Re-Framing Failure: Mindsets in Foreign Language Learners

Rodriguez, Andrea

Re-Framing Failure: Mindsets in Foreign Language Learners

dc.contributor.advisor	Lemon, Robert
dc.contributor.advisor	Borden, Rebecca
dc.contributor.author	Rodriguez, Andrea
dc.contributor.committeeMember	Sullivan, Joseph
dc.date.accessioned	2018-12-14T20:30:44Z
dc.date.available	2018-12-14T20:30:44Z
dc.date.issued	2018-12-14
dc.date.manuscript	2018-12-14
dc.description.abstract	Abstract In recent years, Carol Dweck, Ph.D’s mindset research has influenced and shaped educational practice. However, Dweck’s research has received little attention in foreign language pedagogy and classroom discourse. This study argues that explicit instruction, discussion, and examination of mindsets in introductory collegiate-level foreign language classes may significantly increase a student’s willingness to communicate in the target language, contribute to a more positive view of themselves and others in the context of foreign language learning, and allow students to re-frame their understanding of failure in order to promote learning. The overarching goal of this study is to provide research to the foreign language community which supports transparent incorporation of mindset theory into the classroom in order to promote safe foreign language learning environments and to equip students with the tools to successfully address and persevere, in spite of fixed mindset triggers. Keywords: Mindset; Growth Mindset; Fixed Mindset; Fixed Mindset Triggers; Willingness to Communicate; Perceptions of Self and Other.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/316790
dc.language	en_US	en_US
dc.subject	Growth Mindset	en_US
dc.subject	Fixed Mindset	en_US
dc.subject	Fixed-Mindset Triggers	en_US
dc.subject	Foreign Language Learners	en_US
dc.thesis.degree	Master of Arts	en_US
dc.title	Re-Framing Failure: Mindsets in Foreign Language Learners	en_US
ou.group	College of Arts and Sciences::Department of Modern Languages, Literatures, and Linguistics	en_US