Introduction

Teachers Reflecting on Boredom in the Language Classroom - Mirosław Pawlak

Mirosław Pawlak [+-]
Adam Mickiewicz University, Poland State School of Higher Professional Education, Poland
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Mirosław Pawlak is Professor of English in the Department of English Studies at the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University in Kalisz, Poland and the Institute of Modern Languages of State School of Higher Professional Education, Konin, Poland. His main areas of interest are SLA theory and research, form-focused instruction, corrective feedback, classroom discourse, learner autonomy, communication and learning strategies, individual learner differences and pronunciation teaching. His recent publications include (2006, Kalisz–Poznań: Adam Mickiewicz University Press), Production-oriented and comprehension-based grammar teaching in the foreign language classroom (with Anna Mystkowska-Wiertelak, 2011, Heidelberg – New York: Springer), Error correction in the foreign language classroom: Reconsidering the issues (2012, Poznań – Kalisz – Konin: Adam Mickiewicz University Press), and several edited collections on learner autonomy, language policies of the Council of Europe, form-focused instruction, speaking in a foreign language and individual learner differences.
Mariusz Kruk [+-]
University of Zielona Góra, Poland

Mariusz Kruk, PhD, is from Słupca, Poland. He studied Russian philology (Pedagogical University in Zielona Góra, Poland) and English philology (Adam Mickiewicz University in Kalisz, Poland). He has been working for a number of years as an elementary and senior high school teacher. His main interests include computer-assisted language learning, virtual worlds, learner autonomy, motivation and statistics in applied linguistics.

Joanna Zawodniak
University of Zielona Góra, Poland

Description

This book investigates teacher and student boredom from the perspective of the teacher and illustrates how thinking about different aspects of this negative emotion might enhance reflective practices. It consists of seven chapters. The first four (Chapters 1-4) are devoted to the role of positive and negative emotions in L2 learning, conceptualizations of boredom, theories accounting for this negative emotion, and a brief overview of student and teacher boredom-related studies carried out in educational psychology and L2 education. The second part (Chapters 5-6) is empirical in nature. It reports on a mixed-methods investigation which tapped learner and teacher boredom from the perspective of EFL secondary school practitioners. It focused on: (1) teacher-perceived causes of learners’ boredom, (2) causes of teachers’ own boredom, (3) ways in which teachers confront student boredom in the classroom, (4) ways in which teachers deal with their own boredom, (5) factors that underpin teacher and student boredom, (6) ways of combating student and teacher boredom. The third part of the book (Chapters 6-7) integrates teachers’ recommendations with outcomes of previous research to propose a reflective practice model of dealing with boredom in the classroom as well as strategies that can be employed to minimize teacher boredom.

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Citation

Pawlak, Mirosław; Kruk, Mariusz; Zawodniak, Joanna. Introduction. Teachers Reflecting on Boredom in the Language Classroom. Equinox eBooks Publishing, United Kingdom. Mar 2023. ISBN 9781000000000. https://www.equinoxpub.com/home/view-chapter/?id=43245. Date accessed: 27 Nov 2021 doi: 10.1558/equinox.43245. Mar 2023

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