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Effects of recasts and prompts on L2 pronunciation development: teaching English /r/ to Korean adult EFL learners
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| 62 |
Being a language teacher in the content classroom: teacher identity and content and language integrated learning (CLIL)
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| 63 |
Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom
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| 64 |
Editorial: selected papers from the 8th conference of the European Association for the Teaching of Academic Writing
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| 65 |
The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom
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Abstract:
The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/10592/1/Dewaele%26MacIntyre2014.pdf
https://doi.org/10.14746/ssllt.2014.4.2.5
https://eprints.bbk.ac.uk/id/eprint/10592/
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| 66 |
Examining work – education intersections: the production of learning reals in and through practice
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Harman, Kerry. - : European Society for Research on the Education of Adults (ESREA), 2016
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| 67 |
Personality changes after a 'year abroad'? A mixed-methods study
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| 69 |
How can linguists contribute to the refugee crisis? Issues and Responses
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| 70 |
Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands
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| 71 |
Brussels-London: crossing channels while juggling with social and cultural capital
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| 73 |
Learners’ privilege and responsibility: A critical examination of the experiences and perspectives of learners from Chinese backgrounds in the United States
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| 74 |
Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching
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| 75 |
An Interview with APPLE Lecture Speaker Professor Brian MacWhinney
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| 76 |
Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
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| 77 |
The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development
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| 78 |
Embodied Vocabulary Explanation in ESL Group Interaction: A Preliminary Account
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| 80 |
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
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