An exploratory study on the relationships between positive emotions and target language vocabulary knowledge

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Eun-Young Choi, Jang Ho Lee
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引用次数: 0

Abstract

ABSTRACTIn line with increasing attention being paid to the role of positive emotions in second language (L2) proficiency and knowledge, this study set out to examine the relationships between domain-specific emotions (L2 grit, language learning curiosity, foreign language enjoyment, and foreign language classroom anxiety) and L2 vocabulary knowledge. To this end, we administered a questionnaire consisting of domain-specific instruments, which purport to measure the target emotions, as well as two widely used L2 vocabulary tests. College students studying English in the South Korean context participated in the study, and they completed both the questionnaire and the vocabulary tests. The results revealed that participants’ vocabulary test scores positively correlated with positive emotions, such as a sub-construct of L2 grit (consistency of interest), language learning curiosity, and foreign language enjoyment. In contrast, their scores negatively correlated with negative emotion – foreign language classroom anxiety. In the regression analysis, it was also found that a sub-construct of L2 grit (consistency of interest) and language learning curiosity were significant predictors for L2 vocabulary knowledge, while controlling for the effects of other variables.KEYWORDS: Foreign language enjoymentgritlanguage learning curiositypositive psychologyvocabulary knowledge Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsEun-Young ChoiEun-Young Choi is a Ph.D student of English Education at Chung-Ang University. She ran a language school for elementary school students for 10 years. She graduated from the Department of Education at Ajou University with a Master’s Degree in English Education. Her interests are learners’ affective factors and teaching instructions in SLA.Jang Ho LeeJang Ho Lee received his DPhil in education from the University of Oxford. He is presently a Professor in the Department of English Education at Chung-Ang University, Republic of Korea. His work has been published in Oxford Review of Education, Journal of Multilingual and Multicultural Development, System, Language Learning & Technology, Language Learning, Applied Linguistics, ReCALL, The Modern Language Journal, Language Teaching Research, Language Awareness, ELT Journal, and so on.
积极情绪与目的语词汇知识关系的探索性研究
摘要:随着积极情绪在第二语言能力和知识中的作用日益受到关注,本研究旨在探讨特定领域情绪(第二语言勇气、语言学习好奇心、外语享受和外语课堂焦虑)与第二语言词汇知识之间的关系。为此,我们使用了一份由领域特定工具组成的问卷,旨在测量目标情绪,以及两个广泛使用的第二语言词汇测试。在韩国语境下学习英语的大学生参与了这项研究,他们完成了问卷调查和词汇测试。结果显示,被试的词汇测试成绩与积极情绪呈正相关,如第二语言砂砾的子结构(兴趣一致性)、语言学习好奇心和外语享受。相反,他们的分数与负面情绪-外语课堂焦虑呈负相关。在回归分析中,我们还发现,在控制其他变量的影响下,第二语言砂砾(兴趣一致性)和语言学习好奇心是第二语言词汇知识的显著预测因子。关键词:外语享受;毅力;语言学习好奇心;积极心理;词汇知识;作者简介:崔承永(seun - young Choi)是中央大学英语教育专业的博士生。她经营了一所面向小学生的语言学校10年。她毕业于亚洲大学教育系,获得英语教育硕士学位。主要研究方向为学习者情感因素和二语习得教学指导。Jang Ho Lee在牛津大学获得教育学博士学位。他现为韩国中央大学英语教育系教授。曾在《牛津教育评论》、《多语言与多元文化发展》、《系统》、《语言学习与技术》、《语言学习》、《应用语言学》、《回忆》、《现代语言杂志》、《语言教学研究》、《语言意识》、《英语教学杂志》等刊物上发表文章。
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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