The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom

The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom

• Tsang, Art The Chinese University of Hong Kong
• Lee, Ju Seong The Education University of Hong Kong

System, 115, 2023

Elsevier

2023

• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展
• C 教學心理學
  • CC 學習動機

Foreign Language Speaking Proficiency Emotions (Anxiety, boredom, and enjoyment) Motivation Language Learning Beyond the Classroom Young English Learners

• Hong Kong

• 1997.7 onwards

• 小學教育

Proficiency in speaking is one of the hallmarks of communicative competence, which is currently a key goal of many FL education curricula. The present study examined how FL-related emotions (anxiety, boredom, and enjoyment), speaking motivation, and spoken input beyond the classroom (IBC) related to young EFL learners’ speaking proficiency. One hundred and ten Grades 3–4 EFL learners from four primary schools in Hong Kong completed a questionnaire and a speaking test. Their parents/guardians also attended individual interviews. The data collected were analyzed using descriptive statistics, correlation, multiple regression, and path analysis. Overall, all three emotions were interrelated, but none was connected directly to speaking proficiency. Enjoyment had the strongest correlation with speaking motivation and proficiency, and it was predictive of proficiency only via speaking motivation (i.e., full mediation). IBC showed both significant direct and indirect predictive pathways towards proficiency. To our knowledge, this is the first study that has examined the interrelationships among the three emotions, speaking motivation, spoken IBC, and speaking proficiency holistically with young FL learners. Copyright © 2023 Elsevier Ltd. All rights reserved.

• 英文

期刊論文

• 0346251X

• 10.1016/j.system.2023.103047

https://bibliography.lib.eduhk.hk/tc/bibs/d6ae49f7

2023-08-10