Journal for the Psychology of Language Learning最新文献_第4页

CLIL Challenges: Secondary School CLIL Teachers’ Voices and Experienced Agency in Three European Contexts CLIL挑战:三个欧洲背景下中学CLIL教师的声音和经验代理

Journal for the Psychology of Language Learning Pub Date : 2020-09-20 DOI: 10.52598/JPLL/2/2/2

Kristiina Skinnari

{"title":"CLIL Challenges: Secondary School CLIL Teachers’ Voices and Experienced Agency in Three European Contexts","authors":"Kristiina Skinnari","doi":"10.52598/JPLL/2/2/2","DOIUrl":"https://doi.org/10.52598/JPLL/2/2/2","url":null,"abstract":"This qualitative interview study focuses on CLIL (Content and Language Integrated Learning) teacher agency in three European contexts, Austria, Finland and Andalusia, Spain. The aim of the study is to understand how individual CLIL teachers experience their agency when encountering challenges in their work and to demonstrate the multifaceted quality of their agency. The study employs the Listening Guide method (Gilligan, 2015) to listen to the voices of three secondary school subject teachers from three diverse contexts. The analysis shows that CLIL challenges both empowered and disempowered the teachers depending on how meaningful they found their work and what their possibilities to act were in their specific contexts. Some of the teachers’ CLIL experiences were similar, for instance, struggling alone with lack of support. However, these challenges did not affect the teachers’ agency in a straightforward way. In spite of the seemingly comparable challenges, the teachers described their unique experiences and ways to cope with the demands of their work in different ways. For example, using two languages or making their own materials was for some invigorating and for others problematic. In addition, during the interviews individual teachers also reported about their experiences in various ways, explaining, elaborating and balancing their thoughts with varying expressions of agency. Particularly significant for the teachers’ experiences of agency appeared to be the beginning of their CLIL career, however, their initial experiences of agency did not endure. The study shows that CLIL teacher agency is multivoiced, dynamic and often vulnerable.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121272910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Identity and Agency Development in a CLIL-based Teacher Education Program 基于cll的教师教育项目的身份与能动性发展

Journal for the Psychology of Language Learning Pub Date : 2020-09-20 DOI: 10.52598/JPLL/2/2/7

J. Moate, Maria Ruohotie-Lyhty

引用次数: 10

Investigating Foreign Language Teacher Anxiety Using SFL’s ATTITUDE and TRANSITIVITY Systems 用态度和及物性系统调查外语教师焦虑

Journal for the Psychology of Language Learning Pub Date : 2020-09-20 DOI: 10.52598/JPLL/2/2/4

Julia Goetze

{"title":"Investigating Foreign Language Teacher Anxiety Using SFL’s ATTITUDE and TRANSITIVITY Systems","authors":"Julia Goetze","doi":"10.52598/JPLL/2/2/4","DOIUrl":"https://doi.org/10.52598/JPLL/2/2/4","url":null,"abstract":"This study investigates language teachers’ verbal construals of classroom anxiety and its cognitive precursors by drawing on the TRANSITIVITY and ATTITUDE systems in systemic functional linguistics (Martin & White, 2005) and integrating them with appraisal theory in cognitive psychology (Smith & Lazarus,1993). Three collegiate-level German teachers in a CLIL-like context participated in a two-week classroom observation sequence, which included 8 in-depth, semi-structured interviews that employed stimulated recall methodology by way of recorded classroom observations. Transcribed interview data were examined using both TRANSITIVITY analysis to capture experiential meanings and a multi-step TRANSITIVITY and ATTITUDE analysis to capture both emotional meanings and cognitive appraisals simultaneously. Findings revealed individual patterns of verbal construals of anxiety for each participant. The multi-step analysis uncovered discernible patterns for the verbal construal of cognitive appraisals that are strongly associated with both participants’ feelings of anxiety and their beliefs about the nature of language teaching. Based on these findings, a new system network for the description and approach to the analysis of foreign language (FL) teacher emotions is proposed and implications of the findings for future research into teacher emotions and beliefs, as well as for teacher training, emotional well-being, and foreign language pedagogy research are discussed.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128988795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis 外语课堂焦虑量表与学业成绩:主流文献综述与元分析

Journal for the Psychology of Language Learning Pub Date : 2020-06-27 DOI: 10.52598/JPLL/2/1/3

E. Botes, Jean–Marc Dewaele, Samuel Greiff

引用次数: 108

Book Review: Positive Psychology Perspectives on Foreign Language Learning and Teaching. Edited Collection by Danuta Gabryś-Barker and Dagmara Galajda. 书评:积极心理学视角下的外语学习与教学。Danuta编辑集Gabryś-Barker和Dagmara Galajda。

Journal for the Psychology of Language Learning Pub Date : 2019-06-23 DOI: 10.52598/jpll/1/1/8

Sonja Babic

{"title":"Book Review: Positive Psychology Perspectives on Foreign Language Learning and Teaching. Edited Collection by Danuta Gabryś-Barker and Dagmara Galajda.","authors":"Sonja Babic","doi":"10.52598/jpll/1/1/8","DOIUrl":"https://doi.org/10.52598/jpll/1/1/8","url":null,"abstract":"Traditionally, within psychology, the focus has been on the negative aspects of human functioning and how to improve and treat problems. Positive Psychology (PP) emerged to balance the field by ensuring a consideration of both positive and negative dimensions; to examine what goes well in life as well as instances of disorder and dysfunction. As a result, PP concentrates on “positive emotion, positive character traits, and institutions that enable individuals to flourish” (MacIntyre, 2016, p. 3). PP has recently started gaining researchers’ attention in language learning and teaching (MacIntyre, Gregersen, & Mercer, 2016), although it is still in its infancy within Second Language Acquisition (SLA). This volume is one of the first few edited collections to address this nascent field. It comprises theoretical, practical and empirical studies of foreign language learning and teaching through the lens of PP. It encompasses four main sections, namely, introducing PP in SLA; focus on learners: positive interventions; focus on teachers: personal and professional wellbeing; and, focus on assessment: achievement and success.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131769027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Methodological Diversity in Emotions Research: Reflexivity and Identities 情绪研究的方法多样性:反身性与同一性

Journal for the Psychology of Language Learning Pub Date : 2019-06-23 DOI: 10.52598/jpll/1/1/6

M. Miyahara

引用次数: 3

Thoughts on the Launching of a New Journal: A Complex Dynamic Systems Perspective 创办新期刊的思考:一个复杂动态系统的视角

Journal for the Psychology of Language Learning Pub Date : 2019-06-23 DOI: 10.52598/jpll/1/1/5

D. Larsen-Freeman

引用次数: 2

Psychology and Language Learning: The Past, the Present and the Future 心理学和语言学习:过去、现在和未来

Journal for the Psychology of Language Learning Pub Date : 2019-06-23 DOI: 10.52598/jpll/1/1/3

Z. Dörnyei

引用次数: 16

George Herbert Mead and the Psychology of Language Learning 乔治·赫伯特·米德和语言学习心理学

Journal for the Psychology of Language Learning Pub Date : 2019-06-23 DOI: 10.52598/jpll/1/1/2

P. Benson

引用次数: 1

Willingness to Communicate in L2: Persons’ Emerging Capacity to Participate in Acts of Meaning Making with One Another 在第二语言中交流的意愿:人们参与彼此创造意义的行为的新能力

Journal for the Psychology of Language Learning Pub Date : 2019-06-01 DOI: 10.52598/JPLL/1/1/4

M. Kubanyiova, Z. Yue

{"title":"Willingness to Communicate in L2: Persons’ Emerging Capacity to Participate in Acts of Meaning Making with One Another","authors":"M. Kubanyiova, Z. Yue","doi":"10.52598/JPLL/1/1/4","DOIUrl":"https://doi.org/10.52598/JPLL/1/1/4","url":null,"abstract":"This study advances research into individuals’ willingness to communicate in an additional language (L2 WTC) in classroom settings by departing from existing inquiry in two ways. First, it takes a multidimensional view of an “individual” in the classroom by integrating students’ various identities as persons engaged in meaning making with others across different social worlds and over time. Second, it broadens the epistemological scope of current research by situating the study of WTC in students’ actual acts of L2 communication in the classroom and in their larger sociocultural settings. Adopting broad principles of grounded theory ethnography, this study examined Jenny (pseudonym), a university student who was attending a general English course at her institution in mainland China. Data came from ethnographic classroom observations and life-story and photo-based interviews. The findings offer a refashioned definition of what it means to be willing to communicate in an L2 and how such willingness shapes the quality of one’s investment in acts of L2 meaning making and L2 learning in communal relationships with others.","PeriodicalId":276811,"journal":{"name":"Journal for the Psychology of Language Learning","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115832317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3