1887
image of Emotions of Japanese language learners in and out of class
USD
Buy:$35.00 + Taxes

Abstract

Abstract

There is growing recognition of the need to investigate second/foreign language learners’ emotions related to their language learning, because both positive and negative emotions affect a learner’s motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students’ L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners’ emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes.

Loading

Article metrics loading...

/content/journals/10.1075/aral.21098.yos
2022-11-17
2022-12-08
Loading full text...

Full text loading...

References

  1. Beseghi, M.
    (2018) Emotions and autonomy in foreign language learning at university. Educazione Linguistica. Language Education, (), –. 10.30687/ELLE/2280‑6792/2018/02/003
    https://doi.org/10.30687/ELLE/2280-6792/2018/02/003 [Google Scholar]
  2. Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F.
    (2016) Member checking: A tool to enhance trustworthiness or merely a nod to validation?Qual Health Res, (), –. 10.1177/1049732316654870
    https://doi.org/10.1177/1049732316654870 [Google Scholar]
  3. Bown, J., & White, C. J.
    (2010) Affect in a self-regulatory framework for language learning. System, , –. 10.1016/j.system.2010.03.016
    https://doi.org/10.1016/j.system.2010.03.016 [Google Scholar]
  4. Creswell, J.
    (1998) Qualitative inquiry and research design: Choosing among five traditions. Sage.
    [Google Scholar]
  5. De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., & Van Mensel, L.
    (2018) Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?Studies in Second Language Learning and Teaching, (), –. 10.14746/ssllt.2018.8.1.3
    https://doi.org/10.14746/ssllt.2018.8.1.3 [Google Scholar]
  6. Dewaele, J.-M.
    (2013) The link between foreign language classroom anxiety and psychoticism, extroversion, and neuroticism among adult bi- and multilinguals. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.2013.12036.x
    https://doi.org/10.1111/j.1540-4781.2013.12036.x [Google Scholar]
  7. Dewaele, J.-M., & Alfawzan, M.
    (2018) 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
    https://doi.org/10.14746/ssllt.2018.8.1.2 [Google Scholar]
  8. Dewaele, J.-M., & Dewaele, L.
    (2017) The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, (), –. 10.22599/jesla.6
    https://doi.org/10.22599/jesla.6 [Google Scholar]
  9. Dewaele, J.-M., & MacIntyre, P. D.
    (2014) The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, (), –. 10.14746/ssllt.2014.4.2.5
    https://doi.org/10.14746/ssllt.2014.4.2.5 [Google Scholar]
  10. Dewaele, J.-M., & Macintyre, P. D.
    (2016) Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. InP. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp.–). Multilingual Matters. 10.21832/9781783095360‑010
    https://doi.org/10.21832/9781783095360-010 [Google Scholar]
  11. Dewaele, J.-M., MacIntyre, P. D., Boudreau, C., & Dewaele, L.
    (2016) Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, (), –.
    [Google Scholar]
  12. Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L.
    (2018) Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, (), –. 10.1177/1362168817692161
    https://doi.org/10.1177/1362168817692161 [Google Scholar]
  13. Gardner, R. C., Tremblay, P. F., & Masgoret, A.-M.
    (1997) Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.1997.tb05495.x
    https://doi.org/10.1111/j.1540-4781.1997.tb05495.x [Google Scholar]
  14. Garrett, P., & Young, R. F.
    (2009) Theorizing affect in foreign language learning: An analysis of one learner’s responses to a communicative Portuguese course. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.2009.00857.x
    https://doi.org/10.1111/j.1540-4781.2009.00857.x [Google Scholar]
  15. Gkonou, C.
    (2017) Towards an ecological understanding of language anxiety. InC. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp.–). Multilingual Matters. 10.21832/9781783097722‑009
    https://doi.org/10.21832/9781783097722-009 [Google Scholar]
  16. Gkonou, C., Daubney, M., & Dewaele, J.-M.
    (Eds.) (2017) New insights into language anxiety: Theory, research and educational implications. Multilingual Matters. 10.21832/9781783097722
    https://doi.org/10.21832/9781783097722 [Google Scholar]
  17. Gregersen, T., & Horwitz, E. K.
    (2002) Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, (), –. 10.1111/1540‑4781.00161
    https://doi.org/10.1111/1540-4781.00161 [Google Scholar]
  18. Hansen, G. H.
    (1999) Learning by heart: A Lozanov perspective. InJ. Arnold (Ed.), Affect in language learning (pp.–). Cambridge University Press.
    [Google Scholar]
  19. Hewitt, E., & Stephenson, J.
    (2012) Foreign language anxiety and oral exam performance: A replication of Philip’s MLJ study. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.2011.01174.x
    https://doi.org/10.1111/j.1540-4781.2011.01174.x [Google Scholar]
  20. Horwitz, E. K., Horwitz, M. B., & Cope, J.
    (1986) Foreign language classroom anxiety. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.1986.tb05256.x
    https://doi.org/10.1111/j.1540-4781.1986.tb05256.x [Google Scholar]
  21. Huckin, T.
    (2008) Content analysis: What texts talk about. InC. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analyzing texts and textual practices (pp.–). Lawrence Erlbaum.
    [Google Scholar]
  22. Imai, Y.
    (2010) Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, (), –. 10.1111/j.1540‑4781.2010.01021.x
    https://doi.org/10.1111/j.1540-4781.2010.01021.x [Google Scholar]
  23. Izard, C. E.
    (2010) The many meanings/aspects of emotion: Definitions, functions, activation, and regulation. Emotion Review, (), –. 10.1177/1754073910374661
    https://doi.org/10.1177/1754073910374661 [Google Scholar]
  24. Komiya Samimy, K., & Tabuse, M.
    (1992) Affective variables and a less commonly taught language: A study in beginning Japanese classes. Language Learning, (), –. 10.1111/j.1467‑1770.1992.tb01341.x
    https://doi.org/10.1111/j.1467-1770.1992.tb01341.x [Google Scholar]
  25. Løvoll, H. S., Røysamb, E., & Vittersø, J.
    (2017) Experiences mater: Positive emotions facilitate intrinsic motivation. Cogent Psychology, , –. 10.1080/23311908.2017.1340083
    https://doi.org/10.1080/23311908.2017.1340083 [Google Scholar]
  26. MacIntyre, P. D., & Vincze, L.
    (2017) Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, (), –. 10.14746/ssllt.2017.7.1.4
    https://doi.org/10.14746/ssllt.2017.7.1.4 [Google Scholar]
  27. Pellegrino Aveni, V.
    (2005) Study abroad and second language use. Cambridge University Press. 10.1017/CBO9780511620584
    https://doi.org/10.1017/CBO9780511620584 [Google Scholar]
  28. Piniel, K., & Albert, Á.
    (2018) Advanced learners’ foreign language-related emotions across four skills. Studies in Second Language Learning and Teaching, (), –. 10.14746/ssllt.2018.8.1.6
    https://doi.org/10.14746/ssllt.2018.8.1.6 [Google Scholar]
  29. Ross, A. S., & Stracke, E.
    (2016) Learner perceptions and experiences of pride in second language education. Australian Review of Applied Linguistics, (), –. 10.1075/aral.39.3.04ros
    https://doi.org/10.1075/aral.39.3.04ros [Google Scholar]
  30. Ryan, R. M., & Deci, E. L.
    (2000a) Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, , –. 10.1006/ceps.1999.1020
    https://doi.org/10.1006/ceps.1999.1020 [Google Scholar]
  31. (2000b) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, (), –. 10.1037/0003‑066X.55.1.68
    https://doi.org/10.1037/0003-066X.55.1.68 [Google Scholar]
  32. Sampson, R. J.
    (2020) The feeling classroom: Diversity of feelings in instructed L2 learning. Innovation in Language Learning and Teaching, (), –. 10.1080/17501229.2018.1553178
    https://doi.org/10.1080/17501229.2018.1553178 [Google Scholar]
  33. Sampson, R. J., & Yoshida, R.
    (2020) L2 feelings through interaction in a Japaense-English online chat exchange. Innovation in Language Learning and Teaching, (), –. 10.1080/17501229.2019.1710514
    https://doi.org/10.1080/17501229.2019.1710514 [Google Scholar]
  34. So, S., & Domínguez, R.
    (2004) Emotion processes in second language acquisition. InP. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (pp.–). Cambridge University Press.
    [Google Scholar]
  35. Solomon, R. C.
    (2004) On the passivity of the passions. InA. S. R. Manstead, N. Frijda, & A. Fischer (Eds.), Feelings and emotions: The Amsterdam Sympsium (pp.–). Cambridge University Press. 10.1017/CBO9780511806582.002
    https://doi.org/10.1017/CBO9780511806582.002 [Google Scholar]
  36. Yoshida, R.
    (2016) A learner’s foreign language self-concept and anxiety about speaking the language. InA. Murphy (Ed.), New development in foreign language learning (pp.–). Nova Science Publishers.
    [Google Scholar]
  37. (2017) Impacts of a foreign language learner’s belief system on self-concept: A case study of Chinese student during and after Japanese study abroad. InM. Williams (Ed.), Self-concept: Perceptions, cultural influences and gender differences (pp.–). Nova Science Publishers.
    [Google Scholar]
  38. Zembylas, M.
    (2004) The emotional characteristics of teaching: An ethonographic study of one teacher. Teaching and Teacher Education, , –. 10.1016/j.tate.2003.09.008
    https://doi.org/10.1016/j.tate.2003.09.008 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.21098.yos
Loading
/content/journals/10.1075/aral.21098.yos
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error