mrs. Burns: Oh, well. (...) Yeah, I'm sorry about that. I guess, (...)
10 you know, we don't go to bed that early. We go, you
11 know, a little bit later. But Peggy does, my daughter,
12 Peggy, does, um, have practice and, um, basketball
13 practice and so forth 'till about 8:00. And then,
14 sometimes, she doesn't get practicing 'till so late. I'll,
15 I'll talk to her about it. I suppose I could have her
16 practice a little bit earlier. Um, (...) what time does it
17 start to bother you? I mean if, (...) if she practiced, let's
18 say, from, um, 8:00 to, (...) you know, before 10:00, is
19 that OK? or ...
20 Beth: It's fine. Usually, we decide to go to bed around 11:00
21 or 11:15. And then, it goes on, I don' know, 'till
22 about midnight, and that's just when we're trying to
23 get to sleep.
24 Mrs. Burns: Okay. Well, I'll try to have her (...) play her
25 violin first, then do her studying later. OK?
26 Beth: OK.
27 Mrs. Burns: So I, um. Sorry about that.
28 Beth: No. Thank you so much.
29 Mrs. Burns: OK. Bye.
30 Beth: Bye.

(Note: (…) = silence)

(NS-NNS Role-Play Transcript for the “Violin” Situation)

1 Mrs. Burns: Oh, hello.

2 Sachiko: Oh, (...) hello. Um, my name is Sachiko Suzuki. I live
3 next to you.
4 Mrs. Burns: Oh, nice to meet you.
5 Sachiko: Nice to meet you, too. Well, (...) today, I'd like to talk
6 about (...) your (...) daughter's (...) practice, (...) I mean,

3
7 violin practice.
8 Mrs. Burns: Oh, yeah?
9 Sachiko: Yeah, uh, I know these days your daughter, (...) Peggy?
10 Mrs. Burns: Yeah.
11 Sachiko: started practicing violin. Well, (...) actually (...) I, I'll
12 say directly. (...) Would you, uh, (...) would you ask
13 her to change (...) the time of the practice because
14 always she practice (...) after eleven at night.
15 Mrs. Burns: Uh-huh. Well, um, (...) you know, see, she goes to
16 school every day, and then she's on the basketball team
17 (...) so she, um, (...) you know, usually doesn't get
18 home until eight o'clock from bak, bak, basketball
19 practice, and sometimes she works (...) too, and (...)
20 then she eats supper and she has homework and
21 everything, so...
22 Sachiko: Yeah, but she can do home, do her homework after
23 practicing the violin, right?
24 Mrs. Burns: Yeah, she could.
25 Sachiko: Uh-huh. (...) So, will you (...) tell her about it?
26 Because my sister and I cannot sleep at all. I think
27 other people on this floor think that way, too, but (...)
28 will you?
29 Mrs. Burns: OK. OK, I'll see if she can do it, maybe, around nine
30 o'clock.
31 Sachiko: Oh, thank you very much. Oh, (...) you're a (...) very
32 nice person.
33 Mrs. Burns: OK.
34 Sachiko: Thank you. Bye-bye.
35 Mrs. Burns: OK. Bye-bye.

(Note: (…) = silence)

4
 Appendix C
Instructions for the Treatment
 
  7
 

Appendix C

Instructions for the Treatment (Form Search) Task

(Case of the “Questionnaire” Situation)

(Instructions: Note the relationship between the interlocutors in the dialogs (Mrs. Williams
vs. Robin/Hitomi): they are neighbors but not so familiar with each other; and Mrs. Williams
has a higher status than Robin/Hitomi. By keeping this in mind, carry out Task A and Task B
below.)

Task A

(Write down any native-like usage, which cannot be found in learner English, by comparing
‘Robin’ in

Dialogs H, E, and C with ‘Hitomi’ in Dialog of English Learner.)

Task B

(Write down any English expressions which you cannot come up with by examining the
expressions of

‘Mrs. Williams’ in Dialogs H, E, and C.)

 

Instructions for the Treatment (Form Search) Task

(Case of the “Violin” Situation)

(Instructions: Note the relationship between the interlocutors in the dialogs (Mrs. Burns vs.
Beth/Sachiko): they are neighbors but not so familiar with each other; and Mrs. Burns has a
higher status than Beth/Sachiko. By keeping this in mind, carry out Task A and Task B
below.)

Task A

(Write down any native-like usage, which cannot be found in learner English, by comparing
‘Beth’ in

Dialogs D, F, and G with ‘Sachiko’ in Dialog of English Learner.)

Task B

 
  8
 

(Write down any English expressions which you cannot come up with by examining the
expressions of

‘Mrs. Burns’ in Dialogs D, F, and G.)

 

 
  9
 

Appendix D
Target Items in the Awareness Retrospection
Questionnaires

 
Appendix D

Target Items in the Awareness Retrospection Questionnaires

REQ-1 ①We were just wondering if she could practice at a different time.
①I was wondering if your daughter could practice earlier in the evening.
REQ-2 ②Is it possible that you could get it done?
②Do you think you’d be able to (do that)?
REQ-3 ①If she could practice earlier in the day.
②If you can look at that.
②If you could fill it out.
DMA ② The native English speakers in these conversations frequently use “well” while
speaking.
②The native English speakers in these conversations frequently use “you know” while
speaking.
②The native English speakers in these conversations frequently use “maybe” while
speaking.
IDE ①This has to do with your daughter.
①That sounds good.
②How ya doin’?
②keeping busy.
N-IDE ①It’s really hard for me and my sister to study.
①It’s hard for us to get sleep.
①My sister and I are having some hard times.
①It’s kind of hard to get sleep.
①I live next door.
①I live in the apartment house next door.
②I don’t want to bother you.
Notes: REQ-1 = ‘I wonder if you could VP’, REQ-2 = ‘Is it possible to VP?’
REQ-3 = ‘If you could VP’, DMA = discourse marker, IDE = idiomatic expression,
N-IDE = non-idiomatic expression

① = Form 1 / ② = Form 2

6
   11
 

Appendix E
Awareness Retrospection Questionnaires

 
   12
 

Appendix E
Awareness Retrospection Questionnaire

Violin Situation

(Instructions: In the three conversations between the native English speakers (see the attached transcripts),
for each underlined expression, please indicate the extent to which you have paid attention to the particular
expression during the previous task by circling the number of your choice on the scale. (You may not have
listed some of the underlined expressions in the previous task. But if you have noticed it, please indicate
your judgment on it.) Please also note that your judgment should be given to the underlined portion as a
whole, not a part of it.)

!(I did not detect it at all (and thus was not interested in it at all.))
!
!(I did detect it but was hardly interested in it.)
!
!(I did detect it but was not so interested in it.)
!
!! (I did detect it but cannot say whether I was interested in it or not.)

!! !(I did detect it and was a little interested in it.)

!
!! !(I did detect it and was interested in it.)
!
!! !(I did detect it and was very interested in it.)
!

Form 1

(1) Could we go into your family room and sit down?

-3 -2 -1 0 1 2 3

(2) this has to do with your daughter

-3 -2 -1 0 1 2 3

(3) it’s really hard for me and my sister to study

-3 -2 -1 0 1 2 3

(4) we can hear her

-3 -2 -1 0 1 2 3

(5) we were just wondering if she could practice at a different time

-3 -2 -1 0 1 2 3
|
(6) it’s very nice of you to come over and talk to me about this

 
   13
 

-3 -2 -1 0 1 2 3

(7) it would be alright if she practiced at 11:00 at night

-3 -2 -1 0 1 2 3
|
(8) we could work out a schedule

-3 -2 -1 0 1 2 3
|
(9) that sounds good

-3 -2 -1 0 1 2 3

(10) that wouldn’t be really fair to her to make her get up early in the morning

-3 -2 -1 0 1 2 3

(11) we don’t want her to bother you

-3 -2 -1 0 1 2 3

(12) thanks for coming over

-3 -2 -1 0 1 2 3
|
(13) I live next door

-3 -2 -1 0 1 2 3
|
(14) it seems like it’s goin on

-3 -2 -1 0 1 2 3
|
(15) it’s hard for us to get sleep

-3 -2 -1 0 1 2 3
|
(16) I was wondering if your daughter could practice earlier in the evening

-3 -2 -1 0 1 2 3
|
(17) I guess

-3 -2 -1 0 1 2 3
|
(18) a little bit later

-3 -2 -1 0 1 2 3
|
(19) I suppose
-3 -2 -1 0 1 2 3

(20) what time does it start to bother you?

 
   14
 

-3 -2 -1 0 1 2 3

(21) I don’t know if you recognize me or not

-3 -2 -1 0 1 2 3

(22) I live in the apartment house next door

-3 -2 -1 0 1 2 3

(23) I’ve seen you walkin around with that heavy backpack

-3 -2 -1 0 1 2 3

(24) that’s what happens when we go to school

-3 -2 -1 0 1 2 3

(25) your back hurts

-3 -2 -1 0 1 2 3

(26) my sister and I are having some hard times

-3 -2 -1 0 1 2 3

(27) it’s kind of hard to get sleep

-3 -2 -1 0 1 2 3

(28) I don’t know if anybody else has said anything

-3 -2 -1 0 1 2 3

(29) if she could practice earlier in the day

-3 -2 -1 0 1 2 3

(30) infringe upon your sleeping

-3 -2 -1 0 1 2 3

(31) that is kind of a problem

-3 -2 -1 0 1 2 3

(32) I’m asleep

-3 -2 -1 0 1 2 3

(33) Janitors lock up the building

-3 -2 -1 0 1 2 3

 
   15
 

(34) close by

-3 -2 -1 0 1 2 3

(35) it’s been disturbing you

-3 -2 -1 0 1 2 3

(36) definitely

-3 -2 -1 0 1 2 3

(37) just let me know

-3 -2 -1 0 1 2 3

(38) Nice meeting you

-3 -2 -1 0 1 2 3
 

Awareness Retrospection Questionnaire

Questionnaire Situation

(Instructions: In the three conversations between the native English speakers (see the attached transcripts),
for each underlined expression, please indicate the extent to which you have paid attention to the particular
expression during the previous task by circling the number of your choice on the scale. (You may not have
listed some of the underlined expressions in the previous task. But if you have noticed it, please indicate
your judgment on it.) Please also note that your judgment should be given to the underlined portion as a
whole, not a part of it.)

!(I did not detect it at all (and thus was not interested in it at all.))
!
!(I did detect it but was hardly interested in it.)
!
!(I did detect it but was not so interested in it.)
!
!! (I did detect it but cannot say whether I was interested in it or not.)

!! !(I did detect it and was a little interested in it.)

!
!! !(I did detect it and was interested in it.)
!
!! !(I did detect it and was very interested in it.)
!

 
   16
 

Form 2

(1) I was wondering if you’d finished it

-3 -2 -1 0 1 2 3

(2) I just haven’t been able to get around to it

-3 -2 -1 0 1 2 3

(3) Is it possible that you could get it done

-3 -2 -1 0 1 2 3

(4) I have to have a paper in four days

-3 -2 -1 0 1 2 3

(5) my workload slackens off a little bit

-3 -2 -1 0 1 2 3

(6) Yours really mattered a lot

-3 -2 -1 0 1 2 3

(7) Thanks a lot

-3 -2 -1 0 1 2 3

(8) How ya doin’?

-3 -2 -1 0 1 2 3

(9) keeping busy

-3 -2 -1 0 1 2 3

(10) goodness

-3 -2 -1 0 1 2 3

(11) the problem with the farmers lately

-3 -2 -1 0 1 2 3

(12) I don’t want to bother you

-3 -2 -1 0 1 2 3

(13) intrude on your schedule 

-3 -2 -1 0 1 2 3
 

 
   17
 

(14) I do remember that

-3 -2 -1 0 1 2 3

(15) wanna

-3 -2 -1 0 1 2 3

(16) if you can look at that

-3 -2 -1 0 1 2 3

(17) Do you think you’d be able to (do that)

-3 -2 -1 0 1 2 3

(18) in the next couple days

-3 -2 -1 0 1 2 3

(19) I’ll put it on the top of the stack tomorrow

-3 -2 -1 0 1 2 3

(20) better come at 1:00

-3 -2 -1 0 1 2 3

(21) better you should come at one

-3 -2 -1 0 1 2 3

(22) to be sure

-3 -2 -1 0 1 2 3

(23) if you could fill it out

-3 -2 -1 0 1 2 3

(24) pertinent to my paper

-3 -2 -1 0 1 2 3

(25) Gosh

-3 -2 -1 0 1 2 3

(26) I’ve been under a lot of stress at work

-3 -2 -1 0 1 2 3

(27) I anticipate working overtime

 
   18
 

-3 -2 -1 0 1 2 3

(28) Much less by tomorrow

-3 -2 -1 0 1 2 3

(29) one or two things just off the top of your head
-3 -2 -1 0 1 2 3

(30) Time is a big issue

-3 -2 -1 0 1 2 3

(31) That also puts demands on my time

-3 -2 -1 0 1 2 3

(32 (The native English speakers in these conversations frequently use ‘well’ while speaking.)

-3 -2 -1 0 1 2 3

(33) (The native English speakers in these conversations frequently use ‘you know’ while speaking.)

-3 -2 -1 0 1 2 3

(34)(The native English speakers in these conversations frequently use ‘maybe’ while speaking.) 

-3 -2 -1 0 1 2 3
 

 
   19
 

Appendix F
Transcripts Used in the Retrospection Session

 
   20
 

Appendix F
Transcripts Used in the Retrospection Session (Excerpt: NS-NS Role-Play Transcript for the
“Violin” Situation)

D Violin Situation

1 Mrs. Burns: Come in.

2 Beth: Hello, Mrs. Burns?
3 Mrs. Burns: Yes. Hello, Beth?
4 Beth: Um, I’d like to talk to you. (1)Could we go into your
5 family room and sit down?
6 Mrs. Burns: Oh, sure, come on in. (…) Would you like
something
7 to drink?
8 Beth: No, thank you. Um, (2)this has to do with, um, your
9 daughter, Peggy.
10 Mrs. Burns: Oh, yes?
11 Beth: Um, (…) well, we know that she begins, um, to
practice
12 her violin after eleven o’clock at night, and she plays
13 beautifully and everything but, (…) (3)it’s really
hard for
14 (…) me and my sister to, um, study when she is
playing
15 because (4)we can hear her. (…) And (5)we were
just
16 wondering if she could practice at a different time or, (…)
uh,
17 something …
18 Mrs. Burns: Oh, well. Um, (…) (6)it’s very nice of you to come
19 over and talk to me about this. Um, the problem is that Peggy
20 has basketball practice every day after school and
then
21 she has to go to work. (…) And so, because she was
so
22 interested in the violin. We told her that (7)it would be
alright

 
   21
 

23 if she practiced at 11:00 at night. I know that might

be a
24 problem for you. Um, (…) are you still studying at that
time?
25 Beth: Um, yeah. That’s, (…) you know, I, um, you know,
after
26 school (…) I, too, have to go to work and then I come home
27 and then the rest of that time is my study time a lot. You
know,
28 my sister, too.
29 Mrs. Burns: Hum. (…) Well, um, maybe, (8)we could work out a
schedule,
30 since, uh, Peggy doesn’t work every day. Uh, perhaps, (…)
31 perhaps we could situate it maybe, um, the days that you are
32 working late, for example, she could practice the violin and
33 the days that she works, um, (…) late, you all could study.
34 Um, maybe, we could work out something like that. Um, or
35 perhaps, she could get up. I don’t know, maybe, she could
get up
36 early in the morning and do it instead. I don’t know. What
do
37 you think about that?
38 Beth: Uh, well, (9)that sounds good. (…) Um …
39 Mrs. Burns:         Which would you prefer, to try to work it out working 

40 schedules or her to get up early in the morning?

41 Beth: Well, (10)that wouldn’t be really fair to her to make her
42 get up early in the morning and play the violin.
43 Mrs. Burns: Well, (11)we don’t
44 want her to bother you.
45 Beth: And so, uh, I think, maybe, if we work out a schedule
or
46 something, that’d be great.
47 Mrs. Burns: OK. Well, (12)thanks for coming over.
48 Beth: OK.
49 Mrs. Burns: Bye, bye.

 
   22
 

(Note: (…) = silence)

Transcripts Used in the Retrospection Session (Excerpt: NS-NS Role-Play Transcript for the
“Questionnaire” Situation)

C (Questionnaire)
1 Mrs. Williams: Oh, hello, come in.
2 Robin: Hi. I'm Robin Morris, your next-door neighbor, two
3 weeks ago, carne over here with the survey about
4 businesswomen in management positions and, and,
5 urn, I haven't gotten the survey back and (1)I was
6 wondering if you'd finished it.
7 Mrs. Williams: Oh, you know, I've had so much work at, uh, at the
8 bank. (2)I just haven't been able to get around to it as I've
9 been working overtime. And I just really hadn't had a
10 chance to do anything with it yet.
11 Robin: Oh, I understand. (3)Is it possible that you could get it
12 done (...) fairly soon?(4) I have to have a paper in four
13 days. [And it's (...) necessary.
14 Mrs. Williams: [Oh, in four days?
15 Robin: Yeah, I have to.
16 Mrs. Williams: Umm. Well, I had planned to do it next week after (5)my
17 workload slackens off a little bit.
18 Robin: No, no. That's a real problem because I have to have it
19 back, the paper's due... If I don't get it in on time, my
20 grade goes down every day that it's late.
21 Mrs. Williams: I see. Well, (...) uh, (...) would it be possible to do the
22 (...) survey and finish your paper (...) without my
23 questionnaire? Is that going to be a problem?
24 Robin: Ju(t!the
25 problem as there aren't so many businesswomen in

 
   23
 

26 management positions right now, and, urn, you know,

27 I have so few. (...) (6)Yours really mattered a lot.
28 Mrs. Williams: Urn. (...) Well, I really don't know when I'll have a
29 chance to do, uh, finish it. (...) Uh, (...) I'll tell you
30 what. I can try (...) working on it tomorrow night. I
31 know I may have a little time. My committee
32 canceled something uifz!had planned.
33 Robin: Okay. That'll be great. I feel,
34 you know.
35 Mrs. Williams: If, ( ) if I can't get it done, then, uh, I'll let you know
36 by, ( ) by late tomorrow night. That's OK?
37 Robin: Okay. That'll be
38 great. (7)Thanks a lot.
39 Mrs. Williams: Sure.