Current Issues in Second Language Learning and Teaching
Description
This edited volume brings together state-of-the-art contributions dealing with different aspects of learning and teaching additional languages, contributed by scholars from different parts of the world. The chapters cover a wide variety of topics, including highly innovative ones such as the links between migration and multilingualism; variable-centered, person-centered, and person-specific approaches to examining emotions in language learning; the use of artificial intelligence in mitigating boredom; problem-based learning; peer mentoring; and issues involved in the use of duoethnography. Importantly, an effort is made to illustrate how theoretical positions and research findings can translate into daily classroom practices. The book is divided into three parts, each with contributions dealing with related themes. Accordingly, Part One includes chapters focusing on multilingualism, diverse contexts in which language learning takes place, as well as different educational challenges. Part Two brings together contributions concerning individual differences in the process of second language learning and teaching, ranging from emotions to the use of grammar learning strategies. Part Three includes chapters dealing with instructional practices and research methodology, focusing, for example, on problem-based learning, peer mentoring, or AI-enhanced materials. Due to the diversity of topics covered, its innovative character, and the emphasis on demonstrating how theory and research can inform instructional practices, the book is of interest to both researchers, graduate and postgraduate students, and language teachers at different educational levels.
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Persons
Miroslaw Pawlak is Professor of English at Adam Mickiewicz University, Poznan, Poland, and at the University of Applied Sciences, Konin, Poland. His main areas of interest are form-focused instruction, corrective feedback, pronunciation teaching, learning strategies, motivation, willingness to communicate, grit, emotions, and study abroad. He is the editor of the Springer book series Second Language Learning and Teaching.
Mariusz Kruk is Associate Professor at the University of Zielona Góra, Poland, and at Adam Mickiewicz University, Poznan, Poland. His main areas of interest include individual difference variables and the application of technology in foreign language learning and teaching. His publications have appeared in various accredited journals.
Content
Section I: Multilingualism, contexts, and educational challenges.- 1. Strengthening multilingual practices at the intersection of early education and family: Child-centered recommendations.- 2. Migration, multilingualism, and second language learning in shared arrival spaces.- 3.Challenges in teaching German as a foreign language in Hungary: A focus-group study through a "problem-as-difficulty" lens.- 4.Is there a need for a specialized dictionary in foreign language teaching in Poland?.- Section II: Individual differences.- 5. Variable-centered, person- centered, and person-specific approaches to emotions in language learning and teaching.- 6. Why are learners' enjoyment and boredom unrelated to their proficiency in non-streamed English foreign language classes?.- 7. The preventing and mitigating role of AI technologies in EFL students' sense of boredom: An interventional study.- 8.In-class and out-of-school boredom in English learning: A comparison of female and male Polish high-school students.- 9.Creativity as a trait influencing task performance.- 10. The relationship between grammar learning strategy preferences and learning outcomes among young EFL learners with special educational needs.- 11. Playful disposition despite social pressures as part of language learning motivation in selected movies.- Section III: Instructional practices and research methodology.- 12. Problem-based learning in EFL teacher education: Insights from student and educator perspectives.- 13. Peer mentoring in teaching grammar in Polish secondary school: Research findings.- 14. Empowering English language teaching: AI-enhanced materials development and adaptation for language skills.- 15. Enacting the authentic self: A qualitative study of foreign language teacher authenticity in primary and secondary schools.- 16. Learning about current ELT trends and issues through conference presentation titles.- 17. Assessing ELT duoethnographic projects: A few remarks.