Emotions in second language poetry writing: a poetic inquiry into Japanese EFL students’ language learning experiences
Emotions in second language poetry writing: a poetic inquiry into Japanese EFL students’ language learning experiences
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第二语言诗歌写作中的情感：对日本英语学生语言学习经历的诗意探究
DOI：
10.1080/17501229.2020.1856114
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发表时间：
2020
影响因子：
3
通讯作者：
Chamcharatsri Bee
中科院分区：
文献类型：
--
作者：
Iida Atsushi;Chamcharatsri Bee
目的：本研究旨在探讨第二语言学习者的英语学习经验以及情感在语言学习过程中的作用。设计/方法：本研究采用定性的个案研究方法，对21名日本大学生的209首英语诗歌进行编码，并将其分为几个主题。本研究揭示了十四个不同的主题问题和二十二个不同的情感反应，他们的英语学习经验。诗歌不仅表达了他们的积极和消极的情绪，但也代表了他们的挑战，愿望，困难，和失败，在他们的语言学习journey.Originality/value：这项研究还阐明了如何诗歌写作作为一种形式的“有意义的识字”（Hanauer 2012）可以改变传统的EFL课堂，并提供一些教学和方法的影响，在EFL背景下的L2诗歌写作。
Purpose: This poetic inquiry investigates second language (L2) learners’ experiences of English language learning and examines the role of emotions in the language learning process.Design/methodology: The methodology chosen in the current study is qualitative, case-study research through which 209 English poems written by twenty-one Japanese EFL college students were coded and categorized into several thematic issues.Findings: This study reveals fourteen different thematic issues and twenty-two different emotional responses regarding their English language learning experiences. Poetry illustrated here not only expresses their positive and negative emotions but also represents their challenges, desires, hardship, and failure in their language learning journey.Originality/value: This study also exemplifies how poetry writing as a form of ‘meaningful literacy’ (Hanauer 2012) can transform the traditional EFL classroom and provide some pedagogical and methodological implications for L2 poetry writing in the EFL context.