Emotion And Identity In Second Language Learning
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Emotion and Identity in Second Language Learning
This book brings together 18 theoretical and empirical chapters that analyze the role of emotion (expression, perception, processing) and identity (notions and representations, construction, conflict) in the process of learning a second language. Studies on the differences in emotionality in L1 and L2 agree that in L2 there is an alteration that, in many cases, manifests itself as a decrease in the affective load, which can lead to a certain indifference to the emotional content transmitted and to a lesser involvement in communication. It is also known that emotion plays a fundamental role in the construction of identity in a second language, in the shaping of the self that feels and communicates, and in the ability to cope with the learning process. Most of the studies have focused on the understanding of these two dimensions in balanced bilingual speakers, but there is little evidence on their functioning in speakers with otherdegrees of proficiency (the case of second language learners) and on their role in the learning process. Advancing in this knowledge is fundamental for the improvement of everything related to second language acquisition. We need new and innovate approaches approaches that lead to more effective programs, increased interest in language learning and the consolidation of multilingual societies.
Emerging Self-identities and Emotion in Foreign Language Learning
This book uses a narrative-oriented approach to shed light on the processes of identity construction among Japanese university students of English. It offers a unique perspective on the role of experience, emotions, social and environmental affordances in shaping their personal orientations to English and self-perceptions as English learner-users.
Technology and the Psychology of Second Language Learners and Users
Author: Mark R. Freiermuth
language: en
Publisher: Palgrave Macmillan
Release Date: 2020-03-26
This edited volume brings together large-scale research as well as case studies from a range of geographical contexts and represents a variety of educational settings involving second language learners and users. Its aim is to explore the interrelated issues of psychology and technology use in second language learning settings as well as in more autonomous environments. As language learning professionals continue to devote more time and attention to making various technological tools an integral part of the classroom, it is just as important to understand the influences that these tools have on the psychological state of the learners who use them. In consideration of this objective, the volume examines factors such as learner attitudes and motivation, emotion and behaviour, and the cognitive processes that are at play in the minds of the language users. This volume will be of interest not only to language teachers but also to researchers working in second language acquisition (SLA), applied linguistics, and educational psychology.