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The emotional underpinnings of Gardner’s Attitudes and Motivation Test Battery
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22 |
Rethinking design: from the methodology of innovation to the object of design
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23 |
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes
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Arja Nurmi, Tanja Rütten, and Päivi Pahta (eds): 'Challenging the Myth of Monolingual Corpora'. Brill Rodopi, 2017
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26 |
The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech
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27 |
Qirāʾah Taḥlīliyyah fī al-Malaffāt al-Brīṭāniyyah ḥawl Thawrat 1919
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28 |
The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
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29 |
“No, no Maama! say 'shaatir ya ouledee shaatir'!" children's agency in language use and socialisation
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30 |
The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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32 |
The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners
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33 |
The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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Do the languages migrants use in private and emotional domains define their cultural belonging more than the passport they have?
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Abstract:
This study focuses on migrants’ sense of belonging to the heritage and the host culture and adopts an innovative approach to the topic by placing biographical and linguistic factors side by side. Statistical results from 468 migrants, supported by 5 follow-up interviews, revealed that the age of migration, the length of stay and the status in the host country were unrelated to participants’ heritage and host culture acculturation levels. Conversely, migrants’ heritage language (L1) and host language (LX) frequency of use, especially for expressing emotions, as well as their L1/LX reported dominance and emotionality, were linked to their attachment to the heritage and host culture. In other words, the cognitive and emotional embracement of the language contributed to enforcing participants’ sense of belonging to the relevant culture, explaining a variance of 12.2% and 13.5% respectively in their heritage and host acculturation levels. The findings thus highlighted the crucial role of languages in shaping individuals’ cultural identity.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/31876/ https://doi.org/10.1016/j.ijintrel.2019.01.003 https://eprints.bbk.ac.uk/id/eprint/31876/1/APanicacci_2019PaperIJIR.pdf
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35 |
Planning and conducting ethical interviews: power, language and emotions
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36 |
Intercultural moments in translating and humanising the socio-legal system
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37 |
Beyond the spoon-feeding classroom: a Jesuit Priest’s use of outings as holistic education
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38 |
Beyond existing prosodic dichotomies: perception of aesthetic prosodic properties of speech and music in a right-hemisphere stroke patient
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39 |
How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish?
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40 |
Might the translated not travel? The case of Chang Hsi-kuo and his The City Trilogy
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