New Directions in Language Learning Psychology

1. Auflage 2016
ISBN: 978-3-319-23490-8
Verlag: Springer International Publishing

Buch, Englisch, 259 Seiten, HC runder Rücken kaschiert, Format (B × H): 160 mm x 241 mm, Gewicht: 5325 g

Reihe: Second Language Learning and Teaching

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.

Zielgruppe

Research

Autoren/Hrsg.

Gkonou, Christina

Mercer, Sarah

Tatzl, Dietmar

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie Lernen
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

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Introduction.- Intentionality and Complex Systems Theory.- New
directions in language learning strategy research.- A systemic view of learner
autonomy.- Attachment theory: Insights into student postures in autonomous
language learning.- Emotions and feelings in language advising discourse.- The
emotional labour of second language teaching within a Japanese university.- Mentoring
relationships in learner narratives: Convergence of Vygotsky’s theory and the
new L2 well-being theory.- Exploring language teacher professional identity
through a 3A teacher identity framework: Focus on discontinuities.- Drawing reveal
beliefs of Japanese university students.- Love or money? Reinterpreting
traditional motivational dimensions in modern social and economic contexts.- Attribution
theory: Dimensions of causality, stability and controllability according to
learners.- Scaffolding 2.0 – Redefining the Role of the Teacher in Online
Language Learning Environments.- Conclusion.