A Review of Foreign Language Learners’ Emotions

Future Research ◽

Research Perspectives ◽

In the past half century, the research on emotions of foreign language learners (FLL) has shifted the focus from an exclusive analysis of negative emotions to a more holistic study of both negative emotions and positive emotions, and currently to mediators of multiple emotions. Of the FLL’s negative emotions, foreign language anxiety (FLA) attracts the most attention. Researchers have widely discussed the relationship between FLA and foreign language achievement, the influencing factors of FLA, the dynamicity of FLA as well as regulation and intervention strategies of FLA. Foreign language enjoyment (FLE) is the most heavily studied research subject on FLL’s positive emotions. Researchers generally focus on the influencing factors of FLE, the dynamicity of FLE and the relationship between FLE and FLA. With the implementation of holistic education, emotional intelligence (EI), a mediator of multiple emotions of FLL, has been becoming a newly hot topic in the field of FLL’s emotions. By reviewing the previous studies, this paper proposes that the future research on FLL emotion needs to expand the research perspectives, enrich the research topics, and innovate the research methods.

The contribution of prosody to intelligibility, comprehensibility and accentedness in foreign language acquisition

Nederlandse taalkunde ◽

10.5117/nedtaa2021.2.006.degr ◽

2021 ◽

Vol 26 (2) ◽

pp. 273-298

Author(s):

Pauline Degrave

Keyword(s):

Language Acquisition ◽

Foreign Language ◽

Language Learners ◽

Musical Training ◽

Potential Effect ◽

Future Research ◽

General Description ◽

Content Type ◽

Foreign Language Acquisition

Abstract The purpose of this paper is to review recent research illustrating the importance of prosody in foreign language acquisition, and to examine whether music might help in this learning process. The paper starts off by defining prosody and by examining previous research on foreign language prosody acquisition, stating the difficulties for learners and the potential effect of non-native prosody on communication, notably on comprehensibility, intelligibility and accentedness. A subsequent section focuses on prosodic characteristics of Dutch and the problems foreign language learners may encounter in acquiring them. Based on this general description of foreign language prosody acquisition, the paper then zooms in on the link between music and prosody, and on the potential effect of musical training, musical abilities or the use of music in the foreign language classroom on foreign language prosody acquisition. The paper ends with a short discussion on avenues for future research.

The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽

2018 ◽

Author(s):

Alicia Martínez-Flor ◽

Esther Usó-Juan

Keyword(s):

Foreign Language ◽

Language Learners ◽

Future Research ◽

Long Term Effects ◽

Positive Role ◽

Efl Learners ◽

Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

EXAMINING THE RELATIONSHIP BETWEEN THE FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING MOTIVATION TO FILIPINO FOREIGN LANGUAGE LEARNERS

INFORMATION TECHNOLOGY IN INDUSTRY ◽

10.17762/itii.v9i1.183 ◽

2021 ◽

Vol 9 (1) ◽

pp. 645-658

Author(s):

Sherrilyn B. Quintos

Keyword(s):

Foreign Language ◽

Language Learning ◽

Quantitative Research ◽

Foreign Language Learning ◽

Learning Motivation ◽

Filipino Students ◽

Context Specific ◽

This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.

A Longitudinal Study of Dynamic Changes in and Contributing Factors of Learner Belief of Chinese Foreign Language Learners

English Language Teaching ◽

10.5539/elt.v11n7p61 ◽

2018 ◽

Vol 11 (7) ◽

pp. 61

Author(s):

Xinmiao Liu

Keyword(s):

Longitudinal Study ◽

Foreign Language ◽

Language Learners ◽

Language Proficiency ◽

Learning Strategy ◽

Contributing Factors ◽

Efficacy Belief ◽

Foreign Language Proficiency

A longitudinal study was conducted to assess changes in and contributing factors of learner belief for a sample of 70 Chinese foreign language learners. Foreign language proficiency and learner factors such as learner belief and learning strategy were measured four times at approximately fifty-day intervals. The results show that there were significant changes in self-efficacy belief, belief about learning difficulty and belief about learning strategy. The major contributing factors to changes in self-efficacy belief include learning strategy, effort, foreign language anxiety, motivation and foreign language proficiency. Meanwhile, learning style, learning strategy and foreign language anxiety have significant effects on changes in learner belief about learning strategy.

Patterns of Vocabulary Development in Foreign-Language Learners

Studies in Second Language Acquisition ◽

10.1017/s0272263100000474 ◽

1987 ◽

Vol 9 (2) ◽

pp. 201-219 ◽

Cited By ~ 34

Author(s):

Rolf Palmberg

Keyword(s):

Foreign Language ◽

Language Learners ◽

Time Pressure ◽

Vocabulary Development ◽

Vocabulary Knowledge ◽

Language Classroom ◽

The Stability ◽

Introductory Discussion ◽

After an introductory discussion of the concepts of vocabulary knowledge continua and foreign-language learners' mental lexicons, the paper presents the results of a longitudinal pilot study whose aim was to make preliminary insights into vocabulary development as it takes place in an ordinary foreign-language classroom setting involving elementary-level Swedish-speaking learners of English. The results are discussed in terms of vocabulary growth in general, the learners' accessibility to words under time pressure, the relationship between “old,” well-known words and newly learned words, and finally, the stability of the learners' immediate access to words.

FRAME MARKERS AND COHERENCE IN L2 ARGUMENTATIVE ESSAYS

Discourse and Interaction ◽

10.5817/di2019-2-46 ◽

2019 ◽

Vol 12 (2) ◽

pp. 46-71

Author(s):

Višnja Pavičić Takač ◽

Sanja Vakanjac Ivezić

Keyword(s):

Foreign Language ◽

Language Learners ◽

Native Speakers ◽

Communicative Competence ◽

Academic Literacy ◽

Language Knowledge ◽

L2 Learners ◽

Argumentative Essays ◽

Academic literacy includes the learners’ ability to use their language knowledge to form articulate texts. In communicative competence models this ability is subsumed under the notion of discourse competence which includes the concepts of cohesion and coherence. Starting from the premise that constructing a coherent text entails efficient use of metadiscourse (i.e. means of explicit text organisation) this study focuses on elements referring to discourse acts, text sequences or stages called frame markers, i.e. items providing framing information about elements of the discourse and functioning to sequence, label, predict and shift arguments, making the discourse clear to readers or listeners (Hyland 2005). It analyses patterns of L2 learners’ use of frame markers, compares them to English native speakers’, and explores the relationship between frame markers and coherence. The corpus includes 80 argumentative essays written by early undergraduate Croatian L2 learners of English at B2 level. The results indicate that foreign language learners’ argumentative essays are characterized by an overuse of a limited set of frame markers. Finally, implications are drawn for teaching and further research.

The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

Glottodidactica An International Journal of Applied Linguistics ◽

10.14746/gl.2009.35.6 ◽

2018 ◽

Vol 35 ◽

pp. 69-79

Author(s):

Zofia Chłopek

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Learning Experience ◽

Research Question ◽

Learner Motivation ◽

Main Research ◽

Individual Variables ◽

The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.

Does the effect of enjoyment outweigh that of anxiety in foreign language performance?

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2018.8.1.2 ◽

2018 ◽

Vol 8 (1) ◽

pp. 21-45 ◽

Cited By ~ 35

Author(s):

Jean-Marc Dewaele ◽

Mateb Alfawzan

Keyword(s):

Foreign Language ◽

Language Learners ◽

Negative Emotions ◽

Language Performance ◽

Foreign Language Acquisition ◽

Language Classroom ◽

Negative Effect ◽

Positive Effect ◽

Positive And Negative Emotions

Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.

WPŁYW UMUZYKALNIENIA NA PRZYSWAJANIE PODSYSTEMU FONICZNEGO U UCZĄCYCH SIĘ JĘZYKÓW OBCYCH: WYNIKI BADANIA

Neofilolog ◽

10.14746/n.2014.43.2.3 ◽

2019 ◽

Vol 2 (43/2) ◽

pp. 168-179

Author(s):

Wioletta Piegzik

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Musical Training ◽

Wilcoxon Test ◽

Musical Ability ◽

Music School ◽

The Relationship ◽

Positive Effect

This report presents the results of a study into the relationship between musical ability and the development of a phonological system by foreign language learners. Our own experiences both as a foreign language teacher and as a musical group leader have raised a number of questions and lines of enquiry. These challenge previous researchers’ findings concerning the allegedly absolutely positive effect of music on language learning and as a result this study has been undertaken.After a brief theoretical presentation, we describe the research project in which learners abilities to distinguish and produce different phonemes as well as the prosody of the language studying are analyzed. Two groups of learners were compared in this study. One group attended a music school. The second group had no musical experience. The study showed that receptive skills were not significantly different between the two groups. The group of learners with musical training was more articulate but this was the only difference. The statistical approach used in analysis of data was the Wilcoxon test.

Вестник Тверского государственного университета. Серия: Филология ◽

EMPIRICAL STUDY OF THE INFLUENCE OF FOREIGN LANGUAGE ANXIETY ON THE LEXICAL COMPETENCE OF FOREIGN LANGUAGE LEARNERS

10.26456/vtfilol/2021.2.204 ◽

2021 ◽

pp. 204-210

Author(s):

Юлия Сергеевна Андрюшкина

Keyword(s):

Empirical Study ◽

Foreign Language ◽

Language Learners ◽

State Anxiety ◽

Language Learner ◽

Language Anxiety ◽

Cognitive Interference ◽

Lexical Competence

В работе приведены результаты эксперимента по выявлению иноязыковой тревожности (шкала FLCAS) и ситуативной тревожности (вопросник Ч.Д. Спилбергера), а также их влияния на лексическую компетенцию обучающегося билингва. Полученные результаты позволили сделать вывод, что тревожное состояние приводит к снижению концентрации при выполнении задания, так как мысли о потенциальной неудаче и неуверенность в своих знаниях нарушают течение когнитивных процессов, необходимых для выполнения академической задачи. The paper presents the results of an experiment to identify foreign language anxiety (FLCAS scale) and state anxiety (C.D. Spielberger's questionnaire), and their impact on the lexical competence of a foreign language learner. The research results suggest that anxiety causes cognitive interference with performing specific tasks.