心理学
担心
外语
焦虑
外语焦虑
背景(考古学)
班级(哲学)
社会心理学
数学教育
教育学
发展心理学
古生物学
人工智能
精神科
计算机科学
生物
作者
Jean‐Marc Dewaele,John Witney,Kazuya Saito,Livia Dewaele
标识
DOI:10.1177/1362168817692161
摘要
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.
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