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 quantitative questionnaire data is used to analyze the English language learners’ motivation, autonomy and self-efficacy beliefs, and to examine the relationships between these and a wide range of positive and negative emotions. The qualitative data, consisting of interviews with teachers, gives voice not only to an understanding of student-related ID variables but also to teachers’ reflections on their own cognitive, affective and behavioral processes. Taken together, the contrastive analysis of these two datasets yields interactional results that provide fresh insights into the language learning process and practical classroom applications.
Table des matières
Tables
Acknowledgments
Chapter 1. Introduction
Chapter 2. The Context and the Research Study
Chapter 3. The Theoretical Background of the Study
Chapter 4. Methods
Chapter 5. Results and Discussion: Dispositions and Views of Participants
Chapter 6. Results and Discussion: Teachers’ Views of the Individual
Chapter 7. Results and Discussion: Student Profiles
Chapter 8. Results and Discussion: The Comparative Analysis of Student and Teacher Perspectives
Chapter 9. Conclusion
Appendices
References
Index
A propos de l’auteur
Ágnes Albert is Assistant Professor at Eötvös Loránd University, Hungary. She is an Associate Editor of the Studies in Second Language Learning and Teaching journal and her research focuses on foreign language learning-related emotions.
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