Exploring the relationship between emotionality and L2 language learning, this book offers a narrative focus on learners and their teacher in Japan. The book offers possibilities for exploring, interpreting and representing the lived experience of L2 study emotions in a more holistic, complex fashion. State-of-the-art research methods utilized include multiple threading, timescales analysis, a combination of discursive psychology with a small lens approach, and narrative writing as method. Via illustrations of insights generated through such means, the author argues that emotions need to be studied as they are dynamically experienced and understood in all of their multidimensional color by individuals (in interaction). Amidst the currently expanding interest in L2 study emotions, the book presents a strong case for the benefits of locating interpretations of the emergence of L2 study emotions back into situated, dynamic, social context. Sampson uses a complexity perspective as a reminder of more integrated, holistic understandings of the psychology of additional language learners. This work will be of interest to students and researchers in second language acquisition and additional language learning.
Exploring the relationship between emotionality and L2 language learning, this book offers a narrative focus on learners and their teacher in Japan.
1. The Emotionality of Additional Language Learning,
2. From Simplicity
to Complexity: Recent Explorations of L2 Study Emotions,
3. Interactions
Between the Whole and Parts in the Emergence of L2 Study Feelings,
4.
Focusing a Small Lens on Experiential and Discursive Context,
5. Co-adaptive
Emergence of Emotional Intersubjectivity,
6. Widening the Lens: The
(Re)Construction of Anxiety and Enjoyment,
7. Widening the Lens: L2 Study
Emotions and Agentic Personality,
8. Weaving Threads for Researching,
9.
Pedagogy for Emotionally-charged Educational Spaces
Richard J. Sampson (PhD, Griffith University) has been working in the Japanese education context for more than 20 years. He is currently an Associate Professor at Rikkyo University, teaching courses in English communication and language learning psychology. His research focuses on the social and dynamic emergence of language learner and teacher psychology by drawing on complexity thinking. He uses action research approaches to explore experiences of classroom language learning from the perspectives of students and teachers. Richard has published widely in international journals and is the author of "Complexity in Classroom Foreign Language Learning Motivation: A Practitioner Perspective from Japan" (Multilingual Matters, 2016), and co-editor (with Richard Pinner) of "Complexity Perspectives on Researching Language Learner and Teacher Psychology" (Multilingual Matters, 2021).
