| Emotions in Task-based Language Teaching Запись выступления Чэнчен Ли на конференции SPRINGBOARD ‘25 |
Описание выступления:
Task-based language teaching (TBLT) has predominantly focused on task features, cognitive learner factors, and negative emotions, particularly anxiety. This narrow focus risks portraying learners as emotionless or perpetually anxious.
In this talk, I will advocate for the importance of exploring a broader range of learner emotions in TBLT. The presentation is divided into three parts. First, I will outline the rationale for investigating diverse learner emotions, drawing on key insights from positive psychology, educational psychology, and cognitive psychology. Second, I will present findings from two empirical studies examining task emotions—enjoyment, anxiety, and boredom—in L2 speaking and writing contexts. Finally, I will discuss the pedagogical implications of these findings and their potential to inform more emotionally responsive TBLT practices.
Помимо записей вы получите слайды выступления, чтобы вы могли в любой момент вернуться к ключевым идеям и рекомендациям;
In this talk, I will advocate for the importance of exploring a broader range of learner emotions in TBLT. The presentation is divided into three parts. First, I will outline the rationale for investigating diverse learner emotions, drawing on key insights from positive psychology, educational psychology, and cognitive psychology. Second, I will present findings from two empirical studies examining task emotions—enjoyment, anxiety, and boredom—in L2 speaking and writing contexts. Finally, I will discuss the pedagogical implications of these findings and their potential to inform more emotionally responsive TBLT practices.
Помимо записей вы получите слайды выступления, чтобы вы могли в любой момент вернуться к ключевым идеям и рекомендациям;
Автор выступления
Chengchen Li
The speaker is a professor of applied linguistics at Shanghai Jiao Tong University, China, as well as an honorary professor at the Institute of Education, University College London, UK.
Her research interests include positive psychology, L2 writing, task-based language teaching, and bilingualism and cognition. She has published widely in journals including Bilingualism: Language and Cognition, Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, and System. She is Associate Editor of Studies in Second Language Learning and Teaching and the Journal of Multilingualism and Multicultural Development. She is Vice President of the International Association for the Psychology of Language Learning (IAPLL). She is the founder and chair of Psychology of TBLT Special Interest Group at IAPLL.
Her research interests include positive psychology, L2 writing, task-based language teaching, and bilingualism and cognition. She has published widely in journals including Bilingualism: Language and Cognition, Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, and System. She is Associate Editor of Studies in Second Language Learning and Teaching and the Journal of Multilingualism and Multicultural Development. She is Vice President of the International Association for the Psychology of Language Learning (IAPLL). She is the founder and chair of Psychology of TBLT Special Interest Group at IAPLL.