Studies in Self-Access Learning Journal,
Год журнала:
2023,
Номер
14(3), С. 287 - 305
Опубликована: Сен. 19, 2023
This
study
analyzes
the
perezhivanie
of
one
second-language
learner
(Chinese
L1)
who
studied
Japanese
as
a
second
language
and
engaged
in
her
learning
experience
cultural
setting
through
yearlong
advisory
sessions.
Perezhivanie,
Russian
term,
Vygotskian
concept,
is
employed
to
observe
L2
development
capture
bidirectional
influences
characteristics
agency
environment.
The
data
analyzed
come
from
two
sources:
(a)
our
written
correspondence,
including
email
exchanges,
before
was
conducted
(b)
audio-recorded
six
face-to-face/
online
sessions
on
bimonthly
basis
with
particular
focus
perezhivanie.
By
applying
unit
analysis
that
avoids
cognition-or-emotion
person-or-context
dichotomies,
findings
revealed
developmental
processes
focused
how
both
advisor
advisee
mutually
transform
specific
social
situation
into
collectividual
Notably,
participant
evaluated
original
negatively
at
first,
but
eventually,
she
learned
value
failure
reinterpreted
initial
experience.
significance
contribute
describing
detailed
case
entrance
exams
East
Asian
sociocultural
settings.
Modern Language Journal,
Год журнала:
2024,
Номер
108(S1), С. 37 - 55
Опубликована: Янв. 1, 2024
Abstract
Heritage
language
(HL)
learning
is
often
facilitated
by
consistent
exposure
to
the
HL
in
family
policy
(FLP).
However,
when
children
develop
a
preference
for
majority
language,
members
may
negotiate
their
use
of
both
languages
establish
stronger
emotional
bond
with
while
providing
rich
input.
This
article
presents
case
study
Czech–English‐speaking
Midwestern
United
States,
focusing
on
parents’
sporadic
during
mainly
English
interactions
5‐
and
8‐year‐old
children.
Drawing
Vygotsky's
concept
perezhivanie
as
theoretical
framework
considering
emotions
cultural
discursive
constructs,
this
uses
discourse
analytic
methods
examine
participants’
routine
social
interactions.
The
findings
suggest
that
even
though
combined
input
seem
counterproductive
children's
learning,
it
still
contribute
development
used
child‐centric
playful
ways.
has
pedagogical
implications
understanding
value
promoting
learning.
Additionally,
proposes
advancements
second
acquisition
(SLA)
demonstrating
how
notion
can
be
utilized
investigate
role
Modern Language Journal,
Год журнала:
2023,
Номер
107(S1), С. 3 - 23
Опубликована: Янв. 1, 2023
Abstract
In
this
introduction
to
the
special
issue,
we
first
present
a
brief
historical
overview
of
sociocultural
theory
(SCT)
as
it
has
been
extended
process
second
language
(L2)
development
and
instruction,
beginning
with
two
significant
publications
that
appeared
in
1994.
early
years,
was
used
lens
understand
various
aspects
learning
instruction.
Eventually,
came
be
means
promoting
processes
investigates.
As
explain
article,
shift
research
orientation
reflects
Vygotsky's
commitment
unity
practice.
We
then
address
problem
associated
term
“sociocultural,”
which
since
inception
L2
informed
by
theory.
This
is
followed
presentation
four
central
principles
theory,
contextualized
within
discussion
dialectics,
foundational
methodological
approach
adopted
Vygotsky
formulating
higher
psychological
functioning.
The
each
relate
through
naturally
endowed
instincts
govern
mental
emotional
behavior
from
birth
are
restructured
they
interact
culturally
developed
forms
mediation,
including—most
importantly—language.
Next,
an
issue
includes
important
concepts
brought
bear
instructed
development.
These
include
distinction
between
everyday
scientific
concept‐based
instruction;
zone
proximal
dynamic
assessment;
languaging,
or
use
speaking
writing
developmental
process;
perezhivanie
,
dialectical
emotion
cognition
related
development;
obuchenie
instruction–development
dialectic.
concepts,
along
theoretical
principles,
employed
ways
seven
articles
included
issue.
representative
innovative
SCT‐L2
currently
under
way
East
Asia,
region
world
only
recently
attracted
While
reported
on
emerges
particular
area,
implications
for
other
instructional
contexts
itself
significant.
Public Library Quarterly,
Год журнала:
2025,
Номер
unknown, С. 1 - 24
Опубликована: Янв. 3, 2025
Many
libraries
serve
multilingual
communities,
however,
research
around
remains
sparse.
This
study
provides
a
theorized
understanding
of
how
library
is
experienced
by
stakeholders,
drawing
on
interviews
and
focus
groups,
event
evaluations,
field
observations.
Findings
highlight
communities
value
the
metaphorical
space,
via
physical
space
allocated
to
stock
events,
with
borrowing
influenced
complex
rationales.
The
troubles
traditional
notions
success
within
science,
necessitating
reconceptualization
stock,
events
in
library,
aligning
belonging
ownership
that
represents.
Language Teaching Research,
Год журнала:
2025,
Номер
unknown
Опубликована: Янв. 7, 2025
With
the
existing
research
gap
regarding
validation
of
effects
teacher
feedback,
relatively
limited
exploration
correlation
between
feedback
and
speaking
performance,
inadequate
examination
emotions,
this
study
endeavored
to
investigate
efficacy
in
digital
storytelling
among
learners
English
as
a
foreign
language
(EFL).
Emphasis
is
placed
on
perceptions
high
low
achievers,
reflections.
Employing
mixed-methods
approach,
design
incorporated
data
from
pre-/post-tests
storytelling,
student
responses
an
emotion
questionnaire,
reflections
practices.
The
findings
demonstrated
that
not
only
significantly
impacted
students’
performances
throughout
process
but
also
played
key
role
regulating
their
emotions.
Both
achievers
exhibited
predominantly
positive
emotions
during
creation.
However,
greater
sensitivity
competitive
pressures,
contributing
slight
differences
emotional
experiences
two
groups.
Furthermore,
displayed
desire
for
derived
more
substantial
benefits,
particularly
areas
image
selection
arrangement.
Based
reflections,
types
were
focused
adjusting
chosen
storybooks
(including
storyline
development
image/illustration
design),
establishing
fulfillment
criteria,
ensuring
equitable
distribution
work
presentation
within
each
group,
addressing
pronunciation
concerns.
Asian-Pacific Journal of Second and Foreign Language Education,
Год журнала:
2025,
Номер
10(1)
Опубликована: Янв. 13, 2025
Abstract
The
field
of
second
language
acquisition
(SLA)
research
had
long
been
governed
by
a
paradigm
that
prioritized
cognition
over
emotion.
Recently,
increased
attention
has
drawn
to
the
role
perezhivanie
in
development
as
Vygotsky’s
sociocultural
theory
(SCT)
brought
together
emotion
and
cognition,
thereby
offering
an
analytical
tool
explore
interplay
holistic
way.
present
study
seeks
capture
notion
three
Chinese
learners
L2
English
free
teacher
education
program
its
link
for
their
development.
Utilizing
multiple
sources
data,
including
questionnaires,
narrative
frames
interviews,
this
conducts
thematic
analysis
cognitive
emotive
elements
data.
reveals
participants
shared
same
purpose
learning
English:
become
teachers
either
primary
or
high
schools.
It
also
demonstrates
during
process,
predominantly
negative
emotions,
while
not
inevitably
hindering
progress,
can
slow
down
pace
development,
whereas
positive
emotions
consistently
foster
Language Teaching Research,
Год журнала:
2023,
Номер
unknown
Опубликована: Дек. 14, 2023
Student
engagement
has
long
been
recognized
as
a
vital
predictor
of
academic
success,
but
how
it
associates
with
control-value
appraisals
and
emotions
Chinese
undergraduates
English
foreign
language
(EFL)
is
underexplored.
This
article
hence
invoked
the
theory
investigated
general
profile
undergraduates’
appraisals,
student
in
learning,
interrelationships
between
three
constructs.
Descriptive
statistics
questionnaire
data
revealed
that
323
undergraduate
participants
generally
showed
moderate
level
learning;
furthermore,
they
experienced
variety
emotions,
positive
more
frequently
than
negative
ones.
Correlation
regression
analyses
uncovered
significant
predictive
effect
on
their
profound
impact
engagement.
Additionally,
influence
was
found
to
be
mediated
by
ones
positively
mediating
negatively
two.
study
fills
research
gap
related
topics,
provides
relevant
pedagogical
implications
for
EFL
teaching
at
tertiary
level.
