LEADER 03665nam 22005895 450 001 9910631077603321 005 20251009102818.0 010 $a9783031165283$b(electronic bk.) 010 $z9783031165276 024 7 $a10.1007/978-3-031-16528-3 035 $a(MiAaPQ)EBC7141581 035 $a(Au-PeEL)EBL7141581 035 $a(CKB)25360919500041 035 $a(DE-He213)978-3-031-16528-3 035 $a(EXLCZ)9925360919500041 100 $a20221116d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe 5Cs Positive Teacher Interpersonal Behaviors $eImplications for Learner Empowerment and Learning in an L2 Context /$fby Ali Derakhshan 205 $a1st ed. 2022. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2022. 215 $a1 online resource (xi, 141 pages) 225 1 $aSecond Language Learning and Teaching,$x2193-7656 311 08$aPrint version: Derakhshan, Ali The 5Cs Positive Teacher Interpersonal Behaviors Cham : Springer International Publishing AG,c2022 9783031165276 320 $aIncludes bibliographical references. 327 $aChapter 1. Overview of Theoretical Frameworks -- Chapter 2. Empirical Background -- Chapter 3. Design of the Study -- Chapter 4. Results -- Chapter 5. Conclusions, Pedagogical Implications, and Directions for Future Research. 330 $aThis book argues that, in line with the tenets of positive psychology in SLA and the rhetorical/relational goal theory, positive teacher-student interpersonal relationships are deemed to be of great significance for empowering students to accomplish favorable academic outcomes and to successfully learn a second/foreign language (L2), whether at its affective, behavioral, or cognitive levels. Therefore, understanding the role of teacher interpersonal behaviors and their effect on students' learning gains in the domain of SLA is of utmost importance, particularly as this line of research is at its nascent stage of development, and, as a result, available empirical evidence is still inconclusive. To address this issue, drawing on the mixed methods design, this book mainly aims to, first, empirically scrutinize the role of ?5Cs? positive teacher interpersonal variables (i.e., care, clarity, closeness, confirmation, and credibility) in L2 students' affective, behavioral, and cognitivelearning outcomes through the mediation of student-perceived learner empowerment in the L2 context of Iran. Second, it is intended to show how L2 teacher educators, teachers, and materials developers, among other key educational stakeholders, can facilitate the provision of interpersonally rich language learning environments with the ultimate goal of enhancing students' L2 learning. 410 0$aSecond Language Learning and Teaching,$x2193-7656 606 $aLanguage and languages$xStudy and teaching 606 $aApplied linguistics 606 $aPositive psychology 606 $aLanguage Education 606 $aApplied Linguistics 606 $aPositive Psychology 615 0$aLanguage and languages$xStudy and teaching. 615 0$aApplied linguistics. 615 0$aPositive psychology. 615 14$aLanguage Education. 615 24$aApplied Linguistics. 615 24$aPositive Psychology. 676 $a895.134 676 $a371.1023 700 $aDerakhshan$b Ali$01264998 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910631077603321 996 $aThe 5Cs Positive Teacher Interpersonal Behaviors$92966284 997 $aUNINA