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From Motion to Emotion

Aspects of Physical and Cultural Embodiment in Language

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Edited By Marek Kuźniak, Bożena Rozwadowska and Michał Szawerna

This volume has its origins in an international conference on emotions organized by the Polish Association for the Study of English and held at the University of Wrocław in April 2015. In the course of the conference, it became clear that emotions are productively explored with relation to motion for the reason that emotion(s) and motion(s) constitute profoundly intertwined dimensions of physical and cultural embodiment reflected in language. The relationship between motion(s) and emotion(s) became the underlying theme of this volume, which comprises nineteen contributions presenting exploratory and applicative accounts of (e)motion(s) situated in topical research areas of linguistic theory, second language acquisition, and translation studies.

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Self-confidence in the classroom

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Abstract: It is commonly known that second language acquisition is strongly influenced by the affective domain, which includes numerous factors, such as anxiety, attitude, inhibition, self-esteem, self-confidence, empathy, and extraversion. This article raises a question of considerable importance for foreign language teachers: how to develop and boost learners’ self-confidence? Its purpose is to find out in which classroom situations learners gain their self-confidence. The study focuses on different lesson segments: testing, working with a course book, classroom organization, and contacts between teachers and learners. What is more, I characterize and focus on the task self-confidence, as it is more adequate for the classroom environment than global self-confidence. The methodology that is used in my study is a questionnaire for students in three age groups: teenagers, adolescents, and adults. The questionnaire investigates in which classroom situations, activities, and group arrangements students feel the most self-confident. The outcomes of my study define the classroom situations that enhance as well as increase students’ self-confidence and, consequently, accelerate their language learning process.

Keywords: self-confidence, self-esteem, task self-confidence, classroom, students’ participation

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