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Research on emotions in second language acquisition: reflections on its birth and unexpected growth
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Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context
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Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian?
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Abstract:
The present quantitative study is part of the new wave of research into the psychology of language teachers and their emotions (Gkonou, Dewaele & King, 2020). It also answers the call for more studies on languages other than English (LOTEs) by considering feedback from 174 Italian as Foreign Language (FL) teachers based in Italy and abroad. The study investigated the relationship between two psychological factors, Well-being and Resilience and one novel emotional factor, namely Foreign Language Teaching Enjoyment (FLTE), adapted from previous studies on learners’ Foreign Language Enjoyment. Correlations analyses followed by a multiple regression analysis showed that Resilience was the strongest predictor of FLTE, explaining 12.4% of variance, followed by Well-being which explains a further 3.9% of variance. The findings of the study are discussed in the light of previous studies. We suggest that happy and resilient teachers who enjoy their profession constitute the very basis of students’ progress, as the positive emotional atmosphere they establish in the classroom is a pre-condition for linguistic and psychological growth. The new 9-item scale is recommended for future research on FLTE.
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Keyword:
Cultures & Applied Linguistics (from 2021); Languages
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URL: https://eprints.bbk.ac.uk/id/eprint/43890/3/43890.pdf https://doi.org/10.1016/j.system.2021.102506 https://eprints.bbk.ac.uk/id/eprint/43890/
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The development of a short-form foreign language enjoyment scale
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Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
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Does the Complementarity Principle apply to inner speech? A mixed-methods study on multilingual Chinese university students in the UK
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How Saudi migrants’ metapragmatic judgments of Arabic L1 nonverbal greetings change after prolonged exposure to English
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A crosslinguistic study of the perception of emotional intonation. Influence of the pitch modulations
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How classroom environment and general grit predict foreign language classroom anxiety of Chinese EFL students
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Foreign language learning boredom: conceptualization and measurement
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Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes
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Language choice in psychotherapy of multilingual clients: multilingual therapists’ perspective
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“We are not amused”. The perception of British humour by British and American English L1 users
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Reducing anxiety in the foreign language classroom: a positive psychology approach
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Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television
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The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese
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