Individual and Contextual Factors in the English Language Classroom. Theoretical, Pedagogical, and Empirical Approaches. 1st ed. 2022.

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Sonst. Personen	Al-Mahrooqi, Rahma (Hrsg.); Denman, Christopher J. (Hrsg.)
Titel	Individual and Contextual Factors in the English Language Classroom. Theoretical, Pedagogical, and Empirical Approaches. 1st ed. 2022.
Quelle	Cham: Springer International Publishing (2022), XVI, 391 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	English Language Education. 24
Beigaben	Illustrationen 1
Zusatzinformation	Zusammenfassung
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-91880-4; 978-3-030-91881-1; 978-3-030-91882-8; 978-3-030-91883-5
DOI	10.1007/978-3-030-91881-1
Schlagwörter	Pädagogische Psychologie; Sprache; Sprachunterricht; Sprachenlernen; Sprachpädagogik
Abstract	This edited volume examines a number of topics related to the roles of individual and contextual factors in English as second or foreign language (ESL/EFL) settings by presenting chapters across the three sections of theoretical and pedagogical approaches, teacher and learner research, and research into the roles of technology. The book has a focus on practical actions and recommendations related to individual and contextual factors in ESL/EFL, with a specific concern with issues of cognition, metacognition, emotion, and identity, and offers perspectives from a diverse range of international education settings. For teachers of ESL/EFL, the effective recognition and integration of individual and contextual factors into the classroom may represent a significant challenge. This is often the case in those settings where native English speaking teachers work in foreign language contexts where they may have limited understanding of local cultures and languages, or where language instructors have class groups that are culturally and linguistically diverse. In these, and similar, contexts, the types and extent of individual and contextual factors impacting on language learning may challenge both learner and instructor expectations of what an effective and supportive classroom is. While such a situation offers numerous opportunities for learners and teachers to expand their knowledge of themselves and each other, it also presents the possibility for ineffective teaching and learning to occur. It is within this framework that the book presents the latest theoretical, pedagogical, and research perspectives from around the world, thereby providing a resource for all stakeholders with an interest in the roles individual and contextual factors play in the English learning process. Contents: Introduction; R. Al-Mahrooqi, C. J. Denman -- Part I: Theoretical and Pedagogical Approaches -- Cognition and Emotions in the Light of ELL/ELT Competencies; G. R. Hovhannisyan -- Reducing Learners' Cognitive Load and Emotional Challenges Created by Lexis: The Andragogical Approach to Enhance Adult Learners' Mental Lexicon; T. Deveci, M. Saleem -- Language Test Feedback and Learner Personality; K. Burnell -- The Architecture of Language Personality; G. R. Hovhannisyan -- From Scribbles to Launch: Creative Writing in an Omani Classroom; Y. Ladha -- An Evaluation of the Conceptual Validty of Vowel Blindness as an Explanation for Differences in Arabic Readers' L2 Word-recognition; A Allmark -- Part II: Research Perspectives: Teachers and Learners -- Learners' Willingness to Communicate, Motivation, and Classroom Activity Preferences: Realities from the Iranian EFL Context; A. Ali Rezaee, M. Ghanbarpoor -- Affecting Students` Motivation to Foster Foreign Language Acquisition: Juggling Pedagogical Tools and Psychological Diagnostics in the University Classroom; K. Chiknaverova, O. Obdalova -- Escaping the Confines of Essentialism: Re-conceptualizing New Spaces of Identification among Native and Nonnative ESL Teachers; F. B. Rashed -- The Effect of English Study at School on Later Foreign Language Learning: How Chinese People Experience Learning and Using Japanese While Living and Studying Overseas; L. Zhang, D. Coulson -- Introducing Swalesian Genre-pedagogy to Arab EFL learners: A Case Study; P. Mathew, G. R. Kiran, R. L. Sankara Narayanan -- Quantifying Quality: Examining a Middle Eastern Tutorial Centre; R. McDonald, S. Finlay -- Metacognition and Language Learning on an International Foundation Programme; S. Herron -- Part III: Research Perspectives: The Role of Technology -- Construction and Launch of a Virtual Reality Laboratory for EFL Learners: A Crossroad between Cognitive and Emotional Learning; R. Hoffman, F. Ibrahim, J. Shakeel-Ahmed -- Language Learner Identity and Games and Gamification in the Language Learning Classroom: Observations from the Japanese Context; B. Thanyawatpokin, C. Vollmer -- Grasping Omani Students' Transitional Challenges: Focus on Computer Self-Efficacy and English Proficiency; V. Tuzlukova, H. Ginosyan -- Nonverbal Indicators of Comprehension among L2 Users of English Interacting with Smart Verbal Software Agents; A. Y. Ofemile.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/3