Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of emotions in the context of their learning efforts as well as examine ways this understanding is experienced from the perspective of a language learner are scarce in the literature. To address this gap, the present study investigates how Japanese university language learners experienced a content and language integrated learning (CLIL) course specially designed to explore emotions in language learning, including emotional literacy,...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

In this article self-determination theory (SDT) is used as a framework to explore ways in which ‘advising in language learning’ (advising) can be understood to support language learners’ basic psychological needs of autonomy, competence and relatedness. These are defined in SDT as nutrients essential for integration, growth, healthy development and well-being (Ryan & Deci, 2017). SDT posits that social learning contexts in which learners’ basic psychological needs are supported facilitate and sustain autonomous functioning, more effective learning and performance, strengthen adaptability, promote awareness, and foster greater wellness (Reeve, 2016; Ryan & Deci, 2017; Vansteenkiste et al., 2019). While a growing body of research provides insight into ways advising promotes and is supportive of autonomous language learning and...

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Tipo: libro

Temas: aprendizaje autónomo

Resumen:

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students...

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