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Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
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Visual cues and perception of emotional intensity among L1 and LX users of English
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How to prepare psychotherapists for interpreter-mediated therapy?
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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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Abstract:
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/31513/1/DewaeleDewaele2020.pdf https://doi.org/10.14746/ssllt.2020.10.1.3 https://eprints.bbk.ac.uk/id/eprint/31513/
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Concluding thoughts on the emotional rollercoaster of language teaching
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The complex relationship between classroom emotions and EFL achievement in China
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The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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Emotions in Second Language Acquisition: a critical review and research agenda
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Does multilingualism shape personality? An exploratory investigation
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A bilingual emotional advantage? An investigation into the effects of psychological factors in emotion perception in Arabic and in English of Arabic-English bilinguals and Arabic /English monolinguals
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Actual and self-perceived linguistic proficiency gains in French during study abroad
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How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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Supervising doctoral students and managing the supervisor-supervisee relationship
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Through the looking glass of student perception: how foreign language students see teacher trait emotional intelligence and why it matters
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