The Gift of Confidence: A Vygotskian View of Emotions

Mahn, Holbrook; John‐Steiner, Vera

doi:10.1002/9780470753545.ch4

Cited by 132 publications

(91 citation statements)

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“…The study draws on sociocultural theory, which views emotions as being socially mediated, and on previous research which has shown the relational nature of emotions (e.g., Imai, 2010;Mahn & John-Steiner, 2002;Swain, 2013). For instance, Swain's (2013) study of L2 learners' collaborative dialogue shows that emotions are not an individual's inner, private reactions but rather interpersonal events, whose meanings are socially and culturally derived, internalized from interactions with others.…”

Section: Literature Reviewmentioning

confidence: 99%

Love and enjoyment in context: Four case studies of adolescent EFL learners

Pavelescu

Petrić

2018

SSLLT

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This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students' language learning process.

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Section: Literature Reviewmentioning

confidence: 99%

Love and enjoyment in context: Four case studies of adolescent EFL learners

Pavelescu

Petrić

2018

SSLLT

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“…By allowing students to communicate and explore their emotions and thoughts through dialogue journals, Mahn and John-Steiner (2008) argue that students can thereby transform their experiences from something that is interpersonal to an intrapersonal one. By doing so, they become self-aware of their process of writing, which is important in the process of learning to write creatively and effectively.…”

Section: Educational Implicationsmentioning

confidence: 99%

“…Dialogue journals may play a critical role in allowing teachers to see how introverted students are following with their school work, making friends and any problems that they may be perceiving, and to best help them develop socially, emotionally and academically. The nature of dialogue journals as mentioned above allows teachers to get to understand and know their students by building rapport with them, and thus it can become a means of providing support for the students (Mahn & John-Steiner, 2008). Introverted children may therefore benefit from dialogue journals with their teachers as it builds a safe-space for them to communicate their emotions and thoughts about any topic they wish to write about.…”

Section: Introverted Childrenmentioning

confidence: 99%

Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal

Konishi¹,

Park²

2017

JEL

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Dialogue journals are a form of writing in which a student and a teacher carry on a conversation over time. This paper addresses the benefits of using dialogue journals for promoting a positive social-emotional learning (SEL) environment for children in school settings. Educators and researchers have increasingly acknowledged the importance of SEL in schools, and the recognition has been gradually spread around the world in recent years. Despite the increased recognition of the importance of SEL, teachers often appear to feel unacquainted with tactics for promoting children's social-emotional growth. We provide our readers with a theoretical and practical rationale behind the benefits in the framework of SEL. We also provide practical guidelines for the implementation of the dialogue journals in schools. Further, successful examples of the use of dialogue journals which we have drawn upon during classes in different countries are presented in order to help teachers promote the positive SEL environment for students at school.

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“…This strategy was used by the mediator to clear the doubts of a learner when she was uncertain about the correctness or appropriateness of her response. This mediational strategy accompanied with the encouragement provided to the learners reflects Vygotsky's affective-volitional aspect of learning (Warford, 2010) which prescribes offering caring support to instill confidence in the students (Mahn & John-Steiner, 2002). The less experienced students with the help of this strategy can become aware of their equally important roles as questioners seeking clarification, which can lead to the building of their confidence and at the same time helps promote their learning (Wells, 1999).…”

Section: Figure 1 Typology Of Mediational Strategiesmentioning

confidence: 99%

Group dynamic assessment of EFL listening comprehension: Conversational implicatures in focus

Shahraki¹,

Ketabi²,

Barati³

2014

IJRSLL

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While the teachability of second language (L2) pragmatics has been the subject of considerable recent research interest (e.g. Bardovi-Harlig, 2011;Murray, 2011), testing the ability to infer implicatures in L2 has received limited attention (Roever, 2006). This study, therefore, tested the applicability of Group dynamic assessment (G-DA), rooted in Vygotskian socio-cultural theory (SCT), in assessing intermediate learners' pragmatic knowledge of conversational implicatures in the context of listening while simultaneously identifying the mediational strategies that can nurture the development of this knowledge. To this end, 50 English as Foreign Language (EFL) learners of two intermediate intact classes at a language institute in Iran were selected to participate in this study (experimental group=24 and control group=26). Both groups went through a multi-assessment procedure in the format of dynamic and non-dynamic pretest -enrichment phase-dynamic and non-dynamic posttest. Only the experimental group received mediational support during the ten-week G-DA procedure. The study employed both qualitative and quantitative data analyses. The qualitative analysis of G-DA interactions led to the detection of nine mediational strategies ranging in their degree of explicitness. Moreover, both qualitative and quantitative data analyses revealed that the mediational support offered resulted in significant changes in the listening ability of the learners improving their pragmatic understanding of conversational implicatures. The findings may be revealing in that they support G-DA and its applicability to Second Language (L2) listening comprehension and pragmatics instruction.

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The Gift of Confidence: A Vygotskian View of Emotions

Cited by 132 publications

References 0 publications

Love and enjoyment in context: Four case studies of adolescent EFL learners

Love and enjoyment in context: Four case studies of adolescent EFL learners

Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal

Group dynamic assessment of EFL listening comprehension: Conversational implicatures in focus

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