Emocions acadèmiques i validació emocional com a factors motivadors i desmotivadors en l’ensenyament d’anglès

REIRE Revista d'Innovació i Recerca en Educació

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Title Emocions acadèmiques i validació emocional com a factors motivadors i desmotivadors en l’ensenyament d’anglès
Academic Emotions and Emotional Validation as Motivating and Demotivating Factors in the ESL Classroom: A Mongolian Case Study
Emociones académicas y validación emocional como factores motivadores y desmotivadores en la enseñanza de inglés
 
Creator Komlosi-Ferdinand, Flora
 
Subject Motivació; Emocions; Estudiants bilingües; Validació del professorat; Anglès com a segona llengua; Diferències de gènere
Motivation; Emotions; Bilingual learners; Teacher validation; ESL; Gender differences
Motivación; Emociones; Estudiantes bilingües; Validación del profesorado; Inglés como segunda lengua; Diferencias de género
 
Description Introducció. Les emocions tenen un paper fonamental en l’aprenentatge de llengües estrangeres, ja que els aprenents estan en procés d’adquirir no només una llengua, sinó també noves estructures de pensament i nous elements culturals. Mètode. En aquest estudi, setanta estudiants de Mongòlia i onze professors van respondre entrevistes semiestructurades. Les dades es van analitzar calculant els percentatges en les respostes segons el gènere dels estudiants. Per analitzar les respostes del professorat, es va aplicar una anàlisi narrativa. Resultats. Les dades suggereixen que els i les estudiants mostren emocions diferents durant l’adquisició d’un idioma estranger, segons si són nois o noies. Es va constatar que tots dos grups percebien els sentiments dels educadors similars a les seves pròpies emocions, i creien que un bon o mal professor podia alterar el seu èxit en l’aprenentatge. L’estudi mostra com els professors experimentaven diverses emocions positives, però el seu entusiasme disminuïa fàcilment quan els estudiants no els corresponien. Els professors percebien i entenien les emocions dels estudiants, però no sempre eren capaços de  tenir-les en compte, o no hi estaven predisposats. Discussió i conclusió. Aquesta investigació revela que tant estudiants com professorat consideren que les emocions són fonamentals a l’aula. Les emocions positives sempre semblen estar condicionades pel comportament de l’altra part. No obstant això, la validació de les possibles emocions negatives es considera una gran eina motivadora capaç de transformar les actituds negatives en positives.
Introduction. Emotions experienced in the classroom significantly affect learners’ and educators’ motivation. In foreign language learning, emotions are of critical importance, since learners are acquiring not only a language but new structures of thinking and new cultural elements. Method. In this study, 70 Mongolian students and eleven teachers responded to questionnaires or interviews. The data from students were analysed by taking percentages of their responses by gender group, while narrative analysis was applied to the teachers’ responses. Results. The data suggest that male and female students display different emotions during foreign language acquisition. Both groups perceived educators’ feelings similarly to their own emotions. They stated that a good or bad teacher could alter their learning success. Teachers experienced a variety of positive emotions, but their enthusiasm readily decreased if students did not reciprocate. Teachers perceived and understood learners’ emotions, but were not always able or willing to take them into consideration. Discussion. The present study finds that both students and teachers consider emotions in the classroom and towards one another to be crucial. Positive emotions are always conditioned by the other party’s behaviour. Validation of (sometimes negative) emotions is regarded as a great motivational tool that can transform negative attitudes into positive ones.
Introducción. Las emociones tienen un papel fundamental en el aprendizaje de lenguas extranjeras, ya que los estudiantes no solo están adquiriendo un idioma, sino también nuevas estructuras de pensamiento y nuevos elementos culturales. Método. En este estudio 70 estudiantes mongoles y once profesores respondieron a entrevistas semiestructuradas. Los datos se analizaron considerando porcentajes sobre las respuestas según el género de los estudiantes. Se aplicó un análisis narrativo para analizar las respuestas de los profesores. Resultados. Los datos sugieren que el estudiantado muestra emociones diferentes durante el proceso de adquisición de un idioma extranjero. Ambos géneros percibían los sentimientos de los educadores similares a sus propias emociones y declaraban que un profesor bueno o malo podría alterar su éxito en el aprendizaje. Los docentes experimentaban diversas emociones positivas, pero su entusiasmo disminuía fácilmente cuando los estudiantes no las correspondían. También percibían y entendían las emociones de los alumnos, pero no siempre eran capaces o estaban dispuestos a tenerlas en cuenta. Discusión y conclusión. Esta investigación revela que tanto los estudiantes como el profesorado consideran que las emociones son fundamentales en el aula y hacia las otras personas. Las emociones positivas siempre parecen estar condicionadas por el comportamiento de la otra parte. Sin embargo, la validación de las posibles emociones negativas se considera una gran herramienta motivadora capaz de transformar las actitudes negativas en positivas.
 
Publisher Universitat de Barcelona
 
Contributor


 
Date 2020-01-08
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion



 
Format application/pdf
 
Identifier http://revistes.ub.edu/index.php/REIRE/article/view/reire2020.13.127522
10.1344/reire2020.13.127522
 
Source REIRE Revista d'Innovació i Recerca en Educació; Vol. 13, No 1 (2020): (juliol-desembre 2019); 1–21
REIRE Revista d'Innovació i Recerca en Educació; Vol. 13, No 1 (2020): (juliol-desembre 2019); 1–21
REIRE Revista d'Innovació i Recerca en Educació; Vol. 13, No 1 (2020): (juliol-desembre 2019); 1–21
2013-2255
 
Language eng
 
Relation http://revistes.ub.edu/index.php/REIRE/article/view/reire2020.13.127522/29420
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Rights Copyright (c) 2019 Flora Komlosi-Ferdinand
http://creativecommons.org/licenses/by/4.0
 

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