Keywords
enjoyment
hope
frustration
ESL
How to Cite
Number of views: 1419
Number of downloads: 972
Abstract
Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.
References
Ahmed, S. (2010). The promise of happiness. Durham, NC: Duke University Press.
Arnold, J. (1999). Affect in language learning. Cambridge: Cambridge University Press.
Baynham, M., & De Fina, A. (Eds.) (2005). Dislocations/relocations: Narratives of displacement. Northampton, MA: St. Jerome Publishing.
Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2012). Study abroad and the development of second language identities. Applied Linguistics Review, 3(1), 173-193. doi: 10.1515/applirev-2012-0008
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). Modern Language Journal, 91(5), 863-876. doi:10.1111/j.1540-4781.2007.00674.x
Campbell, E., & Storch, N. (2011). The changing face of motivation: A study of second language learners over time. Australian Review of Applied Linguistics, 34(2), 166-192. doi: 10.1075/aral.34.2.03cam
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge.
Dewaele, J.-M. (2010). Emotions in multiple languages. Basingstoke: Palgrave Macmillan.
Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39(3), 13-15. Retrieved from https://www.jalt-publications.org/tlt/articles/4467-jalt2015-conference-article-emotions-foreign-language-learning-and-use
Dewaele, J.-M. (2016). Why do so many bi- and multilinguals feel different when switching languages? International Journal of Multilingualism, 13(1), 92-105. doi: 10.1080/14790718.2015.1040406
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 and Teaching, 4(2), 237-274. doi: 10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & Nakano, S. (2013). Multilinguals’ perceptions of feeling different when switching languages. Journal of Multilingual and Multicultural Development, 34(2), 107-120. doi: 10.1080/01434632.2012.712133
Dörnyei, Z. (2005). The psychology of the language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
Dörnyei, Z. (2009a). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-46). Clevedon: Multilingual Matters.
Dörnyei, Z. (2009b). The psychology of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2004). Individual differences in second language learning. In A. Davies and C. Elder (Eds.), The handbook of applied linguistics (pp. 525-551). Oxford: Blackwell.
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2(3), 300-319. doi: 10.1037/1089-2680.2.3.300
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226. doi: 10.1O37/0OO3-O66X.56.3.218
Fredrickson, B. L. (2003). The value of positive emotions: The emerging science of positive psychology looks into why it’s good to feel good. American Scientist, 91(4), 330-335. Retrieved from https://www.americanscientist.org/sites/americanscientist.org/files/20058214332_306.pdf
Granger, C. A. (2004). Silence in second language learning: A psychoanalytic reading. Clevedon: Multilingual Matters.
Gregersen, T., MacIntyre, P. D., Finegan, K. H., Talbot, K., & Claman, S. (2014). Examining emotional intelligence within the context of positive psychology interventions. Studies in Second Language Learning and Teaching, 4(2), 327-353. doi: 10.14746/ssllt.2014.4.2.8
Gregersen, T., MacIntyre, P. D., & Meza, M. (2014). The motion of emotion. Modern Language Journal, 98(2), 574-588. doi: 10.1111/modl.12084
Holstein, J. A., & Gubrium, J. F. (2003). Active interviewing. In J. F. Gubrium and J. A. Holstein (Eds.), Postmodern interviewing (pp. 67-80). Thousand Oaks, CA: Sage.
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132. doi: 10.1111/j.1540-4781.1986.tb05256.x
Imai, Y. (2010). Emotions in SLA: New insights from collaborative learning for an EFL classroom. Modern Language Journal, 94(2), 278-292. doi: 10.1111/j.1540-4781.2010.01021.x
Kinginger, C. (2004). Alice doesn’t live here anymore: Foreign language learning and identity construction. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 219-242). Clevedon: Multilingual Matters.
Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213. doi: 10.14746/ssllt.2012.2.2.4
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2016). Positive psychology in SLA. Clevedon: Multilingual Matters.
Menard-Warwick, J. (2009). Gendered identities and immigrant language learning. Clevedon: Multilingual Matters.
Mercer, S. (2006). Using journals to investigate the learners’ emotional experience of the language classroom. Estudios de Linguistica Inglesa Applicada, 6, 63-91. Retrieved from http://institucional.us.es/revistas/elia/6/art.4.pdf
Miller, E. R. (2011). Indeterminacy in interview research: Co-constructing ambiguity and clarity in interviews with an adult immigrant learner of English. Applied Linguistics, 32(1), 43-59. doi: 10.1093/applin/amq039
Motha, S., & Lin, A. (2014). “Non-coercive rearrangements”: Theorizing desire in TESOL. TESOL Quarterly, 48(2), 331-359. doi: 10.1002/tesq.126
Noels, K. A., Pon, G., & Clément, R. (1996). Language, identity and adjustment: The role of linguistic self-confidence in the acculturation process. Journal of Language and Social Psychology, 15(3), 246-264. doi: 10.1177/0261927X960153003
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Pearson Education Limited.
Pavlenko, A. (2005). Emotions and multilingualism. Cambridge, UK: Cambridge University Press.
Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28(2), 163-188. doi: 10.1093/applin/amm008
Pavlenko, A. (2013). The affective turn in SLA: From “affective factors” to “language desire” and “commodification of affect’.” In D. Gabryś-Barker & J. Bielska (Eds.), The affective dimension in second language acquisition (pp. 3-28). Clevedon: Multilingual Matters.
Plutchik, R. (1962). The emotions: Facts, theories, and a new model. New York, NY: Random House.
Prior, M. T. (2015). Emotion and discourse in L2 narrative research. Clevedon: Multilingual Matters.
Reeve, J. (2005). Understanding motivation and emotions (5th ed.). Iowa: John Wiley and Sons.
Richards, K. (2009). Interviews. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics (pp. 182-199). Houndmills: Palgrave Macmillan.
Ross, A. S., & Stracke, E. (2016). Learner perceptions and experiences of pride in second language education. Australian Review of Applied Linguistics, 39(3), 272-291. doi 10.1075/aral.39.3.04ros
Schumann, J. H. (1997). The neurobiology of affect in language. Boston, MA: Blackwell.
Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.
Swain, M. (2013). The inseparability of cognition and emotion. Language Teaching 46(2), 195-207. doi: 10.1017/S0261444811000486
Talmy, S. (2010). Qualitative interviews in applied linguistics: From research instrument to social practice. Annual Review of Applied Linguistics, 30, 128-148. doi: 10.1017/S0267190510000085
Talmy, S. (2011). The interview as collaborative achievement: Interaction, identity, and ideology in a speech event. Applied Linguistics, 32(1), 25-42. doi: 10.1093/applin/amq027
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.