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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 9 10...493 Hits 101 – 120 of 9.856 101 The Cambridge introduction to applied linguistics Hartig, Alissa J. (Herausgeber); Conrad, Susan (Herausgeber); Santelmann, Lynn (Herausgeber). - Cambridge : Cambridge University Press, 2021 BLLDB UB Frankfurt Linguistik Show details 102 The construction and efficiency of prototype definitions for the EFL learner’s dictionary : an empirical study in applied cognitive linguistics Wirag, Andreas. - Trier : WVT Wissenschaftlicher Verlag Trier, 2021 BLLDB UB Frankfurt Linguistik Show details 103 Linguistic Estoppel: A Custodial Interrogation Subject’s Reliance on Traditional Language Customs when Facing Unknown Expectations for Legally Efficacious Speech Smith, Taylor J. In: BYU Law Review (2021) BASE Show details 104 The Medicalisation of Gender Nonconformity through Language: a Keywords Analysis Galluzzo, Angelo Cosma In: sprinkle: an undergraduate journal of feminist and queer studies (2021) BASE Show details 105 Dissociating Socioeconomic Influences on Maternal Language Input and Child Language Outcomes Kulawska, Klaudia In: Honors Theses (2021) BASE Show details 106 Introduction Placencia, Maria Elena; Félix-Brasdefer, J.C.. - : Routledge, 2021 BASE Show details 107 Exploring polysemy in the Academic Vocabulary List: a lexicographic study Skoufaki, S.; Petrić, Bojana. - : Elsevier, 2021 BASE Show details 108 Narratives of infertile Muslim women: the construction of personal and socio-cultural identities in weblogs Alhalwachi, Fatema. - 2021 BASE Show details 109 Exploring polysemy in the Academic Vocabulary List: a lexicographic study Skoufaki, S.; Petrić, Bojana. - : Elsevier, 2021 BASE Show details 110 Paul von Lettow-Vorbeck Michels, Eckard. - : Internet portal Rheinische Geschichte, 2021 BASE Show details 111 Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context Zhou, L.; Dewaele, Jean-Marc; Lochtman, K.. - : De Gruyter, 2021 BASE Show details 112 Louis-Ferdinand Celine: journeys to the extreme Catani, Damian P.. - : Reaktion press, 2021 BASE Show details 113 Do well-being and resilience predict the foreign language teaching enjoyment of teachers of Italian? Proietti-Ergün, A.L.; Dewaele, Jean-Marc. - : Elsevier, 2021 BASE Show details 114 Hideaki Fujiki and Alastair Phillips (eds), The Japanese Cinema Book. London: The British Film Institute, Bloomsbury, 2020, 624 pp Centeno Martin, Marcos Pablo. - : Oxford Journals, 2021 BASE Show details 115 The development of a short-form foreign language enjoyment scale Botes, E.; Dewaele, Jean-Marc; Greiff, S.. - : Wiley, 2021 BASE Show details 116 The mythical native speaker has mud on its face Dewaele, Jean-Marc; Bak, T.; Ortega, L.. - : Mouton De Gruyter, 2021 BASE Show details 117 Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe Resnik, P.; Dewaele, Jean-Marc. - : De Gruyter, 2021 Abstract: Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance. Keyword: Cultures & Applied Linguistics (from 2021); Languages URL: https://eprints.bbk.ac.uk/id/eprint/43684/3/43684.pdf https://eprints.bbk.ac.uk/id/eprint/43684/ https://doi.org/10.1515/applirev-2020-0096 BASE Hide details 118 Does the Complementarity Principle apply to inner speech? A mixed-methods study on multilingual Chinese university students in the UK Leung, Pearl; Dewaele, Jean-Marc. - : Taylor and Francis, 2021 BASE Show details 119 Un beau viveur et un délicat vivant: Le baron de Besenval, courtisan et collectionneur, à travers son iconographie Calatayud, Agnes. - : Dalhousie University, 2021 BASE Show details 120 Voyeuristic gaze, narratological construction, and the gender problem in Murakami Haruki’s After Dark Tsang, Michael. - : Routledge, 2021 BASE Show details Page: 1 2 3 4 5 6 7 8 9 10...493

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