Dynamics of Learner Affective Development in Early FLL

Autor/in	Mihaljevic Djigunovic, Jelena
Titel	Dynamics of Learner Affective Development in Early FLL
Quelle	In: Studies in Second Language Learning and Teaching, 2 (2012) 2, S.159-178 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Affective Behavior; Second Language Learning; English (Second Language); Case Studies; Profiles; Longitudinal Studies; Self Concept; Context Effect; Learning Motivation; Qualitative Research; Foreign Countries; Second Language Instruction; Elementary School Students; Interviews; Observation; Croatia + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Charakterisierung; Profilanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstkonzept; Motivation for studies; Lernmotivation; Qualitative Forschung; Ausland; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Beobachtung; Kroatien
Abstract	Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006) have considered them an important outcome, especially in early foreign language learning (FLL). Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01