Please use this identifier to cite or link to this item:
Title: What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory
Authors: Oxford, Rebecca
Keywords: well-being theory
positive psychology
language learning experiences
positive and negative emotions
learner histories
Issue Date: Dec-2014
Publisher: Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
Citation: Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4, p. 593-615.
Abstract: This article presents two foreign or second language (L2) learner histories representing the extreme ends of the spectrum of learner well-being. One story reflects the very positive learning experiences of a highly strategic learner, while the other story focuses on a less strategic learner’s negative, long-lasting responses to a single traumatic episode. The theoretical framework comes from the concept of well-being in positive psychology (with significant adaptations). In addition to contrasting the two cases through the grounded theory approach, the study suggests that the adapted well-being framework is useful for understanding L2 learning experiences, even when the experiences are negative.
DOI: 10.14746/ssllt.2014.4.4.2
ISSN: 2083-5205
Appears in Collections:Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4

Files in This Item:
File Description SizeFormat 
SSLLT 4(4) 593-615 Oxford.pdf87.9 kBAdobe PDFView/Open
Show full item record

Items in AMUR are protected by copyright, with all rights reserved, unless otherwise indicated.