東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Linking Cognition and Emotion: An Ap...

Goetze, Julia.

FindBook

Google Book

Amazon

博客來

Linking Cognition and Emotion: An Appraisal Study of Foreign Language Teacher Anxiety.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Linking Cognition and Emotion: An Appraisal Study of Foreign Language Teacher Anxiety./
作者:	Goetze, Julia.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	415 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
Contained By:	Dissertations Abstracts International80-03A.
標題:	Foreign language education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10928580
ISBN:	9780438369245

Linking Cognition and Emotion: An Appraisal Study of Foreign Language Teacher Anxiety.
Goetze, Julia.

Linking Cognition and Emotion: An Appraisal Study of Foreign Language Teacher Anxiety. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 415 p.

Source: Dissertations Abstracts International, Volume: 80-03, Section: A.

Thesis (Ph.D.)--Georgetown University, 2018.

This item must not be sold to any third party vendors.

Anxiety is one of the most researched affective variables in the instructed language learning process in the field of second language acquisition (SLA). Yet, existing studies almost exclusively target the student population, although research established that foreign language (FL) teachers are equally affected by anxiety in the classroom (e.g., Horwitz, 1996), leaving the emotional life of teachers severely understudied (e.g., Mercer & Kostoulas, 2018). Additionally, learner-centered anxiety research is characterized by plethora of construct definitions that originated in psychology and have often been conveniently borrowed without providing a critical examination of the underlying assumptions, thereby often leaving scientific findings incomparable across studies. In the case of (FL) teacher anxiety, a clear and theoretically grounded definition of the construct is entirely absent. Accordingly, this study introduces a definition that is rooted in cognitive psychology, defining (FL) teacher anxiety as a distinct feeling state that results from a cognitive appraisal sequence. To explore the relationship between cognition and anxiety, the study uses a mixed- methods approach, including an online questionnaire, classroom observations, and semi-structured interviews. On the survey, 272 FL teachers in the US, Europe, and Asia rated two anxiety-provoking teaching scenarios, reporting their cognitive appraisals along six distinct dimensions, as well as the emotion(s) that characterized their feeling states. Additionally, three teachers of German as a foreign language were observed and interviewed about their experiences of anxiety in the classroom over a period of two weeks. Quantitative findings revealed that the cognitive dimensions that form anxiety's appraisal structure varied greatly in the strength of their relationship to anxiety in each scenario, albeit the direction of the relationship was consistent. Furthermore, anxiety's appraisal structure was found to explain up to 50% of the variance in anxiety ratings in the survey scenarios. Qualitative findings suggest that teachers' beliefs influence their appraisals, which leads to nuances in verbal construal of their emotional experiences. Lastly, some cognitive dimensions were traceable in the data, showing the same linguistic realizations in English and German.

ISBN: 9780438369245Subjects--Topical Terms:

3172512
Foreign language education.
Subjects--Index Terms:

Anxiety

Linking Cognition and Emotion: An Appraisal Study of Foreign Language Teacher Anxiety.
LDR:03654nmm a2200409 4500 001 2275316
005 20210119090658.5
008 220723s2018 ||||||||||||||||| ||eng d
020 $a 9780438369245
035 $a (MiAaPQ)AAI10928580
035 $a (MiAaPQ)georgetown:14090
035 $a AAI10928580
040 $a MiAaPQ $c MiAaPQ
100 1 $a Goetze, Julia. $3 3553561
245 1 0 $a Linking Cognition and Emotion: An Appraisal Study of Foreign Language Teacher Anxiety.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 415 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Ryshina-Pankova, Marianna.
502 $a Thesis (Ph.D.)--Georgetown University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Anxiety is one of the most researched affective variables in the instructed language learning process in the field of second language acquisition (SLA). Yet, existing studies almost exclusively target the student population, although research established that foreign language (FL) teachers are equally affected by anxiety in the classroom (e.g., Horwitz, 1996), leaving the emotional life of teachers severely understudied (e.g., Mercer & Kostoulas, 2018). Additionally, learner-centered anxiety research is characterized by plethora of construct definitions that originated in psychology and have often been conveniently borrowed without providing a critical examination of the underlying assumptions, thereby often leaving scientific findings incomparable across studies. In the case of (FL) teacher anxiety, a clear and theoretically grounded definition of the construct is entirely absent. Accordingly, this study introduces a definition that is rooted in cognitive psychology, defining (FL) teacher anxiety as a distinct feeling state that results from a cognitive appraisal sequence. To explore the relationship between cognition and anxiety, the study uses a mixed- methods approach, including an online questionnaire, classroom observations, and semi-structured interviews. On the survey, 272 FL teachers in the US, Europe, and Asia rated two anxiety-provoking teaching scenarios, reporting their cognitive appraisals along six distinct dimensions, as well as the emotion(s) that characterized their feeling states. Additionally, three teachers of German as a foreign language were observed and interviewed about their experiences of anxiety in the classroom over a period of two weeks. Quantitative findings revealed that the cognitive dimensions that form anxiety's appraisal structure varied greatly in the strength of their relationship to anxiety in each scenario, albeit the direction of the relationship was consistent. Furthermore, anxiety's appraisal structure was found to explain up to 50% of the variance in anxiety ratings in the survey scenarios. Qualitative findings suggest that teachers' beliefs influence their appraisals, which leads to nuances in verbal construal of their emotional experiences. Lastly, some cognitive dimensions were traceable in the data, showing the same linguistic realizations in English and German.
590 $a School code: 0076.
650 4 $a Foreign language education. $3 3172512
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational psychology. $3 517650
653 $a Anxiety
653 $a Appraisal
653 $a Emotions
653 $a German as a foreign language
653 $a Teacher anxiety
653 $a Teacher psychology
690 $a 0444
690 $a 0456
690 $a 0525
710 2 $a Georgetown University. $b German. $3 1685200
773 0 $t Dissertations Abstracts International $g 80-03A.
790 $a 0076
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10928580