| 1 |
Racialized Emotions in Langauge Teaching: A Case Study with Black Female Teachers
|
|
|
|
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 37-67 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Musing over the role of emotions to promote the exodus from the Comfort Zone in English language teaching and learning at a state university in Brazil
|
|
|
|
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 125-155 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Do Flow, Enjoyment and Anxiety emerge equally in English Foreign Language Classrooms as in other Foreign Language Classrooms?
|
|
|
|
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 156-180 (2022) (2022)
|
|
Abstract:
ABSTRACT The present study focused on differences in intensity of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), and proportion of time in a state of flow among 761 English FL learners and 825 FL learners of Languages Other Than English (LOTE). Participants in the LOTE group reported significantly higher levels of FLE and a higher proportion of class time in a state of flow, as well as lower levels of FLCA than the EFL group - although the effect size was very small. This suggests that the global status and prestige of English does not mean that learners around the world enjoy the classes more, spend more time in a state of flow or experience less anxiety. The relationships between FLE, FLCA and proportion of class time in a state of flow were also found to be higher in the LOTE group, suggesting stronger emotional involvement.
|
|
Keyword:
English; Flow; Foreign Language Classroom Anxiety; Foreign Language Enjoyment; Languages Other Than English (LOTE); P1-1091; Philology. Linguistics
|
|
URL: https://doi.org/10.1590/1984-6398202218487
https://doaj.org/article/0e9e8776e392482aaa1b8f6239f40a5d
|
|
BASE
|
|
Hide details
|
|
|
|
|
