scholarly journals Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama

2014 ◽  
Vol VIII (1) ◽  
pp. 52-68
Author(s):  
Erika Piazzoli ◽  
Claire Kennedy
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Willingness To Communicate ◽  
Target Language ◽  
Process Drama ◽  
Advanced Learners ◽  
Teaching Context ◽  
Language Classroom ◽  
Protection Mechanisms ◽  
Aesthetic Distance

In this paper we discuss the construct of ‘dual affect’ and its relevance to drama pedagogy in a foreign language teaching context. We draw on a research project involving a group of advanced learners of Italian using drama-based strategies. We begin with a theoretical discussion of dual affect, aesthetic distance, and protection mechanisms in the drama/language classroom. Next, we contextualise the research study and analyse student-participants’ responses in selected moments of the drama. The analysis suggests that, while some student-participants experienced the dual affect of drama as a threat, others found it a stimulus for reflection and a challenge. We argue that this may have had an impact on their perceived learning outcomes and on their willingness to communicate in the target language. We take this opportunity to reflect on the importance of managing dual affect in the process drama classroom, especially when working with advanced language students who have no prior experience in drama-based pedagogy.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

scholarly journals Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom

2019 ◽  
Author(s):  
Maram S. Almohaimeed ◽  
Huda M. Almurshed
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Target Language ◽  
Advanced Learners ◽  
English Classes ◽  
English Class ◽  
Attitudes And Perceptions ◽  
Preparatory Year

Whether to avoid learners’ first language (L1) or to make use of it in the second language (L2) classes is a controversial issue. Some studies have challenged the effectiveness of the monolingual approach to foreign language learning. This study investigates Saudi university learners’ attitudes and perceptions towards incorporating their L1(Arabic) in English class. This study also sheds light into the relationship between students’ perceptions and proficiency level in the target language. To this end, Gaebler's questionnaire (2014) was administered to 60 female learners studying in the preparatory year at a Saudi university. They were from three different English proficiency levels. The results showed that advanced learners hold a negative attitude towards the use of L1 in their English classes, whereas elementary and intermediate learners generally perceive the judicious use of their L1 positively.

A contextualised examination of target language use in the primary school foreign language classroom

2004 ◽  
Vol 27 (1) ◽  
pp. 104-119 ◽  
Author(s):  
David R. Carless
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Proficiency ◽  
Language Use ◽  
Study Data ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Classroom Language

Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.

Motivation, ideal self and willingness to communicate as the predictors of observed L2 use in the classroom

2016 ◽  
Vol 16 ◽  
pp. 85-115 ◽  
Author(s):  
Yoko Munezane
Keyword(s):  
Structural Equation ◽  
Willingness To Communicate ◽  
Target Language ◽  
Oral Performance ◽  
Ideal Self ◽  
Group Discussions ◽  
Quantitative Studies ◽  
Language Classroom ◽  
Research Findings ◽  
Males And Females

Willingness to Communicate (WTC), the most immediate antecedent of actual communication behavior in an L2, is widely believed to facilitate the acquisition of the target language. Higher WTC is generally associated with higher L2 use (MacIntyre, Clément, Dörnyei & Noels 1998), though it has not been empirically tested. This article reports on an attempt to fill this gap by investigating to what degree learners’ self-reported L2 WTC predicts actual L2 use in the classroom. A group of 372 Japanese university EFL learners majoring in science and human arts subjects participated in the study. Students’ oral performance data were collected three times during the group discussions in one academic semester. The number of words each student produced during each discussion was counted. The results of structural equation modelling analyses suggested that self-reported L2 WTC predicted actual L2 use in the classroom. Second, gender differences in L2 use in the language classroom has not been empirically explored in the quantitative studies, therefore, whether L2 WTC would predict observed L2 use equally among males and females, and whether males and females produce equal amount of L2 in the classroom will be explored. Implications of the research findings will be discussed.

scholarly journals Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions

2020 ◽  
Vol 10 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Livia Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Single Point ◽  
Target Language ◽  
School Students ◽  
Foreign Language Learners ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Item Level ◽  
Group Characteristics

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.

scholarly journals Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills

2021 ◽  
Vol 14 (3) ◽  
pp. 32
Author(s):  
Takako Inada
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Group Dynamics ◽  
Classroom Environment ◽  
Negative Impact ◽  
Target Language ◽  
Language Performance ◽  
Communicative Skills ◽  
Individual Interviews ◽  
Language Classroom

Students’ high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students' perspective in the existing literature, but few from the teachers' perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students' levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students’ levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management.

scholarly journals Observing Anxiety in the Foreign Language Classroom: Student Silence and Nonverbal Cues

2020 ◽  
Vol 2 (1) ◽  
pp. 116-141
Author(s):  
Kate Maher ◽  
Jim King
Keyword(s):  
Foreign Language ◽  
Cognitive Processing ◽  
Negative Evaluation ◽  
Target Language ◽  
Language Anxiety ◽  
Nonverbal Cues ◽  
Multiple Forms ◽  
Image Protection ◽  
Language Classroom ◽  
Foreign Language Classroom

This study looked at multiple forms of silence and nonverbal cues of language anxiety in the foreign language classroom to explore their functions from the perspectives of students. Using the Classroom Oral Participation Scheme (COPS) developed by King (2013), 18 hours of observation produced data on learners’ verbal and non-verbal participation behaviours in Japanese university EFL classes. The data was analysed using the COPS participatory categories. Three recurring forms of silent L2 behaviour were identified: short responses, use of L1, and non-talk. Semi-structured follow-up interviews were carried out with 14 studentswhose silent behaviour was observed and transcribed into a corpus of 43,711 words. In addition to facilitative functions of silence such as cognitive processing, interviewees reported using silence to navigate interpersonal interactions with their classmates and fear of negative evaluation by peers. Findings illustrate how anxious learners may limit social exchanges in the target language for image protection purposes. For example, some students used short responses to avoid revealing a different opinion to their partner that might lead to an awkward interaction. The results suggest that awareness of nonverbal cues and silent behaviour - with multiple forms and functions, should be explored further as an approach to detecting language anxiety in EFL contexts.

scholarly journals Emphasizing the use of literature as an effectual technique for teaching Language: A Study

2017 ◽  
Vol 4 (37) ◽  
Author(s):  
Abhibunnisha Begum
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Target Language ◽  
Literary Texts ◽  
Teaching English ◽  
Literature Teaching ◽  
Clear Cut ◽  
Basic Language ◽  
Language Classroom ◽  
Oral Skills

This paper aims at emphasizing the use of literature as an effectual technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. and vocabulary, grammar and pronunciation). Reasons for using literary texts in foreign language that is English and the main criteria for selecting apposite literary texts in foreign language classes are hassled as the only language in which all subjects travel is English. Moreover the teaching of language skill’s benefits is obtained through altered genres of literature (i.e. poetry, short fiction, drama and novel). Literature in a language classroom provides adequate space for the learners to observe, validate and mirror themselves. The purpose of using literature in a language classroom is to formulate the class interactive and it can be assured that an interactive class can apparently develop communicative competence of the learners and remain an enduring impact on their mind. Such a class can develop the decisive thinking abilities of the learners and at the same time preserve a learner centre environment. The use of literature is to focus on the positive contributions of a literary text as it exposes the learner to different registers, types of language use. Literature plays an important role in the English programs of many non-English speaking countries. However, there are some problems encountered by language teachers within the area of teaching English through literature. First, there are very few pedagogically-designed suitable materials that can be used by language teachers in a language classroom. Second, there is a lack of groundwork in the area of literature teaching in TESL / TEFL programs. Third, there is the nonexistence of clear-cut objectives defining the role of literature in ESL /EFL. The teacher has a significant role in teaching English through literature. Literature is not only a device for developing the written and oral skills of the students in the intention language but also is a window opening into the culture of the target language, building up a cultural proficiency in students.

scholarly journals Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 125-132
Author(s):  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
The Other ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

Sign in / Sign up

Export Citation Format

Share Document