This book addresses a particularly important area of second language acquisition research, specifically the factors that mediate learning outcomes in learning a second or foreign language. It provides a comprehensive, up-to-date overview of studies in the field of second language learning and L2 use from the point of view of personality traits and emotional intelligence. It also presents results of a mixed-method study researching the possible influence of these variables on the process of learning a second language. Furthermore, the book represents the first systematic exploration of the role of emotional intelligence and the factors related to it in moderating attainment in the target language. What is also unique here is the investigation of the role of personality with respect to different target language skills and subsystems, which allows finer-grained insights into this relationship. The book will be of considerable interest to both researchers, teachers and students in the fields of SLA, TESOL, applied linguistics, and bilingualism.

This book addresses a particularly important area of second language acquisition research, specifically the factors that mediate learning outcomes in learning a second or foreign language. It provides a comprehensive, up-to-date overview of studies in the field of second language learning and L2 use from the point of view of personality traits and emotional intelligence. It also presents results of a mixed-method study researching the possible influence of these variables on the process of learning a second language. Furthermore, the book represents the first systematic exploration of the role of emotional intelligence and the factors related to it in moderating attainment in the target language. What is also unique here is the investigation of the role of personality with respect to different target language skills and subsystems, which allows finer-grained insights into this relationship. The book will be of considerable interest to both researchers, teachers and students in the fields of SLA, TESOL, applied linguistics, and bilingualism.

This book addresses a particularly important area of second language acquisition research, specifically the factors that mediate learning outcomes in learning a second or foreign language. It provides a comprehensive, up-to-date overview of studies in the field of second language learning and L2 use from the point of view of personality traits and emotional intelligence. It also presents results of a mixed-method study researching the possible influence of these variables on the process of learning a second language. Furthermore, the book represents the first systematic exploration of the role of emotional intelligence and the factors related to it in moderating attainment in the target language. What is also unique here is the investigation of the role of personality with respect to different target language skills and subsystems, which allows finer-grained insights into this relationship. The book will be of considerable interest to both researchers, teachers and students in the fields of SLA, TESOL, applied linguistics, and bilingualism.

Positive psychology is the scientific study of how human beings prosper and thrive. This is the first book in SLA dedicated to theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning: positive emotional states such as love, enjoyment and flow, and character traits such as empathy, hardiness and perseverance. The contributors present several innovative teaching ideas to bring out these characteristics among learners. The collection thus blends new teaching techniques with cutting-edge theory and empirical research undertaken using qualitative, quantitative and mixed-methods approaches. It will be of interest to SLA researchers, graduate students, trainee and experienced teachers who wish to learn more about language learning psychology, individual differences, learner characteristics and new classroom practices.

This book introduces readers to the principles of a fairly new branch of psychology – positive psychology – and demonstrates how they can be applied in the context of second language acquisition in a natural environment and in instructed foreign language (FL) learning. It focuses both on the well-being and success of the learner and the professional and personal well-being of the teacher. Further, the book stresses the importance of the positive emotions and character strengths of those involved in the process of language learning and teaching, as well as the significant role played by enabling institutions such as school and, at the micro-level, individual FL classes.

This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com

The scope of individual learner differences is broad, yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now.