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“Cunt”: on the perception and handling of verbal dynamite by L1 and LX users of English
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Understanding Chinese high school students’ foreign language enjoyment: validation of the Chinese version of the Foreign Language Enjoyment Scale
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The effect of positive orientation and perceived social support on foreign language classroom anxiety
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Language anxiety in Chinese dialects and Putonghua among college students in mainland China: the effects of sociobiographical and linguistic variables
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Enjoyment and anxiety in second language communication: an idiodynamic approach
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Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
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The talking cure – building the core skills and the confidence of counsellors and psychotherapists to work effectively with multilingual patients through training and supervision
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Pragmatic challenges in the communication of emotions in intercultural couples
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Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice?
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Sources of variation in Galician multilinguals’ attitudes towards Galician, Spanish, English and French
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The relation between multilingualism and basic human values among primary school children in South Tyrol
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Learner-internal and learner-external predictors of willingness to communicate in the FL classroom
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Do interlocutors or conversation topics affect migrants’ sense of feeling different when switching languages?
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Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: a cross-sectional and longitudinal study
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Abstract:
This study presents a cross-sectional and longitudinal analysis of how 108 high school students in English-as-a-Foreign-Language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion and experience profiles. Overall, the students’ learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment), and secondarily with their motivational dispositions (clear vision of ideal future selves). The students’ anxiety (together with weaker Ideal L2 Self) negatively related to their performance at the beginning of the project which they had achieved after several years of EFL instruction. Their enjoyment (together with greater Ideal L2 Self) predicted the extent to which they practiced and developed their L2 speech within the time framework of the project—three months. The results suggest that more regular/frequent L2 use with positive emotions directly impacts acquisition, which may in turn lead to the lessening of negative emotions and better L2 proficiency in the long run.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/21054/ https://eprints.bbk.ac.uk/id/eprint/21054/1/LL2018.pdf https://doi.org/10.1111/lang.12297
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Variation in ESL/EFL teachers´ attitudes towards their students
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Ideal self and ought-to self of simultaneous learners of multiple foreign languages
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