41 |
The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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42 |
Planning and conducting ethical interviews: power, language and emotions
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43 |
How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish?
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44 |
The effects of linguistic proficiency, trait emotional intelligence and cultural background on emotion recognition by English native speakers
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45 |
The relationship between incommensurable emotions and willingness to communicate in English as a Foreign Language: a multiple case study
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46 |
If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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47 |
When elephants fly: the lift-off of emotion research in applied linguistics
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48 |
“Cunt”: on the perception and handling of verbal dynamite by L1 and LX users of English
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49 |
Understanding Chinese high school students’ foreign language enjoyment: validation of the Chinese version of the Foreign Language Enjoyment Scale
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50 |
The effect of positive orientation and perceived social support on foreign language classroom anxiety
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51 |
Language anxiety in Chinese dialects and Putonghua among college students in mainland China: the effects of sociobiographical and linguistic variables
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52 |
Enjoyment and anxiety in second language communication: an idiodynamic approach
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54 |
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
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55 |
The talking cure – building the core skills and the confidence of counsellors and psychotherapists to work effectively with multilingual patients through training and supervision
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56 |
Pragmatic challenges in the communication of emotions in intercultural couples
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57 |
Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice?
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58 |
Sources of variation in Galician multilinguals’ attitudes towards Galician, Spanish, English and French
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59 |
The relation between multilingualism and basic human values among primary school children in South Tyrol
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