Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education.
Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education.
Mathea Simons is Associate Professor for French and Spanish foreign language pedagogy at the Antwerp School of Education of the University of Antwerp, Belgium. Tom F.H. Smits is Associate Professor for English and German foreign language pedagogy at the Antwerp School of Education and in the Department of Linguistics of the University of Antwerp, Belgium.
Inhaltsangabe
1 Introdution: Affective Factors in Language Learning. Making a Difference. Part I: Emotions and the Language Learner. 2. Language Learners' Emotion-Regulation Strategies: A Narrative Review. 3. Self-efficacy within an Individualized Approach to Improving Language Learners' Self-Regulated Learning Strategies. 4. Online Speaking Interaction in Foreign Language: How and Why Do Students Experience Anxiety? 5. "It Makes Me Feel Smaller and at Other Times it Gives Me a Rush." Experienced Recognition in Situations of Migration and The Willingness to Acquire a Foreign Communication Style. Part II: Emotions and the Language Teacher. 6. How Self-Confrontation Interviews Can Affect the Valence of Emotions: The Case of Novice EFL Teachers. 7. Foreign Language Teaching Anxiety: The Perspective of Non-Native Foreign Language Teachers. 8. Relational Influences of a Teacher's Self-Disclosure on the Emergence of Foreign Language Enjoyment Patterns. Part III: Emotions and the Educational Process. 9. Putting Feelings into Words: Emotion Verbalization in a Foreign Language. 10 Effects of Self-Recording on Motivation and Self-Confidence in the Study of ESL Pronunciation. 11 Finding the 'Perfect Equilibrium of Emotional and Rational Learning' in Content and Language Integrated Learning (CLIL) in the Social Sciences. 12 The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers: Sources and Interactions of Classroom Emotions.
1 Introdution: Affective Factors in Language Learning. Making a Difference. Part I: Emotions and the Language Learner. 2. Language Learners' Emotion-Regulation Strategies: A Narrative Review. 3. Self-efficacy within an Individualized Approach to Improving Language Learners' Self-Regulated Learning Strategies. 4. Online Speaking Interaction in Foreign Language: How and Why Do Students Experience Anxiety? 5. "It Makes Me Feel Smaller and at Other Times it Gives Me a Rush." Experienced Recognition in Situations of Migration and The Willingness to Acquire a Foreign Communication Style. Part II: Emotions and the Language Teacher. 6. How Self-Confrontation Interviews Can Affect the Valence of Emotions: The Case of Novice EFL Teachers. 7. Foreign Language Teaching Anxiety: The Perspective of Non-Native Foreign Language Teachers. 8. Relational Influences of a Teacher's Self-Disclosure on the Emergence of Foreign Language Enjoyment Patterns. Part III: Emotions and the Educational Process. 9. Putting Feelings into Words: Emotion Verbalization in a Foreign Language. 10 Effects of Self-Recording on Motivation and Self-Confidence in the Study of ESL Pronunciation. 11 Finding the 'Perfect Equilibrium of Emotional and Rational Learning' in Content and Language Integrated Learning (CLIL) in the Social Sciences. 12 The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers: Sources and Interactions of Classroom Emotions.
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