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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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The East India Company Language Policy in the early 19th Century
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Activism signage, emplacement, and sense of public space: a mixed methods study of the linguistic landscape of Bloomsbury
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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27 |
Politics in/of transmediality in Murakami Haruki’s bakery attack stories
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Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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Abstract:
This quasi-experimental study investigates whether knowing that an English Foreign Language (EFL) teacher is a ‘native speaker’ (NS) or not may elicit implicit biases in judgements of teaching competence. Participants were 266 pre-service teachers studying in Graz (Austria) and München (Germany). After watching the same identical 5-minute video of a teacher in front of a classroom, they were invited to rate her on four dimensions (language, teaching, assessment, communication) and asked whether they would love to have this person as an English teacher. Close to half of the participants were explicitly told that the teacher was a ‘NS’ and slightly over half that she was a ‘NNS’. No significant differences were found between both conditions. Multiple regression analyses showed that teaching skill was the strongest predictor of loving the teacher, followed by language skill. Analysis of feedback collected through an open question revealed that only a small minority of participants mentioned the words NS/NNS. These findings suggest that bias about ‘NS/NNS’ is minimal in this population. We conclude by pleading to retire the toxic terms ‘NS/NNS’ and to replace them with the ideologically neutral and more flexible dichotomy of first and foreign language (L1/LX) user (Dewaele 2018).
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/31075/ https://doi.org/10.1515/eujal-2019-0030 https://eprints.bbk.ac.uk/id/eprint/31075/3/31075.pdf
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#wordswewear: mobile texts, expressive persons, and conviviality in urban spaces
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Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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35 |
Concluding thoughts on the emotional rollercoaster of language teaching
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The complex relationship between classroom emotions and EFL achievement in China
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Mapping the language ideologies of organisational members: a Corpus Linguistic Investigation of the United Nations’ General Debates (1970-2016)
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Multilinguals’ language choices and perceptions in the UK in light of the Brexit Referendum
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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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Emotions in Second Language Acquisition: a critical review and research agenda
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