Удовольствие от изучения иностранного языка: субъективное счастье взрослых, изучающих испанский язык

Ключевые слова: удовольствие от изучения иностранного языка, шкала измерения удовольствия от изучения иностранного языка, счастье, шкала субъективного счастья, взрослые обучающиеся

Аннотация

Введение. Исследовательский интерес к удовольствию (FLE), которое испытывают изучающие иностранный язык и связанным с ним факторам возрос в последние годы, особенно в отношении субъективных внутренних факторов обучающегося. Счастье потенциально может выступать в качестве одного из предикторов FLE.

Цель. Данное исследование было нацелено на изучение связи между удовольствием от изучения иностранного языка (FLE) и мерой субъективного счастья (SH).

Методы. В исследовании приняли участие 594 взрослых изучающих иностранный язык в возрасте от 16 до 72 лет. Для сбора данных использовались десять пунктов, извлеченных из шкалы FLE и шкалы SH, переведенных на испанский язык и адаптированных.

Результаты. Исследование показало, что при значительной общей дисперсии 3,6% между FLE и SH участники с более высокими баллами по FLE имеют более высокие баллы по SH. Однако процент обнаруженной общей дисперсии значительно выше для разных подгрупп (например, 6,7% для старшей подростковой группы и 10% для зрелых и пожилых людей). Результаты показывают, что взаимосвязь между личностными переменными и FLE может различаться в зависимости от внутренних для обучающегося факторов, таких как возраст, пол, уровень компетентности и избранный иностранный язык.

Выводы. Исследование открывает новое направление исследований взаимодействия между FLE и счастьем, а также факторов, влияющих на него, с помощью выборки, которая из-за широкого диапазона возрастов участников и количества участников старше двадцати лет более репрезентативна для взрослого населения, изучающего иностранный язык, нежели в традиционных исследованиях по изучению FLE.

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Литература

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Dewaele, J.-M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21-45. DOI: https://doi.org/10.14746/ssllt.2018.8.1.2

Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign/second language teaching and acquisition research. Frontiers in Psychology, 10, 2128. DOI: https://doi.org/10.3389/fpsyg.2019.02128

Dewaele, J.-M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12-22. DOI: https://doi.org/10.22599/jesla.6

Dewaele, J.-M., & Dewaele, L. (2018). Learner-internal and learner-external predictors of willingness to communicate in the FL classroom. Journal of the European Second Language Association, 2(1), 24-37. DOI: https://doi.org/10.22599/jesla.37

Dewaele, J.-M., & Dewaele, L. (2020). Are foreign language learners' enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners' classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45-65. 5. DOI: https://doi.org/10.14746/ssllt.2020.10.1.3

Dewaele, J.-M., Franco Magdalena, A., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners' anxiety and enjoyment. Modern Language Journal. DOI: https://doi.org/10.1111/modl.12555

Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 2(2), 237-274. DOI: https://doi.org/10.14746/ssllt.2014.4.2.5

Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of FL learning? In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215-236). Multilingual Matters.

Dewaele, J.-M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-Based second language pedagogy (pp. 263-286). Routledge.

Dewaele, J.-M., Özdemir, C., Karci, D., Uysal, S., Özdemir, E. D., & Balta, N. (2019). How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish? Applied Linguistics Review, 0(0), 1-21. DOI: https://doi.org/10.1515/applirev-2019-0021

Dewaele, J.-M., & Proietti Ergün, A. L. (2020). How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils' Italian and English as foreign languages? Journal of the European Second Language Association, 4(1), 45-57. DOI: https://doi.org/10.22599/jesla.65

Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676-697. DOI: https://doi.org/10.1177/1362168817692161

Diener, E., Oishi, S., & Lucas, R. E. (2003). Personality, culture, and subjective well-being: Emotional and cognitive evaluations of life. Annual review of psychology, 54(1), 403-425. DOI: https://doi.org/10.1146/annurev.psych.54.101601.145056

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Опубликован
2022-06-27
Как цитировать
BarriosE., & Acosta-ManzanoI. (2022). Удовольствие от изучения иностранного языка: субъективное счастье взрослых, изучающих испанский язык. Journal of Language and Education, 8(2), 66-79. https://doi.org/10.17323/jle.2022.13506
Раздел
Оригинальное исследование