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The narrative arc of nation branding: staging Shanghai World Expo 2010 in historical events
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42 |
Constraints of hierarchy on Meso-Actors’ agency: evidence from Vietnam’s Educational Language Policy Reform
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43 |
The power to improve: effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning
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44 |
The emotional rollercoaster ride of foreign language learners and teachers: sources and interactions of classroom emotions
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45 |
How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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46 |
Interactions and mediation between multilingual clients and their psychotherapist
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47 |
Adaptive master's dissertation supervision: a longitudinal case study
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48 |
What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation?
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49 |
Language ideological debates about linguistic landscapes: the case of Chinese signage in Richmond, Canada
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50 |
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: a mixed-methods approach
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Abstract:
While an increasing number of studies have cast light on the role of emotional variables in foreign language learning, no work to date has investigated the same learners’ emotions in their first language (L1) and foreign language (LX) classes. The present mixed-methods study investigated the emotions of 768 secondary- and tertiary-level students in German language (L1) and English language (LX) classes in the German-speaking world. Statistical analyses revealed both higher anxiety and enjoyment in LX classes than in L1 classes. Additionally, enjoyment and anxiety were negatively correlated in both contexts. Participants’ enjoyment and anxiety were positively linked in the L1 and LX. Higher levels of trait emotional intelligence (TEI) were linked to higher levels of L1 and LX enjoyment and lower levels of L1 and LX anxiety. Analysis of qualitative feedback on feelings and emotions experienced in both classes revealed twice as many mentions of fun in LX classes than in L1 classes and three times more mentions of boredom in L1 classes. The findings suggest that learners experience stronger positive and negative emotions in their LX class than in their L1 class and that TEI is an important learner-internal variable which has been linked to better performance.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/40898/3/40898.pdf https://doi.org/10.1016/j.system.2020.102324 https://eprints.bbk.ac.uk/id/eprint/40898/
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51 |
Victorian medical awareness of childhood language disabilities
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52 |
The effects of socio-biographical background, acculturation, and personality on Persian immigrants' swearing behaviour
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53 |
Phonological acquisition and development in Arabic-English bilingual children
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54 |
Aptitude, experience and second language pronunciation proficiency development in classroom settings: a longitudinal study
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55 |
Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
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56 |
Exploring the relationship between productive vocabulary knowledge and second language oral ability
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58 |
To what extent does long-term foreign language education help improve spoken second language lexical proficiency?
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59 |
Investigating sound and structure in concert: a pupillometry study of relative clause attachment
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60 |
The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability
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