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Abstract
Emotions are of great importance in the process of foreign language acquisition. During the language learning process, the appearance of negative emotions can hinder language development. At the same time, positive emotions can facilitate language acquisition. In this study we examine the relation between the two concepts of foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) in 41 Belarusian learners of French as a foreign language. Besides the use of a questionnaire, we also conducted a qualitative analysis of the learner’s experience of speaking French. Firstly we asked ourselves to what extent these Belarusian learners of French are experiencing FLCA and FLE respectively. Secondly we inquired how emotions are manifested in speech production in the form of hesitation and monitoring phenomena (HMP). Generally, our results confirm earlier research in the field, with a FLCA lower than FLE. However, learners tend to express a quite low self confidence in the French class. Finally, we show that examining students’ FLCA and FLE during an oral task can be an interesting complement to questionnaires and interviews, since they provide the opportunity to observe the effects of the emotions more closely.
Jakob Hilding presenterar sin magisteruppsats "Anxiété et plaisir dans l'apprentissage d’une langue étrangère. Une étude des émotions d’apprenants du français en Biélorussie"