Foreign language enjoyment and anxiety: The effect of teacher and learner variables

Language Teaching Research - Tập 22 Số 6 - Trang 676-697 - 2018
Jean‐Marc Dewaele1, John Witney2, Kazuya Saito1, Livia Dewaele3
1University of London, UK
2Westminster School, London, UK
3University of Oxford, UK

Tóm tắt

Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether – and to what extent – foreign language enjoyment (FLE) and foreign language (FL) classroom anxiety (FLCA) are linked to a range of learner internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school students learning various FLs. Higher levels of FLE were linked to higher scores on attitudes towards the FL, the FL teacher, FL use in class, proportion of time spent on speaking, relative standing and stage of development. Lower levels FLCA were linked to higher scores on attitudes towards the FL, relative standing and stage of development. FLCA thus seems less related to teacher and teacher practices than FLE. The pedagogical implication is that teachers should strive to boost FLE rather than worry too much about students’ FLCA.

Từ khóa


Tài liệu tham khảo

Ahmad S., 2012, Research on Humanities and Social Sciences, 2, 11

Arnold J., 1999, Affect in language learning

Arnold J., 2011, Anglistik: International Journal of English Studies, 22, 11

Arnold J., 2007, Language acquisition and development, 107

Avila-López J., 2015, MARCO ELE: Revista de Didáctica Español Lengua Extranjera, 21, 1

Baider F., 2015, Le langage et l’homme, 50, 3

Berdal-Masuy F., 2015, Le langage et l’homme, 50, 3

10.1191/1362168806lr182oa

10.1111/j.1467-1770.1975.tb00115.x

10.21832/9781783095360-009

10.1111/j.1540-4781.2005.00311.x

Dewaele J.-M., 2009, The new handbook of second language acquisition, 623

Dewaele J.-M., 2010, Language practices and identity construction in French, 133

Dewaele J.-M., 2011, Anglistik: International Journal of English Studies, 22, 23

10.1111/j.1540-4781.2013.12036.x

10.37546/JALTTLT39.3-3

10.14746/ssllt.2014.4.2.5

10.21832/9781783095360-010

Dewaele J.-M., 2016, Theory and Practice of Second Language Acquisition, 2, 41

10.1177/136216889800200303

Dörnyei Z., 2014, Motivating learners, motivating teachers: Building vision in the language classroom

10.1017/CBO9780511667138

10.4324/9781315779553

Dulay H., 1977, Viewpoints on English as a second language, 95

10.1002/9781118271643

Field A.P., 2013, Discovering statistics using IBM SPSS Statistics: And sex and drugs and rock ‘n’ roll, 4

10.1511/2003.26.330

Gardner R.C., 1985, Social psychology and second language learning: The role of attitudes and motivation

10.21832/9781783091218

10.21832/9781783097722-004

10.1111/j.1540-4781.1986.tb05256.x

10.1111/j.1467-1770.1977.tb00294.x

Krashen S., 1982, Principles and practice in second language acquisition

10.21832/9781783095360

10.21832/9781783097722-003

10.14746/ssllt.2012.2.2.4

10.14746/ssllt.2014.4.2.2

Mettewie L., 2015, Le Langage et l’Homme, L2, 23

Murphy T., 2009, New challenges in language and literature, 129

Nation P., 2003, Asian EFL Journal, 5, 1

10.4000/lidil.3310

10.1111/lang.12079

10.4000/lidil.3308

Schumann J., 1978, Second-language acquisition and foreign language teaching, 27

10.1111/j.1467-1770.1978.tb00309.x

10.1080/09571730485200191

10.1177/0267658309337640

Thông tin
Thông tin xuất bản

Language Teaching Research

Tập 22 Số 6

676-697

Thông tin tác giả