This book offers a socially situated view of the emergence of emotionality
for additional language (L2) learners in classroom interaction in Japan.
Grounded in a complexity perspective, the author argues that emotions
need to be studied as they are dynamically experienced and understood
in all of their multidimensional colors by individuals (in interaction). Via
practitioner research, Sampson applies a small-lens focus, interweaving
experiential and discursive data, offering possibilities for exploring,
interpreting and representing the lived experience of L2 study emotions
in a more holistic yet detailed, social yet individual fashion. Amidst the
currently expanding interest in L2 study emotions, the book presents a
strong case for the benefits of locating interpretations of the emergence of
L2 study emotions back into situated, dynamic, social context.
Sampson’s work will be of interest to students and researchers in second
language acquisition and L2 learning psychology.