Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal Study
Tóm tắt
This study presents a cross‐sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students’ learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment) and secondarily with their motivational dispositions (clear vision of ideal future selves). Students’ anxiety together with weaker Ideal L2 Self related negatively to their performance at the beginning of the project—performance that they had achieved after several years of EFL instruction. Students’ enjoyment together with greater Ideal L2 Self predicted the extent to which they practiced and developed their L2 speech within the 3‐month framework of the project. Results suggest that more frequent L2 use with positive emotions directly impacts acquisition, which may in turn lead to the lessening of negative emotions and better long‐term L2 comprehensibility.
This article has been awarded an Open Materials badge. Study materials are publicly accessible in the IRIS digital repository at
Từ khóa
Tài liệu tham khảo
ALC Press Inc. (2017).Telephone Standard Speaking Test [Measurement instrument]. Retrieved April 1 2017 fromhttps://tsst.alc.co.jp/tsst/e_index.html
Boersma D. &Weenink P.(2017).Praat: Doing phonetics by computer(Version 6.0.29) [Computer software]. Retrieved April 1 2017 fromhttp://www.praat.org
Dewaele J.‐M. &Alfawzan M.(in press).Anxiety vs. enjoyment: Which has a greater influence on foreign language performance?Studies in Second Language Learning and Teaching.
Dewaele J.‐M. Witney J. Saito K. &Dewaele L.(2017).Foreign language enjoyment and anxiety in the FL classroom: The effect of teacher and learner variables.Language Teaching Research. Published online February 17 2017.
Dörnyei Z., 2005, The psychology of the language learner: Individual differences in second language acquisition
Dörnyei Z., 2014, Motivating learners, motivating teachers: Building vision in the language classroom
Eiken Foundation of Japan. (2017).Comparison table. Retrieved April 1 2017 fromhttp://stepeiken.org/comparison-table
Flege J. E.(2016).The role of phonetic category formation in second language speech acquisition. Paper presented at the Eighth International Conference on Second Language Speech Aarhus Denmark.
Ortega L., 2008, The longitudinal study of advanced L2 capacities
Ryan S.(2008).The ideal L2 selves of Japanese learners of English. Unpublished doctoral dissertation University of Nottingham Nottingham UK.
Saito K., 2017, Using listener judgements to investigate linguistic influences on L2 comprehensibility and accentedness: A validation and generalization study, Applied Linguistics, 38, 439