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A Rationale for a Positive Psychology-Informed Approach to Content and Language Integrated Learning
https://doi.org/10.15073/00001470
https://doi.org/10.15073/00001470fe9d29dc-4315-4674-a724-96a481550755
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
本文 (224.1 kB)
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| Item type | 研究ノート / Research Notes(1) | |||||
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| 公開日 | 2020-08-17 | |||||
| タイトル | ||||||
| タイトル | A Rationale for a Positive Psychology-Informed Approach to Content and Language Integrated Learning | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | article | |||||
| ID登録 | ||||||
| ID登録 | 10.15073/00001470 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
WALTERS, Jason R.
× WALTERS, Jason R. |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This article provides a brief introduction to the relatively new field of positive psychology and discusses its potential compatibility with a number of content topics common to language courses. The relevance of Seligman’s (2010) PERMA framework to content topics commonly found in EFL classrooms illustrates that a positive psychology-informed approach need not disrupt existing curricula and can be achieved non-controversially. Lyubomirsky’s (2005) “happiness inventory,” abridged by Helgesen (2016), provides classes of all levels a shared vocabulary to discuss behaviors shown to support well-being. The article also presents the results of successful studies examining the association between learner well-being and factors essential to academic success. Teachers are invited to experiment with the concepts of positive psychology in their classes by considering familiar content topics from the perspective of happiness research. | |||||
| 書誌情報 |
名古屋外国語大学論集 en : Bulletin of Nagoya University of Foreign Studies 号 7, p. 269-287, 発行日 2020-07 |
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| 出版者 | ||||||
| 出版者 | 名古屋外国語大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 24334332 | |||||
