Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The promotion of language learner autonomy has been recognized as being beneficial in various domains, from linguistic achievement to personal growth. Key to the development of learner autonomy is shifting control from the teacher to the learner. While much has been written about the construct of learner control, there has been little close examination of the practices with which language teachers release their command. This article reports on a study conducted in a Chinese private school intent on promoting learner autonomy, and explores ways in which teachers’ practices facilitated or hindered control shift and their perceptions of these actions. From a study of nine teachers within one English department, two case studies are explored in depth through analysis of classroom practices, interviews and post-lesson discussions. While...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Willingness to communicate (WTC) plays a key role in foreign language learning. However, little research has been devoted to the role of achievement goals and achievement emotions in understanding WTC. The present study aimed to examine the relationship between achievement goals (i.e. mastery goals, performance-approach, and performance-avoidance goals) and WTC via achievement emotions, specifically enjoyment and anxiety. Chinese secondary school students ( N = 408) participated in this study. Both variable- and person-centered approaches were used to analyse the data. Study 1 used a variable-centered approach to investigate the relationship between achievement goals and WTC. Results indicated that mastery and performance-approach goals were positively associated with WTC via higher levels of enjoyment. However, anxiety was not...

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Tipo: libro

Metodología: revisión bibliográfica

Temas: cognición y procesamiento

Resumen:

Does the language we speak affect the way we think? This Element provides a synthesis of contemporary research on the interplay between language and cognition in speakers of two or more languages and examines variables deemed to impact bilingual acquisition and conceptualization of language-specific thinking patterns during L2 learning. An overview of different yet interrelated studies is offered across a variety of conceptual domains to illustrate different approaches and key variables. The comparison of monolingual and bilingual data demonstrates the highly integrative nature between L2 learning and the changing of one's entire cognitive outlook in L2 speakers. This Element makes relevant connections between language learning and bilingual cognition, aiming to shed new light on how learners acquire conceptual distinctions of the...

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