The Relationship between Incommensurable Emotions and Willingness to Communicate in English as a Foreign Language: A Multiple Case Study

Autor/inn/en	Dewaele, Jean-Marc; Pavelescu, Liana Maria
Titel	The Relationship between Incommensurable Emotions and Willingness to Communicate in English as a Foreign Language: A Multiple Case Study
Quelle	In: Innovation in Language Learning and Teaching, 15 (2021) 1, S.66-80 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dewaele, Jean-Marc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2019.1675667
Schlagwörter	Correlation; Emotional Experience; Psychological Patterns; High School Students; Adolescents; English (Second Language); Language Attitudes; Anxiety; Communication (Thought Transfer); Personality Traits; Context Effect; Classroom Communication; Social Environment; High Achievement; Personal Autonomy; Second Language Learning; Early Experience; Student Motivation; Foreign Countries; Romania + Suchen Sie Ihr Suchwort? Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Angst; Communication; thought; Kommunikation; Gedanke; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Klassengespräch; Soziales Umfeld; Individuelle Autonomie; Zweitsprachenerwerb; Frühbeginn; Schulische Motivation; Ausland; Rumänien
Abstract	This study aimed to investigate the link between Foreign Language Enjoyment, Foreign Language Anxiety and Willingness to Communicate in Denisa and Anda, two high school learners of English as a Foreign Language in Romania. Qualitative data were collected during a school semester including lesson observations, a written task and semi-structured interviews with the aim of obtaining retrodictive data in order to gain a better understanding of the nature and amount of fluctuation and change in participants' Willingness to Communicate (WTC) in English over time. The approach is strongly influenced by Dynamic System Theory and is based on the concept of constructed emotions. The study revealed that WTC was related to the uniquely constructed emotions of Foreign Language Enjoyment (FLE) and Foreign Language (Classroom) Anxiety (FLCA) in dynamic, idiosyncratic ways, that took root during the first contact with English, extending into the present and the future. Learners' personality and their experiences inside and outside the English classroom shaped their emotions which had direct and indirect repercussions on their WTC. The paper concludes that case studies into and WTC offer a crucial complement to quantitative studies as they highlight the fact that emotions cannot be essentialized and that their relationship with WTC can fluctuate sharply over the short term and develop over the longer term, depending on a range of interacting learner-internal and contextual variables. FLE and FLCA do remain useful concepts at a super-ordinate level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01