|
Showing 1 - 10 of
10 matches in All Departments
This book also focuses on analyzing each trait from the point of
view of its higher and lower order structure, as well as from the
affective, cognitive, behavioral, social and academic perspectives,
apart from outlining the field of personality psychology.
Personality traits are important in daily interaction, and are a
significant factor in achieving educational goals also for second
and foreign language (L2) learners. Consequently, studying the role
of personality in the field of second language acquisition (SLA)
appears to be of primary importance, especially because there has
been little research on this subject. Moreover, general results
pertaining to the role of personality in L2 are inconclusive. This
book's primary objective is to present a concise and updated
picture of personality on the basis of the Big Five model, which is
accessible for non-psychologists. The middle part of the book
focuses on discussing potential merits and drawbacks of each trait
for the purpose of the process of SLA, both from the formal and
informal, theoretical and empirical points of view. The next part
includes a description of an empirical study, whose main aim is to
sensitize the reader to direct and indirect influences that
personality may exert on L2 learning. The book closes with a
concluding chapter aiming at clarifying directions for further
empirical study of personality as well as issues in research
methodology.
This book also focuses on analyzing each trait from the point of
view of its higher and lower order structure, as well as from the
affective, cognitive, behavioral, social and academic perspectives,
apart from outlining the field of personality psychology.
Personality traits are important in daily interaction, and are a
significant factor in achieving educational goals also for second
and foreign language (L2) learners. Consequently, studying the role
of personality in the field of second language acquisition (SLA)
appears to be of primary importance, especially because there has
been little research on this subject. Moreover, general results
pertaining to the role of personality in L2 are inconclusive. This
book's primary objective is to present a concise and updated
picture of personality on the basis of the Big Five model, which is
accessible for non-psychologists. The middle part of the book
focuses on discussing potential merits and drawbacks of each trait
for the purpose of the process of SLA, both from the formal and
informal, theoretical and empirical points of view. The next part
includes a description of an empirical study, whose main aim is to
sensitize the reader to direct and indirect influences that
personality may exert on L2 learning. The book closes with a
concluding chapter aiming at clarifying directions for further
empirical study of personality as well as issues in research
methodology.
This book offers a valuable contribution to the discussion on the
complexities of L2 learning processes that pose a challenge to
learners. Focusing on the cognitive, affective and socio-cultural
perspectives, the papers included provide important insights into
the individual's experiences in second language acquisition. This
work also addresses social interactions and cultural background,
shedding new light on their role in the context in L2 learning
processes. It is a valuable resource for anyone interested in
understanding the challenges of foreign-language (FL) learning and
teaching.
This book offers a valuable contribution to the discussion on the
complexities of L2 learning processes that pose a challenge to
learners. Focusing on the cognitive, affective and socio-cultural
perspectives, the papers included provide important insights into
the individual's experiences in second language acquisition. This
work also addresses social interactions and cultural background,
shedding new light on their role in the context in L2 learning
processes. It is a valuable resource for anyone interested in
understanding the challenges of foreign-language (FL) learning and
teaching.
This volume examines selected aspects of the foreign language
learning process from an ecological perspective, adopting a
holistic view on complex interrelations among and within organisms
(L2 language learners) and their milieus (family, school and
society). First of all, the personal ecosystem of the learner is
taken into consideration, whereby two powerful influences are
intertwined: cognitive and affective aspects. The learning space
formed by the individual is largely shaped by their affective
states coexisting in conjunction with their cognitive processes.
Moreover, this specific space is also modified by a wider array of
other personal ecosystems or those of cultures. Hence, the
ecosystem of the foreign language learner is also subject to
influences coming from sociocultural leverage that can be
represented by people they know, like parents and language
teachers, who can both directly and indirectly manipulate their
ecosystem. At the same time other important forces, such as culture
as a ubiquitous element in the foreign language learning process,
also have the power to shape that ecosystem. Accordingly, the book
is divided into three parts covering a range of topics related to
these basic dimensions of foreign language acquisition (the
cognitive, affective and socio-cultural). Part I, Affective
Interconnections, focuses on the body of original empirical
research into the affective domain of not only L2 language learners
but also non-native language teachers. Part II, Cognitive
Interconnections, reports on contributions on language learners’
linguistic processing and cognitive representations of concepts.
The closing part, Socio-cultural Interconnections, provides new
insights into language learning processes as they are affected by
social and cultural factors.
The book presents most recent investigations into foreign language
teaching and learning discussed by prominent scholars in the field.
A wide variety of topics ranges from theoretical approaches to
foreign language instruction to a discussion of findings of
empirical research in language learning and pedagogy. The
theoretical part of the volume tackles issues which constitute the
backbone to the understanding of the processes involved in language
development, learning and teaching and thus contribute to applied
research. The empirical articles in Parts Two and Three of the
volume report on studies focusing on such important issues as
various dimensions of awareness (language, cross-cultural
competence or affectivity) and specific methodologies implemented
in different educational settings (such as, for instance, dyslexic
learners) or in teacher training programmes.
This volume examines selected aspects of the foreign language
learning process from an ecological perspective, adopting a
holistic view on complex interrelations among and within organisms
(L2 language learners) and their milieus (family, school and
society). First of all, the personal ecosystem of the learner is
taken into consideration, whereby two powerful influences are
intertwined: cognitive and affective aspects. The learning space
formed by the individual is largely shaped by their affective
states coexisting in conjunction with their cognitive processes.
Moreover, this specific space is also modified by a wider array of
other personal ecosystems or those of cultures. Hence, the
ecosystem of the foreign language learner is also subject to
influences coming from sociocultural leverage that can be
represented by people they know, like parents and language
teachers, who can both directly and indirectly manipulate their
ecosystem. At the same time other important forces, such as culture
as a ubiquitous element in the foreign language learning process,
also have the power to shape that ecosystem. Accordingly, the book
is divided into three parts covering a range of topics related to
these basic dimensions of foreign language acquisition (the
cognitive, affective and socio-cultural). Part I, Affective
Interconnections, focuses on the body of original empirical
research into the affective domain of not only L2 language learners
but also non-native language teachers. Part II, Cognitive
Interconnections, reports on contributions on language learners'
linguistic processing and cognitive representations of concepts.
The closing part, Socio-cultural Interconnections, provides new
insights into language learning processes as they are affected by
social and cultural factors.
The volume contains most updated theoretical and empirical research
on foreign or second language processes analyzed from the
perspective of cognition and affect. It consists of articles
devoted to various issued related to such broad topics as gender,
literacy, translation or culture, to mention a few. The collection
of papers offers a constructive and inspiring insight into a fuller
understanding of the interconnection of the
language-cognition-affect trichotomy.
The book presents most recent investigations into foreign language
teaching and learning discussed by prominent scholars in the field.
A wide variety of topics ranges from theoretical approaches to
foreign language instruction to a discussion of findings of
empirical research in language learning and pedagogy. The
theoretical part of the volume tackles issues which constitute the
backbone to the understanding of the processes involved in language
development, learning and teaching and thus contribute to applied
research. The empirical articles in Parts Two and Three of the
volume report on studies focusing on such important issues as
various dimensions of awareness (language, cross-cultural
competence or affectivity) and specific methodologies implemented
in different educational settings (such as, for instance, dyslexic
learners) or in teacher training programmes.
The volume contains most updated theoretical and empirical research
on foreign or second language processes analyzed from the
perspective of cognition and affect. It consists of articles
devoted to various issued related to such broad topics as gender,
literacy, translation or culture, to mention a few. The collection
of papers offers a constructive and inspiring insight into a fuller
understanding of the interconnection of the
language-cognition-affect trichotomy.
|
|