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    Wyświetlanie 1-3 z 3
    Tytuł:
    Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
    Autorzy:
    Dewaele, Jean-Marc
    Alfawzan, Mateb
    Powiązania:
    https://bibliotekanauki.pl/articles/780971.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language anxiety
    foreign language enjoyment
    individual differences
    learner-internal variables
    teacher-centered variables
    Opis:
    Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
    Źródło:
    Studies in Second Language Learning and Teaching; 2018, 8, 1; 21-45
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners
    Autorzy:
    Nilsson, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/780789.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    young language learners
    learner beliefs
    target language use
    foreign language anxiety
    sense of agency
    Opis:
    This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 2; 257-281
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring self-perceived communication competence in foreign language learning
    Autorzy:
    Lockley, Thomas
    Powiązania:
    https://bibliotekanauki.pl/articles/781067.pdf
    Data publikacji:
    2013-06
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    self-perceived communication competence, willingness to communicate
    learner self-perceptions
    foreign language anxiety
    Opis:
    Speaking self-perceived communication competence (SPCC) is a construct with many potential implications for foreign language learning, but one that has been little studied. SPCC itself is a major predictive factor in willingness to communicate, a construct which has been widely conceptualised and researched. This study (N = 103) used a repeated measures ANOVA to investigate SPCC and its correlation with actual L2 speaking proficiency over the course of a year; there was no significant correlation. Qualitative data was then treated with grounded theory to establish why SPCC was inaccurate and to provide pointers as to how SPCC accuracy might be improved. The findings are discussed with reference to the literature in an attempt to establish a deeper understanding of SPCC, particularly in the Japanese context, its formulation and its implications for foreign language learning.
    Źródło:
    Studies in Second Language Learning and Teaching; 2013, 3, 2; 187-212
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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