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The effect of positive orientation and perceived social support on foreign language classroom anxiety
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Self-construction and social transformation: Lifelong, lifewide and life-deep learning
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Harman, Kerry. - : The National Institute of Adult Continuing Education, 2018
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Psychological, emotional, linguistic and cultural changes following migration : the case of Italian migrants living in English-speaking countries
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Authentic videos in a context of explicitness in teaching English requests
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Monica Heller, Lindsay A. Bell, Michelle Daveluy, Mireille McLaughlin & Hubert Noël. (2015) Sustaining the nation. The making and moving of language and nation. Oxford: Oxford University Press.
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Language anxiety in Chinese dialects and Putonghua among college students in mainland China: the effects of sociobiographical and linguistic variables
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Enjoyment and anxiety in second language communication: an idiodynamic approach
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Syrian or non-Syrian? Reflections on the use of LADO in the UK
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Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
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Perceived effectiveness of language acquisition in the process of multilingual upbringing by parents of different nationalities
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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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Pragmatic challenges in the communication of emotions in intercultural couples
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Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice?
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Language as proxy in identity politics: the case of revived Egyptian nationalism in Egypt
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137 |
Sources of variation in Galician multilinguals’ attitudes towards Galician, Spanish, English and French
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138 |
Love and enjoyment in context: four case studies of adolescent EFL learners
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The relation between multilingualism and basic human values among primary school children in South Tyrol
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Abstract:
Cook (2002) argued that the learning of a new language leads to a state of multi-competence, with the learner’s mind changing in ways that go beyond the linguistic realm. The present study follows Dewaele’s (2016) suggestion that multilingualism is linked to both cognitive and psychological changes. It explores one particular under-researched relationship, namely the link between bi- and multilingualism and human basic values (Schwartz, 1992). Participants were 398 primary school children (incipient bilinguals and functional bi- and multilinguals) in South Tyrol. They filled out a questionnaire on background information and the Picture Based Value Survey for Children (PBVS-C, Döring et al., 2010). Multidimensional scaling was used to understand the value structures and hierarchies among these pupils. Results suggest that, contrary to expectations, incipient bilinguals scored significantly higher on openness to change than their multilingual peers. Multilingualism was linked to higher scores on conservation, while children from a migrant background scored higher on conservation and self-enhancement, and lower on openness to change. Children with two migrant parents rated openness to change significantly lower.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/18605/ https://eprints.bbk.ac.uk/id/eprint/18605/3/18605.pdf https://doi.org/10.1080/14790718.2017.1318885
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