Abstract
Research indicates that investigation into the role of emotions during the process of second language acquisition (SLA) has lagged behind the work of educational psychologists. Experts in the area of achievement emotions have suggested that SLA researchers have limited their examination mostly to the role of anxiety and enjoyment. Consequently, an action research project was carried out, first, to determine whether emotions in addition to anxiety and enjoyment tend to arise when learning a second language (L2). Second, 13 advanced English as a foreign language (EFL) learners at a university in Mexico participated in 4 tasks as part of their class over the first 9 weeks of the semester, and subsequently were interviewed about their emotional experience. The tasks included a 45-s mindfulness activity, a reflection designed to promote a growth mindset, a discussion of a famous bilingual individual, and free voluntary reading. The findings revealed that a variety of achievement emotions emerged during the course, and in particular, in response to the learning tasks. It was concluded that not only can SLA researchers benefit from the strides made in psychology regarding emotions, but also that L2 educators should help L2 students experience pleasant achievement emotions by including activities of the sort described in this study.
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Introduction
- Articles
- Evolution of university internationalisation strategies and language policies: challenges and opportunities for language centres
- International teleconferences in EGAP courses: preparing students for prospective professional situations
- Designing language courses for twenty-first century competences: a model of teaching toward learner autonomy implemented in a university context in the Czech Republic
- Autonomy in language centres: myth or reality?
- “We learn from each other”: peer review writing practices in English for Academic Purposes
- Coping strategies in oral academic presentations of international undergraduate students in a Philippine university: a small-case study
- Anxiety in academic speaking situations among EFL majors: a case study
- Positive evaluation in the language of human resources: textbooks versus reality
- Promoting positive emotions among university EFL learners
- The motivations and identity aspirations of university students of German: a case study in Australia
- Towards bilingual expertise – evaluating translanguaging pedagogy in bilingual degrees at the university level
- Testing ImmerseMe with Chinese students: acquisition of foreign language forms and vocabulary in Spanish
- Activity Reports
- English for university admin staff: it’s all in the mix
- Developing interpersonal and intercultural skills in a university language course
- Introducing integrated language skills assessment at the language department of a Czech university
Artikel in diesem Heft
- Frontmatter
- Introduction
- Articles
- Evolution of university internationalisation strategies and language policies: challenges and opportunities for language centres
- International teleconferences in EGAP courses: preparing students for prospective professional situations
- Designing language courses for twenty-first century competences: a model of teaching toward learner autonomy implemented in a university context in the Czech Republic
- Autonomy in language centres: myth or reality?
- “We learn from each other”: peer review writing practices in English for Academic Purposes
- Coping strategies in oral academic presentations of international undergraduate students in a Philippine university: a small-case study
- Anxiety in academic speaking situations among EFL majors: a case study
- Positive evaluation in the language of human resources: textbooks versus reality
- Promoting positive emotions among university EFL learners
- The motivations and identity aspirations of university students of German: a case study in Australia
- Towards bilingual expertise – evaluating translanguaging pedagogy in bilingual degrees at the university level
- Testing ImmerseMe with Chinese students: acquisition of foreign language forms and vocabulary in Spanish
- Activity Reports
- English for university admin staff: it’s all in the mix
- Developing interpersonal and intercultural skills in a university language course
- Introducing integrated language skills assessment at the language department of a Czech university