Affect: The Role of Language Anxiety and Other Emotions in Language Learning

By P. Macintyre, T. Gregersen. 2012

250 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/637abe977443f80942d816cdc06f380e30bf850c

How researchers see this paper

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

In Developmental and Educational Psychology

1. Jean–Marc Dewaele
2. P. Macintyre
3. Chengchen Li
4. T. Gregersen
5. Tsui Shan Ip
6. Taghreed M. Al-Saraj
7. Selami Aydın
8. Yukiko Hashimoto

In Language and Linguistics

1. Chengchen Li
2. Jean–Marc Dewaele
3. P. Macintyre
4. Taghreed M. Al-Saraj
5. Tsui Shan Ip
6. T. Gregersen
7. Ju Seong Lee
8. Lawrence Jun Zhang

In Social Psychology

1. Jean–Marc Dewaele
2. Chengchen Li
3. P. Macintyre
4. Taghreed M. Al-Saraj
5. Tsui Shan Ip
6. T. Gregersen
7. Ju Seong Lee
8. Lawrence Jun Zhang

Citations in the corpus

• Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “…research, inspired by positive psychology, has shifted its focus to positive emotions, shown to facilitate and enhance the language learning process (e.g., Dewaele & MacIntyre, 2014; MacIntyre & Gregersen, 2012a; Gregersen & MacIntyre, 2014; MacIntyre & Mercer, 2014; Oxford, 2014; Murphey, 2014).”
• The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners (2013, background): “Teachers can lower FLCA by establishing a positive emotional atmosphere in the classroom (Arnold & Fonseca, 2007; MacIntyre & Gregersen, 2012b).”
• Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables (2015, background): “All this leads learners to waste precious cognitive energy, disrupting information processing, and as a result hindering FL performance and acquisition (MacIntyre & Gregersen, 2012).”
• A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “Theoretically, the findings obtained instantiate the underpinning theoretical assumptions of Positive Psychology in the specific Chinese EFL learning context.”
• A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “Among various types of emotion, ‘ language anxiety ’ has been the most widely investigated emotion variable under the general term of ‘ motivational emotion ’ (MacIntyre & Gregersen, 2012).”
• Emotions that facilitate language learning: The positive-broadening power of the imagination (2012, background): “Anxiety is perhaps the most studied emotion in second language acquisition (MacIntyre & Gregersen, 2012).”
• The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety (2019, background): “The recent expansion of knowledge concerning positive emotions has been driven by the introduction of positive psychology in applied linguistics (Dewaele & MacIntyre, 2014; MacIntyre & Gregersen, 2012a, b; MacIntyre & Mercer, 2014).”