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The Relation between Foreign Language Enjoyment, Subjective Well-Being, and Perceived Stress in Multilingual Students
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Anna Lia Proietti Ergün; Hande Ersöz Demirdag – Journal of Multilingual and Multicultural Development, 2024
In the last ten years, positive emotion in foreign language learning has been increasingly investigated in many research areas, including Foreign Language Enjoyment (FLE). FLE has been defined as a positive emotion felt when an individual's psychological needs are met. This study investigates the relationship between perceived levels of Subjective…
Descriptors: Second Language Instruction, Second Language Learning, Multilingualism, French
Motivation for LOTE Learning: A Cross-Country Comparison of University Learners of French
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Martin Howard; Leigh Oakes – Journal of Multilingual and Multicultural Development, 2024
This study responds to calls for more research on motivations for learning languages other than English (LOTEs) in the new era dominated by global English. In particular, it focuses on the role of societal contextual factors surrounding the status of English and the status of the LOTE as an L2/L3, as factors which may offer a more nuanced…
Descriptors: French, Cross Cultural Studies, Second Language Learning, Second Language Instruction
Learning Experience Reigns -- Taiwanese Learners' Motivation in Learning Eight Additional Languages as Compared to English
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Huang, Shu-Chen – Journal of Multilingual and Multicultural Development, 2019
Informed by Dörnyei's L2 Motivational Self System and intended to fill a gap in learning motivation research on languages other than English (LOTEs), this study investigated learners' motivation for three language clusters -- Southeast Asian (Vietnamese, Thai and Malay), Northeast Asian (Japanese and Korean) and European (German, Spanish and…
Descriptors: Learning Experience, Learning Motivation, Second Language Learning, Second Language Instruction
An Exploration of the Relationship between Language Attitudes and Ideologies in a Study of Francophone Students of English in Cameroon
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Dyers, Charlyn; Abongdia, Jane-Francis – Journal of Multilingual and Multicultural Development, 2010
What are the similarities and differences between the concepts "language attitudes" (LAs) and "language ideologies" (LIs)? The need to answer this question arose from a study done by Abongdia in Cameroon with Francophone high school students of English to determine their attitudes towards English as well as their motivation for…
Descriptors: Language Attitudes, Ideology, Learning Motivation, Foreign Countries
Variable Identities in Brussels. The Relationship between Language Learning, Motivation and Identity in a Multilingual Context
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Ceuleers, Evy – Journal of Multilingual and Multicultural Development, 2008
In Belgium and Brussels, macrocontextual features such as language policy and language legislation have a profound impact on people's language use and on the way languages are learned. In order to explain this impact, the political and economic developments that have determined the current context of learners in Brussels are discussed. Secondly, a…
Descriptors: Language Planning, French, Multilingualism, Learning Motivation
Bilingualism and Emotion in the Autobiographical Works of Nancy Huston
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Kinginger, Celeste – Journal of Multilingual and Multicultural Development, 2004
Research on the links between bilingualism and emotion suggests that when a second language is learned postpuberty or in adulthood, the two languages of an individual may differ in their emotional impact. The works of bilingual writer Nancy Huston offer unique insight into the process of ascribing differential emotional value to first and second…
Descriptors: Emotional Response, French, English, Bilingualism
On the Predictive Validity of the Attitude/Motivation Test Battery.
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Lalonde, R. N.; Gardner, R. C. – Journal of Multilingual and Multicultural Development, 1985
Examines the predictive validity of the "Attitude/Motivation Test Battery" (Gardner, et al, 1979), specifically the three composite measures derived from the battery--motivation, integrativeness, and attitudes toward the learning situation. Results demonstrate that the three factors are relatively consistent predictors of second language…
Descriptors: Academic Achievement, Attitude Measures, French, Learning Motivation