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#wordswewear: mobile texts, expressive persons, and conviviality in urban spaces
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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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24 |
Concluding thoughts on the emotional rollercoaster of language teaching
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25 |
The complex relationship between classroom emotions and EFL achievement in China
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26 |
Mapping the language ideologies of organisational members: a Corpus Linguistic Investigation of the United Nations’ General Debates (1970-2016)
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Multilinguals’ language choices and perceptions in the UK in light of the Brexit Referendum
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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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29 |
Emotions in Second Language Acquisition: a critical review and research agenda
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30 |
Does multilingualism shape personality? An exploratory investigation
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31 |
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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32 |
Actual and self-perceived linguistic proficiency gains in French during study abroad
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33 |
How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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Abstract:
In this paper we investigate the effect that parents’ language use (English, Spanish-English or Spanish) had on self-perceived proficiency, frequency of use, language anxiety, code-switching and cultural orientation of 206 Spanish-English bilinguals and multilinguals (174 females, 32 males) who were students at Texas A&M International University. English is the dominant language in Texas, with a strong presence of Spanish, the minority language. Our results showed that languages that parents had used with their children had a privileged status: bilinguals and multilinguals reported higher levels of proficiency, more frequent use, less anxiety (except for English) and a stronger cultural orientation. The effect was strongest for parents with Spanish-speaking parents. The scores of the simultaneous bilinguals were generally situated between the scores of the sequential Spanish-English and English-Spanish bilinguals from monolingual families. Referring to the butterfly effect in Chaos theory, we conclude that relatively more or less use of a particular language in a family home will lead to significant differences in the grown-up children’s future language use and cultural orientation.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/30852/ https://eprints.bbk.ac.uk/id/eprint/30852/3/30852.pdf https://doi.org/10.1080/2005615X.2020.1762306
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34 |
Supervising doctoral students and managing the supervisor-supervisee relationship
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35 |
Through the looking glass of student perception: how foreign language students see teacher trait emotional intelligence and why it matters
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37 |
Emotionality and pleasantness of mixed-emotion stimuli: the role of language, modality, and emotional intelligence
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38 |
If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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39 |
Introduction to the emotional rollercoaster of language teaching
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