Differential Roles of Shame and Guilt in L2 Learning: How Bad Is Bad?

By Y. Teimouri. The Modern Language Journal, 2018

156 citations recorded by the source corpus.

This article aims to introduce shame and guilt from social psychology into second language acquisition (SLA), to validate their psychometric measurement, and to examine their effects on second language (L2) learners' motivation and language achievements. In Study 1, the prevalence of shame and guilt reactions in L2 settings was explored. Moreover, the Second Language Test of Shame and Guilt Affect (L2‐TOSGA) was developed and validated to measure L2 learners' individual differences in terms of proneness to shame and guilt during L2 learning. The results of qualitative and quantitative analyses evidenced the pervasiveness of shame and guilt in an L2 context, and attested to the reliability, stability, and validity of L2‐TOSGA subscales. In Study 2, the effects of learners' shame and guilt reactions on their motivation and language achievements were probed. The results showed that shame strongly but negatively affected L2 learners' motivation and language achievements, whereas guilt had positive effects on their motivation and language achievements. [ABSTRACT FROM AUTHOR]

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3cf69406c8db0c0d53422c0ff369a4dbaa4a6a7c

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Citations in the corpus

SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS – ERRATUM (2019, background): “Furthermore, examining the links between anxiety and other negative emotions, such as fear, shame, embarrassment, and sadness—which are usually swept under the cover of language anxiety—can elucidate the ambiguous nature of language anxiety (Teimouri, 2018).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “Interest moved beyond foreign language (classroom) anxiety to include a wider spectrum of emotions including enjoyment, love, pride, hope, shame, guilt, and boredom (e.g. MacIntyre et al., 2019; Pavelescu & Petrić, 2018; Teimouri, 2018).”
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “…di ﬀ erent contexts (e.g. subjects) may have di ﬀ erent pro ﬁ les and conceptual structures (Horwitz, Horwitz, and Cope 1986; Li, Jiang, and Dewaele 2018; Teimouri 2018; Davari et al. 2020), it is necessary and worthwhile to conceptualise student burnout in FL-speci ﬁ c context and provide a…”
SECOND LANGUAGE ANXIETY AND ACHIEVEMENT (2019, background): “Furthermore, examining the links between anxiety and other negative emotions, such as fear, shame, embarrassment, and sadness—which are usually swept under the cover of language anxiety—can elucidate the ambiguous nature of language anxiety (Teimouri, 2018).”
Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “In Teimouri ’ s (2018) study, the L2 joy scale was tested among a total of 524 adolescent learners of English as a foreign language in Iran, and the results showed high reliability of the scale with its Cronbach ’ s alpha reaching .80.”
L2 grit: Passion and perseverance for second-language learning (2020, methodology): “Three items (six-point Likert-type scale) were adopted from Teimouri (2018) to measure students’ attention in class (e.g. how much attention do you pay to your teacher when she is speaking in the L2 class).”