NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Motivation, Autonomy and Emotions in Foreign Language Learning: A Multi-Perspective Investigation in Hungary. Psychology of Language Learning and Teaching
Direct linkDirect link
Kata Csizér; Dávid Smid; Anna Zólyomi; Ágnes Albert – Multilingual Matters, 2024
This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students' and the teachers' perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The…
Descriptors: Multilingualism, Second Language Learning, Second Language Instruction, Learning Processes
A Confluent Approach to Curriculum Design.
Peer reviewed Peer reviewed
Galyean, Beverly – Foreign Language Annals, 1979
Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)
Descriptors: Affective Behavior, Curriculum Design, Humanistic Education, Language Instruction
Achieving Language Competence with Affective Learning Activities
Peer reviewed Peer reviewed
Christensen, Clay Benjamin – Foreign Language Annals, 1977
This article states that affective learning is important to prevent boredom and stimulate language use. Use of affective learning activities in the language classroom is outlined and a teaching technique, the open-ended sentence is described as a method that elicits responses charged with personal opinions, feelings and humor. (CHK)
Descriptors: Affective Behavior, Affective Objectives, Educational Objectives, Emotional Response
Affective Learning Activities (ALA)
Peer reviewed Peer reviewed
Christensen, Clay Benjamin – Foreign Language Annals, 1975
Affective learning activities (ALA) are essential in foreign language learning. Although the cognitive domain is essential for learning to take place, lesson content is more interesting when it springs from the affective domain of the learner. Specific strategy models to facilitate the release of the learner's affective domain are suggested. (CLK)
Descriptors: Affective Behavior, Classroom Environment, Cognitive Ability, Curriculum Guides