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Guilloteaux, Marie-Jose. 2014. Affect Regulation in Language Classrooms. Journal of Linguistic Studies 19(1), 151-171. This study test Kuhl’s (2000b) Personality Systems Interaction (PSI) theory, which postulates that engaging (and staying engaged) in challenging learning activities requires the ability to tolerate periods of mildly negative affect and recover positive affect easily. The current work thus investigates the affect regulation of over 200 South Korean middle school EFL students in three high- and three low-motivation learner groups. Students reported various positive or negative affective states in a series of six brief picture-based questionnaires that were administered at random points over two regular EFL classes. Each series of results yielded a specific affect profile for each student. Affect profiles were classified into types that PSI theory considers adaptive or less helpful. The results are in line with PSI predictions. Constantly negative affect profiles across the duration of a lesson were more frequent in the low-motivation than in the high-motivation groups. More students experienced transitions between negative and positive affect in the high-motivation groups, suggesting that the teachers in these groups may have been better at creating opportunities for students to move between affective states or that motivated students are better at regulating their own motivational states. Implications for classroom practice are discussed. (Gyeongsang National University)

목차

Abstract
 1. Introduction
 2. Literature review
  2.1 Kuhl' s Personality Systems Interaction (PSI) theory
  2.2 Teacher interventions based on PSI theory
 3. Research questions
 4. Study 1
  4.1 Participants, procedures, and instrument
  4.2 Data processing
  4.3 Results
 5. Study 2
  5.1 Participants
  5.2 Instrument and procedures
  5.3 Data analysis
  5.4 Results and discussion
 6. Conclusions
 Acknowledgements
 References

저자

• Marie-Jose Guilloteaux [ Gyeongsang National University ]

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