On emotions in foreign language learning and use

By Jean–Marc Dewaele. 2015

180 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1204cfb0a425f5af2cffab957930adff9c379022

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2018, background): “Enthusiastic students are more likely to find themselves in a state of flow (Czimmermann & Piniel, 2016; Dewaele, 2015), which can boost their actual – and self-perceived – performance in the FL.”
The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners (2019, background): “The main purpose of the current study is thus to identity the independent variables linked to WTC that can help teachers create the optimal environment to harness learners’ emotions, boosting their WTC and by extension their progress in the FL (Dewaele, 2015).”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “…roles) which include an individual’s appraisal of the situation and which are interpreted as passions rather than as actions” (Averill, 1982, p. 6), play a crucial role in language learning (e.g., Dewaele, 2011; Dewaele, 2015; Murphy & Dörnyei, 2010; Garrett & Young, 2009; Swain, 2013; Imai, 2010).”
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, unknown): “This ability has been linked not just to experience but to trait emotional intelligence and happiness (Dewaele, 2015; Dewaele, Gkonou & Mercer, 2018; Moskowitz & Dewaele, 2019).”
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation (2017, background): “Dewaele (2005, 2011, 2015) has argued that routine, boredom, and lack of engagement are fatal in FL classes.”
Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender affect their classroom practice? (2018, unknown): “In the foreign language classroom, learners’ emotions have been compared to those of wild horses, which in the hands of a good teacher can be harnessed fruitfully towards language learning (Dewaele 2015).”
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study (2019, background): “As Dewaele (2015) pointed out, competent FL teachers are able to whip up the emotions of their learners to an optimal level and then harness them so that learners dare to speak up in the FL.”
The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety (2019, background): “Learners may love and hate things in the FL class - so long as they are not bored or indifferent, the teacher potentially can harness these emotions to help them progress (Dewaele, 2005, 2015; Oxford, 2016).”
Sixty Years of Language Motivation Research (2017, background): “For example, Dörnyei (2009a) suggests that L2 self-guides might not be appropriate for presecondary learners (see also Lamb, 2012), but there is “virtual absence” (Boo et al.”