Another Look at Boredom in Language Instruction: The Role of the Predictable and the Unexpected

Autor/inn/en	Kruk, Mariusz; Pawlak, Miroslaw; Zawodniak, Joanna
Titel	Another Look at Boredom in Language Instruction: The Role of the Predictable and the Unexpected
Quelle	In: Studies in Second Language Learning and Teaching, 11 (2021) 1, S.15-40 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kruk, Mariusz) ORCID (Pawlak, Miroslaw) ORCID (Zawodniak, Joanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Learning Motivation; Teaching Methods; Prediction; Majors (Students); Student Attitudes; Attitude Change; Lesson Plans; Psychological Patterns; Learning Processes; Advanced Students; Rating Scales; Guidelines; Undergraduate Students; Foreign Countries; Poland + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Schülerverhalten; Attitudinal change; Einstellungsänderung; Lesson planning; Unterrichtsplanung; Learning process; Lernprozess; Fortgeschrittener; Rating-Skala; Richtlinien; Ausland; Polen
Abstract	Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01