5. Background
Beliefs
Emotions
Language
Learning
Beliefs tend to guide the ways in which
humans move in the world.
Changes of emotions alter the domains of
possible actions - a transformative flow
distinguished as emotioning.
(Booth ＆Pennebaker,2000;Maurana, 1998)
(Maturana, 2001;Maturana &Block, 1996)
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6. Purpose of the study
To strengthen the understanding of the interactive nature of
beliefs , emotions and actions
Awareness of this relationship discloses on of the role
played by beliefs in students’ emotions.
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7. Research Questions
What is the interaction of beliefs and emotions in foreign
language learning ?
How can core beliefs influence emotions ?
How does reflection in language play a role in
transformative processes associated with the students’
learning experiences?
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8. Theoretical Background (1)
(Second Language Acquisition)
Research on emotions has been referred
to as affect
Defined as “broadly aspects of emotion,
feeling , mood or attitude which can
condition behavior and influence
language learning”
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Emotion in SLA
(Arnold and Brown, 1999,p1)
9. 9
Theoretical Background (2)
Core beliefs and emotions
Beliefs - dynamic , socially
constructed , situated, paradoxical
and related to action
Related to create about themselves
and their learning environment
(Barcelos, 2000, 2003)
10. Methodological Background (1)
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Setting : The course “ Integrated Skills Ⅰ: English”
Arwen , 21 Sollylove , 22 Julia , 23
Shy
Had to keep quiet
Loves English
songs
Be an English
teacher
Learning is a struggle
Cautious of what
she would say
Participants
11. 11
Methodological Background (2)
Research Documents
To produce the individual learners’ narratives and
triangulate the data
1. written narrative
2. videotaped scenes
3 notes from students’ learning journals , participant
observation , informal conversation
4. a visual representation of students’ emotional dynamic
5. questionnaires
12. Written language learning narrative
Stimulated recall session
Visual representation of their
emotional dynamics
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Procedures – individual interviews
13. 13
Results and Discussion(1)
. Interplay of belief and emotions in the foreign language
classroom
inhibited what those “ superior strangers” could think of them before they
said anything
Speaking skill worse
Discomfort and belief changed after a
stimulated recall interview
The fear associated to previous school
experience
14. 14
Results and Discussion(2)
Believing , feeling and language : the case of Arwen and Julia
Arwen
kept shy in class ,maintained her previous actions and the
dynamics of discouragement.
Julia
started to believe in the things she needed to do to change.
(the relationship with her teacher)
15. 15
Conclusion (1)
Actions that emerge modulated by self-awareness of what is
believed depend on:
The emotional dynamics individuals are embedded in
after the generation of a certain consciousness.
16. 16
Conclusion (2)
Students’ actions are not conditioned to the emotion present in
reflection, but …
They can move on to a new emotion under which other
aspects present in the context can play a role in the
learning dynamics.
17. 17
Pedagogical Reflection
Teaching practice may improve with:
Activities in order to help
Reflections on their learning process , experience
and beliefs
Language learning narratives
Promoting debates
The use of visual representation
Oral presentations to overcome inhibition
Praising small efforts and experience of success
