Cote : DID.11.PAW
This book investigates teacher and student boredom from the perspective of the teacher and illustrates how thinking about different aspects of this negative emotion might enhance reflective practices.
The first part of the book is devoted to the role of positive and negative emotions in L2 learning, conceptualizations of boredom, theories accounting for this negative emotion, and a brief overview of student and teacher boredom-related studies carried out in educational psychology and L2 education.
The second part is empirical in nature. It reports on a mixed-methods investigation which tapped learner and teacher boredom from the perspective of EFL secondary school practitioners. [...]
The third part of the book integrates teachers' recommendations with outcomes of previous research to propose a reflective practice model of dealing with boredom in the classroom as well as strategies that can be employed to minimize teacher boredom.
[Résumé éditeur]
This book investigates teacher and student boredom from the perspective of the teacher and illustrates how thinking about different aspects of this negative emotion might enhance reflective practices.
The first part of the book is devoted to the role of positive and negative emotions in L2 learning, conceptualizations of boredom, theories accounting for this negative emotion, and a brief overview of student and teacher boredom-related studies ...
didactique des langues ; apprentissage d'une langue seconde ; sentiment ; motivation ; technique pédagogique ; pratique réflexive
