Positive emotional stimuli in teaching foreign language vocabulary

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F21%3A63534878" target="_blank" >RIV/70883521:28150/21:63534878 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S0346251X21002323" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0346251X21002323</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.system.2021.102678" target="_blank" >10.1016/j.system.2021.102678</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Positive emotional stimuli in teaching foreign language vocabulary

Popis výsledku v původním jazyce

Positive emotional stimuli, when compared to neutral memories, persist longer in memory and are recalled with greater accuracy and readiness, which might be rather significant in foreign language learning. The primary objective of this study was to determine whether or not positive emotional stimuli enhance remembering of new foreign language vocabulary. The pre-test/post-test design was applied, and both declarative and procedural vocabulary knowledge were tested in control and experimental groups before and after the intervention. Participants՚ emotional comfort and foreign language enjoyment were evaluated by two standardized scales and their perception of the intervention was investigated through a feedback questionnaire. The findings revealed a significant increase of declarative vocabulary knowledge and foreign language enjoyment in the experimental group.

Název v anglickém jazyce

Positive emotional stimuli in teaching foreign language vocabulary

Popis výsledku anglicky

Positive emotional stimuli, when compared to neutral memories, persist longer in memory and are recalled with greater accuracy and readiness, which might be rather significant in foreign language learning. The primary objective of this study was to determine whether or not positive emotional stimuli enhance remembering of new foreign language vocabulary. The pre-test/post-test design was applied, and both declarative and procedural vocabulary knowledge were tested in control and experimental groups before and after the intervention. Participants՚ emotional comfort and foreign language enjoyment were evaluated by two standardized scales and their perception of the intervention was investigated through a feedback questionnaire. The findings revealed a significant increase of declarative vocabulary knowledge and foreign language enjoyment in the experimental group.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

System

ISSN

0346-251X

e-ISSN

—

Svazek periodika

104

Číslo periodika v rámci svazku

neuvedeno

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

"neuvedeno"

Kód UT WoS článku

000781624700012

EID výsledku v databázi Scopus

2-s2.0-85118581320