Richard J Sampson
Biographic Data
| ID | 5809112 |
|---|---|
| NAME | Richard J Sampson |
| GIVEN NAMES | Richard J |
| FAMILY NAME | Sampson |
| SIGNATURE | SAMPSON R J |
| AFFILIATIONS | Rikkyo University |
| ORCID | 0000-0002-9068-317X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
A small lens on timescales and multimodality in classroom language learning emotions
Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small‐lens approach. From the perspective of the author as a practitioner–researcher, this article …
The emergence of gratitude in L2 group discussion
In light of MacIntyre and Mercer's (2014) demarcation of key areas in positive psychology for second language (L2) learning, this paper concentrates on gratitude. As part of wider practitioner research with Japanese undergraduates in an L2 discussion course, data were collected via introspective journals and videorecording of classroom action. Through initial interactions with this data, the author became aware of the significance of gratitude fo…
The ethics and practice of L+ classroom research
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Evolving understandings of practitioner action research from the inside
Action research has been advanced as one way that second language (L2) teachers might raise their awareness of the complexities of their work. Yet, while the publication of action research into L2 learning and teaching has gained some traction in recent years, reports naturally tend to focus on research outcomes. In the current article, I argue that in order to provide further momentum to the spread of action research in language teaching, storie…
Humanizing Tesol Research Through the Lens of Complexity Thinking
Humanizing complexity research is already strongly advocated by much of the literature on complexity (Kramsch, 2011; Larsen‐Freeman, 2011; Sampson, 2016) and yet there is a recent trend towards a potentially alienating approach, which could confound readers, utilising a dense vocabulary and overly technical methods. We advocate a more practical approach to complexity thinking, which continues on from McKinley’s (2019) paper on the teaching‐resear…
Emergence of divergent L2 feelings through the co-adapted social context of online chat
Real people with real experiences
Tracing motivational emergence in a classroom language learning project
Henri Estienne and Vowel Prosthesis
Amongst the numerous Italianisms entering French in the sixteenth century, the items whose corresponding form in standard Italian contained the initial consonant sequence s + consonant are of special interest. In French, such words typically emerged with the addition of a ‘prosthetic’ vowel, as in estramaçon but standard Italian stramazzone . However, somewhat unexpectedly, in the two Dialogues of Henri Estienne (1578) where Italianizing manners …
Humanizing Tesol Research Through the Lens of Complexity Thinking
Humanizing complexity research is already strongly advocated by much of the literature on complexity (Kramsch, 2011; Larsen‐Freeman, 2011; Sampson, 2016) and yet there is a recent trend towards a potentially alienating approach, which could confound readers, utilising a dense vocabulary and overly technical methods. We advocate a more practical approach to complexity thinking, which continues on from McKinley’s (2019) paper on the teaching‐resear…
Real people with real experiences
Henri Estienne and Vowel Prosthesis
Amongst the numerous Italianisms entering French in the sixteenth century, the items whose corresponding form in standard Italian contained the initial consonant sequence s + consonant are of special interest. In French, such words typically emerged with the addition of a ‘prosthetic’ vowel, as in estramaçon but standard Italian stramazzone . However, somewhat unexpectedly, in the two Dialogues of Henri Estienne (1578) where Italianizing manners …
Henri Estienne and Vowel Prosthesis
Amongst the numerous Italianisms entering French in the sixteenth century, the items whose corresponding form in standard Italian contained the initial consonant sequence s + consonant are of special interest. In French, such words typically emerged with the addition of a ‘prosthetic’ vowel, as in estramaçon but standard Italian stramazzone . However, somewhat unexpectedly, in the two Dialogues of Henri Estienne (1578) where Italianizing manners …
Tracing motivational emergence in a classroom language learning project
Real people with real experiences
Emergence of divergent L2 feelings through the co-adapted social context of online chat
Evolving understandings of practitioner action research from the inside
Action research has been advanced as one way that second language (L2) teachers might raise their awareness of the complexities of their work. Yet, while the publication of action research into L2 learning and teaching has gained some traction in recent years, reports naturally tend to focus on research outcomes. In the current article, I argue that in order to provide further momentum to the spread of action research in language teaching, storie…
Humanizing Tesol Research Through the Lens of Complexity Thinking
Humanizing complexity research is already strongly advocated by much of the literature on complexity (Kramsch, 2011; Larsen‐Freeman, 2011; Sampson, 2016) and yet there is a recent trend towards a potentially alienating approach, which could confound readers, utilising a dense vocabulary and overly technical methods. We advocate a more practical approach to complexity thinking, which continues on from McKinley’s (2019) paper on the teaching‐resear…
The ethics and practice of L+ classroom research
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
A small lens on timescales and multimodality in classroom language learning emotions
Empirical work exploring additional language (L+) learning emotions has both proliferated and expanded its focus over the past 15 years. The current article explores one possibility for responding to the challenge of capturing and describing emotions in order to furnish a more contextualized, multidimensional picture of emotions in L+ learning: the small‐lens approach. From the perspective of the author as a practitioner–researcher, this article …
The emergence of gratitude in L2 group discussion
In light of MacIntyre and Mercer's (2014) demarcation of key areas in positive psychology for second language (L2) learning, this paper concentrates on gratitude. As part of wider practitioner research with Japanese undergraduates in an L2 discussion course, data were collected via introspective journals and videorecording of classroom action. Through initial interactions with this data, the author became aware of the significance of gratitude fo…
Psychology (9 works) · Linguistics (5 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Pedagogy (4 works) · Sociology (4 works) · Philosophy (3 works) · Situated (3 works) · Social Psychology (3 works) · Action research (2 works)