| 1 |
The negotiation of authorial persona in dissertations literature review and discussion sections
|
|
|
|
In: Russian Journal of Linguistics, Vol 26, Iss 1, Pp 51-73 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Structural and semantic congruence of Bulgarian, Russian and English set expressions: Contrastive-typological research
|
|
|
|
In: Russian Journal of Linguistics, Vol 26, Iss 1, Pp 95-115 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Coroneologisms and Word Formation Processes in Hindi-English Codemixed Words
|
|
|
|
In: Acta Linguistica Asiatica, Vol 12, Iss 1 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
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
|
|
|
| 5 |
“We Can’t Become Robots who Reproduce Texts”: Brazilian Students’ Narratives About the Presence of Literature in English Language Classes
|
|
|
|
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 181-210 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Emotions in a Brazilian teacher’s experience report on remote English teaching during the COVID-19 pandemic
|
|
|
|
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 68-93 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
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)
|
|
Abstract:
ABSTRACT This paper focuses on the development of an empirical study over the Comfort Zone ( 2004; 2006; 2018), shedding light on the role played by emotions in empowering learners to confidently interact in English classes at a public university in Rio de Janeiro, in Brazil. The theoretical framework was based on the concept of the Comfort Zone (2004; 2006; 2018); and that of emotions (ARAGÃO, 2004; 2011; BARCELOS, 2018; MATURANA, 2002; ZEMBYLAS 2004; 2018). This qualitative and interpretive study (DENZIN; LINCOLN, 2006; LINCOLN; GUBA, 2006) used an individual questionnaire, field observations, individual participants’ reports of observation of classes and peers’ performance, individual exploratory conversations and an ethnographic group interview (ERICKSON, 1986) for debriefing, and a final individual diary of participants as tools for data collection. Results display a range of emotions impacting learners’ performance in interaction.1
|
|
Keyword:
Comfort Zone; emotions; English; P1-1091; Philology. Linguistics; teaching-learning
|
|
URL: https://doaj.org/article/8dff33fde1bc4885a1131e44f5cf2a65
https://doi.org/10.1590/1984-6398202218427
|
|
BASE
|
|
Hide details
|
|
|
| 8 |
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)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
In my shoes: empathy and critical emotional literacy in EFL lessons
|
|
|
|
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 17-36 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Emotions, Perezhivanie, and Transformation in an English Teacher Education Course: A Historical-Cultural Study
|
|
|
|
In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 241-269 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
A GENRE AND COLLOCATIONAL ANALYSIS OF THE NEAR-SYNONYMS TEACH, EDUCATE AND INSTRUCT: A CORPUS-BASED APPROACH
|
|
|
|
In: TEFLIN Journal, Vol 33, Iss 1, Pp 75-97 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
|
|
|
|
In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
|
|
BASE
|
|
Show details
|
|
|
|
|
