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eebo-0021

Bible. --- Commentaries

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eebo-0014

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eebo-0018

Bible. --- Commentaries

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This book offers a socially situated view of the emergence of emotionality for additional language (L2) learners in classroom interaction in Japan. Grounded in a complexity perspective, the author argues that emotions need to be studied as they are dynamically experienced and understood in all of their multidimensional colors by individuals (in interaction). Via practitioner research, Sampson applies a small-lens focus, interweaving experiential and discursive data, offering possibilities for exploring, interpreting and representing the lived experience of L2 study emotions in a more holistic yet detailed, social yet individual fashion. Amidst the currently expanding interest in L2 study emotions, the book presents a strong case for the benefits of locating interpretations of the emergence of L2 study emotions back into situated, dynamic, social context. Sampson's work will be of interest to students and researchers in second language acquisition and L2 learning psychology.

Language and languages --- Second language acquisition. --- Study and teaching. --- Second language learning --- Language acquisition --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Language teaching and learning

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This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of one particular, situated research project. Working from the lived experience of the participants, the study describes how action research methods were used to explore the dynamic conditions operating in a foreign language classroom in Japan. The book draws attention to the highly personalised and individual, yet equally co-formed nature of classroom foreign language learning motivation and to the importance of agency and emotions in language learning. It presents an extended illustration of the applicability of complex systems theory for research design and process in SLA and its narrative approach shines light upon the evolving nature of research and role of the researcher. The study will be a valuable resource for practitioners, researchers and postgraduate students interested in classroom language teaching and learning, especially those with a focus on motivation among learners.

Language and languages --- Languages, Modern --- Second language acquisition --- Motivation (Psychology) --- Teacher-student relationships --- Study and teaching --- Japanese speakers. --- Study and teaching --- Japan --- Classroom managment. --- Action research. --- Agency in language learning. --- CST. --- Classroom language learning. --- Complex systems theory. --- DST. --- Demotivation. --- Japanese learners of English. --- L2 Motivational Self System. --- Language learning motivation. --- Language learning self. --- Qualitative research approaches. --- SLA. --- Second Language Acquisition. --- Self-concept. --- the Self.