Zoltan Dornyei - Böcker

Ideological and educational-political aspects of the link between language and faith—especially between Global English and Christianity—is a topic of growing interest in the field of English language teaching. This book explores the possible role and impact of teachers’ and students’ faith in the English language classroom. Bringing together studies representing a diversity of experiences and perspectives on the philosophies, purposes, practices, and theories of the interrelationship of Christianity and language learning and teaching, it is on the front line in providing empirical data that offers firm insights into the actual role that faith plays in various aspects of the language learning/teaching experience. By adding a data-based dimension, the volume contributes to the cultivation of valid research methods and innovative ways to analyze and interpret studies of the intersection of Christian faith and the practice of teaching and learning language. .

Until now, relatively little research on interpersonal processes and group dynamics addressed the educational domain, particularly second language education. This book fills the gap by synthesizing diverse aspects of interpersonal and group psychology and exploring conscious and unconscious processes that affect learning and teaching. Drawing on humanistic, social, and clinical psychology, it addresses unconscious communication among people, group development, class climate, psychological characteristics of effective classroom groups, leadership roles, interpersonal attraction and conflicts, and the relationship of these to learner autonomy and collaborative learning. The authors examine the contributions of the mental health branches of counseling and clinical psychology to our understanding of how teachers, learners and a variety of figures who many never enter the classroom interact with each other to make second language learning more or less effective. In particular, the authors show how the unconscious ôscriptsö can cause unproductive conflict demotivation and eventual aversion to language learning. Moreover, the text shows how learning can be facilitated by appropriate use of interpersonal dynamics. Due to its interdisciplinary nature, this book will be of interest to teacher educators and practicing teachers, researchers, undergraduate and graduate students, school administrators and supervisors of educational programs, and many learners themselves. In addition, since the main focus of the book is the affective foundation of the teaching/learning process, this material will be relevant to non-language teachers and clinical practitioners interested in educational issues, as well as graduate students in training for those professions.

Until now, relatively little research on interpersonal processes and group dynamics addressed the educational domain, particularly second language education. This book fills the gap by synthesizing diverse aspects of interpersonal and group psychology and exploring conscious and unconscious processes that affect learning and teaching. Drawing on humanistic, social, and clinical psychology, it addresses unconscious communication among people, group development, class climate, psychological characteristics of effective classroom groups, leadership roles, interpersonal attraction and conflicts, and the relationship of these to learner autonomy and collaborative learning. The authors examine the contributions of the mental health branches of counseling and clinical psychology to our understanding of how teachers, learners and a variety of figures who many never enter the classroom interact with each other to make second language learning more or less effective. In particular, the authors show how the unconscious ôscriptsö can cause unproductive conflict demotivation and eventual aversion to language learning. Moreover, the text shows how learning can be facilitated by appropriate use of interpersonal dynamics. Due to its interdisciplinary nature, this book will be of interest to teacher educators and practicing teachers, researchers, undergraduate and graduate students, school administrators and supervisors of educational programs, and many learners themselves. In addition, since the main focus of the book is the affective foundation of the teaching/learning process, this material will be relevant to non-language teachers and clinical practitioners interested in educational issues, as well as graduate students in training for those professions.

Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals’ dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar structure of the original, while situating the discussion within a very different theoretical framework.Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.

Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals’ dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar structure of the original, while situating the discussion within a very different theoretical framework.Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.

Ideological and educational-political aspects of the link between language and faith—especially between Global English and Christianity—is a topic of growing interest in the field of English language teaching. This book explores the possible role and impact of teachers’ and students’ faith in the English language classroom. Bringing together studies representing a diversity of experiences and perspectives on the philosophies, purposes, practices, and theories of the interrelationship of Christianity and language learning and teaching, it is on the front line in providing empirical data that offers firm insights into the actual role that faith plays in various aspects of the language learning/teaching experience. By adding a data-based dimension, the volume contributes to the cultivation of valid research methods and innovative ways to analyze and interpret studies of the intersection of Christian faith and the practice of teaching and learning language. .

Motivation is one of the key learner characteristics that determine the rate and success of language learning. This volume addresses motivation in language learning - motives associated with certain features of the language, the language learner, and the learning situation. Discusses and dissects the intriguingly complex characteristic of motivation in the process of language learning.Explores recent developments and the most important research directions in the field, including a selection of data-based studies by some of the best-known motivation researchers.