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43rd Annual Meeting of the Cognitive Science Society 2021 (123)
anonymous, anonymous (32)
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2021 (560)
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Hits 1 – 20 of 560
1
Angewandte Germanistik und Sprachdidaktik : Aufgaben und Perspektiven für Forschung und Lehre
Meier, Jörg
. - Berlin : Weidler Buchverlag, 2021
UB Frankfurt Linguistik
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2
Introducing linguistics : theoretical and applied approaches
Schwieter, John W.
(Herausgeber);
Bruhn de Garavito, Joyce
(Herausgeber). - Singapore : Cambridge University Press, 2021
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UB Frankfurt Linguistik
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3
Applying phonetics : speech science in everyday life
Munro, Murray J.
. - Chichester, West Sussex : Wiley Blackwell, 2021
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UB Frankfurt Linguistik
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4
The Cambridge introduction to applied linguistics
Hartig, Alissa J.
(Herausgeber);
Conrad, Susan
(Herausgeber);
Santelmann, Lynn
(Herausgeber). - Cambridge : Cambridge University Press, 2021
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UB Frankfurt Linguistik
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5
The construction and efficiency of prototype definitions for the EFL learner’s dictionary : an empirical study in applied cognitive linguistics
Wirag, Andreas
. - Trier : WVT Wissenschaftlicher Verlag Trier, 2021
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UB Frankfurt Linguistik
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6
Linguistic Estoppel: A Custodial Interrogation Subject’s Reliance on Traditional Language Customs when Facing Unknown Expectations for Legally Efficacious Speech
Smith, Taylor J.
In: BYU Law Review (2021)
BASE
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7
The Medicalisation of Gender Nonconformity through Language: a Keywords Analysis
Galluzzo, Angelo Cosma
In: sprinkle: an undergraduate journal of feminist and queer studies (2021)
BASE
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8
Dissociating Socioeconomic Influences on Maternal Language Input and Child Language Outcomes
Kulawska, Klaudia
In: Honors Theses (2021)
BASE
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9
Introduction
Placencia, Maria Elena
;
Félix-Brasdefer, J.C.
. - : Routledge, 2021
BASE
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10
Exploring polysemy in the Academic Vocabulary List: a lexicographic study
Skoufaki, S.
;
Petrić, Bojana
. - : Elsevier, 2021
BASE
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11
Narratives of infertile Muslim women: the construction of personal and socio-cultural identities in weblogs
Alhalwachi, Fatema
. - 2021
BASE
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12
Exploring polysemy in the Academic Vocabulary List: a lexicographic study
Skoufaki, S.
;
Petrić, Bojana
. - : Elsevier, 2021
BASE
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13
Paul von Lettow-Vorbeck
Michels, Eckard
. - : Internet portal Rheinische Geschichte, 2021
BASE
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14
Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context
Zhou, L.
;
Dewaele, Jean-Marc
;
Lochtman, K.
. - : De Gruyter, 2021
BASE
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15
Louis-Ferdinand Celine: journeys to the extreme
Catani, Damian P.
. - : Reaktion press, 2021
BASE
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16
Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian?
Proietti-Ergün, A.L.
;
Dewaele, Jean-Marc
. - : Elsevier, 2021
BASE
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17
Hideaki Fujiki and Alastair Phillips (eds), The Japanese Cinema Book. London: The British Film Institute, Bloomsbury, 2020, 624 pp
Centeno Martin, Marcos Pablo
. - : Oxford Journals, 2021
BASE
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18
The development of a short-form foreign language enjoyment scale
Botes, E.
;
Dewaele, Jean-Marc
;
Greiff, S.
. - : Wiley, 2021
BASE
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19
The mythical native speaker has mud on its face
Dewaele, Jean-Marc
;
Bak, T.
;
Ortega, L.
. - : Mouton De Gruyter, 2021
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20
Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
Resnik, P.
;
Dewaele, Jean-Marc
. - : De Gruyter, 2021
Abstract:
Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.
Keyword:
Cultures & Applied Linguistics (from 2021)
;
Languages
URL:
https://eprints.bbk.ac.uk/id/eprint/43684/3/43684.pdf
https://eprints.bbk.ac.uk/id/eprint/43684/
https://doi.org/10.1515/applirev-2020-0096
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