Language Learners' Emotional Dynamics: Insights from a Q Methodology Intensive Single-Case Study

Autor/in	Fraschini, Nicola
Titel	Language Learners' Emotional Dynamics: Insights from a Q Methodology Intensive Single-Case Study
Quelle	In: Language, Culture and Curriculum, 36 (2023) 2, S.222-239 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fraschini, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2133137
Schlagwörter	Case Studies; Second Language Learning; Second Language Instruction; Q Methodology; Emotional Response; Correlation; Individual Characteristics; Holistic Approach; Undergraduate Students; Student Attitudes; Korean; Systems Approach; Classroom Environment; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Emotionales Verhalten; Korrelation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Holistischer Ansatz; Schülerverhalten; Koreanisch; Systemischer Ansatz; Klassenklima; Unterrichtsklima; Ausland; Australien
Abstract	Learner emotions represent sudden, dynamic, and complex adaptations to the language classroom environment. Recent Second Language Acquisition research calls for a more holistic perspective in approaching classroom emotions, one that considers emotional variations between and across learners, and which foregrounds the interconnections among emotions and between emotions and the learning environment. This paper approaches emotions from a complex dynamic systems perspective and investigates the classroom emotions of five university students of Korean as a foreign language using a Q methodology intensive single-case study design. Overall results show that students have sometimes similar, sometimes different emotional reactions depending on classroom events, indicating different levels of interaction between a learner's emotional system and other individual characteristics. Additionally, a more fine-grained analysis at the level of individual learners reveals clusters of emotions triggered by the same event and foregrounds the relevance of epistemic emotions for instructed foreign language learning. The results are discussed focusing on new hypotheses to inform future SLA emotion research and classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01