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This book offers a socially situated view of the emergence of
emotionality for additional language (L2) learners in classroom
interaction in Japan. Grounded in a complexity perspective, the
author argues that emotions need to be studied as they are
dynamically experienced and understood in all of their
multidimensional colors by individuals (in interaction). Via
practitioner research, Sampson applies a small-lens focus,
interweaving experiential and discursive data, offering
possibilities for exploring, interpreting and representing the
lived experience of L2 study emotions in a more holistic yet
detailed, social yet individual fashion. Amidst the currently
expanding interest in L2 study emotions, the book presents a strong
case for the benefits of locating interpretations of the emergence
of L2 study emotions back into situated, dynamic, social context.
Sampson's work will be of interest to students and researchers in
second language acquisition and L2 learning psychology.
This edited volume brings together both established and emerging
researcher voices from around the world to illustrate how
complexity perspectives might contribute to new ways of researching
and understanding the psychology of language learners and teachers
in situated educational contexts. Chapter authors discuss their own
perspectives on researching within a complexity paradigm,
exemplified by concrete and original examples from their research
histories. Moreover, chapters explore research approaches to a
variety of learner and teacher psychological foci of interest in
SLA. Examples include: anxiety, classroom group dynamics and
group-level motivation, cognition and metacognition, emotions and
emotion regulation strategies, learner reticence and silence,
motivation, self-concept and willingness to communicate.
This edited volume brings together both established and emerging
researcher voices from around the world to illustrate how
complexity perspectives might contribute to new ways of researching
and understanding the psychology of language learners and teachers
in situated educational contexts. Chapter authors discuss their own
perspectives on researching within a complexity paradigm,
exemplified by concrete and original examples from their research
histories. Moreover, chapters explore research approaches to a
variety of learner and teacher psychological foci of interest in
SLA. Examples include: anxiety, classroom group dynamics and
group-level motivation, cognition and metacognition, emotions and
emotion regulation strategies, learner reticence and silence,
motivation, self-concept and willingness to communicate.
This book explores how complex systems theory can contribute to the
understanding of classroom language learner motivation through an
extended examination of one particular, situated research project.
Working from the lived experience of the participants, the study
describes how action research methods were used to explore the
dynamic conditions operating in a foreign language classroom in
Japan. The book draws attention to the highly personalised and
individual, yet equally co-formed nature of classroom foreign
language learning motivation and to the importance of agency and
emotions in language learning. It presents an extended illustration
of the applicability of complex systems theory for research design
and process in SLA and its narrative approach shines light upon the
evolving nature of research and role of the researcher. The study
will be a valuable resource for practitioners, researchers and
postgraduate students interested in classroom language teaching and
learning, especially those with a focus on motivation among
learners.
This book explores how complex systems theory can contribute to the
understanding of classroom language learner motivation through an
extended examination of one particular, situated research project.
Working from the lived experience of the participants, the study
describes how action research methods were used to explore the
dynamic conditions operating in a foreign language classroom in
Japan. The book draws attention to the highly personalised and
individual, yet equally co-formed nature of classroom foreign
language learning motivation and to the importance of agency and
emotions in language learning. It presents an extended illustration
of the applicability of complex systems theory for research design
and process in SLA and its narrative approach shines light upon the
evolving nature of research and role of the researcher. The study
will be a valuable resource for practitioners, researchers and
postgraduate students interested in classroom language teaching and
learning, especially those with a focus on motivation among
learners.
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