O  Fluxo, o Prazer e a Ansiedade surgem igualmente nas salas de aula de inglês como em outras salas de aula de língua estrangeira?

Jean-Marc Dewaele; Peter MacIntyre

Autori

Jean-Marc Dewaele Birkbeck, University of London (BBK) | Londres | Reino Unido https://orcid.org/0000-0001-8480-0977
Peter MacIntyre Cape Breton University (CBU) | Sydney | Canadá https://orcid.org/0000-0002-1085-6692

Parole chiave:

Apreciação de Língua Estrangeira, Ansiedade em sala de aula de língua estrangeira, fluxo, inglês, Outros idiomas além do inglês

Abstract

O presente estudo enfocou as diferenças na intensidade de prazer de Língua Estrangeira (FLE), Ansiedade de Sala de Aula de Língua Estrangeira (FLCA) e proporção de tempo em um estado de fluxo entre 761 alunos FL de Inglês e 825 alunos de Línguas Diferentes do Inglês (LOTE). Os participantes do grupo LOTE relataram níveis de FLE significativamente mais altos e uma proporção maior de tempo de aula em um estado de fluxo, bem como níveis mais baixos de FLCA do que o grupo EFL, embora o tamanho do efeito fosse muito pequeno. Isso sugere que o status global e o prestígio do inglês não significa que os alunos ao redor do mundo aproveitem mais as aulas, passem mais tempo em um estado de fluência e experimentem menos ansiedade. As relações entre FLE, FLCA e proporção do tempo de aula em um estado de fluxo também foram encontradas como maiores no grupo LOTE, sugerindo maior envolvimento emocional.

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