Full 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.
Contents
Introduction
Chapter 1: Emotions in the language classroom
Chapter 2: Conceptualizing boredom
Chapter 3: Perspectives on boredom, its causes and solutions
Chapter 4: Researching boredom in L2 learning and teaching
Chapter 5: Boredom in the L2 classroom: Listening to teachers' voices
Chapter 6: Integrating theory and practice: Reflective practice with respect to boredom
Chapter 7: Awareness-raising activities stimulating reflection on L2 boredom
Conclusion
Appendix 1: Teacher Boredom Questionnaire
Appendix 2: A Lesson Report
