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The complex relationship between classroom emotions and EFL achievement in China
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42 |
The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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43 |
Emotions in Second Language Acquisition: a critical review and research agenda
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44 |
Does multilingualism shape personality? An exploratory investigation
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A bilingual emotional advantage? An investigation into the effects of psychological factors in emotion perception in Arabic and in English of Arabic-English bilinguals and Arabic /English monolinguals
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Actual and self-perceived linguistic proficiency gains in French during study abroad
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47 |
How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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48 |
Supervising doctoral students and managing the supervisor-supervisee relationship
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49 |
Through the looking glass of student perception: how foreign language students see teacher trait emotional intelligence and why it matters
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50 |
Emotionality and pleasantness of mixed-emotion stimuli: the role of language, modality, and emotional intelligence
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51 |
If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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52 |
Introduction to the emotional rollercoaster of language teaching
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53 |
The power to improve: effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning
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54 |
The emotional rollercoaster ride of foreign language learners and teachers: sources and interactions of classroom emotions
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55 |
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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56 |
Interactions and mediation between multilingual clients and their psychotherapist
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Abstract:
The present paper considers the challenges that might occur in interactions between a psychotherapist and a multilingual client using a foreign language (LX). Psychotherapists need to be aware about both visible and invisible linguistic, sociopragmatic and cultural obstacles to emotion communication and the repercussions these can have on the client’s sense of self and identity. Careful mediation is needed between psychotherapists and their LX clients, using appropriate strategies. We conclude that teachers face similar challenges with their students and that how to communicate emotions in a LX is a not just crucial part of communicative competence (Companion to the CEFR, 2018) but can also contribute to students’ future mental well-being. Résumé Le présent article se penche sur les défis auxquels peuvent faire face les psychothérapeutes et leur clients multilingues qui utilisent une langue étrangère (LE). Les psychothérapeutes doivent se rendre compte des obstacles visibles et invisibles dans leurs interactions avec leurs clients. Les obstacles à la communication des émotions peuvent être linguistiques, sociopragmatiques et culturels et peuvent avoir des conséquences sur le sens de soi et l’identité des clients. Un processus de médiation est donc nécessaire. Nous concluons que les professeurs de langue peuvent se trouver dans une situation similaire avec leurs étudiants et que la communication de l’émotion en LE fait non seulement une partie intégrale de la compétence communicative (Compagnon du CEFR, 2018) mais peut contribuer au futur bien-être mental des étudiants.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/41399/3/41399.pdf http://new.babylonia.ch/?lang=en https://eprints.bbk.ac.uk/id/eprint/41399/
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57 |
What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation?
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58 |
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: a mixed-methods approach
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59 |
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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In: Journal of the European Second Language Association; Vol 4, No 1 (2020); 45–57 ; 2399-9101 (2020)
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Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background
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