The inseparability of cognition and emotion in second language learning

By M. Swain. Language Teaching, 2011

423 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/feedc3442dc210888a134f7d0e622b9e16878710

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Task preference, affective response, and engagement in L2 use in a US university context (2017, background): “In fact, cognition and emotion (or affect) are considered interdependent and even inseparable in any learning situation (Swain, 2013).”
Learner-generated content and engagement in second language task performance (2017, background): “Swain (2013) emphasizes the inseparability between emotion and cognition, recognizing the affective dimension as making learning opportunities such as this more salient and memorable (see also Philp & Duchesne, 2008).”
Language learners’ enjoyment and emotion regulation in online collaborative learning (2021, background): “In online collaborative language learning, positive socio-emotions are crucial for the success of collaborative thinking and communication processes (Mahn & John-Steiner, 2002; Swain, 2013).”
On emotions in foreign language learning and use (2015, background): “Interestingly, this work on emotion seems to have inspired other researchers to join in, leading to a substantial increase in publications (for ex. Garrett & Young, 2009; Gregersen, MacIntyre & Meza, 2014; Swain, 2013), as well as many presentations and panels at international conferences.”
Researching language engagement; current trends and future directions (2018, background): “For decades most second language acquisition research focused on the cognitive aspects of language learning, largely to the exclusion of other dimensions (Swain, 2013).”
Exploring Engagement in Tasks in the Language Classroom (2016, background): “In applied linguistics, each of these, and other dimensions are recognized as important to instructed language learning (e.g., regarding affect: Schumann, 1997; Swain, 2013; regarding social factors, see Philp & Duchesne, 2008), yet, each tends to be considered in isolation.”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, positive): “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).”
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).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “Of relevance for research in the FL context, the little work on emotions that exists in language learning has focused on language anxiety (see Swain, 2013; Teimouri, Goetze, & Plonsky, 2019), but has neglected other emotions.”
Unveiling the relationship between language learning beliefs, emotions, and identities (2015, background): “However, there are exceptions and several authors have recently begun to emphasize the inseparability of emotion and reason and the central role of emotions in the process of learning a language (Aragão, 2005, 2011; Dewaele, 2011; Garret & Young, 2009; Rajagopalan, 2004; Swain, 2013).”