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Investigating the role of affective factors in second language learning tasks

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating the role of affective factors in second language learning tasksby Agnes Albert.
作者:	Albert, Agnes.
出版者:	Cham :Springer International Publishing :2022.
面頁冊數:	xv, 187 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Second language acquisition.
電子資源:	https://doi.org/10.1007/978-3-031-20221-6
ISBN:	9783031202216$q(electronic bk.)

Investigating the role of affective factors in second language learning tasks
Albert, Agnes.

Investigating the role of affective factors in second language learning tasks[electronic resource] /by Agnes Albert. - Cham :Springer International Publishing :2022. - xv, 187 p. :ill., digital ;24 cm. - Second language learning and teaching,2193-7656. - Second language learning and teaching..

Chapter 1. Introduction -- Chapter 2. Importance of affective individual differences in language learning -- Chapter 3. Language tasks -- Chapter 4. Previous research on affective determinants of language task performance -- Chapter 5. Investigating affective aspects of language learning using task: Methods -- Chapter 6. Results and discussion of the classroom-related investigations -- Chapter 7. Results and discussion of the task-related investigations -- Chapter 8. Pedagogical Implications and future directions References.

This book provides an overview of affective individual variables that are considered relevant for second language learning and outlines a novel approach to researching them. In the first part of the book, the most prominent concepts and theories in connection with affective individual variables and tasks are discussed, followed by a literature review of the most significant empirical studies conducted on the reviewed individual variables with the help of tasks. The second part of the monograph reports the findings of a research project which investigated the relationships of motivation, emotions, flow experiences, and self-efficacy beliefs of secondary school students studying English in Hungary. These constructs are examined at two levels: in connection with learners' English classes in general and in connection with a particular language task, thus linking task performance measures to specific affective states experienced while performing a task and their general trait versions reported in connection with the language classes. Teacher interviews provide further insights into the language tasks used by the teachers of the students taking part in the study and their affective correlates. The book offers multi-level interpretations of the results, puts forward pedagogical implications, and delineates further research directions.

ISBN: 9783031202216$q(electronic bk.)

Standard No.: 10.1007/978-3-031-20221-6doiSubjects--Topical Terms:

179062
Second language acquisition.

LC Class. No.: P118.2

Dewey Class. No.: 418.0071

Investigating the role of affective factors in second language learning tasks
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505 0 $a Chapter 1. Introduction -- Chapter 2. Importance of affective individual differences in language learning -- Chapter 3. Language tasks -- Chapter 4. Previous research on affective determinants of language task performance -- Chapter 5. Investigating affective aspects of language learning using task: Methods -- Chapter 6. Results and discussion of the classroom-related investigations -- Chapter 7. Results and discussion of the task-related investigations -- Chapter 8. Pedagogical Implications and future directions References.
520 $a This book provides an overview of affective individual variables that are considered relevant for second language learning and outlines a novel approach to researching them. In the first part of the book, the most prominent concepts and theories in connection with affective individual variables and tasks are discussed, followed by a literature review of the most significant empirical studies conducted on the reviewed individual variables with the help of tasks. The second part of the monograph reports the findings of a research project which investigated the relationships of motivation, emotions, flow experiences, and self-efficacy beliefs of secondary school students studying English in Hungary. These constructs are examined at two levels: in connection with learners' English classes in general and in connection with a particular language task, thus linking task performance measures to specific affective states experienced while performing a task and their general trait versions reported in connection with the language classes. Teacher interviews provide further insights into the language tasks used by the teachers of the students taking part in the study and their affective correlates. The book offers multi-level interpretations of the results, puts forward pedagogical implications, and delineates further research directions.
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