Název: Foreign language enjoyment among English Philology students : what do students enjoy while learning English as a FL?
Zdrojový dokument: Theory and Practice in English Studies. 2019, roč. 8, č. 1, s. [7]-21
Rozsah
[7]-21
-
ISSN1805-0859
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/141320
Type: Článek
Jazyk
Licence: CC BY-NC-ND 4.0 International
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The aim of the present study was to investigate Foreign Language Enjoyment (FLE) among English Philology students in southwestern Poland. The results revealed that Polish students of English do not differ significantly in their FLE experience when their gender and proficiency are taken into consideration. The qualitative section of the questionnaire, which invited participants to share their positive and enjoyable moments in their Foreign Language learning experience, revealed that the participants of the study pointed most frequently to teacher-related variables as the main source of FLE (e.g. the attitude of the teacher, support, the variety of teaching strategies, techniques and classroom activities which all gave them the possibility of competing, discussing, having fun and learning at the same time). The social and private dimension of FLE was indicated less frequently. Interestingly, the results revealed that the experience of enjoyment is often accompanied by a number of different emotions, both of a positive and negative nature (e.g. pride, excitement, appreciation, but also fear and anxiety).
Reference
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[6] Dewaele, Jean-Marc and Peter MacIntyre. 2016. "Foreign language enjoyment and foreign language classroom anxiety. The right and left feet of FL learning?" In Positive psychology in SLA, edited by Peter MacIntyre, Tammy Gregersen, and Sarah Mercer, 147-167. Bristol: Multilingual Matters.
[7] Dewaele, Jean-Marc and Mateb Alfawzan. 2018. "Does the Effect of Enjoyment Outweigh That of Anxiety in Foreign Language Performance?" Studies in Second Language Learning and Teaching 8, no. 1: 21-26. DOI: 10.14746/ssllt.2018.8.1.2. | DOI 10.14746/ssllt.2018.8.1.2
[8] Dewaele, Jean- Marc, Peter MacIntyre, Carmen Boudreau, and Livia Dewaele. 2016. "Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom". Theory and Practice of Second Language Acquisition 2, no. 1: 41-63.
[9] Dewaele, Jean-Marc, Magdalena Franco, and Kazuya Saito. 2019. "The effect of perception of teacher characteristics on Spanish EFL Learners' Anxiety and Enjoyment". The Modern Language Journal 103, no. 2 (April): 412-427. | DOI 10.1111/modl.12555
[10] De Smet, Audrey, Laurence Mettewie, Benoit Galand, Philippe Hiligsmann, and Luk Van Mensel. 2018. "Classroom Anxiety and Enjoyment in CLIL and NonCLIL: Does the Target Language Matter?" Studies in Second Language Learning and Teaching 8, no. 1: 41-71. DOI: 10.14746/ssllt.2018.8.1.3. | DOI 10.14746/ssllt.2018.8.1.3
[11] Fredrickson, Barbara L. 2001. "The Role of Positive Emotions in Positive Psychology: The Broaden-and-build Theory of Positive Emotions." American Psychologist 56, no. 3: 218-226. DOI: 10.1037//0003-066X.56.3.218. | DOI 10.1037/0003-066X.56.3.218
[12] Fredrickson, Barbara L. and Marcial F. Losada. 2013. "Positive Affect and the Complex Dynamics of Human Flourishing." American Psychologist 68, no. 9: 678-686. DOI: 10.1037/0003-066X.60.7.678. | DOI 10.1037/0003-066X.60.7.678
[13] Frenzel, Anne, C. 2014. "Teacher emotions". In International handbook of emotions in education, edited by Richard Pekrun and Lisa Linnenbrink-Garcia, 495-496. New York: Routledge.
[14] Frenzel, Anne C., Thomas Goetz, Oliver Lüdtke, Richard Pekrun, and Rosemary Sutton. 2009. "Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment." Journal of Educational Psychology 101, no. 3: 705-716. DOI: 10.1037/a0014695. | DOI 10.1037/a0014695
[15] Goetz, Thomas, Anne C. Frenzel, Nathan Hall, and Richard Pekrun. 2008. "Antecedents of academic emotions: testing the internal/external frame of reference model for academic enjoyment." Contemporary Educational Psychology 33, no. 1: 9-33. DOI: 10.1016/j.cedpsych.2006.12.002. | DOI 10.1016/j.cedpsych.2006.12.002
[16] Goetz, Thomas, Anne C. Frenzel, and Richard Pekrun. 2009. "A hierarchical conceptualization of enjoyment in students". Learning and Instruction 16, no. 4: 323-338. DOI: 10.1016/j.learninstruc.2006.07.004. | DOI 10.1016/j.learninstruc.2006.07.004
[17] Hagenauer, Gerda and Tina Hascher. 2014. "Learning Enjoyment in Early Adolescence". Educational Research and Evaluation 16, no. 6: 495-516. DOI: 10.1080/13803611.2010.550499. | DOI 10.1080/13803611.2010.550499
[18] Krashen, Stephan. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
[19] Li, Jiang and Jean-Marc Dewaele. 2018. "Understanding Chinese high school students' foreign language enjoyment: Validation of the Chinese version of the foreign language enjoyment scale." System 76, no. 1:183-196. DOI:10.1016/j.system.2018.06.004. | DOI 10.1016/j.system.2018.06.004
[20] MacIntyre, Peter. 2016. "So far so good: An overview of positive psychology and its contributions to SLA." In Positive psychology perspectives on foreign language learning and teaching, edited by Danuta Gabryś- Barker and Dagmara Gałajda, 3-20. Berlin/Heidelberg, NY: Springer. DOI: 10.1007/978-3-319-32954-3_1. | DOI 10.1007/978-3-319-32954-3_1
[21] Oxford, Rebecca L. 2015. "Emotion as the Amplifier and the Primary Motive: Some Theories of Emotion with Relevance to Language Learning." Studies in Second Language Learning and Teaching 5, no. 3: 371-376. DOI: 10.1007/978-3-319-66975-5_4. | DOI 10.1007/978-3-319-66975-5_4
[22] Pavelescu, Liana Maria and Bojana Petrić. 2018. "Love and Enjoyment in Context: Four Case Studies of Adolescent EFL Learners." Studies in Second Language Learning and Teaching 8, no. 1: 73-101. DOI: 10.14746/ssllt.2018.8.1.4. | DOI 10.14746/ssllt.2018.8.1.4
[23] Pekrun, Richard. 2000. "A social cognitive, control-value theory of achievement emotions". In Motivational psychology of human development, edited by Jutta Heckhausen, 143-163. Oxford: Elsevier DOI: 10.1016/S0166-4115(00)80010-2. | DOI 10.1016/S0166-4115(00)80010-2
[24] Pekrun, Richard, Anne Frenzel, Thomas Goetz and Raymond Perry. 2007. "The control-value theory of achievement emotions: an integrative approach to emotions in education". In Emotion in Education, edited by Paul Schutz and Richard Pekrun, 13-36. Amsterdam: Academic Press.
[25] Piechurska-Kuciel, Ewa. 2012. "Gender-dependent language anxiety in Polish communication apprehensive." Studies in Second Language Learning and Teaching 2, no. 2: 227-248. DOI: 10.14746/ssllt.2012.2.2.6. | DOI 10.14746/ssllt.2012.2.2.6
[26] Piechurksa- Kuciel, Ewa. 2017. "L2 or L3? Foreign Language Enjoyment and Proficiency". In Multiculturalism, Multilingualism and the Self. Studies in Linguistics and Language Learning. Edited by Danuta Gabryś- Barker, Dagmara Gałajda, Adam Wojtaszek, and Paweł Zakrajewski, 97-111, Cham: Springer DOI: 10.1007/978-3-319-56892-8_7. | DOI 10.1007/978-3-319-56892-8_7
[27] Seligman, Martin. 2002. Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press/Simon and Schuster.
[28] Seligman, Martin. 2006. Learned Optimism: How to Change your Mind and your Life. New York: Vintage.
[29] Seligman, Martin. 2011. Flourish: A Visionary New Understanding of Happiness and Well- Being. New York: Atria/Simon & Schuster.
[30] Villavicencio, Felicidad T. and Allan B. I. Bernardo. 2012. "Positive Academic Emotions Moderate the Relationship between Self-regulation and Academic Achievement." British Journal of Educational Psychology 83, no. 2: 329-40. DOI: 10.1111/j.2044-8279.2012.02064.x. | DOI 10.1111/j.2044-8279.2012.02064.x