Epistemic Emotions in Foreign Language Learning: Psychological Investigation and Pedagogical Inquiry

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In the first fiscal year of 2022 (FY2022), the following progress was made. As for Psychological Investigation, data were collected about the epistemicity of academic word items, formulaic sequences, and emotional contexts of E-NAWL items, paving the way for experimental study. More were achieved for Pedagogical Inquiry. First, emotional tagging of extensive reading materials was initiated by continuously collecting learners' emotion responses to reading materials. Suggestions and spin-off analysis from the ongoing study were reported at the 30th Annual Conference of the Japan Society for Research on Emotions in Hyogo in May and at the 2nd Extensive Reading Around the World Conference on line in August. Second, new deep active learning pedagogies have been developed and implemented, utilizing cross-disciplinary theories and insights. This includes Spider Web approach, which was presented at the 61st Japan Association of College English Teachers International Convention on line in August; Quality Talk approach, which was presented at the 23rd International Conference and Workshop on TEFL & Applied Linguistics of English Teachers’ Association in Taipei/hybrid in November; and most notably, P4ELT (Philosophy for English Language Teaching/Teachers/Trainees), which was presented at the 20th Biennial International Conference of the International Council of Philosophical Inquiry with Children in Tokyo/hybrid in August. As for Theoretical Inquiry/Philosophical Integration, a manuscript was submitted and published as a preprint about an alternative pragmatic model of emotions.