Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model

By Masatoshi Sato. 2017

121 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c5a39fa2f145f4756a7581ed38e0f9f5890c68de

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Masatoshi Sato
2. Chengchen Li
3. S. Loewen
4. Jean–Marc Dewaele
5. Hossein Nassaji
6. R. Lyster
7. R. Ellis
8. Kazuya Saito

In Language and Linguistics

1. Chengchen Li
2. Masatoshi Sato
3. Jean–Marc Dewaele
4. S. Loewen
5. Kazuya Saito
6. Ju Seong Lee
7. Hossein Nassaji
8. R. Lyster

In Literature and Literary Theory

1. Chengchen Li
2. Masatoshi Sato
3. S. Loewen
4. Jean–Marc Dewaele
5. Kazuya Saito
6. Hossein Nassaji
7. R. Lyster
8. R. Ellis

Citations in the corpus

• Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “This evolution is in line with the increasing acceptance that language learning is a culmination of cognitive, emotional, and social factors (Sato, 2017).”
• Interaction and instructed second language acquisition (2018, background): “The extent to which learners are engaged with tasks (engagement) is a growing research area as well (Cao & Philp 2006; Philp & Duchesne 2016; Sato 2016).”