Перейти к главному меню навигации Перейти к основному контенту Перейти к нижнему колонтитулу сайта
Językoznawstwo baner

№ specjalny (2023)

Artykuły

Dweck’s mindset theory and the teaching of foreign languages: Reflection from the language classroom

DOI: https://doi.org/10.25312/2391-5137.NS23_bpl  [Google Scholar]
Опубликован: 2023-12-11

Аннотация

The article explores the application of Carol Dweck’s Mindset Theory to foreign language teaching. It outlines the distinction between fixed and growth mindsets and discusses how these beliefs shape learners’ motivation, resilience and classroom engagement. Drawing on research into language mindsets and learner motivations across different educational settings, the paper examines implications for classroom practice: the redefinition of error, the role of process-focused feedback, collaborative tasks and formative assessment. Particular attention is paid to the emotional dimension of language learning and to the teacher as a model of a growth. The article concludes with practical strategies for fostering growth-oriented beliefs in the language classroom and highlights the need for coherence between teacher discourse, assessment culture and institutional practices.

Библиографические ссылки

  1. Blackwell L.S., Trzesniewski K.H., Dweck C.S. (2007), Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention, “Child Development”, vol. 78(1), pp. 246–263, https://doi.org/10.1111/j.1467-8624.2007.00995.x DOI: https://doi.org/10.1111/j.1467-8624.2007.00995.x [Google Scholar]
  2. Dweck C.S. (1999), Self-theories: Their role in motivation, personality, and development, Philadelphia. [Google Scholar]
  3. Dweck C.S. (2006), Mindset: The new psychology of success, New York, Random House. [Google Scholar]
  4. Goldhorn L., Wilhelm T., Spatz V. (2022), Fostering a growth mindset in physics, https://core.ac.uk/download/578253789.pdf [accessed: 14.11.2023]. [Google Scholar]
  5. Gregersen T., MacIntyre P.D. (2014), Capitalizing on language learners’ individuality: From premise to practice, Bristol. DOI: https://doi.org/10.21832/9781783091218 [Google Scholar]
  6. Lanvers U., Chambers G. (2019), In the shadow of global English? Comparing language learner motivation in Germany and the United Kingdom, [in:] M. Lamb, K. Csizér, A. Henry, S. Ryan (eds.), The Palgrave handbook of motivation for language learning, Cham. DOI: https://doi.org/10.1007/978-3-030-28380-3_21 [Google Scholar]
  7. Lou N.M., Noels K.A. (2019), Language mindsets, meaning-making, and motivation, [in:] M. Lamb, K. Csizér, A. Henry, S. Ryan (eds.), The Palgrave handbook of motivation for language learning, Cham. DOI: https://doi.org/10.1007/978-3-030-28380-3_26 [Google Scholar]
  8. MacIntyre P. D., Gregersen T., Mercer S. (2016), Positive psychology in SLA, Bristol. DOI: https://doi.org/10.21832/9781783095360 [Google Scholar]
  9. Mega C., Ronconi L., De Béni R. (2014), What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement, “Journal of Educational Psychology”, vol. 106(1), pp. 121–131. https://doi.org/10.1037/a0033546 DOI: https://doi.org/10.1037/a0033546 [Google Scholar]
  10. Mercer S., Dörnyei Z. (2020), Engaging language learners in contemporary classrooms, Cambridge. DOI: https://doi.org/10.1017/9781009024563 [Google Scholar]
  11. Mercer S., Ryan S. (2010), A mindset for EFL: Learners’ beliefs about the role of natural talent, “ELT Journal”, vol. 64(4), pp. 436–444, https://doi.org/10.1093/elt/ccp083 DOI: https://doi.org/10.1093/elt/ccp083 [Google Scholar]
  12. Mercer S., Ryan S., Williams M. (eds.) (2012), Psychology for language learning: Insights from research, theory and practice, Basingstoke. DOI: https://doi.org/10.1057/9781137032829 [Google Scholar]
  13. Ryan S., Mercer S. (2012), Language learning mindsets across cultural settings: English learners in Austria and Japan, “OnCUE Journal”, vol. 6(1), pp. 6–22. [Google Scholar]
  14. Zhang Y., Li M., Chieh Y., Han, S. (2022), On a path to becoming more self-regulated: reflective journals’ impact on chinese english as a foreign language students’ self-regulated writing strategy use, “Frontiers in Psychology”, vol. 13, https://doi.org/10.3389/fpsyg.2022.1042031 DOI: https://doi.org/10.3389/fpsyg.2022.1042031 [Google Scholar]

Скачивания

Данные скачивания пока недоступны.

Похожие статьи

1 2 3 4 5 6 7 8 9 10 > >> 

Вы также можете начать расширеннвй поиск похожих статей для этой статьи.