Abstract

The dynamic turn in the field of psychology of foreign-language learning has inspired researchers to capture the nitty-gritty dynamics of development in inter- or intraindividual variables. Despite the growing number of techniques for analyzing dynamics, there is still a need for techniques that capture how intraindividual dynamics are situated in a changing context. One of the techniques that can contribute to this knowledge is a clustering technique called Kohonen’s Self-Organizing Maps (SOM). In this study, we aimed to explore the intraindividual process of foreign-language enjoyment and foreign-language classroom anxiety in alignment with teachers’ level of emotional support during teacher-student interactions for two dyads. The findings indicated the emergence of recurring patterns of teacher support, and student anxiety and enjoyment. These patterns highlight the self-organizing nature of these teacher-student interactions, the bidirectional nature of this process, and, in general, the notion of teachers and students as dynamic systems. Moreover, the specific nature of the emergent patterns suggests that the traditional positive association between teacher support and student affect may (mostly, but not always) be generalized to real-time and real-life processes. And finally, our results point toward the importance of the student in determining the affective nature of the interactions from moment to moment.

摘要

外语学习心理学领域的动态变化激发了研究人员捕捉个体间或个体内变量发展的实质性动力。尽管用于分析动力学的技术的数量不断增加，但是仍然需要能够捕捉个体动力学如何在变化的环境中定位的技术。有助于这种知识的一种技术是称为Kohonen的自组织图（SOM）的聚类技术。在本研究中，我们旨在探讨在两个双子之间的师生互动过程中，外语享受和外语课堂焦虑的个体化过程，以及教师的情感支持水平。研究结果表明了教师支持，学生焦虑和享受的反复出现。这些模式突出了这些师生互动的自组织性质，这一过程的双向性质，以及总体上讲，教师和学生是动态系统的概念。此外，涌现模式的特殊性质表明，教师支持与学生情感之间的传统积极联系可以（大部分但并非总是）推广到实时和现实过程中。最后，我们的结果表明，学生在确定互动的情感性质时的重要性。涌现模式的特殊性质表明，教师支持与学生情感之间的传统积极联系可以（大部分但并非总是）推广到实时和现实过程中。最后，我们的结果表明，学生在确定互动的情感性质时的重要性。涌现模式的特殊性质表明，教师支持与学生情感之间的传统积极联系可以（大部分但并非总是）推广到实时和现实过程中。最后，我们的结果表明，学生在确定互动的情感性质时的重要性。