Complexity Perspectives on Researching Language Learner and Teacher Psychology (Psychology of Language Learning and Teaching, 10) (Volume 10)

ISBN 10: 1788923553 / ISBN 13: 9781788923552

Edité par Multilingual Matters, 2020

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Détails bibliographiques

• Titre: Complexity Perspectives on Researching Language Learner and Teacher Psychology (Psychology of Language Learning and Teaching, 10) (Volume 10)
• Éditeur: Multilingual Matters
• Date de parution: 2020
• Langue: anglais
• ISBN à 10 chiffres: 1788923553
• ISBN à 13 chiffres: 9781788923552
• Reliure: Couverture rigide
• État de l'article: New

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Synopsis

This edited volume brings together both established and emerging researcher voices from around the world to illustrate how complexity perspectives might contribute to new ways of researching and understanding the psychology of language learners and teachers in situated educational contexts. Chapter authors discuss their own perspectives on researching within a complexity paradigm, exemplified by concrete and original examples from their research histories. Moreover, chapters explore research approaches to a variety of learner and teacher psychological foci of interest in SLA. Examples include: anxiety, classroom group dynamics and group-level motivation, cognition and metacognition, emotions and emotion regulation strategies, learner reticence and silence, motivation, self-concept and willingness to communicate.

À propos de l?auteur

Richard J. Sampson is an Associate Professor at Rikkyo University, Japan. He uses action research approaches to give voice to the complex, situated experience of language learner psychology and is the author of Complexity in Classroom Foreign Language Learning Motivation (2016, Multilingual Matters). Richard S. Pinner is an Associate Professor at Sophia University, Japan. His research focuses on the dynamic relationship between authenticity and motivation in language teaching and learning and his publications include Reconceptualising Authenticity for English as a Global Language (2016, Multilingual Matters).