Kurzus nemzetközi vendég- és részidős hallgatóknak
- Kar
- Bölcsészettudományi Kar
- Szervezet
- BTK Angol Alkalmazott Nyelvészeti Tanszék
- Kód
- BBI-ANG17-362E.43
- Cím
- Választható alkalmazott nyelvészeti szeminárium: A Flow szerepe a nyelvoktatásban
- Tervezett félév
- Mindkét
- ECTS
- 5
- Nyelv
- Oktatás célja
- Brought to us from psychology, this course aims to study the flow theory in foreign language learning.
- Tantárgy tartalma
- Throughout the semester, students will be introduced to several definitions of the psychological phenomenon of flow, the initial and most significant studies on flow, and the applicability of this theory to foreign language learning.
- Számonkérés és értékelés
- Students are required to: - do home reading and homework, - attend classes on a regular basis and participate in class discussions, - write a short literature review on flow in language learning. term paper: A critical review of the literature on flow in language learning to be negotiated by week 8, which consists of 1200-1300 words in length based on a minimum of 3 sources.
- Irodalomjegyzék
- Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology?. Review of general psychology, 9(2), 103-110. Moneta, G. B. (2012). On the measurement and conceptualization of flow. In S. Engeser (Ed.), Advances in flow research (pp. 23–50). Springer. https://doi.org/hch5 Shernoff, D. J., Csikszentmihalyi, M., Shneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158-176. https://doi.org/bdbprh Fullagar, C. J., Knight, P. A., & Sovern, H. S. (2013). Challenge/skill balance, flow, and performance anxiety. Applied Psychology, 62(2), 236–259. Csikszentmihalyi, M., & Csikszentmihalyi, M. (2014). Intrinsic motivation and effective teaching. Applications of flow in human development and education: The collected works of Mihaly Csikszentmihalyi, 173-187. Piniel, K., & Albert, Á. (2019). Motivation and flow. In The Palgrave handbook of motivation for language learning (pp. 579-597). Palgrave Macmillan, Cham. Dewaele, J. M., & MacIntyre, P. (2022). Do flow, enjoyment and anxiety emerge equally in English foreign language classrooms as in other foreign language classrooms?. Revista Brasileira de Linguística Aplicada, 22, 156-180. Egbert, J. (2003). A study of flow theory in the foreign language classroom. The Modern Language Journal, 87(4), 499-518. https://www.jstor.org/stable/1192800 Alsayed Ahmad. D., & Albert, A. (2022). English majors' flow experiences in L2 writing: An interview study. DEAL2022, 227-257. Perry, S. K. (1999). Writing in flow: Keys to enhanced creativity. Writers Digest Books. Aubrey, S. (2017). Measuring flow in the EFL classroom: Learners’ perceptions of inter‐and intra‐cultural task‐based interactions. TESOL Quarterly, 51(3), 661-692. https://www. jstor.org/stable/44987015 Azizi, Z., & Ghonsooly, B. (2015). Exploring flow theory in TOEFL texts: Expository and argumentative genre. Journal of Language Teaching & Research, 6(1), 210-215. https:// doi.org/hch4 McQuillan, J., & Conde, G. (1996). The conditions of flow in reading: Two studies of optimal experience. Reading Psychology: An International Quarterly, 17(2), 109-135. https://doi. org/dkvnks