Affective factors in language learning Research Papers (original) (raw)

Tejuelo, nº 28 (2018), págs. 11-42. Comprender el proceso lector en segundas lenguas… 11 | P á g i n a I S S N : 1 9 8 8-8 4 3 0 Comprender el proceso lector en segundas lenguas: cognición y afectividad Understanding the reading process... more

- by Jane Arnold and +1
- •
- Affective factors in language learning

In all kinds of educational settings, motivation is admitted as one of the most prominent affective factors, and numerous studies in the literature have demonstrated the effect of it on teaching and learning process. Because of this remarkable effect, several theories on the definition of it and motivation types have been presented by the scholars. This study provides an overview regarding the contemporary motivational theories in educational psychology and language learning which have theoretically illustrated the research studies on motivation.

La presente investigación describe las actitudes referentes al uso del inglés y el español de profesores y alumnos de segundo y cuarto semestre de una escuela de nivel medio superior de la Universidad Autónoma de Yucatán, a fin de conocer el lugar que tienen ambos idiomas, así como sus usos dentro del aula y la participación de los factores afectivos; asimismo, tiene como objetivo indicar la relación que puede haber entre dichas actitudes y los niveles de competencia , así como el sistema de creencias o metodología del profesor. Finalmente, busca comparar las actitudes de los profesores con las de los estudiantes. El estudio es de carácter descriptivo el cual hace uso de un método mixto de investigación con un diseño anidado concurrente de predominancia cuantitativa. Para su realización se elaboró, validó y aplicó una encuesta a los alumnos, otra encuesta similar a profesores y una entrevista semiestructurada a profesores con el fin de conocer más a fondo el porqué de sus actitudes y las razones pedagógicas, afectivas y contextuales de las mismas. Los datos cuantitativos fueron analizados a través del programa estadístico SPSS (Statistical Package for the Social Sciences) mientras que los datos cualitativos fueron grabados y posteriormente transcritos para su análisis y categorización. En general, se encontró una actitud neutra con respecto al uso del inglés y al español independientemente del sistema de creencias del profesor y el nivel de competencia, donde tanto docentes como alumnos estuvieron de acuerdo con utilizar el español en el aula pero se mostraron también a favor de maximizar el inglés. Así pues, mientras el inglés se espera como lenguaje que se debe fomentar en el aula de manera paulatina, el español sirve de apoyo para bajar el filtro afectivo y dar más seguridad a los estudiantes en varias situaciones que ocurren en el aula y en aspectos pedagógicos. Dichas actitudes resultaron estar marcadas por el contexto.

The English language is significant and useful in the academic life of students. The correlational study was designed to determine the significant relationship between affective language learning and English language competence of Purposive Communication students. After the data being gathered, the results showed that the respondents have a very high level of affective language learning with a mean score of 4.55. While the English language competence has 4.33 mean score which also has a very high description. When it comes to determining the acceptance or rejection of the hypothesis, it was found out that there is a great significant relationship between the two variables with a p-value of 0.003, hence the rejection of the hypothesis at the 0.05 level of significance. The results of the study can be used to design strategies to expand students' English language competence in order to support their affective language learning and succeed in school and in their chosen profession. Therefore, the institution must ensure that the teaching strategies and authentic activities for increasing students' English language competence are effectively incorporated into the undergraduate program. Teaching the curricular subject and having competence in the language used for instruction surges the learner's exposure and opportunity to understand the content of instruction, resulting in enhanced student control over what is taught in class and favorable academic outcomes.

In this paper, the authors will give an overview of a course that helps learners to develop self-directed learning skills, focusing specifically on the ways in which the course addresses the affective dimensions of learning. Numerous studies have shown that the affective state is one the most important aspects of learning, yet least understood by students. Developing an awareness and control of affective factors is approached in several ways at the authors’ institution. For example, the course incorporates activities designed to raise awareness of affective factors while also engaging learners in social interaction with others; individual advising sessions often focus on feelings and psychological factors; a guided reflective journal asks learners to monitor their motivation and emotions; and the self-access centre provides affective support in the form of worksheets and leaflets. This paper will include a focus on examples of course activities and students’ work, followed by a discussion of the effectiveness and challenges of the practical interventions.

- by Jane Arnold and +1
- •
- Affective factors in language learning

If you have any enquiries regarding this discount order form please do not hesitate to email us: info@multilingual-matters.com With a decidedly positive outlook on applied linguistics stemming from positive psychology, this volume piques the interest of teachers and researchers alike by shedding light on language learning and empowerment, happiness, resilience, melody, stress reduction and enjoyment as well as success. No wonder that this book is a joy to read! Kata Csizér, Eötvös Loránd University, Hungary This volume offers a refreshing perspective on the process of learning and teaching new languages, highlighting the diverse ways in which learners and teachers draw on the many positive aspects of the human condition in their development as users of a non-native language. Without understating the difficulties that trouble language learning, this book provides a well-grounded basis for future studies using theoretical perspectives from positive psychology, and inspires teaching practices that recognize the human potential to thrive and grow. Kimberley A. Noels, University of Alberta, Canada Second language learning is a new area for Positive Psychology and these authors have found that it is a surprising and remarkable aide. Martin Seligman, Director of the Penn Positive Psychology Center, University of Pennsylvania, USA and author of Flourish: A New Understanding of Happiness and Well-Being-and How To Achieve Them This book is about the dynamics of happiness in language learning, the ripples that interact with other ripples, not necessarily in unison, but providing a goal and resources for processes of development. The contributions aim to show the positive sides of language teaching and learning without ignoring or denying the negative ones. They strive to reach a balance that allows for human agency to frame existences and hopes. The authors aim to move beyond the 'Don't worry, be happy' level by using carefully defined concepts and rigorous methodology. Kees de Bot, University of Groningen, Netherlands This book explores theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning and present several new teaching ideas to develop and support them.

- by Ana Barcelos and +2
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- Positive Psychology, Teaching English as a Second Language, Emotions (Social Psychology), Language Learning

The article argues that there is a strong relationship between validity of tests and the degree of
how testing situations become personal educational experiences. It draws on Samuel
Messick’s renowned four-fold (matrix of) validity, applied here to reflect in each of the four
cases on what (theoretical) implications need to be recognised with regard to ELT testing and
how (practically) the particular facets of validity can be secured by language tests. The text is
also the author’s attempt to demonstrate how the Gdansk School of ELT’s rationale translates
into testing, for which some of the author’s (doctoral) classifications and made use of. The
general sense of the article, though, is recognition and discussion of those components of
language assessment that are most likely to render testing a personal educational experience.

The purpose of this study is to investigate results from C-Tests given to EFL Vietnamese students. C-Tests produce robust reliability and validity in most SLA studies. Three C-Tests that are in use at the centre for Professional and Continuing Education (PaCE), Massey University, New Zealand, were used as a basis for comparison to the Vietnamese sample here, as these tests have been trialled and revised using classical item analysis, reliability studies and concurrent/construct validity checks against IELTS or TOEIC scores in New Zealand, thereby considered reliable and valid for various Asian ethnic groups. The sample in New Zealand included predominantly Chinese, Arab and Japanese ESL students (Hiser, 2005). In spite of McBeath’s ‘word of warning’ (1989), the results have shown differences between the international groups but good reliability and results for use of these tests as general proficiency measures in ESL/EFL assessment across cultures. The findings from Hiser’s 2005 study allow users of the tests to add to the growing number of ethnic groups—Iranian, German, Chinese, Korean, Turkish, Arab, Thai, Japanese, Hungarian, et all—for which they evaluate overall English proficiency validly, reliably, and efficiently, as the results here reporting on each of three C-Tests used on other ethnic groups, and now administered to a Vietnamese cohort, show.

This study is an attempt to investigate the effect of classroom anxiety on EFL Learner's oral narrative fluency. The objective of the study is first to specifically ascertain the extent to which Iranian EFL Learners assign their Foreign Language Classroom Anxiety (FLCA) to the oral narrative fluency. Secondly, based on the viewpoints of the EFL professors of Guilan University, some practical strategies have been suggested to alleviate anxiety in speaking of EFL learners. The last samples were 11 students comprising 5 males and 6 females studying English Literature at Guilan University. Purposive Sampling (Quota Sampling) is conducted in order to choose the last participants of the study. The researchers has also exploited five-point Likert-Scale questionnaire namely Foreign Language Classroom Anxiety Scale (FLCAS) which has been translated from English into Persian version by them. The present study follows mixed-method approach in which the data were collected and analyzed both quantitatively and qualitatively. After data analysis, the quantitative findings reveal that low average of anxiety among students can be correlated to the main speech fluency indicators positively. Qualitative results suggest that more fluent participants will be able to produce more accurate sentences, unless classroom anxiety acts as an obstacle on the way of being more accurate.
Index Terms—Foreign Language Anxiety (FLA), Classroom Anxiety (CA), narrative, fluency

If you have any enquiries regarding this discount order form please do not hesitate to email us: info@multilingual-matters.com Much of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom. Jane Arnold, University of Seville, Spain In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe! Ana Maria F. Barcelos, Federal University of Viçosa, Brazil This book ...

- by Rashi Jain
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- Sociology, Psychology, Positive Psychology, Education

Studies have shown that there are factors that contribute to students' language learning, namely strategies (e.g. Rubin, 1975), motivations (e.g. Gardner, 2000), language knowledge (e.g. Cook, 1992), and contexts (e.g. Pavlenko, 2002). However, how these learning factors stitch together and contribute to good EFL learners have not been studied in Indonesian context. Accordingly, this study aims: (1) to identify learning factors of good EFL learners in Indonesian context; and (2) how the learning factors contribute to EFL learning of the learners in the Indonesian context. The learning factors are based on intake factors developed by Kumaravadivelu (2006). Seven first-year doctoral students participated in this study. Based on the content analysis of the students' responses from an open-ended questionnaire and self-reflective writing, the learning factors have contributions to EFL learners that can be constituted by motivation, learning strategies, and environments where each factor can be facilitating or debilitating the learners' EFL learning. Implications for English language teaching have been drawn.