Pavlenko Ed. Clevedon: Multilingual Matters.
Age and the Acquisition of English as a Foreign Language
Emotions and language learning. Hu Eds. London: Routledge. Two faces of Janus?
Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, The effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58, Why do some young learners drop foreign languages?
A focus on learner-internal variables. International Journal of Bilingual Education and Bilingualism, 12, The psychology of second language acquisition. Oxford: Oxford University Press. Ellis, A. Early theories and practices of rational emotive behavior theory and how they have been augmented and revised during the last three decades. Frederickson, B. The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.
American Psychologist, 56, American Scientist, 91, The broaden-and-build theory of positive emotions. Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19, Positive emotions trigger upward spirals toward emotional well-being. Psychological Science, 13, Positive emotions speed recovery from the cardiovascular sequelae of negative emotions. Cognition and Emotion, 12, What good are positive emotions in crises? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11, Journal of Personality and Social Psychology, 84, Gardner, R.
Modern Language Journal, 81, Goleman, D. Emotional intelligence: Why it can matter more than IQ 2nd ed. New York: Bantam. Guoira, A. Introduction: An epistemology for the language sciences. Language Learning, 33, An outline of the social constructionist viewpoint. Emotion and memory: The second cognitive revolution. Griffiths Ed. New York: Cambridge University Press. Public sources of the personal mind: Social constructionism in context. Theory and Psychology, 12, Emotion talk across times.
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System, 43, Kingston, R. Public passion: Rethinking the grounds for political justice.
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New York: Guilford. Le Doux, J. The emotional brain: The mysterious underpinnings of emotional life. Lewis, M. Bridging emotion theory and neurobiology through dynamic systems modeling. Behavior and Brain Science, 28, Handbook of emotions 3rd ed. Luthar, S. The construct of resilience: A critical evaluation and guidelines for future research.
Child Development, 71, Conceptual issues in studies of resilience: Past, present, and future research. Lester, A. McEwen Eds. Resilience in children pp. Malden, MA: Blackwell. Ma, R. A diary study focusing on listening and speaking: The evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. MacIntyre, P. Motivation, anxiety, and emotion in second language acquisition. Robinson Ed. Willingness to communicate, anxiety, perceived competence, and motivation among junior high school French immersion students. Language Learning, 52, Marcos-Llinas, M.
Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42, Markus, H.
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Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, Masten, A. Competence and resilience in development. Mercer, S. The self as a complex dynamic system. Studies in Second Language Learning and Teaching, 1, Nakamura, J. The concept of flow. Lopez, Handbook of positive psychology pp. Oxford, R. Language learning strategies: What every teacher should know.
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Boston: Heinle. When emotion meets meta cognition in language learning histories. International Journal of Educational Research, 23 7 , Meaning-making, border crossings, complexity, and new interpretive techniques: Expanding our understanding of learner narratives. Teaching and researching language learning strategies. Harlow: Pearson Longman. Understanding language learner narratives. Murphey Eds. Cambridge: Cambridge University Press.
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What we can learn about strategies, language learning, and life from two extreme cases. How language learners can improve their emotional functioning: Important psychological and psychospiritual theories. Applied Language Learning, 25, Positive psychology in cross-cultural narratives: Mexican students discover themselves while learning Chinese. Studies in Second Language Learning and Teaching, 2, Style wars: Teacher-student style conflicts in the language classroom. Magnan Ed. Telling their stories: Language students use diaries and recollection.
Oxford Ed. Transforming teacher-student style relationships: Toward a more welcoming and diverse classroom discourse. Frodesen Eds. Uses of adversity: Moving beyond language learning crises. Brown Eds. London: Palgrave Macmillan. Positive psychology in action: Social and psychological themes reflected in first-person learner histories of bilingual adults.
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Longhini, A. Clashing metaphors about classroom teachers: Toward a systematic typology for the language teaching field. Palinscar, A. Social constructivist perspective on teaching and learning. Annual Review of Psychology, 49, Panayiotou, A. Translating guilt: An endeavor of shame in the Mediterranean? Pavlenko, A. Drawing on an exploratory study of adult English language learners in Mexico, she eloquently shows how age is an eminently complex identity inscription, emergent in a wide range of life experiences, and inextricably linked to other identity inscriptions, such as gender and social class.
This elegantly written and accessible book is an invaluable counterweight to studies in second language learning which view age exclusively in biological terms. In understanding age as also socially constructed, this book sheds much-needed light on the experiential and identity-related aspects of second language learning, while drawing attention to the centrality of factors such as social class, gender and ethnicity.
It will appeal not only to second language researchers, but to all teacher educators and teachers interested in exploring the social dimensions of second language learning. The book is well organized to include concise previews and summaries of each section. The data excerpts and narratives of the seven learners make it an insightful exploration of age discourse within the L2 classroom, within a classroom setting, and as an exemplar of age studies. Her research interests include identity construction, sociocultural perspectives on second language acquisition, and age studies.
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