Beliefs and Emotions in Foreign Language Learning

Autor/in	Aragao, Rodrigo
Titel	Beliefs and Emotions in Foreign Language Learning
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 39 (2011) 3, S.302-313 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2011.07.003
Schlagwörter	Emotional Response; Beliefs; Second Language Instruction; Second Language Learning; Classroom Environment; Teaching Methods; English (Second Language); Discourse Analysis; Qualitative Research; Correlation; Student Attitudes; Personal Narratives + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Belief; Glaube; Fremdsprachenunterricht; Zweitsprachenerwerb; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Diskursanalyse; Qualitative Forschung; Korrelation; Schülerverhalten; Erlebniserzählung
Abstract	From the argument that in languaging worlds are created (Aragao, 2005; Kalaja, 1995, 2003; Maturana and Varela, 2001; Nunez, 1997), this article aims at reflecting about the relationship between emotions and beliefs in foreign language learning. It is argued that beliefs and emotions in language learning/teaching are inter-related and can be observed in the way students conceive their classroom environment as they disclose feelings and core beliefs about themselves as students of English as a Foreign Language. Framed by the concepts of languaging, emotions and beliefs in a contextual and discursive approach, results of a qualitative study are presented in which data comes from narrative research documents and visual representations of students shedding light on the historical and situated interplay of beliefs and emotions. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10