|
Showing 1 - 17 of
17 matches in All Departments
This state-of-the-art volume is the first to capture a hybrid
discipline that studies the role and linguistic implications of the
human mind in language learning and teaching. This Handbook
considers individual as well as collective factors in language
learners and teachers from an array of new empirical constructs and
theoretical perspectives, including implications for practice and
"myths, debates, and disagreements" in the field, and points to
future directions for research. This collection of stellar
contributions is an essential resource for researchers, advanced
students, and teachers working in applied linguistics, second
language acquisition, psychology, and education.
This book explores potential new directions in the growing field of
language learning psychology. The individual chapters cover
theoretical and conceptual developments and innovative
methodological designs, while also exploring practical
implications. Language learning psychology is a vibrant field of
research that typically involves constructs from social and
educational psychology, which it considers in terms of their
relevance for the domain of language learning. The diverse
theoretical and empirical chapters examine a range of familiar and
lesser-known constructs, highlighting the importance of taking into
account both learner and teacher psychologies, and recognising the
complexity, dynamism and situatedness of psychological constructs,
as well as the value of employing diverse research methodologies.
It is hoped that these 'new directions' concerning populations,
constructs and theoretical and methodological frameworks will pave
the way for innovative future developments in this vibrant field.
This book explores potential new directions in the growing field of
language learning psychology. The individual chapters cover
theoretical and conceptual developments and innovative
methodological designs, while also exploring practical
implications. Language learning psychology is a vibrant field of
research that typically involves constructs from social and
educational psychology, which it considers in terms of their
relevance for the domain of language learning. The diverse
theoretical and empirical chapters examine a range of familiar and
lesser-known constructs, highlighting the importance of taking into
account both learner and teacher psychologies, and recognising the
complexity, dynamism and situatedness of psychological constructs,
as well as the value of employing diverse research methodologies.
It is hoped that these 'new directions' concerning populations,
constructs and theoretical and methodological frameworks will pave
the way for innovative future developments in this vibrant field.
This book explores language teacher wellbeing across the career
span from an ecological perspective. It reports on empirical
findings from an extensive investigation into language teacher
wellbeing in various social, cultural and linguistic contexts. It
is unique in casting light on the professional trajectory of
language teachers and opening up discussions on the
characteristics, psychological needs and strengths of language
teachers at different points in their careers. It examines
wellbeing in terms of the dynamic interplay between the challenges
individuals encounter in their personal and professional lives, and
the psychological, social and contextual resources that they draw
on to buffer the impact of these challenges. The findings of the
study will help readers to understand how language teachers can
protect and nurture their wellbeing, not only to remain in the
profession, but also to thrive in the long-term. The book will be a
valuable resource for anyone interested in the lives, wellbeing and
psychology of language teachers in diverse contexts and career
phases.
Instead of viewing different perspectives on the self as competing
with each other and considering one perspective on the self as
being inherently 'better' than another, this book takes the view
that a fuller, more comprehensive picture of the self in SLA can be
gained by examining and combining insights from different
perspectives. This original collection of papers thus attempts to
provide a thorough overview of the ways in which the self can be
conceptualised in SLA contexts. The editors have brought together a
diverse range of theoretical perspectives on the self to allow the
reader to appreciate the insights that each approach contributes to
overall understandings of the self in the domain of second language
acquisition and foreign language learning.
This book contributes to our growing understanding of the nature
and development of language learner self-concept. It assesses the
relevant literature in the disciplines of psychology and applied
linguistics and describes in-depth, qualitative research examining
the self-concepts of tertiary-level EFL learners. Although
researchers in applied linguistics and SLA have recognized the
importance of self-constructs, there remains little empirical work
in the context of foreign language learning that focuses
exclusively and at length on this central psychological construct.
The content of this monograph draws on interdisciplinary sources,
with input from psychology and applied linguistics. It will appeal
to students and researchers interested in language-learner
psychology as well as self-related constructs in general. The text
provides insights into how learners view themselves, and how these
self-beliefs can develop and affect the progress of an individual's
language learning.
This book defines engagement for the field of language learning and
contextualizes it within existing work on the psychology of
language learning and teaching. Chapters address broad substantive
questions concerned with what engagement is or looks like, and how
it can be theorized for the language classroom; methodological
questions related to the design, measurement and analysis of
engagement in language classrooms and beyond; as well as applied
issues examining its antecedents, factors inhibiting and enhancing
it, and conditions fostering the re-engagement of language learners
who have become disengaged. Through a mix of conceptual and
empirical chapters, the book explores similarities and differences
between motivation and engagement and addresses questions of
whether, how and why learners actually do exert effort, allocate
attention, participate and become involved in tangible language
learning and use. It will serve as an authoritative benchmark for
future theoretical and empirical research into engagement within
the classroom and beyond, and will be of interest to anyone wishing
to understand the unique insights and contributions the topic of
engagement can make to language learning and teaching.
To date, the majority of work in language learning psychology has
focused on the learner. In contrast, relatively little attention
has been paid to teacher psychology. This volume seeks to redress
the imbalance by bringing together various strands of research into
the psychology of language teachers. It consists of 19
contributions on well-established areas of teacher psychology, as
well as areas that have only recently begun to be explored. This
original collection, which covers a multitude of theoretical and
methodological perspectives, makes a significant contribution to
the emerging field of language teacher psychology as a domain of
inquiry within language education.
This book explores language teacher wellbeing across the career
span from an ecological perspective. It reports on empirical
findings from an extensive investigation into language teacher
wellbeing in various social, cultural and linguistic contexts. It
is unique in casting light on the professional trajectory of
language teachers and opening up discussions on the
characteristics, psychological needs and strengths of language
teachers at different points in their careers. It examines
wellbeing in terms of the dynamic interplay between the challenges
individuals encounter in their personal and professional lives, and
the psychological, social and contextual resources that they draw
on to buffer the impact of these challenges. The findings of the
study will help readers to understand how language teachers can
protect and nurture their wellbeing, not only to remain in the
profession, but also to thrive in the long-term. The book will be a
valuable resource for anyone interested in the lives, wellbeing and
psychology of language teachers in diverse contexts and career
phases.
This book defines engagement for the field of language learning and
contextualizes it within existing work on the psychology of
language learning and teaching. Chapters address broad substantive
questions concerned with what engagement is or looks like, and how
it can be theorized for the language classroom; methodological
questions related to the design, measurement and analysis of
engagement in language classrooms and beyond; as well as applied
issues examining its antecedents, factors inhibiting and enhancing
it, and conditions fostering the re-engagement of language learners
who have become disengaged. Through a mix of conceptual and
empirical chapters, the book explores similarities and differences
between motivation and engagement and addresses questions of
whether, how and why learners actually do exert effort, allocate
attention, participate and become involved in tangible language
learning and use. It will serve as an authoritative benchmark for
future theoretical and empirical research into engagement within
the classroom and beyond, and will be of interest to anyone wishing
to understand the unique insights and contributions the topic of
engagement can make to language learning and teaching.
To date, the majority of work in language learning psychology has
focused on the learner. In contrast, relatively little attention
has been paid to teacher psychology. This volume seeks to redress
the imbalance by bringing together various strands of research into
the psychology of language teachers. It consists of 19
contributions on well-established areas of teacher psychology, as
well as areas that have only recently begun to be explored. This
original collection, which covers a multitude of theoretical and
methodological perspectives, makes a significant contribution to
the emerging field of language teacher psychology as a domain of
inquiry within language education.
Instead of viewing different perspectives on the self as competing
with each other and considering one perspective on the self as
being inherently 'better' than another, this book takes the view
that a fuller, more comprehensive picture of the self in SLA can be
gained by examining and combining insights from different
perspectives. This original collection of papers thus attempts to
provide a thorough overview of the ways in which the self can be
conceptualised in SLA contexts. The editors have brought together a
diverse range of theoretical perspectives on the self to allow the
reader to appreciate the insights that each approach contributes to
overall understandings of the self in the domain of second language
acquisition and foreign language learning.
Positive psychology is the scientific study of how human beings
prosper and thrive. This is the first book in SLA dedicated to
theories in positive psychology and their implications for language
teaching, learning and communication. Chapters examine the
characteristics of individuals, contexts and relationships that
facilitate learning: positive emotional states such as love,
enjoyment and flow, and character traits such as empathy, hardiness
and perseverance. The contributors present several innovative
teaching ideas to bring out these characteristics among learners.
The collection thus blends new teaching techniques with
cutting-edge theory and empirical research undertaken using
qualitative, quantitative and mixed-methods approaches. It will be
of interest to SLA researchers, graduate students, trainee and
experienced teachers who wish to learn more about language learning
psychology, individual differences, learner characteristics and new
classroom practices.
This book serves as a practical guide for individual teachers,
helping them discover strategies for nurturing and promoting their
wellbeing. It also acknowledges the importance of contextual
factors. Readers are encouraged to reflect upon their own practice
and find techniques that suit them personally.
Each title in the series is intended to serve both as a basis for
training courses and seminars, and as a reference text.
This accessible book offers a fresh perspective on engagement, with
an emphasis on how teachers can create the conditions for active
engagement and the role learners can play in shaping the way they
learn. Drawing on extensive theoretical knowledge, the book takes
an applied approach, providing clear principles and practical
strategies for teachers.
This rich and varied collection of papers is concerned with
feedback in the language learning context. Each chapter deals with
a different aspect of the feedback process including peer feedback,
online feedback, learner-centred feedback, feedback formulation as
well as feedback on specific skill areas. With its blend of
theoretical overviews, action research-based empirical studies and
practical implications, it will be a valuable resource for all
academics and practitioners concerned with generating feedback that
matters.
|
|