Emotional experiences of Mexican language learners: A qualitative study of their effects on motivation

Mariza G. Méndez López

Autores

Mariza G. Méndez López Universidad de Quintana Roo Autor

Palavras-chave:

Emoções, motivação, aprendizagem de línguas

Resumo

Este artigo relata as experiências emocionais de alunos mexicanos em seu segundo ano de um programa de ensino de inglês em uma universidade estadual. O objetivo foi identificar os efeitos das emoções no comportamento motivacional dos alunos exibidos em aulas diárias. Os instrumentos utilizados foram diários de aprendizagem e entrevistas semi-estruturadas. Os resultados mostram que as emoções influenciam fortemente o desenvolvimento dos alunos e que as meta-emoções podem ajudar os alunos a se tornarem mais motivados. O estudo revelou que as emoções, positivas e negativas, podem ajudar os alunos a desenvolver a autoconsciência, a responsabilidade e o compromisso com o seu processo de aprendizagem de línguas.

Downloads

Os dados de download ainda não estão disponíveis.

Referências

ABBUHL, R.; MACKEY, A. "Second language acquisition research methods". In: HORNBERGER, N. H. (Ed.). Encyclopaedia of language and education. New York Springer, 2008. p. 99-111.

AKI, O. "Is emotional intelligence or mental intelligence more important in language learning?" Journal of Applied Sciences, v. 6, n. 1, p. 66-70, 2006.

ARAGÃO, R. "Beliefs and emotions in foreign language learning". System, v. 39, n. 2, p. 302-313, 2011.

ARNOLD, J. "Self-concept as part of the affective domain in language learning". In: RUBIO, F. (Ed.). Self-esteem and foreign language learning. Cambridge Newcastle Scholars Publishing, 2007, p. 13-29

ARNOLD, J. (Ed.). Affect in language learning. Cambridge: Cambridge University Press, 1999. 346p.

ARNOLD, J.; BROWN, D. H. "A map of the terrain". In: ARNOLD, J. (Ed.). Affect in language learning.Cambridge Cambridge University Press, 1999. p. 1-24.

BARBOUR, R. Introducing qualitative research: a student guide to the craft of doing qualitative researchLondon: Sage, 2008. 328p.

BARRET, L. F.; MESQUITA, B.; OCHSNER, K. N.; GROSS, J. J. "The experience of emotion". Annual Review of Psychology, v. 58, p. 373-403, 2007.

BAILEY, K. M.; NUNAN, D. Voices from the language classroomCambridge: Cambridge University Press, 1996. 466p.

BAILEY, K. M.; OCHSNER, R. "A methodological review of the diary studies: windmill tilting or social science". In:; BAILEY, K. M. LONG, M. H.; PECK, S. (Ed.). Second language acquisition studies: series on issues in second language research. Rowley, MA Newbury House, 1983. p. 188-198.

BAILEY, K. M. "An introspective analysis of an individual language learning experience". In: SCARCELLA R. C.; KRASHEN, S. D. (Ed.). Research in second language acquisition: selected papers of the Los Angeles second language acquisition research forum. Rowley, MA Newbury House, 1980. p. 67-102.

BOWN, J.; WHITE, C. J. "Affect in a self-regulatory framework for language learning"., System v. 38, n. 3, p. 432-443, 2010.

BRYMAN, A. Social research methods. Oxford: Oxford University Press, 2004. 592p.

CHARMAZ, K. "Qualitative interviewing and grounded theory analysis". In: GUBRIUM, J. F.; HOLSTEIN, J. A. (Ed.). Handbook of interview research context & method. Thousand Oaks, CA Sage, 2001. p. 675-694.

CHARMAZ, K. "Grounded theory". In: HESSE-BIBER, S.; LEAVY, P. (Ed.). Approaches to qualitative research: a reader on theory and practice. New York Oxford University Press, 2004. p.496-521.

COVINGTON, M. V. Making the grade: a self-worth perspective on motivation and school reformCambridge: Cambridge University Press, 1992. 351p.

CRESWELL, J. W. Research design: quantitative, qualitative, and mixed methods approachThousand Oaks, CA: Sage, 2009. 273p.

DEWAELE, J. M. "Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities". The Modern Language Journal, v. 89, n. 3, p. 367-380, 2005.

DO, S. L.; SCHALLERT, D. L. "Emotions and classroom talk: toward a model of the role of affect in students' experiences of classroom discussions". Journal of Educational Psychology, v. 96, n. 4, p. 619-634, 2004.

DÖRNYEI, Z. "Motivation and motivating in the foreign language classroom"., The Modern Language Journal v. 78, n. 3, p. 273-284, 1994.

DÖRNYEI, Z. Motivational strategies in the language classroom. Cambridge: Cambridge University Press, 2001. 155p.

DÖRNYEI, Z. The psychology of the language learner: individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum, 2005. 270p.

DÖRNYEI, Z. "Creating a motivating classroom environment". In: Cummins J.; Davison C. (Ed.). International handbook of English language teaching New York: Springer, 2007, p. 719-731.

EFKLIDES, A.; VOLET, S. "Emotional experiences during learning: multiple, situated and dynamic". Learning and Instruction, v. 15, n. 5, p. 377-380, 2005.

ELLIS, R. The study of second language acquisitionOxford: Oxford University Press, 1994. 824p.

GAGE, N.; BELINER, D. Educational psychology. Boston: Houghton Mifflin, 1992. 352p.

GARRET, P.; YOUNG, R. F. "Theorizing affect in foreign language learning: an analysis of one learner's responses to a communicative Portuguese course"., The Modern Language Journal v. 93, n. 2, p. 209-226, 2009.

GHANIZADEH, A.; MOAFIAN, F. "The role of EFL teachers' emotional intelligence in their success". ELT Journal, v. 64, n. 4, p. 424-435, 2010.

GLASER, B. G.; STRAUSS, A. L. The discovery of grounded theory: strategies for qualitative research. Chicago: Aldine, 1967. 271p.

GLÄSER-ZIKUDA, M.; FUß, S.; LAUKENMANN, M.; METZ, K.; RANDLER, C. "Promoting students' emotion and achievement -instructional design and evaluation of the ECOLE-approach"., Learning and Instruction v. 15, n. 5, p. 481-495, 2005.

GLÄSER-ZIKUDA, M.; JÄRVELÄ, S. "Application of qualitative and quantitative methods to enrich understanding of emotional and motivational aspects of learning". International Journal of Educational Research, v. 47, n. 2, p. 79-83, 2008.

GUILLOTEAUX, M. J.; DÖRNYEI, Z. "Motivating language learners: a classroom-oriented investigation of the effects of motivational strategies on student motivation". TESOL Quarterly, v. 42, n. 1, p. 55-77, 2008.

HASCHER, T. "Exploring students' well-being by taking a variety of looks into the classroom". Hellenic Journal of Psychology, v. 4, n. 3, p. 331-349, 2007.

HASCHER, T. "Quantitative and qualitative research approaches to assess student well-being"., International Journal of Educational Research v. 47, n. 2, p. 84-96, 2008.

HASCHER, T. "Learning and emotion: Perspectives for theory and research". European Educational Research Journal, v. 9, n. 1, p. 13-28, 2010.

HORWITZ, E. K. "Language anxiety and achievement". Annual Review of Applied Linguistics, v. 21, p. 112-126, 2001.

IMAI, Y. "Emotions in SLA: new insights from collaborative learning for an EFL Classroom"., The Modern Language Journal v. 94, n. 2, p. 278-292, 2010.

JÄRVENOVA, H.; JÄRVELÄ, S. "How students describe the sources of their emotional and motivational experiences during the learning process: a qualitative approach"., Learning and Instruction v. 15, n. 5, p. 465-480, 2005.

NOELS, K. A.; CLEMENT, R.; PELLETIER, L. G. "Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation"., The Modern Language Journal v. 83, n. 1, p. 23-34, 1999.

MACINTYRE, P. "Motivation, anxiety and emotion in second language acquisition". In: ROBINSON, P. (Ed.). Individual differences and instructed language learning. Amsterdam John Benjamins Publishing, 2002. p. 45-68.

MÉNDEZ, M. Emotion and language learning: an exploration of experience and motivation in a Mexican university context. 2011. (Ph. D. Thesis) -School of Education/University of Nottingham, Nottingham.

MERTENS, D. M. Research methods in education and psychology: Integrating diversity with quantitative & qualitative approaches London: Sage, 1998. 422p.

MEYER, D. K.; TURNER, J. C. "Re-conceptualizing emotion and motivation to learn in classroom contexts". Educational Psychology Review, v.18, n. 14, p. 377-390, 2006.

PEKRUN, R.; ELLIOT, A. J.; MAIER, M. A. "Achievement goals and discrete achievement emotions: a theoretical model and prospective test"., Journal of Educational Psychology v. 98, p. 583-597, 2006.

PEKRUN, R. A social-cognitive, control-value theory of achievement emotions. Amsterdam: Elsevier Science B.V, 2000. 262p.

PEKRUN, R.; GOETZ, T.; TITZ, W.; PERRY, R. P. "Academic emotions in students' self-regulated learning and achievement: a program of qualitative and quantitative research". Educational Psychologist, v. 37, n. 2, p. 91-105, 2002.

QSR International. "Nvivo: Qualitative data analysis software". Version 7, 2007.

SANSONE, C.; THOMAN, D. B. "Does what we feel affect what we learn? Some answers and new questions". Language and Instruction, v. 15, n. 5, p. 507-515, 2005.

SCHERER, K. R. "What are emotions? And how can they be measured?" Social Science Information, v. 44, n. 4, p. 695-729, 2005.

SCHUMANN, F. "Diary of a language learner: a further analysis". In:; SCARCELLA R. C. KRASHEN, S. D. (Ed.). Research in second language acquisition: Selected papers of the Los Angeles second language acquisition research forum. Rowley, Mass: Newbury House, 1980, p. 51-57.

SCHUMANN, J. H. The neurobiology of affect in language. Oxford: Blackwell, 1998. 341p.

SCHUTZ, P. A.; DECUIR, J. T. "Inquiry on emotions in education"., Educational Psychologist v. 37, n. 2, p. 125-134, 2002.

SHOAIB, A.; DÖRNYEI, Z. "Affect in lifelong learning: exploring L2 motivation as a dynamic process". In: Benson, P; Nunan, D. (Ed.). Learners' storiesCambridge: Cambridge University Press, 2004, p 23-41.

WILLIAMS, M.; BURDEN, R. L. Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press, 1997. 240p.

YAN, J. X.; HORWITZ, E. K. "Learners' perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: A qualitative analysis of EFL learners in China". Language Learning, v. 58, n. 1, p. 151-183, 2008.