Eye tracking technology has become an increasingly popular methodology in language studies. Using data from 27 journals in language sciences indexed in the Social Science Citation Index and/or Scopus, we conducted an in-depth scientometric analysis of 341 research publications together with their 14,866 references between 1994 and 2018. We…

The challenging task of establishing meaningful translanguaging in multilingual classrooms necessitates negotiation between different stakeholders. Such negotiation requires investigation of the contexts and ways in which translanguaging may be implemented as a suitable teaching strategy. The aim of the current study was to elicit practical and…

Attitudes are complex and little research in the field of linguistics has focused on language attitudes. This article deals with attitudes toward sign languages and those who use them--attitudes that are influenced by ideological constructions. The article reviews five categories of such constructions and discusses examples in each one.

The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions ("joy," "gratitude," "serenity," "interest," "hope," "pride," "amusement," "inspiration," "awe," and "love")…

The last three decades have witnessed a notable growth in research on affect. Among the various affective variables, foreign language anxiety has been heavily studied. This interest in foreign language anxiety is consistent with increased attention to emotions in the neurosciences, cognitive psychology, and the social sciences. Instead of…

Our purpose is to use a Deleuzian-informed conceptual and theoretical framework to disrupt predominant representations of "the" immigrant experience in Canadian official language education and to open up to the affective potential of "an" immigrant life to become otherwise. Employing a rhizoanalytic research approach that…

The present research demonstrates that very brief variations in affect, being around 1 s in length and changing from trial to trial independently from semantic relatedness of primes and targets, modulate the amount of semantic priming. Implementing consonant and dissonant chords (Experiments 1 and 5), naturalistic sounds (Experiment 2), and visual…

Design and technology education provides children with opportunities to create solutions to specific needs in innovative ways. This paper reports on research that focused on the language that the children used when they were involved in a design and technology activity. In accessing the results of the language study, the findings suggest that the…

This study aims to explore the nature of definitions and classifications of Language Learning Strategies (LLSs) in the current studies of second/foreign language learning in order to show the current problems regarding such definitions and classifications. The present study shows that there is not a universal agreeable definition and…

In this study we explore a student's affective responses to classroom foreign language learning. In 2 meetings each week throughout an 8-week Portuguese course for beginners, the first author described her language learning experiences to the second author. Sessions were transcribed and then coded and analyzed. A theoretical model grounded in the…

Responds to some of the arguments in Firth and Wagner's (F&W's) article appearing in this issue. Argues that whether one uses a psychological or sociological paradigm, it makes sense to follow the practice of assigning preference to experimental rather than naturalistic settings and agrees with F&W that other factors besides one's proficiency in…

This article responds to MacIntyre's (1995) critique of the Linguistic Coding Differences Hypothesis (LCDH), which posits that language aptitude is the primary source of individual differences in foreign language (FL) achievement. It defends the LCDH and suggests that difficulties exist with theories that attribute affective and social context…

This article responds to Sparks and Ganschow's (1995) defense of their Linguistic Coding Differences Hypothesis (LCDH), arguing that the LCDH ignores the context in which language learning occurs. It asserts that LCDH is so focused on the learning of the sound system of language that it ignores affective variables. (22 references) (MDM)

Reports on two experiments comparing the adequacy of naturalistic procedures in emotion-display research with standard procedures. The first experiment explored samples of naturally-occurring emotional speech with free-choice emotion labels, and later with labels from a standard set. The second compared valency ratings of words presented…

The inverted-U model, facilitating and debilitating anxiety and state trait anxiety, is examined along with the relationship of these concepts to second-language learning, including English as a Second or Foreign Language. Research in the area of foreign-language classroom anxiety is also noted. (35 references) (LB)