Emoce ve výuce češtiny jako druhého jazyka: jazyková radost a jazyková úzkost
Emotions in Czech as a Second Language: linguistic joy and linguistic anxiety

Summary/Abstract: Emotions deeply influence the learning process. Exploring emotional reactions to learning the target language can lead to improved teaching methodology, foster positive attitudes toward learning the target language, and increase learners’ motivation. This study examines the emotional responses of 123 English native speakers learning Czech as a second language during a semester-long program at a university in Prague. It focuses on the levels of foreign language anxiety (FLA) and foreign language enjoyment (FLE) that students experienced in Czech classes. Furthermore, it identifies the teaching methods and classroom activities that influenced these emotions. Participants completed online questionnaires at the end of the semester; the results showed a generally positive perception of Czech language teaching: high levels of language enjoyment were associated with a positive language classroom environment, especially with the teachers, and with interactive activities such as games, pair or group work, and excursions outside the language classroom. The findings highlight the role of FLE in the learning process and underscore the importance of a positive atmosphere in the classroom, a safe learning environment, and the inclusion of activities that elicit positive emotional responses.

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