Wij zijn verheugd aan te kondigen dat de Mercator Meertaligheidslezing dit jaar zal worden gegeven door Prof. Jean-Marc Dewaele (Birkbeck, University of London). Op 22 november 2022 zal Dewaele spreken over "Learners' experience of flow in foreign language classes" (samenvatting hieronder). De lezing vindt online plaats (via Zoom), zodat iedereen op de wereld kan deelnemen. Deelname is gratis, maar we vragen u vriendelijk om u voor 15 november in te schrijven.
Datum: Dinsdag 22 november, 2022
Plaats: Online (ZOOM)
Tijd: 16:00-17:00 uur CET
Taal: Engels
Registreren: Via Mercator/ZOOM
Flyer (pdf): English / Frysk
Over de spreker
Jean-Marc Dewaele is hoogleraar toegepaste taalkunde en meertaligheid aan Birkbeck, University of London (UK). Hij is hoofdredacteur van het Journal of Multilingual and Multicultural Development, voorzitter van de International Association for the Psychology of Language Learning en - naast vele andere onderscheidingen - ontvanger van de Distinguished Scholar Award (2022) van de European Second Language Association.
Samenvatting
Jean-Marc Dewaele - 'Learners' experience of flow in foreign language classrooms'
The concept of flow was introduced by Positive Psychologist (Csíkszentmihályi, 1990) and refers to a consciousness that is harmoniously ordered where thoughts, actions, and emotions become well-coordinated in performing a challenging task. Despite a growing interest in foreign language learner emotions that started with Dewaele and MacIntyre (2014), the topic of flow is still under-researched in applied linguistic research. Flow matters because it is addictive and has strong motivational qualities (Piniel & Albert, 2019; Dewaele, Saito & Halimi, 2022).
This presentation will give an overview of the latest research on foreign language learners’ flow experiences, showing how they increase in frequency and intensity over time and how they are shaped by positive and negative emotions and by teacher intervention (Dewaele & MacIntyre, 2022a; Dewaele & MacIntyre, 2022b). Flow is particularly important in foreign language classes because it helps learners overcome their self-consciousness and anxiety.
Referenties
Csíkszentmihályi, M. (1990). Flow: The psychology of optimal experience. Harper Collins. https://doi.org/10.1080/00222216.1992.11969876
Dewaele, J.-M., Kamal Ahmed, I., & Albakistani, A. 2022). Is flow possible in the Emergency Remote Teaching foreign language classroom? Education Sciences, https://doi.org/10.3390/educsci12070444
Dewaele, J.-M. & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & MacIntyre, P. D. (2022a). “You can't start a fire without a spark”. Enjoyment and the Emergence of Flow in Foreign Language Classrooms. Applied Linguistics Review. https://doi.org/10.1515/applirev-2021-0123
Dewaele, J.-M., & MacIntyre, P. D. (2022b). Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms? Revista Brasileira de Linguística Aplicada, 22(1), 156-180. https://doi.org/10.1590/1984-6398202218487
Dewaele, J.-M., Saito, K., & Halimi, F. (2022) How Foreign Language Enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics. https://doi.org/10.1093/applin/amac033
Piniel, K. & Albert, A. (2019). Motivation and Flow. In M. Lamb, K. Csizér, Henry, A., & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (pp. 579-597). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_28