This book argues that, in line with the tenets of positive
psychology in SLA and the rhetorical/relational goal theory,
positive teacher-student interpersonal relationships are deemed to
be of great significance for empowering students to accomplish
favorable academic outcomes and to successfully learn a
second/foreign language (L2), whether at its affective, behavioral,
or cognitive levels. Therefore, understanding the role of teacher
interpersonal behaviors and their effect on students' learning
gains in the domain of SLA is of utmost importance, particularly as
this line of research is at its nascent stage of development, and,
as a result, available empirical evidence is still inconclusive. To
address this issue, drawing on the mixed methods design, this book
mainly aims to, first, empirically scrutinize the role of "5Cs"
positive teacher interpersonal variables (i.e., care, clarity,
closeness, confirmation, and credibility) in L2 students'
affective, behavioral, and cognitive learning outcomes through the
mediation of student-perceived learner empowerment in the L2
context of Iran. Second, it is intended to show how L2 teacher
educators, teachers, and materials developers, among other key
educational stakeholders, can facilitate the provision of
interpersonally rich language learning environments with the
ultimate goal of enhancing students' L2 learning.
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