Description
This book incorporates both practice-based information and research to underpin teachers' emotions in the teaching and learning settings of second language (L2) writing, in the Chinese tertiary educational context. It introduces and validates a new conceptual framework for evaluating the causes and effects of the emotions of L2 writing teachers and investigates their emotional experiences in the context of the classroom. Additionally, it demonstrates the mediating effect of emotion-regulation strategies on L2 writing teachers’ pedagogical practices, writing assessment practices, teacher–student relationships, and well-being. Finally, this book provides theoretical, practical, and pedagogical implications of emotion regulation and management in order to implement the L2 writing curriculum.
Table of Contents
Context setting.- Psychodynamic perspective of L2 writing teacher emotions .- Sociocultural perspective of L2 writing teacher emotions .- Positive psychological perspective of L2 writing teacher emotions.- Framing teacher emotions in L2 writing contexts.- The mediating effect of teacher’s emotional labor strategies in L2 writing contexts.- Teacher’s emotional experiences and the interplay with L2 writing instruction.- Concluding thoughts.
