Details
Positive Psychology Perspectives on Foreign Language Learning and Teaching
Second Language Learning and Teaching
|
139,09 € |
|
| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 23.05.2016 |
| ISBN/EAN: | 9783319329543 |
| Sprache: | englisch |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
<p>This book introduces readers to the principles of a fairly
new branch of psychology – positive psychology – and demonstrates how they can
be applied in the context of second language acquisition in a natural
environment and in instructed foreign language (FL) learning. It focuses both
on the well-being and success of the learner and the professional and personal
well-being of the teacher. Further, the book stresses the importance of the
positive emotions and character strengths of those involved in the process of
language learning and teaching, as well as the significant role played by
enabling institutions such as school and, at the micro-level, individual FL
classes.</p>
new branch of psychology – positive psychology – and demonstrates how they can
be applied in the context of second language acquisition in a natural
environment and in instructed foreign language (FL) learning. It focuses both
on the well-being and success of the learner and the professional and personal
well-being of the teacher. Further, the book stresses the importance of the
positive emotions and character strengths of those involved in the process of
language learning and teaching, as well as the significant role played by
enabling institutions such as school and, at the micro-level, individual FL
classes.</p>
<p>So Far So Good: An Overview
of Positive Psychology and Its Contributions to SLA.- Powerfully Positive: Searching for a Model of Language Learner
Well-Being.- Difficulty and Coping Strategies in Language Education: Is Positive Psychology Misrepresented in
SLA/FLT?.- The Positive Broadening Power of a Focus
on Well-Being in the Language Classroom.- Activating Character Strengths
Through Poetic Encounters in a Foreign Language – A Case Study.- Pedagogical
Implications of Positive Psychology: Positive
Emotions and Human Strengths in Vocabulary Strategy Training.</p>
of Positive Psychology and Its Contributions to SLA.- Powerfully Positive: Searching for a Model of Language Learner
Well-Being.- Difficulty and Coping Strategies in Language Education: Is Positive Psychology Misrepresented in
SLA/FLT?.- The Positive Broadening Power of a Focus
on Well-Being in the Language Classroom.- Activating Character Strengths
Through Poetic Encounters in a Foreign Language – A Case Study.- Pedagogical
Implications of Positive Psychology: Positive
Emotions and Human Strengths in Vocabulary Strategy Training.</p>
Danuta Gabryś-Barker is Professor of English at the
University of Silesia, Katowice, Poland, where she lectures and supervises M.A.
and Ph.D. theses in applied linguistics, psycholinguistics and especially in
second language acquisition. She also works as a teacher trainer. Her main
areas of interest are multilingualism (especially at the level of mental
lexicon and syntax) and applied psycholinguistics (modalities, learner profiles
and affectivity). As a teacher trainer she lectures on research methods in
second language acquisition and TEFL projects. Her major concern is the role of
action research in teacher development. Prof. Gabryś-Barker has published over
a hundred articles nationally as well as internationally and a book Aspects of
multilingual storage, processing and retrieval, Katowice: University of Silesia
Press, 2005 and Reflectivity in pre-service teacher education which came out in
2012. She has edited nine volumes, among
others a volume Morphosyntactic Issues in Second Language Acquisition
(Multilingual Matters, 2008), Topics in Applied Psycholinguistics (University
of Silesia Press, 2015) and co-edited The Affective Dimension in Second
Language Acquisition (Multilingual Matters, 2013). She is the Vice-president of
the Polish Association for the Study of English (PASE) and a Board member of
International Association of Multilingualism. She is the editor-in-chief
(together with Eva Vetter) of the International Journal of Multilingualism
(Taylor & Francis/Routledge).<p></p><p>Dagmara Gałajda received her Ph.D. degree in linguistics
from the University of Silesia, where she works as assistant professor. The
research area of her doctoral thesis concentrated on willingness to communicate
(WTC) in L1 and L2 and on other related communication variables like
communication apprehension (CA) and self-perceived communicative competence.
Apart from communication studies, her research interests focus on teacher's
action zone in facilitating group dynamics, affect in language learning, individual
learner differences in SLA / FLL and reflective teaching. Recent publications
include: Teacher's Action Zone in
Facilitating Group Dynamics in M. Pinto (ed.) (2012) Linguarum Arena Vol. 3, Anxiety and perceived communication
competence as predictors of willingness to communicate in ESL/FL classroom in
D. Gabryś-Barker, J. Bielska (eds) (2013) The Affective Dimension in Second
Language Acquisition. Clevedon: Multilingual Matters, Communication
apprehension and self-perceived communication competence as variables
underlying willingness to communicate in K. Piątkowska, E.
Kościałkowska-Okońska (eds) (2013) Correspondences and Contrasts in Foreign
Language Pedagogy and Translation Studies. Berlin: Springer-Verlag. Currently
she is co-editing Young Scholars on
Theoretical and Applied Linguistics: Research Projects Oficyna Wydawnicza –
Wyższa Szkoła Humanitas (together with Maria Wysocka, Artur Kijak and Paweł
Zakrajewski).</p>
University of Silesia, Katowice, Poland, where she lectures and supervises M.A.
and Ph.D. theses in applied linguistics, psycholinguistics and especially in
second language acquisition. She also works as a teacher trainer. Her main
areas of interest are multilingualism (especially at the level of mental
lexicon and syntax) and applied psycholinguistics (modalities, learner profiles
and affectivity). As a teacher trainer she lectures on research methods in
second language acquisition and TEFL projects. Her major concern is the role of
action research in teacher development. Prof. Gabryś-Barker has published over
a hundred articles nationally as well as internationally and a book Aspects of
multilingual storage, processing and retrieval, Katowice: University of Silesia
Press, 2005 and Reflectivity in pre-service teacher education which came out in
2012. She has edited nine volumes, among
others a volume Morphosyntactic Issues in Second Language Acquisition
(Multilingual Matters, 2008), Topics in Applied Psycholinguistics (University
of Silesia Press, 2015) and co-edited The Affective Dimension in Second
Language Acquisition (Multilingual Matters, 2013). She is the Vice-president of
the Polish Association for the Study of English (PASE) and a Board member of
International Association of Multilingualism. She is the editor-in-chief
(together with Eva Vetter) of the International Journal of Multilingualism
(Taylor & Francis/Routledge).<p></p><p>Dagmara Gałajda received her Ph.D. degree in linguistics
from the University of Silesia, where she works as assistant professor. The
research area of her doctoral thesis concentrated on willingness to communicate
(WTC) in L1 and L2 and on other related communication variables like
communication apprehension (CA) and self-perceived communicative competence.
Apart from communication studies, her research interests focus on teacher's
action zone in facilitating group dynamics, affect in language learning, individual
learner differences in SLA / FLL and reflective teaching. Recent publications
include: Teacher's Action Zone in
Facilitating Group Dynamics in M. Pinto (ed.) (2012) Linguarum Arena Vol. 3, Anxiety and perceived communication
competence as predictors of willingness to communicate in ESL/FL classroom in
D. Gabryś-Barker, J. Bielska (eds) (2013) The Affective Dimension in Second
Language Acquisition. Clevedon: Multilingual Matters, Communication
apprehension and self-perceived communication competence as variables
underlying willingness to communicate in K. Piątkowska, E.
Kościałkowska-Okońska (eds) (2013) Correspondences and Contrasts in Foreign
Language Pedagogy and Translation Studies. Berlin: Springer-Verlag. Currently
she is co-editing Young Scholars on
Theoretical and Applied Linguistics: Research Projects Oficyna Wydawnicza –
Wyższa Szkoła Humanitas (together with Maria Wysocka, Artur Kijak and Paweł
Zakrajewski).</p>
<p>This book introduces readers to the principles of a fairly
new branch of psychology – positive psychology – and demonstrates how they can
be applied in the context of second language acquisition in a natural
environment and in instructed foreign language (FL) learning. It focuses both
on the well-being and success of the learner and the professional and personal
well-being of the teacher. Further, the book stresses the importance of the
positive emotions and character strengths of those involved in the process of
language learning and teaching, as well as the significant role played by
enabling institutions such as school and, at the micro-level, individual FL
classes.</p>
new branch of psychology – positive psychology – and demonstrates how they can
be applied in the context of second language acquisition in a natural
environment and in instructed foreign language (FL) learning. It focuses both
on the well-being and success of the learner and the professional and personal
well-being of the teacher. Further, the book stresses the importance of the
positive emotions and character strengths of those involved in the process of
language learning and teaching, as well as the significant role played by
enabling institutions such as school and, at the micro-level, individual FL
classes.</p>
Presents the first book-length introduction to positive psychology principles in FL teaching and learning, addressing the needs of theorists and practitioners alike representative selection of the most recent and innovative research by respected international and Polish scholars in the field of positive psychology in natural and instructed language acquisition and learning contexts Features a compelling
presentation of the application of the principles of positive psychology to FL
teaching and learning, focusing on personality strengths, positive emotions,
and enabling institutions Introduces readers to
new teaching methods and strategies in foreign language teaching and learning Includes supplementary material: sn.pub/extras
presentation of the application of the principles of positive psychology to FL
teaching and learning, focusing on personality strengths, positive emotions,
and enabling institutions Introduces readers to
new teaching methods and strategies in foreign language teaching and learning Includes supplementary material: sn.pub/extras
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