Emotional Appraisals of Learning Tasks.

Gül Peker B.

Affective Factors in Language Learning, , İstanbul, Türkiye, 22 - 23 Mayıs 2017, ss.5

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: İstanbul
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.5
  • Gazi Üniversitesi Adresli: Evet

Özet

Why is it that the same aggressive learner behavior elicits a different emotional response from one teacher who feels anger whilst another feels empathy perceiving the same behavior as a need for attention? Or why does one student appreciate a certain learning task while another would sneer at the same task? The role of emotion in education, largely neglected in previous decades, is currently enjoying a resurge of research interest. And yet, we lack a clear, consistent and systematic understanding of how emotion impacts learning. This session discusses emotional appraisals of learning tasks. It first makes a case for task appraisal styles in learning. It then presents an argument for the possibility of investigating positive and negative appraisals of tasks along the dimension of pleasantness in different contexts, whether in teacher education or secondary schools. In the final part, a scale related to appraisals is offered.