Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning

IF 1.5 3区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Jean‐Marc Dewaele, Delphine Guedat‐Bittighoffer, Marie‐Ange Dat
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引用次数: 0

Abstract

The current study investigates the effect of three foreign language learner emotions on the amount of gain in oral proficiency over one school year of 159 eleven‐year‐old pupils starting English foreign language classes in France. Previous cross‐sectional studies have shown positive relationships between foreign language enjoyment (FLE) and various performance and achievement measures, as well as negative relationships between foreign language classroom anxiety (FLCA), foreign language classroom boredom (FLCB), and FL performance and achievement measures. A common finding is that negative emotions explain more variance in Foreign Language (FL) performance and achievement measures at a single point in time than positive emotions. Correlation analyses revealed that the amount of gain was positively linked to FLE and negatively linked FLCA and FLCB. A first multiple regression analysis showed that, surprisingly, FLE was the only (positive) predictor of gain in oral proficiency. A second multiple regression analysis revealed that the FLE teacher dimension was the only predictor of gain in oral proficiency. This suggests that positive emotions, and especially the ability of teachers to meet the psychological needs of their students, have a stronger long‐term effect while negative emotions are more likely to disrupt performance in the moment. Pedagogical implications are presented.
外语乐趣克服焦虑和厌倦,提高英语外语学习第一年的口语水平
本研究调查了三种外语学习者情绪对法国 159 名 11 岁英语外语班学生一学年口语水平提高的影响。以往的横断面研究表明,外语学习乐趣(FLE)与各种成绩和成就指标之间存在正相关关系,而外语课堂焦虑(FLCA)、外语课堂厌倦(FLCB)与外语成绩和成就指标之间则存在负相关关系。一个共同的发现是,与积极情绪相比,消极情绪能解释单个时间点上外语(FL)表现和成绩测量的更多差异。相关分析表明,收获量与 FLE 呈正相关,与 FLCA 和 FLCB 呈负相关。第一次多元回归分析表明,令人惊讶的是,FLE 是预测口语水平提高的唯一(正)因素。第二次多元回归分析表明,FLE 教师维度是预测口语水平提高的唯一因素。这表明,积极情绪,尤其是教师满足学生心理需求的能力,具有更强的长期效应,而消极情绪则更有可能在当下干扰学生的表现。本文提出了教学方面的启示。
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
CiteScore
3.30
自引率
0.00%
发文量
40
期刊介绍: The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.
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