BazEkon - The Main Library of the Cracow University of Economics

BazEkon home page

Main menu

Heidari-Shahreza Mohammad Ali (Islamic Azad University, Shahreza, Isfahan, Iran)
Toward a Psycholinguistic Model of Affective Variables in EFL Contexts
International Letters of Social and Humanistic Sciences (ILSHS), 2014, vol. 25, s. 25-33, rys., bibliogr. 19 poz.
Język angielski, Językoznawstwo, Psychologia, Uczenie się
English language, Linguistics, Psychology, Studying
The present study initially aimed at exploring the realm of affective variables such as motivation, anxiety and inhibition by reviewing the prevailing models and taxonomies used to account for such variables in the relevant literature. In so doing, three common approaches to the study of affective vriables, that is, (meta) cognitive approach, socio-cultural approach and the (more recent) contextual approach were elaborated on. Secondly, as the primary purpose of the study, a trichotomous model of affective variables within a contextual approach was put forward. Based on this tentative model, three macro components of a contextual approach to affective variables were identified as a) learners' objectives; b) learning environment and c) learners' emotions and feelings. A number of components were also highlighted at micro level under the three categories of objective-oriented, environmentoriented and feeling-oriented taxonomy of this model. Finally, these components were briefly discussed and their pedagogical implications for language teachers were drawn upon. (original abstract)
Full text
  1. Abdolahzadeh E., RajaeeNia M., Procedia - Social and Behavioral Sciences 98 (2014) 22- 28.
  2. Abedini A., Rahimi A., Zare-ee A., Procedia - Social and Behavioral Sciences 28 (2011) 1029-1033.
  3. Barcelos A. M. F. (2003). Teachers' and students' beliefs within a Deweyan framework: Conflict and influence. In P.Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (pp. 131-152). Netherlands: Kluwer Academic Publishers.
  4. Douglas Brown H. (2000). Principles of language learning and teaching. London: Longman.
  5. Byram M. (2004). Routledge encyclopedia of language teaching and learning. London: Routledge.
  6. Csizér K., Dörnyei Z. The Modern Language Journal 89 (2005) 19-36.
  7. Dörnyei Z., Ottó I., Working Papers in Applied Linguistics 4 (1998) 43-69.
  8. Gabillon Z. Journal of Language and Learning 3 (2002) 233-260.
  9. Gardner R. C. (1985). Social psychology and second language learning: Therole of attitudes and motivation. London: Edward Arnold Publishers.
  10. Heidari-Shahreza M. A. (a), International Letters of Social and Humanistic Sciences 20 (2014) 81-89.
  11. Heidari-Shahreza M. A. (b), International Letters of Social and Humanistic Sciences 23 (2014) 81-89.
  12. Horwitz E. K. (1987). Surveying student beliefs about language learning. In Rubin, Joan & Wenden Anita (Ed).Learner strategies in language learning(pp.119-129). London: Prentice Hall.
  13. Kennedy T. J., Nelson J. K., Odell M. R. L., Austin L. K. (2000). The FLES attitudinal inventory. Foreign Language Annuals, 33 (3), 278 -287.
  14. Kaypak E., Ortaçtepe D., System 42 (2014) 355-367.
  15. Rieger B.(2009). Exploring gender and target language effect on Hungarian EFL learners' beliefs about languagelearning. In R. Lugossy, J. Horváth, & M. Nikolov (Eds.), UPRT 2008: Empirical studies in English applied linguistics (pp. 29-42). Pécs: Lingua Franca Csoport.
  16. Shinji Kondo D., Ying0Ling Y., ELT Journal 58 (2004) 258-265.
  17. Wenden A. L., System 27 (1999) 435-441.
  18. White C., System 27 (1999) 443-445.
  19. Williams M., Burden R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
Cited by
Share on Facebook Share on Twitter Share on Google+ Share on Pinterest Share on LinkedIn Wyślij znajomemu