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Aptitude, experience and second language pronunciation proficiency development in classroom settings: a longitudinal study
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Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
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To what extent does long-term foreign language education help improve spoken second language lexical proficiency?
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Individual differences in second language speech learning in classroom settings: roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation
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The relationship between multilingual raters’ language background and their perceptions of accentedness and comprehensibility of second language speech
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The effect of perception of teacher characteristics on Spanish EFL Learners’ anxiety and enjoyment
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Abstract:
The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current EFL learners from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had a L1 user of English as teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was teacher’s friendliness while teacher’s foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers and teachers who did not use the FL much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers’ pedagogical skills than FLCA (Dewaele & MacIntyre, 2019a; Dewaele et al., 2018).
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1111/modl.12555 https://eprints.bbk.ac.uk/id/eprint/25709/ https://eprints.bbk.ac.uk/id/eprint/25709/3/25709.pdf
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Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound
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How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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Supporting_Information_ed – Supplemental material for How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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Supporting_Information_ed – Supplemental material for How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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