What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory

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2014-12

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Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu

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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.

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well-being theory, positive psychology, language learning experiences, positive and negative emotions, learner histories

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Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 4, p. 593-615.

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Uniwersytet im. Adama Mickiewicza w Poznaniu
Biblioteka Uniwersytetu im. Adama Mickiewicza w Poznaniu
Ministerstwo Nauki i Szkolnictwa Wyższego