Smooth or Rough Ride? A Case of Curriculum Change in Terms of Emotional Appraisals of Tasks in Learning Grammar through the SPOT Model

By Bena Gül Peker.

Published by The International Journal of Pedagogy and Curriculum

Format Price
Article: Print $US10.00
Published online: December 18, 2014 $US5.00

This narrative study investigated the emotional appraisals of learning tasks in an inductive model of learning English as a foreign language (EFL) along the dimension of pleasantness, in particular on the criterion of enjoyable to boring. The data was collected through informal, group and individual in-depth interviews, conducted with a teacher and four learners over a year starting with Grade 6 and continuing towards the end of Grade 7. The aim was to investigate their stories of inductive learning of grammar through a new model, the SPOT model, designed in line with the principles of the new EFL curriculum in Turkish Primary Education. The findings related to appraisals of pleasantness indicate both negative and positive valence based on various criteria. The implications for learning and curriculum are discussed in terms of pre-service and in-service teacher education.

Keywords: Narrative Inquiry, Inductive Learning of Language, The SPOT Model, Emotional Appraisals of Learning Tasks, Dimension of Pleasantness, Criterion of Enjoyable to Boring

The International Journal of Pedagogy and Curriculum, Volume 22, Issue 1, March 2015, pp.1-18. Article: Print (Spiral Bound). Published online: December 18, 2014 (Article: Electronic (PDF File; 1.104MB)).

Assoc.Prof. Bena Gül Peker

Lecturer, Faculty of Education, Department of English Language Teaching, Gazi University, Ankara, Turkey