{"title":"日语学习者课堂内外的情绪","authors":"Reiko Yoshida","doi":"10.1075/aral.21098.yos","DOIUrl":null,"url":null,"abstract":"\nThere is growing recognition of the need to investigate second/foreign language learners’ emotions related to their language learning, because both positive and negative emotions affect a learner’s motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students’ L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners’ emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Emotions of Japanese language learners in and out of class\",\"authors\":\"Reiko Yoshida\",\"doi\":\"10.1075/aral.21098.yos\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nThere is growing recognition of the need to investigate second/foreign language learners’ emotions related to their language learning, because both positive and negative emotions affect a learner’s motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students’ L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners’ emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes.\",\"PeriodicalId\":43911,\"journal\":{\"name\":\"Australian Review of Applied Linguistics\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2022-11-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australian Review of Applied Linguistics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/aral.21098.yos\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Review of Applied Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/aral.21098.yos","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
Emotions of Japanese language learners in and out of class
There is growing recognition of the need to investigate second/foreign language learners’ emotions related to their language learning, because both positive and negative emotions affect a learner’s motivation and performance. However, research has not sufficiently explored the emotions of learners of languages other than English and other European languages, nor the emotions associated with learning experiences outside of the language class. The present research examines the emotions of 12 intermediate-level learners of Japanese and the causes of their emotions over 13 weeks, both in and out of class. Rates of positive emotions were higher outside the class than in lessons. The most frequent cause of the positive and negative emotions related to students’ L2 identity. The findings are discussed in relation to the language learning context of the university. The study suggests that learners’ emotions are closely associated with their learning contexts, including the content of lessons, and that more studies about learner emotions in different contexts are necessary, especially outside of language classes.
期刊介绍:
The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.