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1

Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context

100%

Serafini E. J.

Studies in Second Language Learning and Teaching

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2020

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vol. 10

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issue 1

133-157

EN

Drawing on theoretical insights from a complex dynamic systems framework, this work explores the ways that learner selves, as they relate to learning and using languages, manifest across different contexts and timescales and emerge in interaction with various factors. First, a broad overview of dynamically-oriented L2 motivation research is provided before critically considering the need for research that aligns with conceptual advances made under the dynamic turn in SLA. In particular, this critical overview highlights a crucial need for more research employing dynamic methods capable of revealing how learner perceptions of self emerge in relation to their interlocutors and in interaction with external factors, including language ideologies that may uniquely characterize sociocultural contexts where target languages other than English are learned. The chapter concludes by discussing ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of learner selves.

2

Examining emotional intelligence within the context of positive psychology interventions

100%

Gregersen T., MacIntyre P. D., Finegan K. H., Talbot K., Claman S.

Studies in Second Language Learning and Teaching

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2014

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vol. 4

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issue 2

327-353

EN

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.

3

Examining emotional intelligence within the context of positive psychology interventions

100%

Gregerson T., MacIntyre P. D., Hein Finegan K., Read Talbot K., Claman S. L.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 2

327-353

EN

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.

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3 Studies in Second Language Learning and Teaching

1 2020

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1 Claman S. L.

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1 Gregerson T.

1 Hein Finegan K.

1 Read Talbot K.

1 Serafini E. J.

1 Talbot K.

Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context

Examining emotional intelligence within the context of positive psychology interventions

Examining emotional intelligence within the context of positive psychology interventions