Affect in Language Learning

By J. Marks. 2001

510 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cc3336ed780948493ee664750bb609b3f67834e2

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Citations in the corpus

The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation (2017, background): “particularly important for teenage learners with vulnerable self-images in the FL (Arnold, 2011) for whom the fear of losing face in front of classmates and teacher is acute. Teachers are able to control some aspects of the emotional atmosphere in the classroom but not all, including their attitudes”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “strategies not only to address negative emotions that L2 learners may experience in the process of language learning but also to keep learners motivated by creating more positive and facilitative emotions (Arnold, 1999).”
Professional Development of Secondary EFL Teachers: Lessons from China (2005, background): “…as a subject matter for teaching), language curriculums and learning materials, language assessment, language learning strategies, in- dividual differences in language learning, affect in language education, and instructional technology (Arnold, 1999; Brown, 2000; Richards & Rodgers, 2001).”
On emotions in foreign language learning and use (2015, background): “One ground-breaking book, Arnold (1999), brought the concept of “affect” to the fore in FL Teaching.”
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021, background): “The prominence of positive emotions and affectivity in L2 learning and teaching was emphasized by early researchers like Arnold (1999), Arnold and Fonseca (2007), and Arnold and Fonseca Mora (2011).”
Materials development for language learning and teaching (2012, background): “Arnold 1999; Arnold & Brown 1999; Maley 2003, 2008, 2011; Rinvolucri 2003; Tomlinson 2003d, 2008b; Masuhara 2006, 2007; Tomlinson & Avila 2007a, 2007b; Masuhara et al. 2008; Mukandan 2009b and Hooper Hansen 2011), and Mario Rinvolucri has started a web journal publishing articles proposing ways of h”
The Cambridge Guide to Teaching English to Speakers of Other Languages: List of abbreviations (2001, background): “where code-switching is part of students' linguistic identity - the wisdom of 'English only' classroom policies is certainly brought into question; in fact, a powerful argument against this policy is presented by Auerbach (1993). Where English is used primarily with nonnative speakers - or native sp”
Beliefs about Language Learning: Current Knowledge, Pedagogical Implications, and New Research Directions. (2005, background): “Pedagogy has the capacity to provide the opportunities and conditions within which these learner contributions are found to have a positive effect upon learning and may be more fully engaged ( Breen , 2001 ; Arnold , 1999 ) .”
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, methodology): “anxiety (Gkonou, Daubney, and Dewaele 2017), neglecting the fact that language learners experience several other emotions (especially positive emotions) during their exploration into FLs (Arnold 1999; Imai 2010;MacIntyre andGregersen 2012b;Miyahara 2015).”
A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “Thus, it seems reasonable to ask teachers to promote positive affect and keep anxiety levels low (Arnold 1999; Dewaele 2013).”
Theorizing Affect in Foreign Language Learning: An Analysis of One Learner's Responses to a Communicative Portuguese Course (2009, background): “With certain notable exceptions (Arnold, 1999; Ehrman, 1996; Horwitz, 2001; Horwitz & Young, 1991; Stevick, 1996), affect and emotion are terms that have been in the shadows of discussions of classroom foreign language learning, where the primary focus has been on the development of knowledge and…”
The Relationship between Self-efficacy and Stress among Iranian EFL Teachers (2011, background): “Teachers are no longer considered as the mere transferors of knowledge, but as individuals who are required to communicate and engage with students more than before and to care for their inner worlds (Arnold 1999).”
Emotion Vocabulary in Interlanguage (2002, background): “Past research examined the role of affect in L2 learning and use (Anooshian & Hertel, 1994; Arnold, 1999; Bond & Lai, 1986; Clachar, 1999; Schumann, 1994, 1997, 1999).”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “Teachers who are friendly, positive, humorous, happy, well-organised, competent, enthusiastic about the FL, encouraging and considerate will boost their learners’ FLE (Arnold, 1999, 2011; Dewaele & MacIntyre, 2014; Oxford, 2016, 2017).”
Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive-affective states during interactions with three different computer-based learning environments (2010, background): “Intelligent Tutoring Systems (ITSs) are hypothesized to be a particularly good candidate for improvement by addressing the connections between affect, cognition, motivation, and learning (e.g. Arnold, 1999; Bower, 1992; Sylwester, 1994).”
Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence (2007, unknown): “The extensive body of research into language anxiety spans over three decades (Arnold, 1999; Brown, 1973; Ehrman, 1996; Gregersen, 2003, 2005; Horwitz et al., 1986; Kleinmann, 1977; Kondo and Ying-Ling, 2004; MacIntyre, 1999; Mills et al., 2006; Oxford, 1999; Spielmann and Radnofsky, 1999; Young, 19”
Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2018, methodology): “This involves supporting and promoting group solidarity and creating an emotionally safe classroom environment where linguistic experimenting is encouraged (Arnold, 1999; Baider, Cislaru, & Coffey, 2015; Borg, 2006; Dewaele, 2015; Dörnyei & Csizér, 1998; Dörnyei & Murphy, 2003; Gregersen & MacIntyre”
The Impact of Motivation on Reading Comprehension (2017, background): “1 Intrinsic Motivation Arnold (2000) stated that intrinsic motivation is learning itself that has its own reward.”
Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching (2011, background): “As Schumann (1999) explains, one of the dimensions along which stimulus appraisals are made is coping potential.”