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Translanguaging spaces as safe space for psycho-social support in refugee settings in the Kurdistan region of Iraq
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| 143 |
Irrumpiendo en el presente: Estrategias de reinscripción en la Historia para leer la obra filosófica de Rosa Chacel
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| 144 |
Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television
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| 145 |
On being, subject and truth in the works of Pablo Neruda and Alain Badiou
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| 146 |
The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese
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| 147 |
Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
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| 148 |
‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
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| 150 |
Vacíos de la bomba atómica. El Memorial por la Paz de Hiroshima como lugar de ritual.
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| 151 |
La Nueva Ola Japonesa. Nūberu Bāgu como fenómeno (trans)nacional
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| 152 |
Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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Abstract:
Willingness to communicate in a second or foreign language (L2 WTC) is an important individual difference variable that influences the target language learning process. To cultivate students’ communicative competence for sustainable development and help them become active citizens of the global world, language teachers and educators need to understand L2 WTC and find ways to promote it. The present study explores the effects of teachers and teaching styles (TTS) on L2 WTC of Chinese learners of English, through a comparison of a group of 148 students in mainland China and 73 Chinese students abroad. Respondents filled out online questionnaires concerning their attitudes and perceptions of TTS and self-reported L2 WTC inside and outside classrooms. Eight of them also participated in interviews. Results revealed significant differences in TTS between the two groups and a generally low WTC among them. TTS were linked more strongly to L2 WTC in the group in mainland China. The differences are attributed to the discrepancy in social expectations, culture of learning and the opportunity to use English outside the classroom while abroad. This study may provide insights into English language teaching pedagogy from the perspective of English as a pluricentric language.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://doi.org/10.3390/su14010396
https://eprints.bbk.ac.uk/id/eprint/47157/
https://eprints.bbk.ac.uk/id/eprint/47157/1/ChenDewaeleZhang2022.pdf
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| 153 |
Extensive reading in an EFL classroom: impact and learners’ perceptions
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| 154 |
Predicting the emotional labor strategies of Chinese English foreign language teachers
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| 155 |
Science in exile: EAL academic literacies development of established Syrian academics
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| 158 |
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
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| 159 |
Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies
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Hurley, Ian. - : Dublin City University. School of Applied Language and Intercultural Studies, 2021
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In: Hurley, Ian (2021) Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies. PhD thesis, Dublin City University. (2021)
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A Question of Knowledge Base
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In: L2 Journal, vol 13, iss 1 (2021)
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