Affective factors in language learning

In this paper, the authors will give an overview of a course that helps learners to develop self-directed learning skills, focusing specifically on the ways in which the course addresses the affective dimensions of learning. Numerous studies have shown that the affective state is one the most important aspects of learning, yet least understood by students. Developing an awareness and control of affective factors is approached in several ways at the authors’ institution. For example, the course incorporates activities designed to raise awareness of affective factors while also engaging learners in social interaction with others; individual advising sessions often focus on feelings and psychological factors; a guided reflective journal asks learners to monitor their motivation and emotions; and the self-access centre provides affective support in the form of worksheets and leaflets. This paper will include a focus on examples of course activities and students’ work, followed by a discussion of the effectiveness and challenges of the practical interventions.

If you have any enquiries regarding this discount order form please do not hesitate to email us: info@multilingual-matters.com With a decidedly positive outlook on applied linguistics stemming from positive psychology, this volume piques the interest of teachers and researchers alike by shedding light on language learning and empowerment, happiness, resilience, melody, stress reduction and enjoyment as well as success. No wonder that this book is a joy to read! Kata Csizér, Eötvös Loránd University, Hungary This volume offers a refreshing perspective on the process of learning and teaching new languages, highlighting the diverse ways in which learners and teachers draw on the many positive aspects of the human condition in their development as users of a non-native language. Without understating the difficulties that trouble language learning, this book provides a well-grounded basis for future studies using theoretical perspectives from positive psychology, and inspires teaching practices that recognize the human potential to thrive and grow. Kimberley A. Noels, University of Alberta, Canada Second language learning is a new area for Positive Psychology and these authors have found that it is a surprising and remarkable aide. Martin Seligman, Director of the Penn Positive Psychology Center, University of Pennsylvania, USA and author of Flourish: A New Understanding of Happiness and Well-Being-and How To Achieve Them This book is about the dynamics of happiness in language learning, the ripples that interact with other ripples, not necessarily in unison, but providing a goal and resources for processes of development. The contributions aim to show the positive sides of language teaching and learning without ignoring or denying the negative ones. They strive to reach a balance that allows for human agency to frame existences and hopes. The authors aim to move beyond the 'Don't worry, be happy' level by using carefully defined concepts and rigorous methodology. Kees de Bot, University of Groningen, Netherlands This book explores theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning and present several new teaching ideas to develop and support them.

The purpose of this study is to investigate results from C-Tests given to EFL Vietnamese students. C-Tests produce robust reliability and validity in most SLA studies. Three C-Tests that are in use at the centre for Professional and Continuing Education (PaCE), Massey University, New Zealand, were used as a basis for comparison to the Vietnamese sample here, as these tests have been trialled and revised using classical item analysis, reliability studies and concurrent/construct validity checks against IELTS or TOEIC scores in New Zealand, thereby considered reliable and valid for various Asian ethnic groups. The sample in New Zealand included predominantly Chinese, Arab and Japanese ESL students (Hiser, 2005). In spite of McBeath’s ‘word of warning’ (1989), the results have shown differences between the international groups but good reliability and results for use of these tests as general proficiency measures in ESL/EFL assessment across cultures. The findings from Hiser’s 2005 study allow users of the tests to add to the growing number of ethnic groups—Iranian, German, Chinese, Korean, Turkish, Arab, Thai, Japanese, Hungarian, et all—for which they evaluate overall English proficiency validly, reliably, and efficiently, as the results here reporting on each of three C-Tests used on other ethnic groups, and now administered to a Vietnamese cohort, show.