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Teacher perspectives on language learning psychology

Gkonou, C and Mercer, S and Daubney, M (2016) 'Teacher perspectives on language learning psychology.' Language Learning Journal. ISSN 0957-1736

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Abstract

Research into the psychology of language learning has grown exponentially in the last decade, yet, teacher perspectives on the field have been surprisingly absent from this body of research. The present study was designed to address this gap. Drawing on a survey with 311 foreign language teachers working at different school levels in 3 European countries, and on individual, semi-structured interviews with 11 teachers, the study focuses on the psychological aspects of language learning which teachers felt were particularly important in their own settings. In particular, teachers’ beliefs, experiences and teaching strategies were explored. The data also revealed strong interconnections between language learning psychology constructs, differences across contexts, and a perceived link between learner and teacher psychology.

Item Type: Article
Uncontrolled Keywords: language learning psychology, teachers, beliefs, practices, teacher psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
P Language and Literature > P Philology. Linguistics
P Language and Literature > PB Modern European Languages
Divisions: Faculty of Social Sciences > Language and Linguistics, Department of
Depositing User: Jim Jamieson
Date Deposited: 13 Jul 2016 11:18
Last Modified: 31 Oct 2017 10:19
URI: http://repository.essex.ac.uk/id/eprint/17102

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