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HOW TALENTED SECOND-LANGUAGE LEARNERS REGULATE THEIR EMOTIONS AND COPE WITH STRESS

Vol.8, Issue 1, 2022, pp. 5-28 Full text

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DOI: https://doi.org/10.33919/esnbu.22.1.1
Web of Science: [WOS=]

Author:
Christina A. DeCoursey https://orcid.org/0000-0002-7930-8352

Affiliation: Nazarbayev University, Nur-Sultan, Kazakhstan

Abstract
Most studies of talented learners focus on the nature of their accelerated cognitive abilities, and on structuring curricula to support them in achieving academically. Few studies of talented learners explore their emotional regulatory and coping strategies, as part of how they learn. Yet emotional regulation and coping strategies are an essential component of self-efficacy and self-regulation. Many talented learners are now also second-language learners. Programmers are among the most talented of 21st century learners. Programming requires linguistic proficiency, advanced quantitative reasoning, and multiple, complex forms of procedural reasoning. Mixed methods were used to explore how 34 talented programmers responded to a stressful second-language task. Data was analysed using one deductive and one emergent content coding frame, Appraisal analysis, and transitivity analysis. Results show that talented programmers handle stress by identifying and solving contextual problems. They realise positive subjective attitudes as evaluations of context, but frame negative emotions as interior experiences. As actors, they represent themselves as closely aligned with their team.

Keywords: talented learners, second-language learners, self-efficacy, emotional regulatory strategies, coping strategies, content analysis, Appraisal analysis

Article history:
Submitted: 12 March 2022
Reviewed: 16 March 2022
Accepted: 21 March 2022
Published: 30 June 2022

Citation (APA):
DeCoursey, C. A. (2022). How Talented Second-language Learners Regulate their Emotions and Cope with Stress. English Studies at NBU, 8(1), 5-28. https://doi.org/10.33919/esnbu.22.1.1

Copyright © 2022 Christina A. DeCoursey

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