Boredom In The Foreign Language Classroom
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Boredom in the Foreign Language Classroom
The book focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The theoretical part provides an overview of the construct of boredom (e.g., definitions, types, empirical studies in the L2 classroom). The empirical part reports the findings of an empirical study which aimed to examine the changes in the levels of boredom experienced by a group of English majors in English classes and identify the factors accounting for such changes. The book closes with a discussion of directions for further research as well as some pedagogic implications.
Boredom in the German Foreign Language Classroom
This dissertation study investigates instances of boredom in the foreign language (German) classroom. The study was driven by the following three questions: (1) What features of the classroom environment tend to be associated with boredom in foreign language students?; (2) What beliefs and attitudes do foreign language students and teachers hold regarding the concept of boredom in the classroom, its causes, and its consequences?; and (3) How does boredom in foreign language class relate to other aspects of the language learning experience, e.g. attitude toward one's course and teacher, motivation to learn the language, anxiety when using the language in front of one's teacher and peers, as well as proneness to boredom in a more general sense? Participants were 57 university-level learners of German in their second semester of instruction, along with their three teachers. A mixed-methodology was used that included Likert-type questionnaires, field notes taken during class observations, as well as four formats of semi-structured interview with a total of 17 participants. Central to the study was the use of the "Real-Time Boredom Questionnaire" (RTBQ), an instrument designed by the researcher in order to capture students' in-the-moment feelings of boredom at several intervals during multiple 50-minute class meetings. Statistical analysis of the questionnaire data revealed that students interpret their feelings of boredom during class time in relation to their attitude toward their teacher, and that attitude toward the teacher is a more meaningful predictor of student boredom than are any particular classroom activities and their features.
Motivation, Autonomy and Emotions in Foreign Language Learning
Author: Kata Csizér
language: en
Publisher: Channel View Publications
Release Date: 2024-11-12
This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students’ and the teachers’ perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The quantitative questionnaire data is used to analyze the English language learners’ motivation, autonomy and self-efficacy beliefs, and to examine the relationships between these and a wide range of positive and negative emotions. The qualitative data, consisting of interviews with teachers, gives voice not only to an understanding of student-related ID variables but also to teachers’ reflections on their own cognitive, affective and behavioral processes. Taken together, the contrastive analysis of these two datasets yields interactional results that provide fresh insights into the language learning process and practical classroom applications.