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جستارهای زبانی، جلد ۱۴، شماره ۱، صفحات ۲۵۱-۲۸۲
عنوان فارسی Shifting Emotions in Speaking English as an Additional Language
چکیده فارسی مقاله The present research explores the trajectory of changing emotions throughout the lifelong experience of English language learning and language use among English-as-an-Additional-Language (EAL) students at a Vietnamese university. It employs a qualitatively-driven mixed methods research design with two phases of data collection using initial and exploratory self-designed questionnaires, followed by semi-structured interviews and reflective journals. The quantitative data, collected from English majored students aimed to capture the range of emotions the participants experienced in speaking English. The qualitative data, collected from the students recruited from the questionnaire phase, revealed the complexity and dynamism of their emotions in the process of language learning and use. The findings show that the participants experienced shifting emotions across the different contexts of language learning, including school, out-of-school, and tertiary contexts. The emotions were seen to be dynamic, socially and contextually constructed, emerging from their social circumstances and interaction with others. They were interwoven with self-concept, language learning success, perceived standing in different communities, and relationships with others. The results also provide theoretical and practical implications for emotion research and pedagogies of EAL teaching and learning.
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عنوان انگلیسی Shifting Emotions in Speaking English as an Additional Language
چکیده انگلیسی مقاله The present research explores the trajectory of changing emotions throughout the lifelong experience of English language learning and language use among English-as-an-Additional-Language (EAL) students at a Vietnamese university. It employs a qualitatively-driven mixed methods research design with two phases of data collection using initial and exploratory self-designed questionnaires, followed by semi-structured interviews and reflective journals. The quantitative data, collected from English majored students aimed to capture the range of emotions the participants experienced in speaking English. The qualitative data, collected from the students recruited from the questionnaire phase, revealed the complexity and dynamism of their emotions in the process of language learning and use. The findings show that the participants experienced shifting emotions across the different contexts of language learning, including school, out-of-school, and tertiary contexts. The emotions were seen to be dynamic, socially and contextually constructed, emerging from their social circumstances and interaction with others. They were interwoven with self-concept, language learning success, perceived standing in different communities, and relationships with others. The results also provide theoretical and practical implications for emotion research and pedagogies of EAL teaching and learning.
کلیدواژه‌های انگلیسی مقاله Emotions,Language use,EAL,trajectory,Social Interactions
نویسندگان مقاله Pham Thi Nguyen | Ai Pham
Faculty of English, University of Foreign Languages and International Studies, Hue University, 57 Nguyen Khoa Chiem, Hue, Vietnam


Thi Hong Nhung | Nhung Pham
Faculty of English, University of Foreign Languages and International Studies, Hue University, 57 Nguyen Khoa Chiem, Hue, Vietnam
نشانی اینترنتی http://lrr.modares.ac.ir/browse.php?a_code=A-10-65292-1&slc_lang=en&sid=14
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