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Teaching Chinese as a Foreign Language Through the Strategic Use of Visualization: Exploring Neuroscience and Autism Spectrum Disorder Research to Guide Change in Chinese Language Education
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500298567695386 (2017)
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| 122 |
Morphological Analysis Of English L1-Persian L2 Adult Learners' Interlanguage: From The Perspective Of Sla Variation ...
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| 123 |
Morphological Analysis Of English L1-Persian L2 Adult Learners' Interlanguage: From The Perspective Of Sla Variation ...
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| 124 |
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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Abstract:
The combined effect of positive and negative emotions in Second Language Acquisition (SLA) has attracted the attention of researchers influenced by the Positive Psychology movement (Dewaele & MacIntyre, 2014; 2016a). The current study is based on a pseudo-longitudinal design to investigate how the positive and negative emotions of 189 foreign language pupils in two London schools evolved over time. A comparison of the mean values of Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 12–13 year olds (age group 1), 14–15 year olds (age group 2) and 16–18 year olds (age group 3) showed little variation in FLCA and a slight increase in FLE. Multiple regression analyses revealed that fewer independent variables (learner-internal and teacher-centred variables) predicted FLE and FLCA at the start and at the end of the secondary education compared to the middle phase. These findings suggest that the causes of positive and negative emotions are dynamic and change over time. Moreover, the nature of the relationships changes.
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Keyword:
Foreign Language Anxiety; Foreign Language Enjoyment; Individual Differences; Learner-Internal Variables; psychology of foreign language learning; SLA; Teacher-Centred Variables
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URL: https://www.euroslajournal.org/jms/article/view/6
https://doi.org/10.22599/jesla.6
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| 125 |
Acquiring antecedents for reflexives when both L1 and L2 permit long-distance binding
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In: Journal of the European Second Language Association; Vol 1, No 1 (2017); 38-48 ; 2399-9101 (2017)
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| 126 |
Pedagogical Design Principles for Online Learning about the Use of Sources in Academic Writing: Materials Development and Evaluation in a College-level Writing Course
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In: Graduate Theses and Dissertations (2017)
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| 127 |
A Neurocognitive Perspective On Language Acquisition In Ullman'S Dp Model ...
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| 128 |
A Neurocognitive Perspective On Language Acquisition In Ullman'S Dp Model ...
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| 129 |
What's in the input? An examination of Classroom input in Elementary and Intermediate Spanish courses
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2017)
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| 130 |
Exploring World-Medial Regressive Voicing Assimilation in Catalan L2 Learners of English
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| 131 |
The Use of Professional Development to Promote Culturally Responsive Teaching of English Learners (ELs): Classroom Implementation without Conceptual Change
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| 132 |
Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers
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| 133 |
Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers
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| 134 |
Second Language Production and Processing of Phrasal Verb Constructions
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Perdomo, Michelle. - : University of Florida, 2017. : University of Florida ( [Gainesville, Fla.] ), 2017
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| 135 |
The effects of working memory and directionality on sentence build-up drill performance
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| 136 |
The development of interlanguage in the written production of Arabic foreign language learners
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| 137 |
Potential uses of cognitive and usage-based approaches to language acquisition in TEFL/TESL pedagogy
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| 138 |
On the use of the L1 in beginner’s English and French language classrooms
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| 139 |
Error analysis - written work of final year mainstream vs. CLIL students
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| 140 |
Effects of Language Immersion versus Classroom Exposure on Advanced French Learners: An ERP Study
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In: Pursuit - The Journal of Undergraduate Research at The University of Tennessee (2017)
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