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The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability
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The relationship between English proficiency and humour appreciation among English L1 users and Chinese L2 users of English
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Multilingualism and trait emotional intelligence: an exploratory investigation
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How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
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The flowering of positive psychology in Foreign Language Teaching and Acquisition research
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The emotional underpinnings of Gardner’s Attitudes and Motivation Test Battery
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Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes
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The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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Planning and conducting ethical interviews: power, language and emotions
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How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish?
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Abstract:
The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 592 learners of Turkish as a foreign language (FL) in Kazakhstan. Mean levels of FLE and FLCA were found to be similar to previous studies in different settings with different target languages. In contrast with previous literature, a weak positive correlation was found between FLE and FLCA and the gender effect went in the opposite direction, with male participants reporting more FLCA than female participants. Multiple regression analyses revealed that FLE and FLCA were more strongly predicted by learners’ attitude toward Turkish and teacher-related variables than by learner-internal variables, confirming previous research outside Kazakhstan. Attitude toward the FL, teacher’s friendliness, strictness and frequency of use of the FL, attitude toward the teacher, participant’s age and FL exam result explained a total of 25% of variance in FLE. Differing slightly from previous studies, FLCA was found to be only weakly predicted (6% of variance) by some learner-internal variables (FL exam result, attitude toward the FL) as well as teacher-centred variables (friendliness, strictness). The findings suggest that variation in FLE and FLCA among Kazakh learners of Turkish is quite similar to that established in other contexts.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/28132/ https://doi.org/10.1515/applirev-2019-0021 https://eprints.bbk.ac.uk/id/eprint/28132/3/28132.pdf
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The effects of linguistic proficiency, trait emotional intelligence and cultural background on emotion recognition by English native speakers
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The relationship between incommensurable emotions and willingness to communicate in English as a Foreign Language: a multiple case study
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If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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When elephants fly: the lift-off of emotion research in applied linguistics
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The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability
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The effects of linguistic proficiency, Trait Emotional Intelligence and in-group advantage on emotion recognition by British and American English L1 users
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