Article contents
EMOTIONS IN INCIDENTAL LANGUAGE LEARNING
AN INDIVIDUAL DIFFERENCES APPROACH
Published online by Cambridge University Press: 20 August 2019
Abstract
We investigated how positive, negative, and neutral mood states influence aspects of second language acquisition, either directly or in interaction with certain personality characteristics (openness, intuition, emotional intelligence, foreign language anxiety, and impulsivity). After completing individual differences questionnaires, 120 participants were randomly assigned to either a Comparison group or one of three emotionally induced treatment groups. They were trained on a semiartificial language under incidental learning conditions. Immediate testing measured participants’ knowledge of the target syntactic forms, while source-attribution data gauged the nature (implicit, explicit, or a combination of both) of their knowledge. Contrary to some previous studies, knowledge gains were chiefly conscious-explicit. Participants exhibited substantial variability in how emotions impacted their learning, with self-reported stress management and premeditation resulting in higher learning in the Negative group. Overall, participants that claimed higher levels of intellect showed the best results.
- Type
- Research Article
- Information
- Open Practices
Open materials
- Copyright
- Copyright © Cambridge University Press 2019
Footnotes
The experiment in this article earned an Open Materials badge for transparent practices. The materials are available at www.iris-database.org/iris/app/home/detail?id=york:936433.
This study was supported by doctoral dissertation research funding from the Second Language Studies Program at Michigan State University. We would like to thank Shawn Loewen, Jason Moser, and Paula Winke for their contributions to this work as members of Zachary Miller’s dissertation committee.
References
REFERENCES
- 14
- Cited by