Beliefs and Emotions in Foreign Language Learning

Presenter: Ginny Tang Instructor: Dr. Pi-Ying Teresa HsuDate: Oct. 27 , 2014

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Citation

Aragão, R., (2011), “Beliefs and Emotions in Foreign Language Learning”, System,39,302-313

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Content

Introduction

Theoretical Background

Methodological Background

Results and Discussion

Reflections

Conclusion

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Background

Purpose of the study

Research Questions

Introduction

Background

Beliefs

Emotions

Language

Learning

Beliefs tend to guide the ways in which humans move in the world.

Changes of emotions alter the domains of possible actions - a transformative flow distinguished as emotioning.

(Booth ＆ Pennebaker,2000;Maurana, 1998) (Maturana, 2001;Maturana &Block, 1996)

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Purpose of the study

To strengthen the understanding of the interactive nature of beliefs , emotions and actions

Awareness of this relationship discloses on of the role played by beliefs in students’ emotions.

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Research Questions

What is the interaction of beliefs and emotions in foreign language learning ?

How can core beliefs influence emotions ?

How does reflection in language play a role in transformative processes associated with the students’ learning experiences?

Theoretical Background (1)

(Second Language Acquisition)

Research on emotions has been referred to as affect

Defined as “broadly aspects of

emotion, feeling , mood or

attitude which can condition

behavior and influence language

learning”8

Emotion in SLA

(Arnold and Brown, 1999,p1)

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Core beliefs and emotions

Theoretical Background (2)

Beliefs - dynamic , socially constructed , situated, paradoxical and related to action

Related to create about themselves and their learning environment

(Barcelos, 2000, 2003)

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Methodological Background (1)

Setting : The course “ Integrated Skills Ⅰ: English”

Arwen , 21 Sollylove , 22 Julia , 23

Shy Had to keep quiet

Loves English songs

Be an English teacher

Learning is a struggle

Cautious of what she would say

Participants

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Methodological Background (2)

Research Documents

To produce the individual learners’ narratives and triangulate the data

1. written narrative

2. videotaped scenes

3 notes from students’ learning journals , participant observation , informal conversation

4. a visual representation of students’ emotional dynamic

5. questionnaires

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Written language learning narrative

Stimulated recall session

Visual representation of their emotional dynamics

Procedures – individual interviews

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Results and Discussion(1)

. Interplay of belief and emotions in the foreign language classroom inhibited what those “ superior strangers” could think of them before they said anything

Speaking skill worseDiscomfort and belief changed after a

stimulated recall interview The fear associated to previous school

experience

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Results and Discussion(2)

Believing , feeling and language : the case of Arwen and Julia

Arwen

kept shy in class ,maintained her previous actions and the dynamics of discouragement.

Julia

started to believe in the things she needed to do to change. (the relationship with her teacher)

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Conclusion (1)

Actions that emerge modulated by self-awareness of what is believed depend on:

The emotional dynamics individuals are embedded in after the generation of a certain consciousness.

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Conclusion (2)

Students’ actions are not conditioned to the emotion present in reflection, but …

They can move on to a new emotion under which other aspects present in the context can play a role in the learning dynamics.

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Pedagogical Reflection

Teaching practice may improve with: Activities in order to help Reflections on their learning process , experience and beliefs

Language learning narratives Promoting debates The use of visual representation Oral presentations to overcome inhibition Praising small efforts and experience of success

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Thank you.