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Tytuł:
Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?
Autorzy:
De Smet, Audrey
Mettewie, Laurence
Galand, Benoit
Hiligsmann, Philippe
Van Mensel, Luk
Powiązania:
https://bibliotekanauki.pl/articles/780975.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
anxiety
enjoyment
CLIL
English
Dutch
Opis:
This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the “other” community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils’ anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 47-71
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emotional experiences beyond the classroom: Interactions with the social world
Autorzy:
Ross, Andrew S.
Rivers, Damian J.
Powiązania:
https://bibliotekanauki.pl/articles/780979.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
enjoyment
hope
frustration
ESL
Opis:
Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 103-126
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives
Autorzy:
Mierzwa, Ewelina
Powiązania:
https://bibliotekanauki.pl/articles/628625.pdf
Data publikacji:
2019
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Key words: foreign language enjoyment, foreign language teachers, enjoyment, SLA, gender differences, positive psychology
Opis:
Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.  Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
Źródło:
Journal of Education Culture and Society; 2019, 10, 2; 170-188
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS
Autorzy:
Mierzwa, Ewelina
Powiązania:
https://bibliotekanauki.pl/articles/628065.pdf
Data publikacji:
2018
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
foreign language enjoyment
learning enjoyment
SLA
gender differences
positive emotions
secondary school students
Opis:
In the context of second language acquisition, foreign language enjoyment (FLE) is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and females in FLE, while such differences are found in terms of the sources of FLE each gender perceives as the most crucial ones. It has been proved that FLE increases with the level of students’ proficiency, and a high level of FLE results in students’ greater academic achievement.
Źródło:
Journal of Education Culture and Society; 2018, 9, 2; 117-135
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Love and enjoyment in context: Four case studies of adolescent EFL learners
Autorzy:
Pavelescu, Liana Maria
Petrić, Bojana
Powiązania:
https://bibliotekanauki.pl/articles/780977.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
adolescent learners
EFL
enjoyment
love
positive emotions
Opis:
This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 73-101
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mathematics Attitude of Future Teachers of Stem Subjects
Autorzy:
Jančařík, Antonín
Stecca Marcom, Guilherme
Kleinke, Maurício Urban
Powiązania:
https://bibliotekanauki.pl/articles/18771225.pdf
Data publikacji:
2023
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
future teachers
mathematics anxiety
attitudes toward mathematics
motivation
enjoyment
Opis:
Aim. This paper presents research aimed at testing the mathematical self-efficacy of mathematics and computer science student teachers. The aim of the presented phase of the research was to verify the effectiveness of the chosen research instrument after translation into Czech, its applicability within the specific environment of the preparation of future teachers and the design of a shorter version of the questionnaire. Methods. 97 students of the first and second year of Bachelor's degree studies at the Faculty of Education of Charles University, specialising in mathematics and computer science, were interviewed either in a single-subject form or in combination with a second subject. Subsequently, the data was processed and evaluated using quantitative methods. Results. The results confirmed that the test, even when translated into Czech, fully met the claim of high reliability (Cronbach's Alpha = 0.965). Using the Principal Axis Factoring method with Varimax with Kaiser Normalisation in 11 iterations, convergence to the four basic components, which were characterised as Motivation and Enjoyment, Anxiety, Self-confidence and Value, was achieved. Conclusion. The research has shown that the chosen research instrument, the ATMI questionnaire, is fully functional after translation into English and use in the environment of preparation of future mathematics and science teachers. The first measurement data also confirms that attitudes towards mathematics are very different among future mathematics and science teachers. It also confirmed the assumption that the questionnaire has the potential to identify students who have problematic attitudes towards mathematics and are therefore at risk of dropping out.
Źródło:
Journal of Education Culture and Society; 2023, 14, 2; 349-362
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
Autorzy:
Dewaele, Jean-Marc
Dewaele, Livia
Powiązania:
https://bibliotekanauki.pl/articles/780856.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language enjoyment
foreign language classroom anxiety
teachers
Opis:
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 45-65
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What are the associations between extroversion, enjoyment, and wellness in group vs non-group physical activity? A pilot study
Autorzy:
Trott, Mike
Smith, Lee
Powiązania:
https://bibliotekanauki.pl/articles/1491462.pdf
Data publikacji:
2019-10-09
Wydawca:
Atena Research Association
Tematy:
Physical Activity
Personality
Extroversion
Enjoyment
Group
Non-group
Opis:
Objectives: One issue regarding prescription of physical activity (PA) is adherence, with enjoyment being shown to be a factor, and extroversion being associated with enjoyment. Furthermore, anecdotal evidence suggests that PA as part of a group yields superior levels of enjoyment than non-groups, however this has not been explored to date. It is the purpose of this study to explore associations between enjoyment and extroversion in group vs non-group PA. Methods: 17 subjects were recruited and randomised into two groups: ‘group’ and ‘non-group’. ‘Group’ subjects walked for 30-minutes for 5 consecutive days as part of a pair, and ‘non-group’ subjects doing the same intervention alone. All subjects completed two surveys, one pre-intervention measuring extroversion using the Goldberg Transparent Bi-Polar Inventory and wellness using the Warwick-Edinburgh Mental Well-being Scale. The post-intervention survey measured wellness and enjoyment of the intervention using the Physical Activity Enjoyment Scale. A pedometer was also worn. Findings: The multiple regression model statistically predicted enjoyment (F(7,7) = 15.168, p=<0.001,adj.R2=0.876), with only sub-group type and wellness levels adding significantly to the prediction (p=<0.05). Moreover, the ‘group’ sub-group took significantly more steps than the ‘non-group’ sub-group (18,395 vs 13,168; p=<0.001). Conclusions: Wellbeing and sub-group type were predictors of enjoyment. Furthermore, subjects who walked in pairs took more steps than subjects who walked alone. Practitioners should consider prescribing PA as part of a group to yield higher enjoyment levels and higher levels of activity. Due to the small sample size, further study is needed with more subjects.
Źródło:
Atena Journal of Sports Sciences; 2019, 1; 3-3
2695-4486
Pojawia się w:
Atena Journal of Sports Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom
Autorzy:
Dewaele, Jean-Marc
MacIntyre, Peter
Boudreau, Carmen
Dewaele, Livia
Powiązania:
https://bibliotekanauki.pl/articles/783197.pdf
Data publikacji:
2016
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Foreign Language Enjoyment
Foreign Language Classroom Anxiety
individual differences
gender
Opis:
The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986).  An open question on FLE also provided us with narrative data.  Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences.  The present study looks at gender differences in FLE and FLCA at item level. Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance.  However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom.  We argue that this heightened emotionality benefits the acquisition and use of the FL.
Źródło:
Theory and Practice of Second Language Acquisition; 2016, 2, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Teacher’s Multimodal Corrective Feedback: Exploring its Enjoyment Building Capacity
Autorzy:
Bayat, Mokarrameh
Shirvan, Majid Elahi
Barabadi, Elyas
Powiązania:
https://bibliotekanauki.pl/articles/2129830.pdf
Data publikacji:
2020
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
teacher’s corrective feedback
multimodality
enjoyment
gesture
gaze
SF-MDA
Opis:
Despite the large number of studies conducted on teachers’ oral corrective feedback, the findings of these studies have been mainly limited to cognitive orientations rooted in experimental designs and the verbal discourse of the teacher as the main object of inquiry. Considering teachers’ affective concerns regarding their corrective feedback and the shift from negative psychology to positive psychology in the field of second/foreign language teaching as well as the entirety of the teacher’s corrective repertoire, in this case study, we aimed to explore the enjoyment building capacity of a teacher’s multimodal corrective feedback in a university general English course. We video-recorded the teacher’s multimodal corrective feedback including verbal and nonverbal semiotic resources like gesture, gaze, and posture while observing the learners’ emotional experiences for eight sessions. We also conducted stimulated recall interviews with some learners and collected their written journals about the experiences of enjoyment with regard to the teacher’s multimodal corrective feedback scenarios. The teacher’s multimodal corrective feedback was analyzed through systemic functional multimodal discourse analysis (SF-MDA) and the content of the interview transcripts as well as the written journals were qualitatively analyzed. The findings indicated that the teacher’s inherent multimodality in his corrective feedback broadened the main dimensions of enjoyment by raising the learners’ attention to their errors, heightening their focus on the correct form, and increasing the salience of his corrective feedback. Further arguments regarding the findings are discussed.
Źródło:
Polish Psychological Bulletin; 2020, 51, 2; 71-88
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The concept of fair play in young basketball players in the Balearic Islands
Autorzy:
Bermejo, José Manuel
Powiązania:
https://bibliotekanauki.pl/articles/1901964.pdf
Data publikacji:
2020-11-25
Wydawca:
Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
Tematy:
basketball
fair play
gamesmanship
cheating
victory
enjoyment
hard play
Opis:
The aim of this study is to analyze enjoyment and fair play attitudes against hard play, gamesmanship, victory and cheating as antisocial behaviors in sports as part of a program of intervention among coaches and athletes. The sample includes basketball teams with a total of 389 young athletes (249 boys and 140 girls) aged between 10 and 16 (the average age of 12.5 years) in the juvenile, infant and cadet categories. During the 2016-2017 season, a questionnaire designed according to the guidelines for the Spanish version following the Fair Play Proceedings (EAF) was administered at two different times. The results show that young athletes consider enjoyment as a key motivation in sports practice. The program proved to be moderately effective as antisocial variables such as gamesmanship and cheating, and recorded a slight decrease in popularity between the two rounds of the survey. The results for hard play and victory, however, showed a less significant decrease after the implementation of the program.
Źródło:
Journal of Physical Education & Health - Social Perspective; 2020, 9, 15; 28-34
2084-7971
Pojawia się w:
Journal of Physical Education & Health - Social Perspective
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness
Autorzy:
Wang, Lanxi
MacIntyre, Peter
Powiązania:
https://bibliotekanauki.pl/articles/2051528.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language listening comprehension
listening anxiety
listening enjoyment
listening metacognitive awareness
Opis:
Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 4; 491-515
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language learners’ emotion regulation and enjoyment in an online collaborative writing program
Autorzy:
Zhang, Zhipeng
Gao, Xuesong (Andy)
Liu, Ting
Lee, Chwee Beng
Powiązania:
https://bibliotekanauki.pl/articles/2143628.pdf
Data publikacji:
2022-09-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotion regulation
foreign language enjoyment
online collaborative learning
foreign language learners
Opis:
Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.
Źródło:
Studies in Second Language Learning and Teaching; 2022, 12, 3; 459-481
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment
Autorzy:
Resnik, Pia
Schallmoser, Christine
Powiązania:
https://bibliotekanauki.pl/articles/780723.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language enjoyment
individual differences
LX user
positive psychology in SLA
tandem language learning
Opis:
This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 3; 541-564
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Aligning with Sociopaths: Character Engagement Strategies in Highsmith’s and Minghella’s Talented Mr. Ripleys
Autorzy:
Zdunkiewicz, Lech
Powiązania:
https://bibliotekanauki.pl/articles/2032751.pdf
Data publikacji:
2021-11-22
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
empathy elicitation
antisocial personality disorder
emphatic concern
antihero
enjoyment
character engagement
identification
Opis:
Patricia Highsmith’s stated reason for writing The Talented Mr. Ripley (1955) was to see if she could elicit empathetic engagement for her immoral protagonist Tom Ripley. Amongst other factors, she achieves her goal by allowing readers to align affectively with the protagonist’s road to self-discovery. Her experiment culminates with Tom’s fruition into an aggressive consumer, thus resolving his and the readers’ apprehensions. On the other hand, Anthony Minghella’s Ripley leaves more room for interpretation. In his interviews, the filmmaker states that he does not aim for his protagonist to remain the sociopath from Highsmith’s novel. Instead, his story explores the absence of a father figure and how it affects his main characters. Consequently, he frames Tom as an underprivileged youth whose emotional instability brings about his demise. To this end, he employs victimization scenes, as well as moral disengagement cues. I argue that, amongst other factors, such an application of an industry-tested design of emphatic concern elicitation obscures the filmmaker’s initial intent. As a result, Minghella’s Tom can be seen as a manipulative sociopath, as well as a victimized tragic hero.
Źródło:
Text Matters: A Journal of Literature, Theory and Culture; 2021, 11; 119-136
2083-2931
2084-574X
Pojawia się w:
Text Matters: A Journal of Literature, Theory and Culture
Dostawca treści:
Biblioteka Nauki
Artykuł
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