Affective Factors and Second Language Spanish

Young, Dolly Jesusita

doi:10.1002/9781118584347.ch21

Cited by 3 publications

(2 citation statements)

References 76 publications

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“…Although anxiety -one of the most prominent of emotions in the additional language learning context-is undoubtedly "multi-faceted" (Horwitz, 2010, p. 154) and must be explored and understood from an ecological perspective (Gkonou, 2017), it has been proven to be debilitating on L2 learning and achievement" (Dewaele et al, 2016;Horwitz, 2017). Among the different skills, speaking activities are the ones that lead to language anxiety more often (Horwitz, 2001;Young, 2013). On the other hand, the negative correlation between test anxiety and grades has also been explored in previous studies (e.g.…”

Section: Emotional Factors and Speaking Testsmentioning

confidence: 99%

“…Concerning emotional washback, previous literature has proven that it interferes in additional language learning, especially in speaking tasks, and various authors include language testing and assessment as one of the main sources of anxiety for students (Young, 2013;Zhang & Rahimi, 2014). Within language testing, one factor that increases anxiety is unfamiliar exam format, which proves once more that even a little preparation is necessary to help the students' emotional state.…”

Section: Porta Linguarummentioning

confidence: 99%

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Washback en la expresión e interacción orales: percepciones de los profesores de FLA en el aula

Pujols

Milà-Garcia

2023

PortaLin

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La importancia que ha adquirido la certificación de conocimientos en la sociedad actual lleva a plantearse su repercusión en las situaciones de enseñanza/aprendizaje, y el concepto de washback se refiere precisamente a los efectos que los exámenes pueden tener en los contextos formativos. Aunque la investigación sobre washback es considerable, lenguas como el francés todavía han recibido poca atención. A partir de un corpus de entrevistas, estudiamos la incidencia de un examen estandarizado al final del nivel B1 en las Escuelas Oficiales de Idiomas de Cataluña en las prácticas de los profesores, especialmente en lo que se refiere a las actividades de expresión oral. Aunque la mayoría de los docentes creen que su objetivo sigue siendo la enseñanza de la lengua y no los exámenes, las entrevistas revelan que le otorgan más importancia de lo que creen. Además, están especialmente preocupados por el formato del examen oral, cuya naturaleza comunicativa consideran cuestionable.

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Section: Emotional Factors and Speaking Testsmentioning

confidence: 99%

Section: Porta Linguarummentioning

confidence: 99%

Washback en la expresión e interacción orales: percepciones de los profesores de FLA en el aula

Pujols

Milà-Garcia

2023

PortaLin

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Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

Kanwit

Geeslin

Fafulas

2015

Probus

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The present study connects research on the L2 acquisition of variable structures to the ever-growing body of research on the role of study abroad in the language learning process. The data come from a group of 46 English-speaking learners of Spanish who participated in immersion programs in two distinct locations, Valencia, Spain and San Luis Potosí, Mexico. Simultaneously, we tested a group of native speakers from each region to create an appropriate target model for each learner group. Learners completed a written contextualized questionnaire at the beginning and end of their seven-week stay abroad. Our instrument examines three variable grammatical structures: (1) the copulas

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L2 Learner Attention, Uptake, Memory and Affect in Corrective Feedback

Wu¹

2021

OJML

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Quite different from the previous research on corrective feedback (CF), this paper is to explore learner cognitive psychology of CF in attention, uptake, memory and affect during the process of second language acquisition (SLA). An anonymous questionnaire survey of 1773 learners in four universities of Anhui province in China and 15 interviews with the participants in the survey in Anhui University of Finance and Economics (AUFE) reveal that the CF types most attracting a learner attention are elicitation and repetition in oral CF and collective CF in class and underlining the errors in written CF; that the combination of the target language and the mother tongue is the most conducive to CF uptake and memory; that learners can understand the CF once they notice and are aware of it; looking the CF over several times contributes to memory; that most learners have initiatives of learning, and euphemistic CF and correcting alone after class are the least harmful to learner affect; that a learner cognitive psychology of CF is influenced by the thinking ways and values of his or her culture; that the individual differences in learner attention, uptake, memory and affect of CF and the different levels of second language proficiency are also the key factors that have to be considered when providing CF. These findings have implications for teachers to catch learners' attention, make them understand, memorize and deploy CF correctly in L2 learning without hurting their affect.

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Affective Factors and Second Language Spanish

Cited by 3 publications

References 76 publications

Washback en la expresión e interacción orales: percepciones de los profesores de FLA en el aula

Washback en la expresión e interacción orales: percepciones de los profesores de FLA en el aula

Study abroad and the SLA of variable structures: A look at the present perfect, the copula contrast, and the present progressive in Mexico and Spain

L2 Learner Attention, Uptake, Memory and Affect in Corrective Feedback

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