Psychology for Language Learning: Insights from Research, Theory and Practice

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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.

Edited together with Marion Williams. New Directions in Language Learning Psychology more. Positive Psychology in SLA more. Psychology and language learning more. Researching language teaching and learning in a classroom setting more.

This paper reports on a study investigating the mindsets of 51 pre-service teachers at an Austrian university using Q methodology. Despite the recent growth in interest in the concept of mindsets, little research has addressed the Despite the recent growth in interest in the concept of mindsets, little research has addressed the mindsets of teachers — most of it focusing on the mindsets of learners — and the research that does investigate teachers tends to focus on beliefs about learning or intelligence.

This study offers a new perspective by focusing on teachers' beliefs about their own teaching competences. A further aim of the study is to expand the method-ological repertoire in language education researchers. This study considers the potential of Q methodology, a research approach used widely in social sciences and education, but, as yet, rare in this field.

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The data indicate that the most common mindset among the pre-service teachers is one based around a strong belief in the learnability of the more technical aspects of teaching, while interpersonal skills tend to be regarded as more of a natural talent fixed within the individual. One practical implication of this finding is that teacher education programmes may need to pay more attention to explicitly developing the interpersonal side of.

Talking with Sarah Mercer about self, identity, strategies and complexity theories: The role of imagination in foreign language learning and teaching more. The challenges of researching the self as a complex dynamic system more. Understanding language learning mindsets: English learners in Austria and Japan more.

OnCue Journal 6 1 Publication Date: Mindset , Implicit theories , and Psychology of language learning and teaching.

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The role of self-revelation in strategy training for the teaching of reading more. Arbeiten aus Anglistik und Amerikanistik 28 2 Publication Date: Vocabulary strategy work for advanced learners of English more. English Teaching Forum 43 2. Learner agency and engagement: Believing you can, wanting to and knowing how to more. Psychology , Educational Psychology , and Language Learning.

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ABSTRACT This chapter examines the existent literature to consider the extent to which self-concept is believed to be dynamic and which factors may affect its development. In particular, it considers the role of cognitive developmental In particular, it considers the role of cognitive developmental process, demographic factors, as well as four key additional factors: Frames of reference used by language learners in forming their self-concepts more.

This chapter considers the external frames of reference which appear to influence the development of the L2 self-concepts of the learners in this study. The four key external frames of reference considered are 1 social comparisons, In the discussion of these factors, the importance of informal language learning and use experiences is especially salient. This paper will report on a study conducted as part of a PhD project investigating affective factors in language learning.

A study involving 73 advanced tertiary level learners was carried out over the course of one semester A study involving 73 advanced tertiary level learners was carried out over the course of one semester approximately 4 months in 3 parallel classes The beliefs of two expert EFL learners more. Enhancing metacognition in self-directed language learning A mindset for EFL: Key Concepts in ELT: Dispelling the myth of the natural-born linguist more. This article seeks to provide justification for Introducing positive psychology to SLA more. Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition SLA.

This paper introduces positive psychology to the study of language by describing its key This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self.

There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.

Psychology and Teaching English as a Second Language. Towards a complexity-informed pedagogy for language learning more. The complexity of learner agency more.

Understanding learner agency as a complex dynamic system more. This paper attempts to contribute to a fuller understanding of the nature of language learner agency by considering it as a complex dynamic system. The purpose of the study was to explore detailed situated data to examine to what extent The purpose of the study was to explore detailed situated data to examine to what extent it is feasible to view learner agency through the lens of complexity theory.

Data were generated through a series of in-depth interviews and narratives over a two-year period with a single, female tertiary-level EFL learner. The data were then analysed in a grounded manner taking a complexity perspective.

The findings illustrate how agency can be conceived of as a complex dynamic system composed of a number of constituent components; each of which is itself a dynamic complex system. The paper ends by discussing the findings in respect to pedagogy and future research. System 39 4 Publication Date: The self as a complex dynamic system more.

Psychology for Language Learning: Insights from Research, Theory and Practice - Google Книги

Complexity, continuity and change more. System 39 3 Publication Date: Working with language learner histories from three perspectives: Teachers, learners and researchers more. Complexity, language learning and the language classroom more. Seeing the world through your eyes: Empathy in language learning and teaching more. Multilingual Matters Publication Date: Positive Psychology in SLA. Empathy Psychology and Psychology of language learning and teaching. Does foreign language teaching need complexity theory more. Social network analysis and complex dynamic systems more.

Motivational Dynamics in Language Learning pp. Motivational Dynamics in Language Learning. The dynamics of the self in SLA: A multilevel approach more. Return to Book Page. Psychology for Language Learning: This volume offers a timely snapshot of current theory and research in the field of psychology in foreign language learning. It makes a powerful case for a more prominent role for psychology in language learning theory and emphasizes the importance of an understanding of psychological factors for enhancing pedagogical practice.

Featuring contributions from leading research This volume offers a timely snapshot of current theory and research in the field of psychology in foreign language learning. Featuring contributions from leading researchers from around the world, the chapters are designed to be accessible to both specialists and non-specialists. Each chapter focuses on a different psychological construct and provides an overview of current thinking in the area drawing on insights from educational psychology, as well as an example of current research carried out by the authors.

The wide range of theoretical perspectives and research approaches are unified by a common concern for the practical realities facing teachers and learners, making this book essential reading for anyone with an interest in the psychology of learning a foreign language. Hardcover , pages. Published August 21st by Palgrave Macmillan first published July 24th To see what your friends thought of this book, please sign up. To ask other readers questions about Psychology for Language Learning , please sign up.

Psychology for Language Learning: Insights from Research, Theory and Practice

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