Teacher perspectives on language learning psychology

Gkonou, Christina; Mercer, Sarah; Daubney, Mark

http://hdl.handle.net/10400.8/13615

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Authors

Gkonou, Christina

Mercer, Sarah

Daubney, Mark

Abstract(s)

Research into the psychology of language learning has grown exponentially in the last decade, yet, teacher perspectives on the field have been surprisingly absent from this body of research. The present study was designed to address this gap. Drawing on a survey with 311 foreign language teachers working at different school levels in 3 European countries, and on individual, semi-structured interviews with 11 teachers, the study focuses on the psychological aspects of language learning which teachers felt were particularly important in their own settings. In particular, teachers’ beliefs, experiences and teaching strategies were explored. The data also revealed strong interconnections between language learning psychology constructs, differences across contexts, and a perceived link between learner and teacher psychology.

Keywords

language learningpsychology teachers beliefs practices teacher psychology

URI

http://hdl.handle.net/10400.8/13615

Citation

Gkonou, C., Mercer, S., & Daubney, M. (2016). Teacher perspectives on language learning psychology. The Language Learning Journal, 46(4), 501–513. https://doi.org/10.1080/09571736.2016.1172330