Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI:10.14746/ssllt.42376

Jean–Marc Dewaele, Kazuya Saito

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Abstract

The current study focuses on the effect of the target language on learner emotions and attitudes/motivation. More specifically, it investigates whether the status and prestige of English results in more positive learner emotions and attitudes/motivation compared to less prestigious languages other than English (LOTE). Statistical analyses of a database of 360 students in an English-speaking university in Kuwait enrolled in English, German, Spanish and French as foreign language classes revealed that the LOTE learners (who also knew English) reported significantly more foreign language enjoyment (FLE), equal levels of foreign language classroom anxiety (FLCA) and – surprisingly – lower levels of attitudes/motivation than their peers studying English. Due to confounding variables, it is impossible to establish the cause of the difference with certainty, but this outcome does show that a stronger motivation to study English does not necessarily translate into more enjoyment in class. In other words, while FLE and attitudes/motivation typically correlate, they are independent concepts.

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与 LOTE 课程相比，英语外语课上的乐趣、焦虑和态度/动机是否有所不同？

本研究的重点是目标语言对学习者情感和态度/动机的影响。更具体地说，它调查了英语的地位和声望是否会导致学习者的情感和态度/动机比英语以外的声望较低的语言（LOTE）更积极。对科威特一所英语国家大学的 360 名英语、德语、西班牙语和法语外语班学生的数据库进行统计分析后发现，LOTE 学习者（也懂英语）的外语学习乐趣（FLE）、外语课堂焦虑（FLCA）水平相当，而态度/动机水平却出人意料地低于学习英语的同龄人。由于存在混杂变量，我们无法确定造成这种差异的原因，但这一结果确实表明，学习英语的动机越强，并不一定就越喜欢上课。换句话说，虽然 FLE 和态度/动机通常相关，但它们是独立的概念。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.