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Exploring the intercultural identity of Slovak-Roma schoolchildren in the UK
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The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
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In: Journal of the European Second Language Association; Vol 1, No 1 (2017); 12-22 ; 2399-9101 (2017)
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EXPLORING THE INTERCULTURAL IDENTITY OF SLOVAK ROMA SCHOOLCHILDREN IN THE UK ; Исследование межкультурной идентичности рома-словацких школьников в Великобритании
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The psychological and linguistic profiles of self-reported code-switchers
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Why do so many bi- and multilinguals feel different when switching languages?
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Self-reported frequency of swearing in English: do situational, psychological and sociobiographical variables have similar effects on first and foreign language users?
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Foreign language enjoyment and foreign language classroom anxiety. The right and left feet of FL learning?
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Thirty shades of offensiveness: L1 and LX English users’ understanding, perception and self-reported use of negative emotion-laden words
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Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom
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Abstract:
The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1736 FL learners (1287 females, 449 males) from around the world. We used 21 items, rated on a Likert scale, reflecting various aspects of FLE (Dewaele & MacIntyre, 2014), and 8 items extracted from the FLCAS (Horwitz et al., 1986). An open question on FLE also provided us with narrative data. Previous research on the database, relying on an average measure of FLE and FLCA (Dewaele & MacIntyre, 2014) revealed significant gender differences. The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class, where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance. However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom. We argue that this heightened emotionality benefits the acquisition and use of the FL.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/15888/ http://www.journals.us.edu.pl/index.php/TAPSLA/article/view/3941 https://eprints.bbk.ac.uk/id/eprint/15888/1/DewaeleMacIntyreBoudreauDewaele2016.pdf
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The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom
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Personality changes after a 'year abroad'? A mixed-methods study
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Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands
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Brussels-London: crossing channels while juggling with social and cultural capital
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From obscure echo to language of the heart: Multilinguals? language choices for (emotional) inner speech
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In: Journal of Pragmatics (JoP) 87 (2015), 1-17
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IDS Bibliografie zur Gesprächsforschung
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Acculturation as the key to the ultimate attainment? The case of Polish-English bilinguals in the UK
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