Cognitive-Psychological Resistance in Adult Learners Learning English as a Second Language

Autor/inn/en	Zhang, Yuan; Taylor, Jonathan E.
Titel	Cognitive-Psychological Resistance in Adult Learners Learning English as a Second Language
Quelle	(2022), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Learning Motivation; Adult Students; Learning Experience; Adult Learning; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lernerfahrung; Adulte education; Adult training; Erwachsenenbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Whether an adult is motivated or unmotivated to learn depends on the actual learning experience. To further our understanding of English as a second language (ESL) learners and their language learning experience, this paper delves into the intricate realm of learning resistance. Ultimately, we seek to provide a comprehensive perspective on motivation and resistance within the complex landscape of adult ESL learning. By shedding light on the multifaceted nature of learning resistance and its impact on learners' motivation, the paper aims to contribute to the development of effective pedagogical strategies and enhance the ongoing dialogue between researchers and practitioners in the field of adult ESL education. [For the full proceedings, see ED631897.] (As Provided).
Anmerkungen	American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-mail: aaace10@aol.com; Web site: http://www.aaace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01