標(biāo)題: Titlebook: Emotions in Second Language Teaching; Theory, Research and Juan de Dios Martínez Agudo Book 2018 Springer International Publishing AG, part [打印本頁(yè)] 作者: Coronary-Artery 時(shí)間: 2025-3-21 16:17
書目名稱Emotions in Second Language Teaching影響因子(影響力)
書目名稱Emotions in Second Language Teaching影響因子(影響力)學(xué)科排名
書目名稱Emotions in Second Language Teaching網(wǎng)絡(luò)公開度
書目名稱Emotions in Second Language Teaching網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Emotions in Second Language Teaching被引頻次
書目名稱Emotions in Second Language Teaching被引頻次學(xué)科排名
書目名稱Emotions in Second Language Teaching年度引用
書目名稱Emotions in Second Language Teaching年度引用學(xué)科排名
書目名稱Emotions in Second Language Teaching讀者反饋
書目名稱Emotions in Second Language Teaching讀者反饋學(xué)科排名
作者: Palatial 時(shí)間: 2025-3-21 22:53 作者: 浮雕寶石 時(shí)間: 2025-3-22 00:44
Applied Renal Physiology in the PICUd has puzzled us for centuries (Chen in Teaching and Teacher Education 55:68–77, .), educational researchers have tended to focus their attention on cognitive aspects of learning, leaving the area of emotion largely neglected (Pekrun and Linnenbrink-Garcia in International handbook of emotions in ed作者: 制定法律 時(shí)間: 2025-3-22 05:36 作者: 橡子 時(shí)間: 2025-3-22 10:19
Pediatric Critical Care Study Guidel an underexplored area in second language teacher education research. It is due partly to the dominance of traditional positivism in educational research, and partly to limited knowledge of research methodologies appropriate for teacher emotion research. To address the latter gap, this chapter clar作者: reflection 時(shí)間: 2025-3-22 16:30
Central Nervous System Lymphomaerything we do” (MacIntyre .: 61), including language teaching. The nature of emotions in general and the role of emotions in foreign and second language learning have been frequently discussed. Compared with the great attention researchers and theorists have shown toward language learners’ emotions作者: reflection 時(shí)間: 2025-3-22 19:22
Conference proceedings 1987Latest editionme less motivated, committed, and self-efficacious in teaching. However, current education/curricular reforms tend to drain the positive emotions of the teachers, resulting in ineffective teaching. Since emotion is both a psychological and social issue, this chapter argues that further studies shoul作者: Indelible 時(shí)間: 2025-3-23 00:54 作者: 投票 時(shí)間: 2025-3-23 02:36 作者: PRISE 時(shí)間: 2025-3-23 09:18 作者: 臆斷 時(shí)間: 2025-3-23 10:11 作者: Bmd955 時(shí)間: 2025-3-23 15:27
O. Mehls,F. S. Schaefer,B. T?nshofflieved in principles and learned procedures. However they are also emotional decisions involving the resolution of dilemmas. For example, when selecting a coursebook teachers are often torn between impressions gained from flicking through books whilst responding to such features as use of colour and作者: deriver 時(shí)間: 2025-3-23 19:17 作者: 膽大 時(shí)間: 2025-3-24 00:41 作者: 一個(gè)攪動(dòng)不安 時(shí)間: 2025-3-24 03:28 作者: 滔滔不絕的人 時(shí)間: 2025-3-24 07:06 作者: 苦澀 時(shí)間: 2025-3-24 13:55 作者: 約會(huì) 時(shí)間: 2025-3-24 18:03
https://doi.org/10.1007/978-3-319-75438-3TESOL teacher training; ELT English Language Teaching; L2 second language teaching; individual differen作者: caldron 時(shí)間: 2025-3-24 22:26
978-3-030-09230-6Springer International Publishing AG, part of Springer Nature 2018作者: Pudendal-Nerve 時(shí)間: 2025-3-25 01:23 作者: CT-angiography 時(shí)間: 2025-3-25 05:45
Pediatric Critical Care Study Guide the field of general education, and the strengths and limitations of various methodologies are discussed. This chapter concludes with challenges for innovative research methodologies and corresponding requirements for researchers’ expertise.作者: Esalate 時(shí)間: 2025-3-25 09:53
Central Nervous System Lymphomaalist (sometimes called universal) humanism. The rest of the chapter describes the methodology for our narrative research; offers the narrative of Lila, a teacher of Chinese; and analyzes and interprets the narrative. After results and conclusions, we offer key questions and annotated sources for re作者: 槍支 時(shí)間: 2025-3-25 13:59 作者: 細(xì)絲 時(shí)間: 2025-3-25 17:14 作者: 庇護(hù) 時(shí)間: 2025-3-25 21:45 作者: semiskilled 時(shí)間: 2025-3-26 02:17 作者: 蔓藤圖飾 時(shí)間: 2025-3-26 04:41 作者: 陶器 時(shí)間: 2025-3-26 10:06 作者: 不愿 時(shí)間: 2025-3-26 15:16 作者: Occupation 時(shí)間: 2025-3-26 16:58
The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospectse teacher and the classroom environment and emotion and multilingualism. The chapter argues that the turn to emotion has transformed our understandings of language learning, language teaching and language use, and concludes by identifying gaps in the field and areas for future enquiry together with 作者: CURT 時(shí)間: 2025-3-26 21:00
A Methodological Review of L2 Teacher Emotion Research: Advances, Challenges and Future Directions the field of general education, and the strengths and limitations of various methodologies are discussed. This chapter concludes with challenges for innovative research methodologies and corresponding requirements for researchers’ expertise.作者: 不可磨滅 時(shí)間: 2025-3-27 01:56
Language Teachers’ Emotions: Emerging from the Shadowsalist (sometimes called universal) humanism. The rest of the chapter describes the methodology for our narrative research; offers the narrative of Lila, a teacher of Chinese; and analyzes and interprets the narrative. After results and conclusions, we offer key questions and annotated sources for re作者: Bureaucracy 時(shí)間: 2025-3-27 05:31
L2 Teachers’ Emotions: A Sociopolitical and Ideological Perspectiveal, institutional, and personal forces, a point that is instantiated in Wolff and De Costa (Mod Lang J 101(S1):76–90, .), who illustrated how the emotions of their focal teacher were shaped by macro-level (e.g., language policy), meso-level (e.g., the school environment), and micro-level (e.g., teac作者: 種子 時(shí)間: 2025-3-27 11:53
Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Educationuage teaching highlighting their main points, theoretical framework and main results. Our aim is to provide an overview of the ways in which emotions and beliefs are interconnected and how this understanding can be used to support language teacher development. We suggest implications for research on作者: abduction 時(shí)間: 2025-3-27 15:05
Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect Theiills and negatively linked with predictability. Level of English proficiency was only positively linked to self-reported creativity and gender had no effect. Reflecting on the implication of these findings suggests that training in emotional competences could improve the effectiveness of (trainee) t作者: 表被動(dòng) 時(shí)間: 2025-3-27 20:27
The Role of Emotions in Reflective Teaching in Second Language Classrooms: Felt Sense, Emotionality,otions and reflective teaching. This chapter will address crucial issues of methodological approaches in L2 teacher education research and discuss major research findings of our collaborative qualitative research, focusing on the analyses of three different data sets: interviews, L2 poetry writing, 作者: 緯度 時(shí)間: 2025-3-27 23:59
Emotional Dilemmas Faced by Teachers in ELT Materials Selection and Adaptation: Implications for Tear learners. Similar emotional dilemmas face teachers when making decisions about adapting materials and teachers are often unprepared to resolve them. This chapter will outline dilemmas likely to face teachers and will propose ways of preparing teachers to resolve these dilemmas through the use, for作者: 半圓鑿 時(shí)間: 2025-3-28 05:42
The Emotions Involved in the Integration of ICT into L2 Teaching: Emotional Challenges Faced by L2 T of technology acceptance (Venkatesh et al. .). A questionnaire (based on Mei-jung .) and semi-structured interviews show that 32 Italian primary school English teachers have a positive attitude and feel positive emotions towards technology, although their repertoire of applications is rather limite作者: cataract 時(shí)間: 2025-3-28 09:48
L2 Teachers’ Professional Burnout and Emotional Stress: Facing Frustration and Demotivation Toward Olity by policymakers and school administrators. This chapter reports on qualitative research that the author conducted in a Japanese EFL context to investigate English teachers’ emotions as they relate to context-specific socioeducational and sociopolitical factors. The research revealed that top-do作者: backdrop 時(shí)間: 2025-3-28 11:18 作者: CHURL 時(shí)間: 2025-3-28 14:43
Applied Renal Physiology in the PICUucation, Routledge, New York, .). Perhaps one convincing explanation of such neglect of emotion in the literature is that emotions are by nature highly subjective and, consequently, are neither easily observable nor—obviously—objectively measurable (Ross in Univ Sydney Pap TESOL 10:1–27, .).作者: Presbycusis 時(shí)間: 2025-3-28 22:11 作者: 遷移 時(shí)間: 2025-3-29 00:13 作者: Dedication 時(shí)間: 2025-3-29 05:34
https://doi.org/10.1007/978-3-319-40525-4fessional and effective. Nonetheless, L2 teachers have to help students acquire competence in a new language in a brief time, exacerbating the emotional labour they work with. Extensive research into teacher emotions in assessment is required.作者: 消耗 時(shí)間: 2025-3-29 08:06 作者: 嚙齒動(dòng)物 時(shí)間: 2025-3-29 11:36
Assessment as an Emotional Practice: Emotional Challenges Faced by L2 Teachers Within Assessmentfessional and effective. Nonetheless, L2 teachers have to help students acquire competence in a new language in a brief time, exacerbating the emotional labour they work with. Extensive research into teacher emotions in assessment is required.作者: Lumbar-Stenosis 時(shí)間: 2025-3-29 15:42 作者: 評(píng)論者 時(shí)間: 2025-3-29 21:49 作者: 種子 時(shí)間: 2025-3-30 00:54 作者: defeatist 時(shí)間: 2025-3-30 05:17
Conference proceedings 1987Latest editionof reforms. At the end, the chapter will propose a research agenda for further studies and discuss the implications to secondary language teacher education based on the proposed sociological framework.作者: 消滅 時(shí)間: 2025-3-30 08:50 作者: FLINT 時(shí)間: 2025-3-30 15:52 作者: 龍蝦 時(shí)間: 2025-3-30 19:38 作者: 新陳代謝 時(shí)間: 2025-3-30 20:51
Introduction and Overview,d has puzzled us for centuries (Chen in Teaching and Teacher Education 55:68–77, .), educational researchers have tended to focus their attention on cognitive aspects of learning, leaving the area of emotion largely neglected (Pekrun and Linnenbrink-Garcia in International handbook of emotions in ed作者: 是他笨 時(shí)間: 2025-3-31 03:59
The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospectsanguage learning and teaching, first with more socially informed approaches and then by a related turn to emotion. This chapter traces the growing awareness of the role of emotion in both applied linguistics and TESOL through a critical account of the avenues of enquiry into emotion, and the ways in作者: Classify 時(shí)間: 2025-3-31 05:37
