Emotions in SLA: New Insights From Collaborative Learning for an EFL Classroom

By Yasuhiro Imai. 2010

233 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3172977bb8587b6773147911a05f430701603232

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Citations in the corpus

A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, methodology): “Furthermore, supporting the holistic view that every L2 learner experiences both negative and positive emotions during their L2 exploration (Imai 2010; Dewaele and MacIntyre 2014; Oxford 2016; Jiang and Li 2017), the finding also expands previous studies on the relationship between the relatively st”
Task preference, affective response, and engagement in L2 use in a US university context (2017, unknown): “Affective engagement, therefore, concerns not only emotions but also attitudes and evaluations, which have mostly been identified or measured through self-reported data and interpretative analyses of learners’ interactions (e.g. Baralt et al., 2016; Imai, 2010; Mercer, 2015).”
The inseparability of cognition and emotion in second language learning (2011, background): “Many other emotions, such as enjoyment, relief, happiness, excitement, envy, admiration, hope, surprise, pride, gratitude, jealousy, love, hate, guilt, disgust, shame and boredom have been sidelined because they are harder to define and measure (Imai 2010).”
Unifying cognition, emotion, and activity in language teacher professional development (2014, methodology): “Following Imai (2010), we guide our analysis with the assumption that emotional content is evident across varied levels of language, from lexicon to discourse.”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “The study draws on sociocultural theory, which views emotions as being socially mediated, and on previous research which has shown the relational nature of emotions (e.g., Imai, 2010; Mahn & John-Steiner, 2002; Swain, 2013).”
Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale (2018, unknown): “Dewaele and MacIntyre (2014), MacIntyre and Gregersen (2014) and Imai (2010) have argued in favor of a more holistic view of emotions in which positive emotions are not merely viewed as mirror images of negative emotions.”
The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety (2015, background): “Imai (2010) acknowledged the social aspect of these factors stating that ‘emotions do not solely come from an individual’s inner psyche but are socially constructed through people’s intersubjective encounters as well, as they engage in a certain activity to pursue a certain goal’ (283).”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “The literature overwhelmingly has concentrated on negative emotion, with positive FL emotion not being as widely studied (Bown & White, 2010; Imai, 2010).”
Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom (2016, background): “Previous literature on emotion in language learning has largely concentrated on negative emotion, with positive emotion not being as well researched (Arnold, 2011; Arnold & Brown, 1999; Brown & White, 2010; Imai, 2010).”
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “However, a growing number of SLA researchers begin to acknowledge the pivotal role of emotions in language learning (e.g. Arnold 1999; Dewaele 2005; Imai 2010; MacIntyre and Gregersen 2016; Swain 2013).”