The Inseparability of Cognition and Emotion in Second Language Learning

Autor/in	Swain, Merrill
Titel	The Inseparability of Cognition and Emotion in Second Language Learning
Quelle	In: Language Teaching, 46 (2013) 2, S.195-207 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
DOI	10.1017/S0261444811000486
Schlagwörter	Cognitive Processes; Second Language Learning; Schemata (Cognition); Cognitive Development; Role; Emotional Response; Sociocultural Patterns; Learning Theories + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Zweitsprachenerwerb; Cognition; Schema; Kognition; Kognitive Entwicklung; Rollen; Emotionales Verhalten; Soziokulturelle Theorie; Learning theory; Lerntheorie
Abstract	The scholarly literature about the process of second language (L2) learning has focused to a considerable extent on cognitive processes. Left aside are questions about how emotions fit into an understanding of L2 learning. One goal of this plenary is to demonstrate that we have limited our understanding of L2 learning by failing to take into account the roles played by emotions. A perspective which brings together cognition and emotion is that of Vygotsky's sociocultural theory (SCT) of mind. Vygotsky saw the two as being inextricably interconnected. However, many in the Western world who have taken up Vygotsky's ideas, myself included, have focused on the cognitive side of learning and development. The second goal of this plenary is therefore to redress this imbalance. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=LTA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10