Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, , 521 - 541, 30.11.2020
https://doi.org/10.32601/ejal.834664

Öz

Kaynakça

  • Alfano, M., Iurino, K., Stey, P., Robinson, B., Christen M, Yu F., & Lapsley, D. (2017). Development and validation of a multi-dimensional measure of intellectual humility. PLoS ONE, 12(8), e0182950.
  • Arnold, J. (2011). Attention to affect in language learning. Anglistik. International Journal of English Studies, 22, 11-22.
  • Arnold, J. (Ed.) (1999). Affect in Language Learning. Cambridge: Cambridge University Press.
  • Barrett, J. (2017). Intellectual humility. The Journal of Positive Psychology,12 (1), 1–2.
  • Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263. Bollinger, R. A., & Hill, P. C. (2012). Humility. In T. G Plante (Ed.), Religion, spirituality, and positive psychology: Understanding the psychological fruits of faith (pp. 31–48). Santa Barbara, CA: Praeger.
  • Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
  • Botes, E., Dewaele, J.-M., & Greiff, S. (2020). The Development of a Short-Form Foreign Language Enjoyment Scale. Unpublished manuscript.
  • Church, I.M. & Barrett, J.L. (2016). "Intellectual Humility". In E. L. Worthington, D. E. Davis & J. N. Hook (eds.), Handbook of Humility. Abingdon: Routledge.
  • Creswell, J.W. & Plano Clark, V.L. (2011). Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage.
  • Dewaele, J.-M. (2009). Individual differences in Second Language Acquisition. In W. C. Ritchie & T. K.
  • Bhatia (Eds.), The New Handbook of Second Language Acquisition. Bingley (UK): Emerald, pp. 623-646.
  • Dewaele, J.-M. (2015) On emotions in foreign language learning and use. The Language Teacher 39 (3), 13-15.
  • Dewaele, J.-M., Chen, X., Padilla, A.M. & Lake, J. (2019) The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology. Language Sciences, 10, 2128. Doi: 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, 11–22.
  • Dewaele, J.-M. & Li, C. (2020). Emotions in Second Language Acquisition: A critical review and research agenda. Foreign Language World [Chinese 外语界], 196(1), 34-49.
  • Dewaele, J.-M., Magdalena Franco, A. & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. The Modern Language Journal, 103(2), 412-427.
  • 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.
  • 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, 4, 237–274.
  • 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. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive psychology in SLA (pp. 215-236). Bristol: 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: A collection of Instructed Second Language Acquisition studies (pp. 263-286). London: Routledge.
  • Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety in the FL classroom: the effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697.
  • Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
  • Dörnyei, Z., & Murphy, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
  • Dresel, M., & Hall, N. C. (2013). Motivation. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 57–122). Bingley, UK: Emerald Group Publishing.
  • Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44, 237–251.
  • Erten, I. H. & Erten, N. (2014). Academic self-concept and students’ achievement in the sixth grade Turkish course: A preliminary analysis. International Online Journal of Education and Teaching, 1(2), 46-55.
  • Fredrickson, B.L. (2003). The value of positive emotions. American Scientist, 91 (4), 330-335.
  • Frenzel, A. C., & Stephens, E. J. (2013). Emotions. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 1-56) Bingley, UK: Emerald.
  • Gregersen, T., & MacIntyre, P. (2014). Capitalizing on Individual Differences: From Premise to Practice. Bristol: Multilingual Matters.
  • Hazlett A. (2012). Higher-order epistemic attitudes and intellectual humility. Episteme 2012 9(3), 205–223.
  • Horwitz, E. (2017). On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In Gkonou, C, Daubney, M., &
  • Dewaele, J.-M. (Eds.), New Insights into Language Anxiety: Theory, Research and Educational Implications (pp. 31-47). Bristol: Multilingual Matters.
  • Horwitz, E. K., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–132.
  • Hoyle, R., Davisson, E., Diebels, K. & Leary, M. (2016). Holding specific views with humility: Conceptualization and measurement of specific intellectual humility. Personality and Individual Differences, 97, 165-172.
  • Krumrei-Mancuso, E. J. (2017). Intellectual humility and prosocial values: Direct and mediated effects. The Journal of Positive Psychology, 12(1), 13–28.
  • Krumrei-Mancuso, E. J. (2018). Intellectual humility's links to religion and spirituality and the role of authoritarianism. Personality and Individual Differences, 130, 65–75.
  • Krumrei-Mancuso, E. J., & Rouse, S. V. (2016). The development and validation of the comprehensive intellectual humility scale. Journal of Personality Assessment, 98(2), 209–221.
  • Krumrei-Mancuso, E. J., Haggard, M. C., Labouff, J. P., & Rowatt, W. C. (2020). Links between intellectual humility and acquiring knowledge. The Journal of Positive Psychology, 15, 155-170.
  • Leary, M. R., Diebels, K. J., Davisson, E. K., Jongman-Sereno, K. P., Isherwood, J. C., Raimi, K. T., &
  • Hoyle, R. H. (2017). Cognitive and interpersonal features of intellectual humility. Personality and Social Psychology Bulletin, 43(6), 793–813.
  • Leary, M.R. (2016). Holding specific views with humility: Conceptualization and measurement of specific intellectual humility. Personality and Individual Differences, 97, 165–172.
  • MacIntyre, P. D. & Gregersen, T. (2012) Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching 2 (2), 193-213.
  • Moskowitz, S., & Dewaele, J.-M. (2019). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching, 1–14. doi: 10.1080/17501229.2019.1707205
  • Plonsky, L., & Ghanbar, H. (2018). Multiple regression in L2 research: A methodological synthesis and guide to interpreting R2 values. The Modern Language Journal, 102(4), 713-731.
  • Porter, T., & Schumann, K. (2018). Intellectual humility and openness to the opposing view. Self and Identity, 17(2), 139–162.
  • Pritchard, D. (2018). Intellectual humility and the epistemology of disagreement. Synthese. An International Journal for Epistemology, Methodology and Philosophy of Science. doi: 10.1007/s11229-018-02024-5
  • Roberts, R. C., & Wood, W. J. (2003). Humility and epistemic goods. In M. DePaul & L. Zagzebski (Eds.), Intellectual virtue: Perspectives from ethics and epistemology (pp. 257–279). New York, NY: Oxford University Press.
  • Samuelson, P.L., Church, I.M., Jarvinen, M., & Paulus, T. (2015). The science of intellectual humility white paper. Retrieved from http://thethrivecenter.org/wp-content/uploads/2015/08/IH-White-Paper.pdf
  • Vorobej, M. (2011). Distant peers. Metaphilosophy, 42, 708-722.
  • Zmigrod, L., Zmigrod, S., Rentfrow, P. & Robbins, T. (2019). The psychological roots of intellectual humility: The role of intelligence and cognitive flexibility. Personality and Individual Differences, 141, 200-208.

The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety

Yıl 2020, , 521 - 541, 30.11.2020
https://doi.org/10.32601/ejal.834664

Öz

Intellectual humility (IH) involves a certain degree of selflessness and an accurate view of one’s own worth and abilities. To date, IH has not been explicitly researched as a variable in the study of foreign language (FL) learning. The present mixed-methods study aims to explore possible links between FL learners’ IH and their foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). The survey was administered online entirely in Spanish and respondents were 163 adult Spanish L1 speakers enrolled in an EFL course at any level of proficiency. The research instrument was adapted from three established constructs: the CIHS (Comprehensive Intellectual Humility Scale) (Krumrei-Mancuso & Rouse, 2016), the FLE Short Form (Botes, Dewaele & Greiff, 2020) and the FLCA Short form scale (Dewaele & MacIntyre, 2014). Feedback on three open-ended questions provided qualitative data. Results show that IH has a mixed and complex relationship with FLE and FLCA, with some IH domains negatively predicting FLE and both positively and negatively predicting FLCA. The current research is an attempt to widen the range of psychological factors that might affect FL classroom emotions.

Kaynakça

  • Alfano, M., Iurino, K., Stey, P., Robinson, B., Christen M, Yu F., & Lapsley, D. (2017). Development and validation of a multi-dimensional measure of intellectual humility. PLoS ONE, 12(8), e0182950.
  • Arnold, J. (2011). Attention to affect in language learning. Anglistik. International Journal of English Studies, 22, 11-22.
  • Arnold, J. (Ed.) (1999). Affect in Language Learning. Cambridge: Cambridge University Press.
  • Barrett, J. (2017). Intellectual humility. The Journal of Positive Psychology,12 (1), 1–2.
  • Blackwell, L., Trzesniewski, K., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263. Bollinger, R. A., & Hill, P. C. (2012). Humility. In T. G Plante (Ed.), Religion, spirituality, and positive psychology: Understanding the psychological fruits of faith (pp. 31–48). Santa Barbara, CA: Praeger.
  • Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
  • Botes, E., Dewaele, J.-M., & Greiff, S. (2020). The Development of a Short-Form Foreign Language Enjoyment Scale. Unpublished manuscript.
  • Church, I.M. & Barrett, J.L. (2016). "Intellectual Humility". In E. L. Worthington, D. E. Davis & J. N. Hook (eds.), Handbook of Humility. Abingdon: Routledge.
  • Creswell, J.W. & Plano Clark, V.L. (2011). Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage.
  • Dewaele, J.-M. (2009). Individual differences in Second Language Acquisition. In W. C. Ritchie & T. K.
  • Bhatia (Eds.), The New Handbook of Second Language Acquisition. Bingley (UK): Emerald, pp. 623-646.
  • Dewaele, J.-M. (2015) On emotions in foreign language learning and use. The Language Teacher 39 (3), 13-15.
  • Dewaele, J.-M., Chen, X., Padilla, A.M. & Lake, J. (2019) The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology. Language Sciences, 10, 2128. Doi: 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, 11–22.
  • Dewaele, J.-M. & Li, C. (2020). Emotions in Second Language Acquisition: A critical review and research agenda. Foreign Language World [Chinese 外语界], 196(1), 34-49.
  • Dewaele, J.-M., Magdalena Franco, A. & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. The Modern Language Journal, 103(2), 412-427.
  • 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.
  • 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, 4, 237–274.
  • 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. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive psychology in SLA (pp. 215-236). Bristol: 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: A collection of Instructed Second Language Acquisition studies (pp. 263-286). London: Routledge.
  • Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety in the FL classroom: the effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697.
  • Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.
  • Dörnyei, Z., & Murphy, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
  • Dresel, M., & Hall, N. C. (2013). Motivation. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 57–122). Bingley, UK: Emerald Group Publishing.
  • Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44, 237–251.
  • Erten, I. H. & Erten, N. (2014). Academic self-concept and students’ achievement in the sixth grade Turkish course: A preliminary analysis. International Online Journal of Education and Teaching, 1(2), 46-55.
  • Fredrickson, B.L. (2003). The value of positive emotions. American Scientist, 91 (4), 330-335.
  • Frenzel, A. C., & Stephens, E. J. (2013). Emotions. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 1-56) Bingley, UK: Emerald.
  • Gregersen, T., & MacIntyre, P. (2014). Capitalizing on Individual Differences: From Premise to Practice. Bristol: Multilingual Matters.
  • Hazlett A. (2012). Higher-order epistemic attitudes and intellectual humility. Episteme 2012 9(3), 205–223.
  • Horwitz, E. (2017). On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In Gkonou, C, Daubney, M., &
  • Dewaele, J.-M. (Eds.), New Insights into Language Anxiety: Theory, Research and Educational Implications (pp. 31-47). Bristol: Multilingual Matters.
  • Horwitz, E. K., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125–132.
  • Hoyle, R., Davisson, E., Diebels, K. & Leary, M. (2016). Holding specific views with humility: Conceptualization and measurement of specific intellectual humility. Personality and Individual Differences, 97, 165-172.
  • Krumrei-Mancuso, E. J. (2017). Intellectual humility and prosocial values: Direct and mediated effects. The Journal of Positive Psychology, 12(1), 13–28.
  • Krumrei-Mancuso, E. J. (2018). Intellectual humility's links to religion and spirituality and the role of authoritarianism. Personality and Individual Differences, 130, 65–75.
  • Krumrei-Mancuso, E. J., & Rouse, S. V. (2016). The development and validation of the comprehensive intellectual humility scale. Journal of Personality Assessment, 98(2), 209–221.
  • Krumrei-Mancuso, E. J., Haggard, M. C., Labouff, J. P., & Rowatt, W. C. (2020). Links between intellectual humility and acquiring knowledge. The Journal of Positive Psychology, 15, 155-170.
  • Leary, M. R., Diebels, K. J., Davisson, E. K., Jongman-Sereno, K. P., Isherwood, J. C., Raimi, K. T., &
  • Hoyle, R. H. (2017). Cognitive and interpersonal features of intellectual humility. Personality and Social Psychology Bulletin, 43(6), 793–813.
  • Leary, M.R. (2016). Holding specific views with humility: Conceptualization and measurement of specific intellectual humility. Personality and Individual Differences, 97, 165–172.
  • MacIntyre, P. D. & Gregersen, T. (2012) Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching 2 (2), 193-213.
  • Moskowitz, S., & Dewaele, J.-M. (2019). Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes. Innovation in Language Learning and Teaching, 1–14. doi: 10.1080/17501229.2019.1707205
  • Plonsky, L., & Ghanbar, H. (2018). Multiple regression in L2 research: A methodological synthesis and guide to interpreting R2 values. The Modern Language Journal, 102(4), 713-731.
  • Porter, T., & Schumann, K. (2018). Intellectual humility and openness to the opposing view. Self and Identity, 17(2), 139–162.
  • Pritchard, D. (2018). Intellectual humility and the epistemology of disagreement. Synthese. An International Journal for Epistemology, Methodology and Philosophy of Science. doi: 10.1007/s11229-018-02024-5
  • Roberts, R. C., & Wood, W. J. (2003). Humility and epistemic goods. In M. DePaul & L. Zagzebski (Eds.), Intellectual virtue: Perspectives from ethics and epistemology (pp. 257–279). New York, NY: Oxford University Press.
  • Samuelson, P.L., Church, I.M., Jarvinen, M., & Paulus, T. (2015). The science of intellectual humility white paper. Retrieved from http://thethrivecenter.org/wp-content/uploads/2015/08/IH-White-Paper.pdf
  • Vorobej, M. (2011). Distant peers. Metaphilosophy, 42, 708-722.
  • Zmigrod, L., Zmigrod, S., Rentfrow, P. & Robbins, T. (2019). The psychological roots of intellectual humility: The role of intelligence and cognitive flexibility. Personality and Individual Differences, 141, 200-208.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Sharona Moskowitz Bu kişi benim 0000-0002-5456-2186

Jean-marc Dewaele Bu kişi benim 0000-0001-8480-0977

Yayımlanma Tarihi 30 Kasım 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Moskowitz, S., & Dewaele, J.-m. (2020). The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety. Eurasian Journal of Applied Linguistics, 6(3), 521-541. https://doi.org/10.32601/ejal.834664

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