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EnglishEmotions play an important role in foreign language learning (FLL) and contribute to memorize/retrieve information. Initial learning experiences are emotion-tagged, this means that every new incoming information contains data plus the emotion/s through which it is experienced. In FLL contexts, it means that students who store initial bits of foreign language with negative labels may, over time, experience a sort of resistance to FLL, develop strata of affective barriers and self-inhibit themselves from FLL developments. Remedies may be obtained via Neuro-Linguistic Programming; indeed, NLP visualizations, while allowing negative schema and inhibiting loops to gradually disappear, establish new positive ones and let learning processes continue at a normal/accelerated speed. Visualization-guided emotions may lead to observable improvements in FLL environments. Students who voluntarily decided to experience a visualization routine reported to have: overcome personal blocks in FLL; experienced a reduction in their anxiety level; felt an increase in motivation and self-esteem.
| Titolo: | Emotività e visualizzazioni in contesti formali di apprendimento linguistico | |
| Autori: | ||
| Data di pubblicazione: | 2007 | |
| Abstract: | Emotions play an important role in foreign language learning (FLL) and contribute to memorize/retrieve information. Initial learning experiences are emotion-tagged, this means that every new incoming information contains data plus the emotion/s through which it is experienced. In FLL contexts, it means that students who store initial bits of foreign language with negative labels may, over time, experience a sort of resistance to FLL, develop strata of affective barriers and self-inhibit themselves from FLL developments. Remedies may be obtained via Neuro-Linguistic Programming; indeed, NLP visualizations, while allowing negative schema and inhibiting loops to gradually disappear, establish new positive ones and let learning processes continue at a normal/accelerated speed. Visualization-guided emotions may lead to observable improvements in FLL environments. Students who voluntarily decided to experience a visualization routine reported to have: overcome personal blocks in FLL; experienced a reduction in their anxiety level; felt an increase in motivation and self-esteem. | |
| Handle: | http://hdl.handle.net/11574/40217 | |
| ISBN: | 9788855700849 | |
| Appare nelle tipologie: | 4.1 Contributo in Atti di convegno |
File in questo prodotto:
| File | Descrizione | Tipologia | Licenza | |
|---|---|---|---|---|
| 5_emotività_visualizzazioni.pdf | Altro materiale allegato | NON PUBBLICO - Accesso privato/ristretto | Administrator Richiedi una copia | |
| 1_emotività_visualizzazioni.pdf | Altro materiale allegato | NON PUBBLICO - Accesso privato/ristretto | Administrator Richiedi una copia | |
| 3_emotività_visualizzazioni.pdf | Altro materiale allegato | NON PUBBLICO - Accesso privato/ristretto | Administrator Richiedi una copia | |
| 4_emotività_visualizzazioni.pdf | Altro materiale allegato | NON PUBBLICO - Accesso privato/ristretto | Administrator Richiedi una copia | |
| 2_emotività_visualizzazioni.pdf | Altro materiale allegato | NON PUBBLICO - Accesso privato/ristretto | Administrator Richiedi una copia |
http://hdl.handle.net/11574/40217
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