LEADER 03322nam 2200733 a 450 001 9910779751503321 005 20230803021007.0 010 $a1-84769-970-7 010 $a1-84769-969-3 024 7 $a10.21832/9781847699695 035 $a(CKB)2550000001094041 035 $a(EBL)1192818 035 $a(OCoLC)847625700 035 $a(SSID)ssj0000886936 035 $a(PQKBManifestationID)11932342 035 $a(PQKBTitleCode)TC0000886936 035 $a(PQKBWorkID)10839348 035 $a(PQKB)11342558 035 $a(MiAaPQ)EBC1192818 035 $a(DE-B1597)491301 035 $a(DE-B1597)9781847699695 035 $a(Au-PeEL)EBL1192818 035 $a(CaPaEBR)ebr10714570 035 $a(CaONFJC)MIL493048 035 $a(EXLCZ)992550000001094041 100 $a20130222d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe affective dimension in second language acquisition$b[electronic resource] /$fedited by Danuta Gabrys?-Barker and Joanna Bielska 210 $aBristol $cMultilingual Matters$d2013 215 $a1 online resource (313 p.) 225 1 $aSecond language acquisition ;$v68 300 $aDescription based upon print version of record. 311 $a1-84769-968-5 311 $a1-299-61798-0 320 $aIncludes bibliographical references. 327 $apt. 1. Affective variables in language learning -- pt. 2. Motivation, attitudes and learning experiences -- pt. 3. Affectivity in language production -- pt. 4. Affective dimension in educational contexts. 330 $aAffectivity is at the core of everything we do in life. Thus, its development is also central to learning/acquisition and is important for educational contexts. The studies presented in this volume consider the different contexts of language learning and examine different types of participants in this process. Most of them look at a formal instruction context, while others look beyond the classroom and even report on the author's own affectivity and its involvement in learning experiences. Affectivity is discussed here in relation to learners but also to teachers in their own professional contexts of teaching foreign languages. In the majority of cases, affectivity is explored in the case of bilinguals, but there are also articles which focus on multilingual language users and their affectivity as an evolving factor. 410 0$aSecond language acquisition (Clevedon, England) ;$v68. 606 $aSecond language acquisition$xStudy and teaching 610 $aAffect. 610 $aAffectivity . 610 $aSLA. 610 $aSecond Language Acquisition. 610 $aindividual differences. 610 $alanguage classroom. 610 $alanguage learning. 610 $alearner characteristics. 610 $alearner differences. 610 $ateaching foreign languages. 615 0$aSecond language acquisition$xStudy and teaching. 676 $a418.0071 701 $aGabrys?$b Danuta$01473170 701 $aBielska$b Joanna$01570683 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910779751503321 996 $aThe affective dimension in second language acquisition$93844511 997 $aUNINA LEADER 02910oam 22005294a 450 001 9910524860303321 005 20230621140834.0 010 $a0-253-05071-5 035 $a(CKB)5600000000001721 035 $a(OCoLC)1259584745 035 $a(MdBmJHUP)muse92543 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/88296 035 $a(oapen)doab88296 035 $a(EXLCZ)995600000000001721 100 $a20100321d1976 uy 0 101 0 $aeng 135 $aur|||||||nn|n 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFolklore and Nationalism in Modern Finland$fWilliam A. Wilson 210 $cIndiana University Press$d1976 210 1$aBloomington :$cIndiana University Press,$d1976. 210 4$dİ1976. 215 $a1 online resource (1 online resource xii, 272 pages) : $cillustrations 330 $aProbably in no other country has the marriage of folklore studies and nationalism produced such dramatic results as in Finland. The turning point in the struggle for independence was the intensifying nationalistic sentiment produced by the publication, in 1835, of Elias Lonnrot's Kalevala, an epic based on folk poetry. In the following decades a small band of Finnish scholar-patriots dug into Finnish folklore to forge a literary language, create a national culture, and reconstruct the prehistoric period of the nation's past independence. Folklore and Nationalism in Modern Finland traces the crucial impact of folklore studies on three periods in Finnish history: the era of Swedish and Russian rule; the tense decades between the winning of Finnish independence and the end of World War II; and the postwar period. By studying the increasingly propagandistic application of folklore by both the political right and left and by showing how respected folklore scholars allowed themselves to be swayed by political issues, Wilson raises important questions about the proper use of folklore?and indeed of all the humanities. 606 $aNationalism$2fast$3(OCoLC)fst01033832 606 $aFolklore$xStudy and teaching$2fast$3(OCoLC)fst00930348 606 $aFolklore and nationalism$2fast$3(OCoLC)fst00930365 606 $aFolklore and nationalism$zFinland 606 $aNationalism$zFinland 606 $aFolklore$xStudy and teaching$zFinland 607 $aFinland$2fast 608 $aElectronic books. 615 0$aNationalism. 615 0$aFolklore$xStudy and teaching. 615 0$aFolklore and nationalism. 615 0$aFolklore and nationalism 615 0$aNationalism 615 0$aFolklore$xStudy and teaching 700 $aWilson$b William A$g(William Albert),$f1933-2016.$01168421 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910524860303321 996 $aFolklore and Nationalism in Modern Finland$92721010 997 $aUNINA