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“Cunt”: on the perception and handling of verbal dynamite by L1 and LX users of English
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Understanding Chinese high school students’ foreign language enjoyment: validation of the Chinese version of the Foreign Language Enjoyment Scale
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The effect of positive orientation and perceived social support on foreign language classroom anxiety
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Language anxiety in Chinese dialects and Putonghua among college students in mainland China: the effects of sociobiographical and linguistic variables
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Enjoyment and anxiety in second language communication: an idiodynamic approach
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Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
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The talking cure – building the core skills and the confidence of counsellors and psychotherapists to work effectively with multilingual patients through training and supervision
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Pragmatic challenges in the communication of emotions in intercultural couples
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Do ESL/EFL teachers´ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice?
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91 |
Sources of variation in Galician multilinguals’ attitudes towards Galician, Spanish, English and French
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The relation between multilingualism and basic human values among primary school children in South Tyrol
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Learner-internal and learner-external predictors of willingness to communicate in the FL classroom
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Abstract:
Willingness to Communicate (WTC), defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément & Noels, 1998, p. 547), is influenced by a complex interplay of interacting learner-internal variables (including sociobiographical, emotional and macro intergroup variables) and learner-external variables (i.e. teacher-centred) in the foreign language (FL) classroom. The present study attempts to identify the strongest predictors of WTC from 189 British pupils in two excellent London secondary schools studying mostly French, German and Spanish as FLs. Correlation analyses followed by multiple regression analyses showed that the strongest predictors of WTC were FL classroom anxiety, frequent FL use by the teacher, a positive attitude towards the FL (a neglected macro intergroup dimension in recent research), followed by high levels of social FL Enjoyment and age. The pedagogical implication is that FL teachers can boost learners’ WTC by creating a positive emotional classroom climate where pupils can overcome their anxiety. Moreover, by generating a genuine interest in the FL and using the FL a lot, teachers can increase their pupils’ levels of WTC.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/22801/1/jesla-37_dewaele%20proofread.pdf https://doi.org/10.22599/jesla.37 https://eprints.bbk.ac.uk/id/eprint/22801/
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Do interlocutors or conversation topics affect migrants’ sense of feeling different when switching languages?
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Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: a cross-sectional and longitudinal study
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Variation in ESL/EFL teachers´ attitudes towards their students
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Ideal self and ought-to self of simultaneous learners of multiple foreign languages
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