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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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Abstract:
This is a correlational study on the relationship between teachers’ motivation dimensions of intrinsic motivation, identified regulation, introjected regulation, external regulation and amotivation (Fernet et al., 2008), and age, gender, English as L1/LX, English proficiency, global trait emotional intelligence (Trait EI), well-being, emotionality, self-control and sociability (Petrides & Furnham, 2000, 2001). The study builds on existing work on the link between English language teacher emotions and their self-reported classroom behaviour (Dewaele et al., 2018; Dewaele & Mercer, 2018). Through a sociobiographical questionnaire, the short version of the Trait EI questionnaire (TEIQshort form; Petrides, 2009) and the English version of the LEXTALE, the author concludes that motivation is linked with a range of psychological, demographic and linguistic variables, and builds psychological and personality profiles of motivated teachers.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/32003/3/32003.pdf http://www.multilingual-matters.com/display.asp?K=9781788928342 https://eprints.bbk.ac.uk/id/eprint/32003/
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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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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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