Yes, personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings¹²³.
The relationship between personality and emotions in the foreign language classroom is a complex and multifaceted topic. While personality can provide some insights into how individuals might respond emotionally in certain situations, it is important to consider various factors and nuances that contribute to the emotional experiences of language learners.
Personality traits such as extraversion, neuroticism, and self-esteem have been found to have some influence on emotions in educational settings, including foreign language classrooms. For example, extroverted individuals may be more likely to experience positive emotions, enjoy social interactions, and feel confident in their language learning abilities. On the other hand, individuals high in neuroticism may be more prone to experiencing negative emotions, such as anxiety or frustration, during language learning tasks.
However, it is crucial to recognize that emotions in the classroom are influenced by a wide range of factors beyond personality alone. Contextual factors such as teaching methods, classroom environment, instructional materials, and interpersonal relationships can significantly impact students' emotional experiences. Individual differences, learning styles, and prior language learning experiences also play a role in shaping emotional responses.
Additionally, emotions are highly subjective and can vary greatly among individuals, even with similar personality traits. What might evoke positive emotions in one person could elicit negative emotions in another. Therefore, relying solely on personality traits to predict emotional responses in the foreign language classroom is limited and may not capture the full complexity of the emotional landscape.
To gain a comprehensive understanding of emotions in the foreign language classroom, researchers and educators should consider a holistic approach that integrates personality traits with other relevant factors. This could involve considering individual differences, contextual influences, and the specific learning goals and challenges within the language learning environment. By taking into account the multiple dimensions at play, educators can better support their student's emotional well-being and create a positive and conducive learning environment.
**Source: **
(1) Can personality predict foreign language classroom emotions? The devil .... https://eprints.bbk.ac.uk/id/eprint/51111/.
(2) Can personality predict foreign language classroom emotions? The devil .... https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/can-personality-predict-foreign-language-classroom-emotions-the-devils-in-the-detail/D396490910762FF2E20D9A00A8BF66CD.
(3) (PDF) Can personality predict foreign language classroom emotions? The .... https://www.researchgate.net/publication/370235552_Can_personality_predict_foreign_language_classroom_emotions_The_devil's_in_the_detail.
[1]Rameshwar Gupta*,
Research Scholar,
Department of Lifelong Learning & Extension
CSJM University, Kanpur, U.P. India
Email id: [email protected]
Whatsapp/Mobile: +918630831266
https://orcid.org/0000-0003-3761-3591
[1]Doctoral Student, Department of Lifelong Learning & Extension, CSJM University, Kanpur, U.P., India, Email id: [email protected], Mobile: 8630831266, https://orcid.org/0000-0003-3761-3591
*Single author
Very attractive subject. One dimension to look at is the approach of acquiring a foreign language [immersion,... ‘Speak, listen, respond – communicate!’] versus personality traits!
Personality can indeed play a great role in predicting foreign language classroom emotions to some extent. People's personalities can influence how they perceive and react to various situations, including the language learning environment.
Yes, it can, because not all leaners experience/express the same emotions in the same situation due to their personality, which is refers to as relatively stable traits that influence how people feel, perceive and behave in different context and foreign language learning is a complex and dynamic process that involves cognitive and affective factors.
Angel Lhi Dela Cruz Alcalde
you provided a good insight into the question. Have you researched that? Based on a quasi-experimental approach? or ?Kindly elaborate.
Angel Lhi Dela Cruz Alcalde
. Very generous in your sharing, and I am grateful for that. If I write about this topic in the near future, I will use your responses with due right citation.Also, I thank the initiator of this thread Rameshwar Gupta.
Personality may influence learning indirectly through attitudes and motivation which create particular conceptions of learning, learning investment, and preferred ways to learn.
On ne peut prévoir ou escompté un enseignement de qualité sans une présence et une personnalité forte de l enseignant la plus part des motivations des disciples se mêlent directement à la personnalité du prof
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