Conceptualizing Boredom

Teachers Reflecting on Boredom in the Language Classroom - Mirosław Pawlak

Mirosław Pawlak [+-]
Adam Mickiewicz University, Poland State School of Higher Professional Education, Poland
View Website
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

Chapter Two provides a definition of boredom and attempts to relate it to other, similar concepts in the literature in educational psychology as well as SLA, such as disengagement, lack of motivation or demotivation (e.g., Dörnyei, 1998; Fahlman, 2009; Henry & Thorsen, 2018). It also discusses the types of boredom (e.g., in-class boredom vs. after-class boredom) and its manifestations in educational contexts (e.g., Trautwein, Lüdtke, Kastens, & Köller, 2006; Tulis & Fulmer, 2013).

Notify A Colleague

Citation

Pawlak, Mirosław; Kruk, Mariusz; Zawodniak, Joanna. Conceptualizing Boredom. 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=43247. Date accessed: 28 Oct 2021 doi: 10.1558/equinox.43247. Mar 2023

Dublin Core Metadata