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Reducing anxiety in the foreign language classroom: a positive psychology approach
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety
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Enjoyment and anxiety in second language communication: an idiodynamic approach
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Abstract:
Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. University students who speak French as a second language were recruited to complete oral tasks in their second language. Participants then rated their per-second fluctuations in each emotion while watching a video recording of their tasks. Immediately after this, they were interviewed about their attributions for fluctuations in their ratings. We found that the relationship between enjoyment and anxiety is highly dynamic, resulting in varying patterns of correlation ranging from negative to positive. Triangulation of ratings of anxiety and enjoyment with interview data produces a richer understanding of the role of emotions in second language communication.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/25472/1/BoudreauMacIntyreDewaele2018.pdf https://doi.org/10.14746/ssllt.2018.8.1.7 https://eprints.bbk.ac.uk/id/eprint/25472/
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Foreign language enjoyment and foreign language classroom anxiety. The right and left feet of FL learning?
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Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom
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The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom
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