The impact of the cognitive-emotive dialectic on L2 development of English majors in the free teacher education program in China: a perezhivanie perspective
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| Опубликовано в:: | Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 2 |
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| Главный автор: | |
| Опубликовано: |
Springer Nature B.V.
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| Предметы: | |
| Online-ссылка: | Citation/Abstract Full Text - PDF |
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| 001 | 3154521675 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2363-5169 | ||
| 024 | 7 | |a 10.1186/s40862-024-00305-w |2 doi | |
| 035 | |a 3154521675 | ||
| 045 | 2 | |b d20251201 |b d20251231 | |
| 100 | 1 | |a Li, Wei | |
| 245 | 1 | |a The impact of the cognitive-emotive dialectic on L2 development of English majors in the free teacher education program in China: a <i>perezhivanie</i> perspective | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a The field of second language acquisition (SLA) research had long been governed by a paradigm that prioritized cognition over emotion. Recently, increased attention has been drawn to the role of perezhivanie in language development as Vygotsky’s sociocultural theory (SCT) brought together emotion and cognition, thereby offering an analytical tool to explore the interplay of emotion and cognition in a holistic way. The present study seeks to explore and capture the notion of perezhivanie in three Chinese learners of L2 English in the free teacher education program and its link for their language development. Utilizing multiple sources of data, including questionnaires, narrative frames and interviews, this study conducts a thematic analysis of the cognitive and emotive elements in the data. The study reveals that the three participants shared the same purpose in learning English: to become English teachers in either primary or high schools. It also demonstrates that during the language learning process, predominantly negative emotions, while not inevitably hindering progress, can slow down the pace of language development, whereas positive emotions consistently foster language development.  | |
| 651 | 4 | |a China | |
| 653 | |a Second language learning | ||
| 653 | |a Sociocultural theory | ||
| 653 | |a English teachers | ||
| 653 | |a Teacher education | ||
| 653 | |a Cognition | ||
| 653 | |a Emotions | ||
| 653 | |a Second language teachers | ||
| 653 | |a Chinese languages | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Learning outcomes | ||
| 653 | |a English as a second language learning | ||
| 653 | |a Teachers | ||
| 653 | |a Language acquisition | ||
| 653 | |a Secondary schools | ||
| 653 | |a Sociocultural factors | ||
| 653 | |a Negative emotions | ||
| 653 | |a Educational programs | ||
| 653 | |a Learning | ||
| 653 | |a Positive emotions | ||
| 653 | |a Language | ||
| 653 | |a Elementary schools | ||
| 653 | |a Vygotskian perspective | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a English | ||
| 773 | 0 | |t Asian-Pacific Journal of Second and Foreign Language Education |g vol. 10, no. 1 (Dec 2025), p. 2 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3154521675/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3154521675/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |