Foreign Language Enjoyment and Anxiety: The Effect of Teacher and Learner Variables

Autor/inn/en	Dewaele, Jean-Marc; Witney, John; Saito, Kazuya; Dewaele, Livia
Titel	Foreign Language Enjoyment and Anxiety: The Effect of Teacher and Learner Variables
Quelle	In: Language Teaching Research, 22 (2018) 6, S.676-697 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817692161
Schlagwörter	Second Language Learning; Learner Engagement; Anxiety; High School Students; Foreign Countries; Language Attitudes; Scores; Language Tests; Student Attitudes; Language Teachers; Teacher Student Relationship; Language Usage; Time on Task; Second Language Instruction; Mastery Learning; Teacher Characteristics; Speech Skills; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Angst; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Sprachverhalten; Language test; Sprachtest; Schülerverhalten; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Zeitaufwand; Fremdsprachenunterricht; Mündliche Leistung; Sprachfertigkeit
Abstract	Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether -- and to what extent -- foreign language enjoyment (FLE) and foreign language (FL) classroom anxiety (FLCA) are linked to a range of learner internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school students learning various FLs. Higher levels of FLE were linked to higher scores on attitudes towards the FL, the FL teacher, FL use in class, proportion of time spent on speaking, relative standing and stage of development. Lower levels FLCA were linked to higher scores on attitudes towards the FL, relative standing and stage of development. FLCA thus seems less related to teacher and teacher practices than FLE. The pedagogical implication is that teachers should strive to boost FLE rather than worry too much about students' FLCA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01