{"id":{"repo_id":"bielefeld","oai_identifier":"oai:pub.uni-bielefeld.de:2967042"},"canonical_url":"https://search.dev.ndltd.org/etd/bielefeld/oai:pub.uni-bielefeld.de:2967042","repository":{"repo_id":"bielefeld","name":"Universität Bielefeld","base_url":"https://pub.uni-bielefeld.de/oai"},"display":{"title":"Emotions in language learning: applying affective research in English Language Teaching","abstract":"Research on the influence of affective features in language learning shows that students’ attitudes and motivation appear to be the most critical factor for success in language learning (Day, Gardner & MacIntyre, 1992). This paper aims at providing language teachers with tools that allow them to diagnose and address the affective state of their classroom. This is done by focusing on foreign language anxiety (FLA) and motivation, as exemplary affective variables that need to be reduced (Foreign Language Anxiety) and enhanced (motivation) to provide basic conditions for language learning to take place. Dörnyei (2001) proposes a framework that can be used as a means of implementing strategies in language teaching that facilitate motivation. Due to the interconnectedness between motivation and FLA, this paper expands Dörnyei’s framework toward including strategies that facilitate motivation and reduce FLA.","abstract_html":"Research on the influence of affective features in language learning shows that students’ attitudes and motivation appear to be the most critical factor for success in language learning (Day, Gardner & MacIntyre, 1992). This paper aims at providing language teachers with tools that allow them to diagnose and address the affective state of their classroom. This is done by focusing on foreign language anxiety (FLA) and motivation, as exemplary affective variables that need to be reduced (Foreign Language Anxiety) and enhanced (motivation) to provide basic conditions for language learning to take place. Dörnyei (2001) proposes a framework that can be used as a means of implementing strategies in language teaching that facilitate motivation. Due to the interconnectedness between motivation and FLA, this paper expands Dörnyei’s framework toward including strategies that facilitate motivation and reduce FLA.","abstract_has_math":false,"creators":["Kliever, Vivien Isabell"],"institution":"Universität Bielefeld","degree_name":null,"degree_level":"master","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-27T18:50:04Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://pub.uni-bielefeld.de/record/2967042","outbound_label":"Repository record","outbound_source":"source_url"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Kliever, Vivien Isabell"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Universitätsbibliothek Bielefeld"]},{"key":"dc:type","label":"Dc Type","values":["masterThesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["master"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Universität Bielefeld"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Research on the influence of affective features in language learning shows that students’ attitudes and motivation appear to be the most critical factor for success in language learning (Day, Gardner & MacIntyre, 1992). This paper aims at providing language teachers with tools that allow them to diagnose and address the affective state of their classroom. This is done by focusing on foreign language anxiety (FLA) and motivation, as exemplary affective variables that need to be reduced (Foreign Language Anxiety) and enhanced (motivation) to provide basic conditions for language learning to take place. Dörnyei (2001) proposes a framework that can be used as a means of implementing strategies in language teaching that facilitate motivation. Due to the interconnectedness between motivation and FLA, this paper expands Dörnyei’s framework toward including strategies that facilitate motivation and reduce FLA."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Emotions in language learning: applying affective research in English Language Teaching"]}]}],"canonical_facts":{"dc:creator":["Kliever, Vivien Isabell"],"dc:description.abstract":["Research on the influence of affective features in language learning shows that students’ attitudes and motivation appear to be the most critical factor for success in language learning (Day, Gardner & MacIntyre, 1992). This paper aims at providing language teachers with tools that allow them to diagnose and address the affective state of their classroom. This is done by focusing on foreign language anxiety (FLA) and motivation, as exemplary affective variables that need to be reduced (Foreign Language Anxiety) and enhanced (motivation) to provide basic conditions for language learning to take place. Dörnyei (2001) proposes a framework that can be used as a means of implementing strategies in language teaching that facilitate motivation. Due to the interconnectedness between motivation and FLA, this paper expands Dörnyei’s framework toward including strategies that facilitate motivation and reduce FLA."],"dc:format.medium":["application/pdf"],"dc:publisher":["Universitätsbibliothek Bielefeld"],"dc:title":["Emotions in language learning: applying affective research in English Language Teaching"],"dc:type":["masterThesis"],"thesis:degree_level":["master"],"thesis:institution_name":["Universität Bielefeld"]},"updated_at":"2026-07-27T18:50:04Z"}