The role of learners' classroom emotions in Foreign language learning

Prof. Dr. Jean-Marc Dewaele (Birkbeck, University of London)

I will talk about an emerging area of research in the field of foreign language learning, which was triggered by the introduction of Positive Psychology (Dewaele et al., 2019, Dewaele & Li, 2020).  It has focused on the role of emotions in foreign language learning and their effect on performance, beyond the traditional focus on foreign language anxiety and includes new concepts such as foreign language enjoyment (Dewaele & MacIntyre, 2014) and foreign language boredom (Li, 2021) As a result, a more nuanced view of the role of positive and negative learner emotions emerged, combined with a better understanding of individual differences linked to learner-internal and learner-external factors, including complex interactions between both.

References

• Dewaele, J.-M., & MacIntyre, P.D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning Teaching, 4, 237-274.
• Dewaele, J.-M., Chen, X., Padilla, A.M. & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology. Language Sciences, 10, 2128.Doi: 10.3389/fpsyg.2019.02128
• Dewaele, J.-M., & Li, C. (2020). Emotions in Second Language Acquisition: A critical review and research agenda. Foreign Language World [Chinese 外语界], 196(1), 34-49.
• Li C. (2021). A Control–Value Theory approach to boredom in English classes among university students in China. The Modern Language Journal, 105(1), 317-334.

If you would like to listen to this guest lecture, please contact Dr. Zeynep Köylü to obtain the necessary Zoom link.

Export event as iCal