Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education. It offers a comprehensive overview of studies authored and co-authored by researchers from all over the world. The volume opens and ends with "backbone" contributions by two of the discipline’s most reputed scholars: Jane Arnold (Spain) and Jean-Marc Dewaele (United Kingdom).
This book broadens our understanding of emotions, including well-known concepts such as foreign language anxiety as well as addressing the emotions that have only recently received scientific attention, driven by the positive psychology movement. Chapters explore emotions from the perspective of the language learner and the language teacher, and in relation to educational processes. A number of contributions deal with traditional, school-based contexts, whereas others study new settings of foreign language education such as migration. The book paints a picture of the broad scale of approaches used to study this topic and offers new and relevant insights for the field of language education and emotions.
This book will be of great interest to academics, researchers and postgraduate students in the field of language education, psycholinguistics, sociolinguistics, and applied linguistics.
Table of Contents
Chapter 1 Introduction
Affective Factors in Language Learning. Making a Difference.
Part I: Emotions and the Language Learner
Chapter 2 Language Learners’ Emotion-Regulation Strategies: A Narrative Review
Jakub Bielak and Anna Mystkowska-Wiertelak
Chapter 3 Self-efficacy within an Individualized Approach to Improving Language Learners’ Self-Regulated Learning Strategies
Chapter 4 Online Speaking Interaction in Foreign Language: How and Why Do Students Experience Anxiety?
Blanca Cristòfol Garcia and Christine Appel
Chapter 5 "It Makes Me Feel Smaller and at Other Times it Gives Me a Rush."
Experienced Recognition in Situations of Migration and The Willingness to Acquire a Foreign Communication Style.
Karin Vilar Sánchez
Part II: Emotions and the Language Teacher
Chapter 6 How Self-Confrontation Interviews Can Affect the Valence of Emotions: The Case of Novice EFL Teachers *
Chapter 7 Foreign Language Teaching Anxiety: *
The Perspective of Non-Native Foreign Language Teachers
Soufiane El Ouastani
Chapter 8 Relational Influences of a Teacher’s Self-Disclosure on the Emergence of Foreign Language Enjoyment Patterns *
Majid Elahi Shirvan and Tahereh Taherian
Part III: Emotions and the Educational Process
Chapter 9 Putting Feelings into Words: Emotion Verbalization in a Foreign Language
Chapter 10 Effects of Self-Recording on Motivation and Self-Confidence in the Study of ESL Pronunciation
Chapter 11 Finding the ‘Perfect Equilibrium of Emotional and Rational Learning’ in Content and Language Integrated Learning (CLIL) in the Social Sciences
Chapter 12 The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers: Sources and Interactions of Classroom Emotions
Mathea Simons is Associate Professor for French and Spanish foreign language pedagogy at the Antwerp School of Education of the University of Antwerp, Belgium.
Tom F.H. Smits is Associate Professor for English and German foreign language pedagogy at the Antwerp School of Education and in the Department of Linguistics of the University of Antwerp, Belgium.