Abstract
benefited from substantial attention for decades, but the attention received by
language learner emotions has not been comparable until recently when interest
in emotions and the role they can play in language learning has increased.
Emotions are at the core of human experience, so a greater understanding of
their impact on language learners is critical. In particular, the role and impact of
positive emotions on learners and their learning experience has been overlooked
in favour of a focus on issues of confidence and anxiety. One particular positive
emotion that has a meaningful connection with the learning experience is that
of pride. Drawing on qualitative interview data from tertiary English language
learners in Australian universities, this article singles out pride as a means of
confirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning
| Original language | English |
|---|---|
| Pages (from-to) | 272-291 |
| Number of pages | 21 |
| Journal | Australian Review of Applied Linguistics |
| Volume | 39 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2016 |
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Learner perceptions and experiences of pride in second language education. / Ross, Andrew S. ; STRACKE, Elke.
In: Australian Review of Applied Linguistics, Vol. 39, No. 3, 2016, p. 272-291.Research output: Contribution to journal › Article
TY - JOUR
T1 - Learner perceptions and experiences of pride in second language education
AU - Ross, Andrew S.
AU - STRACKE, Elke
PY - 2016
Y1 - 2016
N2 - Within applied linguistics, understanding of motivation and cognition hasbenefited from substantial attention for decades, but the attention received bylanguage learner emotions has not been comparable until recently when interestin emotions and the role they can play in language learning has increased.Emotions are at the core of human experience, so a greater understanding oftheir impact on language learners is critical. In particular, the role and impact ofpositive emotions on learners and their learning experience has been overlookedin favour of a focus on issues of confidence and anxiety. One particular positiveemotion that has a meaningful connection with the learning experience is thatof pride. Drawing on qualitative interview data from tertiary English languagelearners in Australian universities, this article singles out pride as a means ofconfirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning
AB - Within applied linguistics, understanding of motivation and cognition hasbenefited from substantial attention for decades, but the attention received bylanguage learner emotions has not been comparable until recently when interestin emotions and the role they can play in language learning has increased.Emotions are at the core of human experience, so a greater understanding oftheir impact on language learners is critical. In particular, the role and impact ofpositive emotions on learners and their learning experience has been overlookedin favour of a focus on issues of confidence and anxiety. One particular positiveemotion that has a meaningful connection with the learning experience is thatof pride. Drawing on qualitative interview data from tertiary English languagelearners in Australian universities, this article singles out pride as a means ofconfirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning
KW - emotions
KW - ESL
KW - language learning
KW - positive emotions
KW - pride
U2 - 10.1075/aral.39.3.04ros
DO - 10.1075/aral.39.3.04ros
M3 - Article
VL - 39
SP - 272
EP - 291
JO - Australian Review of Applied Linguistics
JF - Australian Review of Applied Linguistics
SN - 0155-0640
IS - 3
ER -