Recognising and expressing emotions: difficulties of children with autism spectrum disorder in learning a foreign language and how to resolve them.

Autor/inn/en	Tuna, Ayşe
Titel	Recognising and expressing emotions: difficulties of children with autism spectrum disorder in learning a foreign language and how to resolve them. Paralleltitel: Prepoznavanje in izražanje čustev: težave otrok z motnjo avtističnega spektra pri učenju tujega jezika in kako jih rešiti.
Quelle	In: CEPS Journal, 13 (2023) 4, S. 205-232Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647; 1855-9719
DOI	10.25656/01:29042 10.26529/cepsj.1382
URN	urn:nbn:de:0111-pedocs-290423
Schlagwörter	Autismus; Kind; Emotion; Ausdruck; Erkennen; Soziale Interaktion; Lernmotivation; Lernschwierigkeit; Sprachenlernen; Fremdsprache; Technisches Hilfsmittel; Roboter; Robotik; Künstliche Intelligenz
Abstract	Recognising emotions, facial expressions and tone of voice and body language, expressing and managing their own emotions, and understanding and responding to other people's emotions are often difficult for children with autism spectrum disorder. Since the emotional codes of individuals with autism spectrum disorder are different, those people will possibly be awkward in expressing some throughout their lives. Although it might seem that children with autism spectrum disorder do not respond emotionally, the ability to understand their facial expressions could lead to an improvement in their social interaction difficulties. In addition, since autistic expressions might be unique to each child, recognising their emotions is important when delivering a personalised intervention to a child with autism spectrum disorder. In recent decades, researchers have become increasingly interested in the role of emotions in learning and teaching a foreign language beyond heavily investigated topics such as foreign language anxiety and motivation and attitudes towards the foreign language. In this paper, how emotions impact the motivation and success of children with autism spectrum disorder while they are learning a foreign language is presented. Challenges, opportunities and future research directions in this domain are given. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main