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Author: Ágnes Albert
Publisher: Springer Nature
ISBN: 303120221X
Category : Language Arts & Disciplines
Languages : en
Pages : 196
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Book Description
This book provides an overview of affective individual variables that are considered relevant for second language learning and outlines a novel approach to researching them. In the first part of the book, the most prominent concepts and theories in connection with affective individual variables and tasks are discussed, followed by a literature review of the most significant empirical studies conducted on the reviewed individual variables with the help of tasks. The second part of the monograph reports the findings of a research project which investigated the relationships of motivation, emotions, flow experiences, and self-efficacy beliefs of secondary school students studying English in Hungary. These constructs are examined at two levels: in connection with learners’ English classes in general and in connection with a particular language task, thus linking task performance measures to specific affective states experienced while performing a task and their general trait versions reported in connection with the language classes. Teacher interviews provide further insights into the language tasks used by the teachers of the students taking part in the study and their affective correlates. The book offers multi-level interpretations of the results, puts forward pedagogical implications, and delineates further research directions.
Author: Ágnes Albert
Publisher: Springer Nature
ISBN: 303120221X
Category : Language Arts & Disciplines
Languages : en
Pages : 196
Get Book Here
Book Description
This book provides an overview of affective individual variables that are considered relevant for second language learning and outlines a novel approach to researching them. In the first part of the book, the most prominent concepts and theories in connection with affective individual variables and tasks are discussed, followed by a literature review of the most significant empirical studies conducted on the reviewed individual variables with the help of tasks. The second part of the monograph reports the findings of a research project which investigated the relationships of motivation, emotions, flow experiences, and self-efficacy beliefs of secondary school students studying English in Hungary. These constructs are examined at two levels: in connection with learners’ English classes in general and in connection with a particular language task, thus linking task performance measures to specific affective states experienced while performing a task and their general trait versions reported in connection with the language classes. Teacher interviews provide further insights into the language tasks used by the teachers of the students taking part in the study and their affective correlates. The book offers multi-level interpretations of the results, puts forward pedagogical implications, and delineates further research directions.
Author: Fernando Rubio
Publisher: Cambridge Scholars Publishing
ISBN: 1527566471
Category : Philosophy
Languages : en
Pages : 220
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Book Description
Self-Esteem and Foreign Language Learning deals with a topic which has been given surprisingly little attention in Second and Foreign Language Acquisition studies. Although there are several studies dealing with general education, this volume addresses the need to take self-esteem into consideration in the language classroom and adopts both theoretical/research and practical perspectives, with the hope of being useful for both researchers and practitioners. The book is organized into three main parts. Part I serves as an introduction to self-esteem. Part II reports on the existing literature about the theory and research dealing with self-esteem and foreign language learning, and Part III includes procedures for implementation and activities for classroom applications. Self-Esteem and Foreign Language Learning is edited by Fernando Rubio (PhD.), a researcher and teacher at the University of Huelva in Spain. Most of the chapters have been written by members of the research group “Affective factors in language learning”, which has also published a book on Multiple Intelligences and the teaching of English (Dr. Jane Arnold, Dr. Carmen Fonseca, etc.). There are two outside contributions: one is by Andrew Wright, author of numerous publications for language teachers, and the other by Veronica de Andrés, teacher trainer from the University of El Salvador (Argentina) and member of the executive board of the International Council for Self-Esteem. Dr. Elaine Horwitz of the University of Texas has contributed a preface.
Author: Stephen D. Krashen
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 202
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Book Description
Author: Frederick Reif
Publisher: MIT Press
ISBN: 0262515148
Category : Education
Languages : en
Pages : 491
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Book Description
An accessible introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, physics, chemistry, engineering, or expository writing), with practical educational applications and implementation methods. Many students find it difficult to learn the kind of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching efforts with a good knowledge of their field of expertise but little awareness of the underlying thought processes and kinds of knowledge required for learning in scientific domains. In this book, Frederick Reif presents an accessible coherent introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, science, physics, chemistry, biology, engineering, or expository writing). Reif, whose experience teaching physics at the University of California led him to explore the relevance of cognitive science to education, examines with some care the kinds of knowledge and thought processes needed for good performance; discusses the difficulties faced by students trying to deal with unfamiliar scientific domains; describes some explicit teaching methods that can help students learn the requisite knowledge and thinking skills; and indicates how such methods can be implemented by instructors or textbook authors. Writing from a practically applied rather than predominantly theoretical perspective, Reif shows how findings from recent research in cognitive science can be applied to education. He discusses cognitive issues related to the kind of knowledge and thinking skills that are needed for science or mathematics courses in high school or colleges and that are essential prerequisites for more advanced intellectual performance. In particular, he argues that a better understanding of the underlying cognitive mechanisms should help to achieve a more scientific approach to science education.
Author: Dick Allwright
Publisher: Cambridge University Press
ISBN: 9780521269094
Category : Education
Languages : en
Pages : 276
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Book Description
The authors set out to define the aims, principles and objectives of recent research into what exactly happens in the language classroom, to describe the findings of this work, and to relate these to teaching practice.
Author: Peter Robinson
Publisher: John Benjamins Publishing
ISBN: 9027207194
Category : Language Arts & Disciplines
Languages : en
Pages : 358
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Book Description
Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs. The chapters in this volume all examine evidence for claims of the Cognition Hypothesis that complex tasks should promote greater accuracy and complexity of speech and writing, as well as more interaction, and learning of information provided in the input to task performance, than simpler tasks. Implications are drawn concerning the basic pedagogic claim of the Cognition Hypothesis, that tasks should be sequenced for learners from simple to complex during syllabus design. Containing theoretical discussion of the Cognition Hypothesis, and cutting-edge empirical studies of the effects of task complexity on second language learning and performance, this book will be important reading for language teachers, graduate students and researchers in applied linguistics, second language acquisition, and cognitive and educational psychology.
Author: Shawn Loewen
Publisher: Routledge
ISBN: 1136305920
Category : Language Arts & Disciplines
Languages : en
Pages : 223
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Book Description
Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.
Author: Peter Robinson
Publisher: John Benjamins Publishing
ISBN: 902729027X
Category : Language Arts & Disciplines
Languages : en
Pages : 359
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Book Description
Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs. The chapters in this volume all examine evidence for claims of the Cognition Hypothesis that complex tasks should promote greater accuracy and complexity of speech and writing, as well as more interaction, and learning of information provided in the input to task performance, than simpler tasks. Implications are drawn concerning the basic pedagogic claim of the Cognition Hypothesis, that tasks should be sequenced for learners from simple to complex during syllabus design. Containing theoretical discussion of the Cognition Hypothesis, and cutting-edge empirical studies of the effects of task complexity on second language learning and performance, this book will be important reading for language teachers, graduate students and researchers in applied linguistics, second language acquisition, and cognitive and educational psychology.
Author: Karim Sadeghi
Publisher: Taylor & Francis
ISBN: 1040165443
Category : Language Arts & Disciplines
Languages : en
Pages : 697
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Book Description
The Routledge Handbook of Technological Advances in Researching Language Learning is the first volume to bring together the extant scholarship on the nature and role of digital technology in conducting second language research. The Handbook showcases technological advances, including issues and considerations, affecting research conduction in second language education. The contributions focus on the role of digital technology in researching second language education, second language acquisition, and applied linguistics. Contributions by both seasoned and junior scholars feature empirical studies and methodological and/or theoretical discussions of technological tools used (or tools that can be used) for conducting research into various aspects of second language learning and acquisition. This book will primarily appeal to academic specialists, practitioners, and professionals in the field of applied linguistics and second language education. The book will also be informative for scholars and professionals in disciplines such as educational technology and TESOL.
Author: Kata Csizér
Publisher: Channel View Publications
ISBN: 1800412770
Category : Language Arts & Disciplines
Languages : en
Pages : 252
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Book Description
This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students’ and the teachers’ perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The quantitative questionnaire data is used to analyze the English language learners’ motivation, autonomy and self-efficacy beliefs, and to examine the relationships between these and a wide range of positive and negative emotions. The qualitative data, consisting of interviews with teachers, gives voice not only to an understanding of student-related ID variables but also to teachers’ reflections on their own cognitive, affective and behavioral processes. Taken together, the contrastive analysis of these two datasets yields interactional results that provide fresh insights into the language learning process and practical classroom applications.
