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Contributors
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- By Mitchell Aboulafia, Frederick Adams, Marilyn McCord Adams, Robert M. Adams, Laird Addis, James W. Allard, David Allison, William P. Alston, Karl Ameriks, C. Anthony Anderson, David Leech Anderson, Lanier Anderson, Roger Ariew, David Armstrong, Denis G. Arnold, E. J. Ashworth, Margaret Atherton, Robin Attfield, Bruce Aune, Edward Wilson Averill, Jody Azzouni, Kent Bach, Andrew Bailey, Lynne Rudder Baker, Thomas R. Baldwin, Jon Barwise, George Bealer, William Bechtel, Lawrence C. Becker, Mark A. Bedau, Ernst Behler, José A. Benardete, Ermanno Bencivenga, Jan Berg, Michael Bergmann, Robert L. Bernasconi, Sven Bernecker, Bernard Berofsky, Rod Bertolet, Charles J. Beyer, Christian Beyer, Joseph Bien, Joseph Bien, Peg Birmingham, Ivan Boh, James Bohman, Daniel Bonevac, Laurence BonJour, William J. Bouwsma, Raymond D. Bradley, Myles Brand, Richard B. Brandt, Michael E. Bratman, Stephen E. Braude, Daniel Breazeale, Angela Breitenbach, Jason Bridges, David O. Brink, Gordon G. Brittan, Justin Broackes, Dan W. Brock, Aaron Bronfman, Jeffrey E. Brower, Bartosz Brozek, Anthony Brueckner, Jeffrey Bub, Lara Buchak, Otavio Bueno, Ann E. Bumpus, Robert W. Burch, John Burgess, Arthur W. Burks, Panayot Butchvarov, Robert E. Butts, Marina Bykova, Patrick Byrne, David Carr, Noël Carroll, Edward S. Casey, Victor Caston, Victor Caston, Albert Casullo, Robert L. Causey, Alan K. L. Chan, Ruth Chang, Deen K. Chatterjee, Andrew Chignell, Roderick M. Chisholm, Kelly J. Clark, E. J. Coffman, Robin Collins, Brian P. Copenhaver, John Corcoran, John Cottingham, Roger Crisp, Frederick J. Crosson, Antonio S. Cua, Phillip D. Cummins, Martin Curd, Adam Cureton, Andrew Cutrofello, Stephen Darwall, Paul Sheldon Davies, Wayne A. Davis, Timothy Joseph Day, Claudio de Almeida, Mario De Caro, Mario De Caro, John Deigh, C. F. Delaney, Daniel C. Dennett, Michael R. DePaul, Michael Detlefsen, Daniel Trent Devereux, Philip E. Devine, John M. Dillon, Martin C. Dillon, Robert DiSalle, Mary Domski, Alan Donagan, Paul Draper, Fred Dretske, Mircea Dumitru, Wilhelm Dupré, Gerald Dworkin, John Earman, Ellery Eells, Catherine Z. Elgin, Berent Enç, Ronald P. Endicott, Edward Erwin, John Etchemendy, C. Stephen Evans, Susan L. Feagin, Solomon Feferman, Richard Feldman, Arthur Fine, Maurice A. Finocchiaro, William FitzPatrick, Richard E. Flathman, Gvozden Flego, Richard Foley, Graeme Forbes, Rainer Forst, Malcolm R. Forster, Daniel Fouke, Patrick Francken, Samuel Freeman, Elizabeth Fricker, Miranda Fricker, Michael Friedman, Michael Fuerstein, Richard A. Fumerton, Alan Gabbey, Pieranna Garavaso, Daniel Garber, Jorge L. A. Garcia, Robert K. Garcia, Don Garrett, Philip Gasper, Gerald Gaus, Berys Gaut, Bernard Gert, Roger F. Gibson, Cody Gilmore, Carl Ginet, Alan H. Goldman, Alvin I. Goldman, Alfonso Gömez-Lobo, Lenn E. Goodman, Robert M. Gordon, Stefan Gosepath, Jorge J. E. Gracia, Daniel W. Graham, George A. Graham, Peter J. Graham, Richard E. Grandy, I. Grattan-Guinness, John Greco, Philip T. Grier, Nicholas Griffin, Nicholas Griffin, David A. Griffiths, Paul J. Griffiths, Stephen R. Grimm, Charles L. Griswold, Charles B. Guignon, Pete A. Y. Gunter, Dimitri Gutas, Gary Gutting, Paul Guyer, Kwame Gyekye, Oscar A. Haac, Raul Hakli, Raul Hakli, Michael Hallett, Edward C. Halper, Jean Hampton, R. James Hankinson, K. R. Hanley, Russell Hardin, Robert M. Harnish, William Harper, David Harrah, Kevin Hart, Ali Hasan, William Hasker, John Haugeland, Roger Hausheer, William Heald, Peter Heath, Richard Heck, John F. Heil, Vincent F. Hendricks, Stephen Hetherington, Francis Heylighen, Kathleen Marie Higgins, Risto Hilpinen, Harold T. Hodes, Joshua Hoffman, Alan Holland, Robert L. Holmes, Richard Holton, Brad W. Hooker, Terence E. Horgan, Tamara Horowitz, Paul Horwich, Vittorio Hösle, Paul Hoβfeld, Daniel Howard-Snyder, Frances Howard-Snyder, Anne Hudson, Deal W. Hudson, Carl A. Huffman, David L. Hull, Patricia Huntington, Thomas Hurka, Paul Hurley, Rosalind Hursthouse, Guillermo Hurtado, Ronald E. Hustwit, Sarah Hutton, Jonathan Jenkins Ichikawa, Harry A. Ide, David Ingram, Philip J. Ivanhoe, Alfred L. Ivry, Frank Jackson, Dale Jacquette, Joseph Jedwab, Richard Jeffrey, David Alan Johnson, Edward Johnson, Mark D. Jordan, Richard Joyce, Hwa Yol Jung, Robert Hillary Kane, Tomis Kapitan, Jacquelyn Ann K. Kegley, James A. Keller, Ralph Kennedy, Sergei Khoruzhii, Jaegwon Kim, Yersu Kim, Nathan L. King, Patricia Kitcher, Peter D. Klein, E. D. Klemke, Virginia Klenk, George L. Kline, Christian Klotz, Simo Knuuttila, Joseph J. Kockelmans, Konstantin Kolenda, Sebastian Tomasz Kołodziejczyk, Isaac Kramnick, Richard Kraut, Fred Kroon, Manfred Kuehn, Steven T. Kuhn, Henry E. Kyburg, John Lachs, Jennifer Lackey, Stephen E. Lahey, Andrea Lavazza, Thomas H. Leahey, Joo Heung Lee, Keith Lehrer, Dorothy Leland, Noah M. Lemos, Ernest LePore, Sarah-Jane Leslie, Isaac Levi, Andrew Levine, Alan E. Lewis, Daniel E. Little, Shu-hsien Liu, Shu-hsien Liu, Alan K. L. Chan, Brian Loar, Lawrence B. Lombard, John Longeway, Dominic McIver Lopes, Michael J. Loux, E. J. Lowe, Steven Luper, Eugene C. Luschei, William G. Lycan, David Lyons, David Macarthur, Danielle Macbeth, Scott MacDonald, Jacob L. Mackey, Louis H. Mackey, Penelope Mackie, Edward H. Madden, Penelope Maddy, G. B. Madison, Bernd Magnus, Pekka Mäkelä, Rudolf A. Makkreel, David Manley, William E. Mann (W.E.M.), Vladimir Marchenkov, Peter Markie, Jean-Pierre Marquis, Ausonio Marras, Mike W. Martin, A. P. Martinich, William L. McBride, David McCabe, Storrs McCall, Hugh J. McCann, Robert N. McCauley, John J. McDermott, Sarah McGrath, Ralph McInerny, Daniel J. McKaughan, Thomas McKay, Michael McKinsey, Brian P. McLaughlin, Ernan McMullin, Anthonie Meijers, Jack W. Meiland, William Jason Melanson, Alfred R. Mele, Joseph R. Mendola, Christopher Menzel, Michael J. Meyer, Christian B. Miller, David W. Miller, Peter Millican, Robert N. Minor, Phillip Mitsis, James A. Montmarquet, Michael S. Moore, Tim Moore, Benjamin Morison, Donald R. Morrison, Stephen J. Morse, Paul K. Moser, Alexander P. D. Mourelatos, Ian Mueller, James Bernard Murphy, Mark C. Murphy, Steven Nadler, Jan Narveson, Alan Nelson, Jerome Neu, Samuel Newlands, Kai Nielsen, Ilkka Niiniluoto, Carlos G. Noreña, Calvin G. Normore, David Fate Norton, Nikolaj Nottelmann, Donald Nute, David S. Oderberg, Steve Odin, Michael O’Rourke, Willard G. Oxtoby, Heinz Paetzold, George S. Pappas, Anthony J. Parel, Lydia Patton, R. P. Peerenboom, Francis Jeffry Pelletier, Adriaan T. Peperzak, Derk Pereboom, Jaroslav Peregrin, Glen Pettigrove, Philip Pettit, Edmund L. Pincoffs, Andrew Pinsent, Robert B. Pippin, Alvin Plantinga, Louis P. Pojman, Richard H. Popkin, John F. Post, Carl J. Posy, William J. Prior, Richard Purtill, Michael Quante, Philip L. Quinn, Philip L. Quinn, Elizabeth S. Radcliffe, Diana Raffman, Gerard Raulet, Stephen L. Read, Andrews Reath, Andrew Reisner, Nicholas Rescher, Henry S. Richardson, Robert C. Richardson, Thomas Ricketts, Wayne D. Riggs, Mark Roberts, Robert C. Roberts, Luke Robinson, Alexander Rosenberg, Gary Rosenkranz, Bernice Glatzer Rosenthal, Adina L. Roskies, William L. Rowe, T. M. Rudavsky, Michael Ruse, Bruce Russell, Lilly-Marlene Russow, Dan Ryder, R. M. Sainsbury, Joseph Salerno, Nathan Salmon, Wesley C. Salmon, Constantine Sandis, David H. Sanford, Marco Santambrogio, David Sapire, Ruth A. Saunders, Geoffrey Sayre-McCord, Charles Sayward, James P. Scanlan, Richard Schacht, Tamar Schapiro, Frederick F. Schmitt, Jerome B. Schneewind, Calvin O. Schrag, Alan D. Schrift, George F. Schumm, Jean-Loup Seban, David N. Sedley, Kenneth Seeskin, Krister Segerberg, Charlene Haddock Seigfried, Dennis M. Senchuk, James F. Sennett, William Lad Sessions, Stewart Shapiro, Tommie Shelby, Donald W. Sherburne, Christopher Shields, Roger A. Shiner, Sydney Shoemaker, Robert K. Shope, Kwong-loi Shun, Wilfried Sieg, A. John Simmons, Robert L. Simon, Marcus G. Singer, Georgette Sinkler, Walter Sinnott-Armstrong, Matti T. Sintonen, Lawrence Sklar, Brian Skyrms, Robert C. Sleigh, Michael Anthony Slote, Hans Sluga, Barry Smith, Michael Smith, Robin Smith, Robert Sokolowski, Robert C. Solomon, Marta Soniewicka, Philip Soper, Ernest Sosa, Nicholas Southwood, Paul Vincent Spade, T. L. S. Sprigge, Eric O. Springsted, George J. Stack, Rebecca Stangl, Jason Stanley, Florian Steinberger, Sören Stenlund, Christopher Stephens, James P. Sterba, Josef Stern, Matthias Steup, M. A. Stewart, Leopold Stubenberg, Edith Dudley Sulla, Frederick Suppe, Jere Paul Surber, David George Sussman, Sigrún Svavarsdóttir, Zeno G. Swijtink, Richard Swinburne, Charles C. Taliaferro, Robert B. Talisse, John Tasioulas, Paul Teller, Larry S. Temkin, Mark Textor, H. S. Thayer, Peter Thielke, Alan Thomas, Amie L. Thomasson, Katherine Thomson-Jones, Joshua C. Thurow, Vzalerie Tiberius, Terrence N. Tice, Paul Tidman, Mark C. Timmons, William Tolhurst, James E. Tomberlin, Rosemarie Tong, Lawrence Torcello, Kelly Trogdon, J. D. Trout, Robert E. Tully, Raimo Tuomela, John Turri, Martin M. Tweedale, Thomas Uebel, Jennifer Uleman, James Van Cleve, Harry van der Linden, Peter van Inwagen, Bryan W. Van Norden, René van Woudenberg, Donald Phillip Verene, Samantha Vice, Thomas Vinci, Donald Wayne Viney, Barbara Von Eckardt, Peter B. M. Vranas, Steven J. Wagner, William J. Wainwright, Paul E. Walker, Robert E. Wall, Craig Walton, Douglas Walton, Eric Watkins, Richard A. Watson, Michael V. Wedin, Rudolph H. Weingartner, Paul Weirich, Paul J. Weithman, Carl Wellman, Howard Wettstein, Samuel C. Wheeler, Stephen A. White, Jennifer Whiting, Edward R. Wierenga, Michael Williams, Fred Wilson, W. Kent Wilson, Kenneth P. Winkler, John F. Wippel, Jan Woleński, Allan B. Wolter, Nicholas P. Wolterstorff, Rega Wood, W. Jay Wood, Paul Woodruff, Alison Wylie, Gideon Yaffe, Takashi Yagisawa, Yutaka Yamamoto, Keith E. Yandell, Xiaomei Yang, Dean Zimmerman, Günter Zoller, Catherine Zuckert, Michael Zuckert, Jack A. Zupko (J.A.Z.)
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- The Cambridge Dictionary of Philosophy
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Part A - Meaning-making inside and between the people in the classroom
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- Meaningful Action
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Summary
Earl Stevick (1980: 4) made an important point when he affirmed that success in language learning depends to a large extent on what goes on ‘inside and between the people in the classroom’. This implies that taking into account the ‘inside’, the intrapersonal aspects of learners, can help us as teachers to make learning more meaningful and thus more effective, while the second aspect, the ‘between’, reminds us that often meaning is not made alone. Stevick stated that he came to understand that the most important part of what ‘goes on’ is ‘the presence or absence of harmony – it is the parts working with, or against, one another’ (1980: 5). Harmony may refer to whole-person learning where the body, mind and emotions of the learner work together, but it also includes in a very central way the need to establish a good atmosphere and productive relationships ‘between the people’ in the classroom. Stevick (1980: 22) refers to Becker's notion that as human beings we don't establish and maintain our own meaning by ourselves; we make meaning together.
The importance of the other in learning is essential. Vygotsky stressed that the intermental (between minds) comes before the intramental (within the individual): ‘Any function in the child's cultural development appears twice, or on two planes; first it appears on the social plane, and then on the psychological plane, first it appears between people as an interpsychological category, and then within the child as an intrapsychological category’ (Vygotsky 1981: 163). This process of internalization is usually the result of meaningful action, both socially and personally.
In language learning, opening a coursebook and doing a grammar exercise could be considered action. In language teaching, presenting the class with a detailed explanation of verb tenses could also be considered action. However, in both cases they would not necessarily be experienced as meaningful action. From his research Littlejohn (2008: 214) finds that many learners ‘appear to see their classes as mainly consisting of “exercises”, free of any memorable content’. Even in a class based on communicative language teaching, activities may not seem relevant to learners.
Part B - Meaningful classroom activity
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Summary
Our ultimate goal as language teachers is for our students to make meaning in our classrooms. The challenge for teachers is, of course, how to help them to do that most effectively. A key response to that challenge is constructing meaningful action in the language class. Kristjánsson (this volume) makes the important point that ‘Language is first of all a medium for communicating matters of relevance.’ From a Vygotskyan perspective, working with communication activities in the classroom would involve much more than speaking with grammatically correct sentences or giving information since, as Brooks and Donato (1994: 273) say, ‘through speaking, individuals maintain their individuality and create a shared social world’.
In the classroom, experiences that connect to learners’ lives and give them a greater sense of agency, of capacity to act, will inevitably have a better chance of turning linguistic information into productive acquisition of the language. The benefits of this type of classroom, however, are not only related to acquiring greater knowledge of the language. Engaging in meaningful learning where learners invest something of themselves can lead to self-growth and to individuals becoming more responsible participants in society. How can we encourage this? Fundamentally, teachers can create more meaningful classrooms through their interactions and relationships with learners and through the types of learning interventions they plan. Stevick (1976: 122) writes: ‘There is a point at which the teacher's whole personality makes an impact … where the teacher may try to supply missing motivation’, but he adds there is also a point at which ‘technique comes into its own, both for minimizing frustration and confusion, and for avoiding a feeling of stagnation in class activity’. He argues for ‘DEEPER AIMS in addition to the teaching of language’, something that might ‘“change your life” as contrasted with only “add to your language abilities”’ (Stevick 1998: 166).
Meaningfulness is a concern not only of learners, but also of teachers. In a meaningful classroom the teacher is also learning. As Underhill says (1999: 140–1), ‘my learning is about the group and its members including myself, now, moment by moment … Perhaps I even set a limit on the learning my students can do during a lesson by the amount of learning I am doing alongside them and at the same time.’
List of contributors
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Introduction
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Summary
A world of meaningful action
In this book we wish to explore the importance of meaningful action for language teaching and learning. Earl Stevick (1998: 20), using a phrase from Alfred Adler, pointed out that we all wish to feel we are ‘an object of primary value in a world of meaningful action’. This is very important in a learning context because if we feel that we are valued and capable, that what we do has meaning and is relevant to our goals and needs, this will lead us to make a greater effort. Stevick recognized that meaningfulness occurs both inside ourselves and with others, and he stressed repeatedly the importance of researching and having a better understanding of what was happening ‘inside and between the people in the classroom’ (Stevick 1980: 4). The possibility of taking meaningful action relates to a whole range of terms, such as agency, selfdetermination, autonomy, investment, motivation, ideal and possible selves, self-confidence, self-esteem, risk-taking, resilience, socialization and belonging. Many of these are closely connected to Stevick's work and will be dealt with in these chapters.
According to Stevick, meaning ‘refers to what difference participation in a given activity … makes to an individual, relative to his or her entire range of drives and needs’ (1976: 47). This would seem to match well with the idea of learning as ‘a process of becoming a member of a certain community’ characterized by ‘knowing and doing’ (Sfard 1998: 6) as opposed to the passive view of learning in which the mind is likened to a container, gradually being filled with knowledge.
Agency and depth in learning
Stevick's words suggest agency, the ability to take action, which can make life more meaningful. As he says, our ‘world of meaningful action’ is something which ‘draws on the power figures in our lives, and on our peer groups, and on the more or less tightly integrated set of goals that we have adopted for ourselves’ (1998: 22). Echoing much in Stevick's thinking, Duff (2012: 417) describes agency as referring to our capacity to choose, control our lives and work towards self and social transformation.
Preface
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Summary
Jane's voice: I have been fortunate to have maintained personal contact with Earl Stevick over many years. When I called to wish him a happy birthday in October 2010, while he was, as usual, speaking so wisely and well, it suddenly occurred to me that it would be a very worthwhile project to put together a volume which would be a tribute to his signifi- cant influence on the language teaching world.
Tim's voice: Jane mentioned her project to me and it seemed such a wonderful idea that I immediately offered to co-edit the book, sending a playful working title ‘The Earl of Language Teaching: Stevick's Enduring Impact on the Profession’.
The idea grew and grew as many key professionals in the field joined us. We are indebted to them not only for their thought-provoking chapters, which themselves are examples of meaningful action, but also for their enthusiasm and support in many different ways. Our special thanks to Carolyn Kristjánsson, who has been in close contact with Earl and has worked with him in recent years, for preparing the Epilogue, A Way with Words, about Earl and his influence.
The sense of community created among the contributors is a clear validation of Earl's philosophy and teachings. This community was greatly facilitated by frequent email exchanges. Tim's computer counts 320 emails between Jane and himself in little over seven months, with more than a thousand involving all the contributors.
Comments and anecdotes about Earl made by language teaching professionals in many parts of the world can be found in the Appendix.
In the final stages of this book's preparation, the contributors were very sad to learn of the passing of our esteemed colleague, Leo van Lier. His light will continue to shine.
Part C - Frameworks for meaningful language learning
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Stevick has eloquently stressed the importance of meaning-making for language use and language learning and teaching. This also extends to issues of planning and establishing the structures and conditions which in one way or another support the language learning process by affording possibilities for engagement, belonging, challenge, agency, motivation and other facilitating factors. Hanks (1991) said that ‘structure is more the variable outcome of action than its invariant precondition’. This way of understanding structures as emerging from action correlates with much of what we know about effective ways to promote second language acquisition. For example, we take action to know our students and do activities with them that we expect may relate to their needs, and thus classroom structures emerge from our interactions to serve these needs.
Language learning and teaching entail a host of interrelated systems that as Larsen Freeman and Cameron (2008) have shown are dynamic, complex and emerging. In this part the authors look at individuals and classrooms but also bring in larger systems and networks of support for language education, as well as new ways to conceptualize language and language learning.
In Chapter 14 Heidi Byrnes argues for a reorientation in our understanding of the nature of language if our language classrooms are to prepare students for the complex demands of meaning-making that they face in an increasingly multicultural and multilingual world. Expanding Stevick's notion of ‘personal competence’, she presents lang uage and learning as quintessentially social and meaning-oriented. That means that we are always engaged with an Other, that we are borrowing words that have been used by others who gave them particular meanings, and that learning to be a competent user is learning to respect those earlier, socioculturally embedded meanings while also giving them one's own particular meanings.
In support of an ecological view of ways to structure classroom interaction, Leo van Lier stresses in Chapter 15 the importance of the classroom atmosphere and develops Stevick's idea of control and initiative on the part of both the teacher and the students, opening up possibilities for meaningful action.
Meaningful Action
- Earl Stevick's Influence on Language Teaching
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- 15 November 2023
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This volume explores the importance of meaningful action for language teaching and learning, paying tribute to the enduring influence of Earl Stevick.With contributions from 19 ELT authors and influential academics, Meaningful Action draws upon and acknowledges the huge influence of Earl Stevick on language teaching. Stevick's work on 'meaningful action' explored how learners can engage with activities that appeal to sensory and cognitive processes, ensuring that meaning is constructed by the learner's internal characteristics, and by their relationship with other learners and the teacher. This edited volume focuses on meaningful action in three domains: learner internal factors and relationships between the people involved in the learning process; classroom activity; and diverse frameworks supporting language learning.
Frontmatter
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2 - Self issues and motivated behaviour in language learning
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- By Jane Arnold
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Introduction
Cognitive ability is, of course, related to achievement in second or foreign language learning, but from both anecdotal and research sources we know that it is neither sufficient nor necessarily the most important factor. Stern (1983: 386) affirmed that ‘the affective component contributes at least as much and often more to language learning than the cognitive skills’. Similarly, it is no secret that in providing for a happy ending to the language learning story, there is much more involved than the use of the latest methods or gadgets. Affective factors are vital characters in the story. Earl Stevick (1980: 4) gave us a useful framework for organizing these factors when he referred to success in language learning as being determined to a large extent by what goes on inside and between the people who are involved in the learning/teaching process. We can take the inside, then, as the learner's internal characteristics, such as motivation, anxiety or self-esteem, and the between as the relational aspects connecting learners or learners and teacher.
In this chapter we will focus on aspects of both the inside and the between and will explore specifically the importance of issues related to the self for language learning. We will see how research in three self-related areas in language learning – self-esteem, teacher confirmation and the L2 Motivational Self System – indicates that attention to these areas can provide useful support for language learning. As Mercer (2011: 1) says, ‘Teachers often experience first-hand how learner behaviours and attitudes are driven by their sense of self and how this can vary across individuals in ways that are complex and often difficult to predict.’ When dealing with self-related issues, it is, of course, essential to keep in mind the fact that the sense of self is greatly influenced by the individual's relations with others.
Language is closely connected with one's identity, one's ‘subjective view of self’ (Edwards 2009: 2). In many ways, language and self are intertwined. Williams (1994: 77) pointed out that ‘language belongs to a person's whole social being; it is part of one's identity and is used to convey this identity to other people. The learning of a foreign language involves far more than simply learning skills, or a system of rules, or a grammar; it involves an alteration in self-image.’
Contents
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Index
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Appendix: Words of tribute to Earl Stevick
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Summary
I first met Earl when I invited him to give a workshop for teachers in Seville in the mid-1990s. For many reasons this was a very special experience for me, one from which I learned a lot. I felt very close to Earl, in part, of course, because I had read and long admired his writing in the field. But there was something else. Something I couldn't put my finger on until one day I asked him where he was from and he told me that he had grown up in Joplin, Missouri. That was it. My father and my uncle came from a town just a few miles away, and Earl's way of speaking reminded me of that of my father and uncle. And just as his speaking voice touched a deep part of me, his writing has given a clear and elegant formulation to many things I intuited were important in language teaching. His presence has been a guiding light for me throughout the years.
This volume is merely one way to say ‘Thanks, Earl, for so much.’
Jane ArnoldMy first meeting with Earl Stevick was in Brattleboro, Vermont, in 1973, at SIT. I had the honor of sharing a special weekend program with him in which we worked with the SIT TESOL students. I was then a fledgling assistant professor at the University of Michigan. In his first lecture, he started out by stating a seemingly random sequence of letters and numbers, e.g., ‘D2K7S,’ then showing how that ‘syntactic’ structure could be manipulated – by substitution, permutation and deletion – just like language. We of course discovered the sequence wasn't random at all, but rather ordered by a set of governing rules.
More memorable was the fact that this rather famous person was approachable, down to earth and genuinely interested in helping seminar participants to apply psychological foundations of language teaching to their own classroom practice.
And he's been doing so ever since! Earl is a person who, rightly so, will not spoon feed a student, but rather will make that student think. In many ways, perhaps subconsciously, I have sought to model Earl's pedagogical artistry in my own teaching.
Acknowledgements
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Stress and depression: Definitional problems
- Arnold J. Friedhoff, Jane E. Platt
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- Behavioral and Brain Sciences / Volume 8 / Issue 2 / July 1985
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- 04 February 2010, pp. 370-371
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A contribution of fluorescent lighting to agoraphobia
- Jane Hazell, Arnold J. Wilkins
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- Psychological Medicine / Volume 20 / Issue 3 / August 1990
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- 09 July 2009, pp. 591-596
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Under three types of artificial lighting 24 women with chronic agoraphobia and 24 female control subjects assessed their mood and bodily symptoms, and their heart rate was measured. One of the three types of lighting was incandescent. The other two were fluorescent, one pulsating in the conventional manner 100 times per second and the other relatively steady. Both were provided by a single fluorescent lamp controlled from one of two circuits. When exposed to the conventional pulsating fluorescent light under double-blind conditions the agoraphobic group showed a higher heart rate and reported more anomalous visual effects in response to an epileptogenic pattern. Control subjects reported more bodily symptoms under the conventional fluorescent light than under the two other lighting conditions.
The Best Hospital Practices for Controlling Methicillin-Resistant Staphylococcus Aureus: On the Cutting Edge
- Meredith S. Arnold, Jane M. Dempsey, Marlene Fishman, Patricia J. McAuley, Cynthia Tibert, Nancy C. Vallande
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- Infection Control & Hospital Epidemiology / Volume 23 / Issue 2 / February 2002
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Objective:
A performance improvement task force of Rhode Island infection control professionals was created to develop an epidemiologic model of statewide consistent infection control practices that could reduce the spread of methicillin-resistant Staphylococcus aureus (MRSA).
Design:This model encompasses screening protocols, isolation techniques, methods of cohorting positive patients, decolonization issues, postexposure follow-up, microbiology procedures, and standardized surveillance methodologies. These “best practice guidelines” include three categories of recommendations that define priority levels based on the availability of scientific data.
Setting:From 1995 through 2000, several Rhode Island hospitals experienced a fivefold increase in nosocomial acquisition of MRSA.
Participants:Rhode Island infection control professionals are a highly interactive group in the unique position of sharing patients and ultimately experiencing similar trends and problems.
Intervention:The task force collaborated on developing the best hospital infection control practices to prevent and control the spread of MRSA in Rhode Island.
Results:The task force met with local infectious disease physicians and representatives from the Rhode Island Department of Health, the Hospital Association of Rhode Island, and Rhode Island Quality Improvement Partners. Discussions identified numerous and diverse MRSA control practices, issues of consensus, and approaches to resolving controversial methods of reducing the spread of MRSA The guidelines regarding the best hospital practices for controlling MRSA were finalized 8 months later.
Conclusion:These guidelines were distributed to all chief executive officers of Rhode Island hospitals by the Rhode Island Department of Health in December 2001. They were issued separate and apart from any regulations, with the intent that hospitals will adopt them as best hospital practices in an attempt to control MRSA.
Report on a Pair of Male Monozygotic Twins Concordant for Schizophrenia
- Henry T. Lynch, Louis Cohen, Arnold R. Kaplan, Jane Lynch
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- Journal:
- Acta geneticae medicae et gemellologiae / Volume 21 / Issue 1-2 / April 1972
- Published online by Cambridge University Press:
- 01 August 2014, pp. 99-106
- Print publication:
- April 1972
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- Article
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A pair of MZ twins with diagnoses of chronic simple schizophrenia has been studied from the genetic, social, medical, and psychiatric standpoint by members of the several professions. Clinical psychologists studied the patients independently and on the basis of psychometric and projective tests found a remarkable similarity in personality profiles. An in-depth family study failed to reveal any evidence of psychiatric disease in other relatives. Consanguinity was absent. The family unit is typical of that described frequently for a schizophrenogenic household, i.e., dominant mother, passive father. Genetic etiologies are discussed in context with occurrence of schizophrenia in MZ twins in this particular family setting.