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    Wyświetlanie 1-9 z 9
    Tytuł:
    Book review
    Autorzy:
    Gregersen, Tammy
    Powiązania:
    https://bibliotekanauki.pl/articles/780693.pdf
    Data publikacji:
    2013-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    motivation
    vision
    Opis:
    Motivating Learners, Motivating Teachers: Building the Vision in the Language Classroom Zoltan Dornyei, Magdalena Kubanyiova Cambridge University Press 2014
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 3; 441-443
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Aligning Who I Am with What I Do: Pursuing Language Teacher Authenticity
    Autorzy:
    Gregersen, Tammy
    Powiązania:
    https://bibliotekanauki.pl/articles/783177.pdf
    Data publikacji:
    2015
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    teacher identity
    authenticity
    social identity
    situated learning
    image text
    individual differences
    Opis:
    This study explores the dynamic, interactive relationship between teacher identity and authenticity. Through an examination of several socio-cultural (social identity, situated learning, and image text) and psycholinguistic (individual differences) second language acquisition theories, a conceptualization of identity is provided. Subsequently, language teacher authenticity is characterized from both a philosophical and pedagogical perspective and connected to the notion of teacher identity. The final section of the paper presents research-based applications that include reflecting critically, redefining personal credibility, discovering one’s personal style, displaying emotion and recognizing diversity to facilitate the positive-broadening quest of aligning one’s identity (i.e., who I am) with authenticity (i.e., what I do).
    Źródło:
    Theory and Practice of Second Language Acquisition; 2015, 1, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dynamic properties of language anxiety
    Autorzy:
    Gregersen, Tammy
    Powiązania:
    https://bibliotekanauki.pl/articles/780864.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language anxiety
    dynamic
    timescales
    complexity
    interconnected
    Opis:
    This article begins by examining previous empirical studies to demonstrate that language anxiety, or the negative emotional reaction learners experience when using a second language (MacIntyre & Gardner, 1999), is a dynamic individual difference learner variable. I show that it forms part of an interconnected, constantly-in-flux system that changes unpredictably over multiple time scales. While at certain times this system might settle into an attractor state that accommodates contradictory conditions, perturbations that arise may lead to development and change with the curious possibility that minor disruptions generate large effects while major alterations go unnoticed. In essence, language anxiety (LA) is part of a continuous complex system in which each state evolves from a previous one. After I establish LA as a dynamic variable using the aforementioned criteria, I outline the implications and challenges for researching LA using a dynamic paradigm, which include focusing on individuals, transforming LA research questions, designing interventions and re-thinking data gathering methodologies. I conclude with implications for language teaching that emphasize: 1) raising awareness of the importance of decoding nonverbal behavior to identify moment-by-moment shifts in learner emotion; 2) remaining vigilant concerning variables that are interacting with LA that make this factor part of a cyclical process; 3) understanding that anxiety co-exists with positive emotions to varying degrees and that language tasks are not unanimously enjoyed or universally anxiety-provoking; and 4) incorporating positive psychology activities that proactively encourage buoyancy and resilience for moment-by-moment daily perturbations as well as debilitating disruptions that result in long-lasting influences.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 1; 67-87
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotions that facilitate language learning: The positive-broadening power of the imagination
    Autorzy:
    MacIntyre, Peter
    Gregersen, Tammy
    Powiązania:
    https://bibliotekanauki.pl/articles/780701.pdf
    Data publikacji:
    2012-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    imagination
    motivation
    self
    emotions
    positive-broadening
    Opis:
    The imagination is powerful, in part, because of the emotions that can be activated by imagining future states. Imagined future states are a key feature of the L2 self-system proposed by Dƅrnyei, and emotion may be the key to the motivational quality of the imagined future self. In particular, this paper focuses on positive anticipated and anticipatory emotions related to language learning. It is argued that, in general, positive emotion has a different function from negative emotion; they are not opposite ends of the same spectrum. Based on the work of Fredrickson, we argue that positive emotion facilitates the building of resources because positive emotion tends to broaden a person’s perspective, opening the individual to absorb the language. In contrast, negative emotion produces the opposite tendency, a narrowing of focus and a restriction of the range of potential language input. This article draws a framework for finding a balance between the positivebroadening and negative-narrowing emotions in the language classroom, and beyond. The emotion system is an engine for the positive-broadening power of the imagination.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 2; 193-213
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Editorial
    Autorzy:
    MacIntyre, Peter D.
    Gregersen, Tammy
    Powiązania:
    https://bibliotekanauki.pl/articles/780917.pdf
    Data publikacji:
    2014-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    positive psychology
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 2; 149-152
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Using Character Strengths to Address English Writing Anxiety
    Autorzy:
    Gregersen, Tammy
    MacIntyre, Peter D.
    Buck, Rachel
    Powiązania:
    https://bibliotekanauki.pl/articles/1371429.pdf
    Data publikacji:
    2021-07-09
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    signature strengths
    writing anxiety
    positive psychology
    Opis:
    Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student.             
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 2; 11-35
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Positive Language Education: Combining Positive Education and Language Education
    Autorzy:
    Mercer, Sarah
    MacIntyre, Peter
    Gregersen, Tammy
    Talbot, Kyle
    Powiązania:
    https://bibliotekanauki.pl/articles/783211.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    SLA
    positive psychology
    education
    wellbeing
    PERMA
    21st century skills
    Opis:
    In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st century skills alongside the promotion of linguistic skills. One key set of 21st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2018, 4, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology
    Autorzy:
    Leacox, Lindsey
    Meza, Margarita V.
    Gregersen, Tammy S.
    Powiązania:
    https://bibliotekanauki.pl/articles/783252.pdf
    Data publikacji:
    2016
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    selective mutism
    anxiety
    positive psychology
    second language acquisition
    Opis:
    Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism.  Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks.  Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter.  Implications of outcomes, collaboration, and conclusions are discussed.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2016, 2, 2
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Examining emotional intelligence within the context of positive psychology interventions
    Autorzy:
    Gregersen, Tammy
    MacIntyre, Peter D.
    Finegan, Kate Hein
    Talbot, Kyle
    Claman, Shelby
    Powiązania:
    https://bibliotekanauki.pl/articles/780661.pdf
    Data publikacji:
    2014-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    emotional intelligence
    positive psychology
    L2 self
    learnerd optimism
    Opis:
    Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence inter-acted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 2; 327-353
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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