Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas

Detalhes bibliográficos
Autor(a) principal: Barcelos, Ana Maria Ferreira
Data de Publicação: 2022
Outros Autores: Aragão, Rodrigo Camargo, Ruohotie-Lyhty, Maria, Gomes, Gysele da S. Colombo
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21654
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spelling Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguasContemporary perspectives on research about emotions in language teachingemotions in language learning; emotions; contemporary perspectivesFaculdade de Letras - Universidade Federal de Minas GeraisBarcelos, Ana Maria FerreiraAragão, Rodrigo CamargoRuohotie-Lyhty, MariaGomes, Gysele da S. Colombo2022-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21654Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 1-16Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 1-16Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 1-161984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21654/1125614424http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21654/1125614425/*ref*/ARAGÃO, R. C. Cognição, emoção e reflexão na sala de aula: por uma abordagem sistêmica do ensino/aprendizagem de inglês. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 5, n. 2, p. 101-120, 2005. DOI: http://dx.doi.org/10.1590/s1984-63982005000200005./*ref*/ARAGÃO, R. C. São as histórias que nos dizem mais: emoção, reflexão e ação na sala de aula. 2007. 287 f. Tese (Doutorado em Linguística) – Faculdade de Letras, Universidade Federal de Minas Gerais, Belo Horizonte, 2007./*ref*/ARNOLD, J. Affect in language learning. Cambridge: Cambridge University Press, 1999./*ref*/BARCELOS, A. M. F. Desvelando a relação entre crenças sobre ensino e aprendizagem de línguas, emoções e identidades. In: GERHARDT, A. F. L. M.; CARVALHO, A. M.; AMORIM, M. A. (Eds.), Linguística Aplicada e Ensino: Língua e Literatura. Campinas: Pontes/ALAB, 2013./*ref*/BARCELOS, A. M. F. Unveiling the relationship between language learning beliefs, emotions, and identities. Studies In Second Language Learning And Teaching, Kalisz, v. 5, n. 2, p. 301-325, jan. 2015. DOI: http://dx.doi.org/10.14746/ssllt.2015.5.2.6./*ref*/BARCELOS, A. M. F.; ARAGÃO, R. C. Emotions in Language Teaching: a review of studies on teacher emotions in Brazil. Chinese Journal of Applied Linguistics, Berlin, v. 41, n. 4, p. 506-531, 27 nov. 2018. DOI: http://dx.doi.org/10.1515/cjal-2018-0036./*ref*/BARCELOS, A. M. F.; RUOHOTIE-LYHTY, M. Teachers’ emotions and beliefs in Language Teaching: Implications for Teacher Education. In: MARTÍNEZ-AGUDO , J. D. (Ed.). Emotions in second language teaching: Theory, research and teacher education, Cham:Springer, 2018./*ref*/BAILEY, K. M. Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In: SELIGER, H. W.; LONG, M. H. (Eds.), Classroom oriented research in second language acquisition. Rowley, MA: Newbury House, 1983/*ref*/BENESCH, S. Emotions and English language teaching: Exploring teachers’ emotion labor. Routledge: Abingdon, 2017./*ref*/BOLER, M. The risks of empathy: Interrogating multiculturalism’s gaze. Cultural Studies, London, v. 11, n. 2, 1997. DOI: 10.1080/09502389700490141. p. 253-273./*ref*/COSTA, P. I. de; RAWAL, H; LI, Wendy. Broadening the Second Language Teacher Education Agenda: international perspectives on teacher emotions. Chinese Journal Of Applied Linguistics, Berlin, v. 41, n. 4, p. 401-409, 27 nov. 2018. DOI: http://dx.doi.org/10.1515/cjal-2018-0030./*ref*/COWIE, N. Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, Amsterdam, v. 27, n. 1, p. 235-242, jan. 2011. DOI: http://dx.doi.org/10.1016/j.tate.2010.08.006./*ref*/DERAKHSHAN, A; KRUK, M; MEHDIZADEH, M; PAWLAK, M. Boredom in online classes in the Iranian EFL context: sources and solutions. System, Amsterdam, v. 101, p. 102556, out. 2021. DOI: http://dx.doi.org/10.1016/j.system.2021.102556./*ref*/DEWAELE, J. M. Emotions in multiple languages. London: Palgrave, 2010./*ref*/DEWAELE, J; LI, C. Editorial. Studies In Second Language Learning and Teaching, Kalisz, v. 8, n. 1, p. 15-19, 27 mar. 2018. DOI: http://dx.doi.org/10.14746/ssllt.2018.8.1.1./*ref*/DEWAELE, J; DEWAELE, L. Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies In Second Language Learning and Teaching, Kalisz, v. 10, n. 1, p. 45-65, 29 mar. 2020. DOI: http://dx.doi.org/10.14746/ssllt.2020.10.1.3./*ref*/FERREIRA, F. M. M. Emoções de professores de inglês sobre políticas linguísticas de ensino nas escolas públicas. 2017. Dissertação (Mestrado em Letras) – Departamento de Letras, Universidade Federal de Viçosa, Viçosa, MG, 2017./*ref*/GABRYŚ-BARKER, D; PIECHURSKA-KUCIEL, E. Editorial. Studies In Second Language Learning and Teaching, Kalisz, v. 2, n. 2, p. 155, 1 out. 2012. DOI: http://dx.doi.org/10.14746/ssllt.2012.2.2.1./*ref*/GARDNER, R. C.; LAMBERT, W. E. Attitudes and motivation in second language learning. Rowley, Mass: Newbury House Publishers, 1972./*ref*/GARRETT, P; YOUNG, R. F. Theorizing Affect in Foreign Language Learning: an analysis of one learner’s responses to a communicative portuguese course. The Modern Language Journal, [Grand Blanc, MI], v. 93, n. 2, p. 209-226, jun. 2009. DOI: http://dx.doi.org/10.1111/j.1540-4781.2009.00857.x./*ref*/GKONOU, C.; DEWAELE, J.-M.; KING, J. (Eds.). The emotional rollercoaster of language teaching. Bristol: Multilingual Matters./*ref*/GOLOMBEK, P; DORAN, M. Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, Amsterdam, v. 39, p. 102-111, abr. 2014. DOI: http://dx.doi.org/10.1016/j.tate.2014.01.002./*ref*/GREGERSEN, T. Language learning vibes: what, why and how to capitalize for positive affect. In: GABRYS-BARKER, D.; BIELSKA, J. (Eds.). The affective dimension in second language acquisition. Bristol: Multilingual Matters, 2013./*ref*/HARGREAVES, A. The emotional practice of teaching. Teaching and Teacher Education, Amsterdam, v. 14, n. 8, p. 835-854, nov. 1998. DOI: http://dx.doi.org/10.1016/s0742-051x(98)00025-0./*ref*/HORWITZ, E. K.,; YOUNG, D. J. Language Anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall, 1991./*ref*/IMAI, Y. Emotions in SLA: new insights from collaborative learning for an efl classroom. The Modern Language Journal, [Grand Blanc, MI], v. 94, n. 2, p. 278-292, jun. 2010. DOI: http://dx.doi.org/10.1111/j.1540-4781.2010.01021.x./*ref*/MACINTYRE, P; GREGERSEN, T. Emotions that facilitate language learning: the positive-broadening power of the imagination. Studies In Second Language Learning and Teaching, Kalisz, v. 2, n. 2, p. 193, 1 out. 2012. DOI: http://dx.doi.org/10.14746/ssllt.2012.2.2.4./*ref*/MACINTYRE, P. D.; GREGERSEN, T.; MERCER, S. (Eds.). Positive psychology in SLA. Multilingual Matters: Bristol, 2016./*ref*/MARTÍNEZ-AGUDO, J. de D. Emotions in second language teaching: Theory, research and teacher education. Cham: Springer, 2018./*ref*/MATURANA, H. Emoções e linguagem na educação e na política. Belo Horizonte: Editora UFMG, 1998./*ref*/MOSKOWITZ, G. Caring and sharing in the foreign language class. Cambridge, MA: Newbury House, 1978./*ref*/NIAS, J. Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, London, v.26, n. 3, p.293-306, jul. 1996./*ref*/PAVLENKO, A. Emotions and multilingualism. Cambridge: Cambridge University Press, 2005./*ref*/PAVLENKO, A. Bilingual minds: Emotional experience, expression, and representation. New York: Multilingual Matters, 2006./*ref*/PAVLENKO, A. The affective turn in SLA: From ‘affective factors’ to ‘language desire’ and ‘commodification of affect’. In: GABRYŚ-BARKER; BIELSKA, J. (Eds.), The affective dimension in second language acquisition. Bristol: Multilingual Matters, 2013./*ref*/SO, D.; DOMINGUEZ, R. Emotion processes in second language acquisition. In: BENSON, P.; NUNAN, D. (Eds.). Learners’ stories: Difference and diversity in language learning. Cambridge: Cambridge University Press, 2005./*ref*/SONG, J. Critical Approaches to Emotions of Non-Native English Speaking Teachers. Chinese Journal of Applied Linguistics, Berlin, v. 4, n. 4, p. 453–67, nov. 2018. DOI: https://doi.org/10.1515/cjal-2018-0033./*ref*/WHITE, C. The emotional turn in Applied Linguistics and TESOL: Significance, challenges and prospects. In: MARTÍNEZ-AGUDO, J. de D. (Ed.). Emotions in second language teaching: Theory, research and teacher education. Cham: Springer, 2018./*ref*/ZEMBYLAS, M. The emotional characteristics of teaching: an ethnographic study of one teacher. Teaching and Teacher Education, Amsterdam, v. 20, n. 2, p. 185-201, fev. 2004. DOI: http://dx.doi.org/10.1016/j.tate.2003.09.008./*ref*/ZEMBYLAS, M. Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, London, v. 18, n. 4, p. 465-487, Jul. 2005. DOI: http://dx.doi.org/10.1080/09518390500137642.Copyright (c) 2022 Ana Maria Ferreira Barcelos, Rodrigo Camargo Aragão, Maria Ruohotie-Lyhty, Gysele da S. Colombo Gomeshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-03-30T02:48:39Zoai:periodicos.letras.ufmg.br:article/21654Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2022-03-30T02:48:39Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas
Contemporary perspectives on research about emotions in language teaching
title Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas
spellingShingle Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas
Barcelos, Ana Maria Ferreira
emotions in language learning; emotions; contemporary perspectives
title_short Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas
title_full Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas
title_fullStr Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas
title_full_unstemmed Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas
title_sort Perspectivas contemporâneas da pesquisa sobre emoções no ensino de línguas
author Barcelos, Ana Maria Ferreira
author_facet Barcelos, Ana Maria Ferreira
Aragão, Rodrigo Camargo
Ruohotie-Lyhty, Maria
Gomes, Gysele da S. Colombo
author_role author
author2 Aragão, Rodrigo Camargo
Ruohotie-Lyhty, Maria
Gomes, Gysele da S. Colombo
author2_role author
author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Barcelos, Ana Maria Ferreira
Aragão, Rodrigo Camargo
Ruohotie-Lyhty, Maria
Gomes, Gysele da S. Colombo
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv emotions in language learning; emotions; contemporary perspectives
topic emotions in language learning; emotions; contemporary perspectives
publishDate 2022
dc.date.none.fl_str_mv 2022-03-29
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21654
url http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21654
dc.language.iso.fl_str_mv por
eng
language por
eng
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http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21654/1125614425
/*ref*/ARAGÃO, R. C. Cognição, emoção e reflexão na sala de aula: por uma abordagem sistêmica do ensino/aprendizagem de inglês. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 5, n. 2, p. 101-120, 2005. DOI: http://dx.doi.org/10.1590/s1984-63982005000200005.
/*ref*/ARAGÃO, R. C. São as histórias que nos dizem mais: emoção, reflexão e ação na sala de aula. 2007. 287 f. Tese (Doutorado em Linguística) – Faculdade de Letras, Universidade Federal de Minas Gerais, Belo Horizonte, 2007.
/*ref*/ARNOLD, J. Affect in language learning. Cambridge: Cambridge University Press, 1999.
/*ref*/BARCELOS, A. M. F. Desvelando a relação entre crenças sobre ensino e aprendizagem de línguas, emoções e identidades. In: GERHARDT, A. F. L. M.; CARVALHO, A. M.; AMORIM, M. A. (Eds.), Linguística Aplicada e Ensino: Língua e Literatura. Campinas: Pontes/ALAB, 2013.
/*ref*/BARCELOS, A. M. F. Unveiling the relationship between language learning beliefs, emotions, and identities. Studies In Second Language Learning And Teaching, Kalisz, v. 5, n. 2, p. 301-325, jan. 2015. DOI: http://dx.doi.org/10.14746/ssllt.2015.5.2.6.
/*ref*/BARCELOS, A. M. F.; ARAGÃO, R. C. Emotions in Language Teaching: a review of studies on teacher emotions in Brazil. Chinese Journal of Applied Linguistics, Berlin, v. 41, n. 4, p. 506-531, 27 nov. 2018. DOI: http://dx.doi.org/10.1515/cjal-2018-0036.
/*ref*/BARCELOS, A. M. F.; RUOHOTIE-LYHTY, M. Teachers’ emotions and beliefs in Language Teaching: Implications for Teacher Education. In: MARTÍNEZ-AGUDO , J. D. (Ed.). Emotions in second language teaching: Theory, research and teacher education, Cham:Springer, 2018.
/*ref*/BAILEY, K. M. Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In: SELIGER, H. W.; LONG, M. H. (Eds.), Classroom oriented research in second language acquisition. Rowley, MA: Newbury House, 1983
/*ref*/BENESCH, S. Emotions and English language teaching: Exploring teachers’ emotion labor. Routledge: Abingdon, 2017.
/*ref*/BOLER, M. The risks of empathy: Interrogating multiculturalism’s gaze. Cultural Studies, London, v. 11, n. 2, 1997. DOI: 10.1080/09502389700490141. p. 253-273.
/*ref*/COSTA, P. I. de; RAWAL, H; LI, Wendy. Broadening the Second Language Teacher Education Agenda: international perspectives on teacher emotions. Chinese Journal Of Applied Linguistics, Berlin, v. 41, n. 4, p. 401-409, 27 nov. 2018. DOI: http://dx.doi.org/10.1515/cjal-2018-0030.
/*ref*/COWIE, N. Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, Amsterdam, v. 27, n. 1, p. 235-242, jan. 2011. DOI: http://dx.doi.org/10.1016/j.tate.2010.08.006.
/*ref*/DERAKHSHAN, A; KRUK, M; MEHDIZADEH, M; PAWLAK, M. Boredom in online classes in the Iranian EFL context: sources and solutions. System, Amsterdam, v. 101, p. 102556, out. 2021. DOI: http://dx.doi.org/10.1016/j.system.2021.102556.
/*ref*/DEWAELE, J. M. Emotions in multiple languages. London: Palgrave, 2010.
/*ref*/DEWAELE, J; LI, C. Editorial. Studies In Second Language Learning and Teaching, Kalisz, v. 8, n. 1, p. 15-19, 27 mar. 2018. DOI: http://dx.doi.org/10.14746/ssllt.2018.8.1.1.
/*ref*/DEWAELE, J; DEWAELE, L. Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies In Second Language Learning and Teaching, Kalisz, v. 10, n. 1, p. 45-65, 29 mar. 2020. DOI: http://dx.doi.org/10.14746/ssllt.2020.10.1.3.
/*ref*/FERREIRA, F. M. M. Emoções de professores de inglês sobre políticas linguísticas de ensino nas escolas públicas. 2017. Dissertação (Mestrado em Letras) – Departamento de Letras, Universidade Federal de Viçosa, Viçosa, MG, 2017.
/*ref*/GABRYŚ-BARKER, D; PIECHURSKA-KUCIEL, E. Editorial. Studies In Second Language Learning and Teaching, Kalisz, v. 2, n. 2, p. 155, 1 out. 2012. DOI: http://dx.doi.org/10.14746/ssllt.2012.2.2.1.
/*ref*/GARDNER, R. C.; LAMBERT, W. E. Attitudes and motivation in second language learning. Rowley, Mass: Newbury House Publishers, 1972.
/*ref*/GARRETT, P; YOUNG, R. F. Theorizing Affect in Foreign Language Learning: an analysis of one learner’s responses to a communicative portuguese course. The Modern Language Journal, [Grand Blanc, MI], v. 93, n. 2, p. 209-226, jun. 2009. DOI: http://dx.doi.org/10.1111/j.1540-4781.2009.00857.x.
/*ref*/GKONOU, C.; DEWAELE, J.-M.; KING, J. (Eds.). The emotional rollercoaster of language teaching. Bristol: Multilingual Matters.
/*ref*/GOLOMBEK, P; DORAN, M. Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, Amsterdam, v. 39, p. 102-111, abr. 2014. DOI: http://dx.doi.org/10.1016/j.tate.2014.01.002.
/*ref*/GREGERSEN, T. Language learning vibes: what, why and how to capitalize for positive affect. In: GABRYS-BARKER, D.; BIELSKA, J. (Eds.). The affective dimension in second language acquisition. Bristol: Multilingual Matters, 2013.
/*ref*/HARGREAVES, A. The emotional practice of teaching. Teaching and Teacher Education, Amsterdam, v. 14, n. 8, p. 835-854, nov. 1998. DOI: http://dx.doi.org/10.1016/s0742-051x(98)00025-0.
/*ref*/HORWITZ, E. K.,; YOUNG, D. J. Language Anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall, 1991.
/*ref*/IMAI, Y. Emotions in SLA: new insights from collaborative learning for an efl classroom. The Modern Language Journal, [Grand Blanc, MI], v. 94, n. 2, p. 278-292, jun. 2010. DOI: http://dx.doi.org/10.1111/j.1540-4781.2010.01021.x.
/*ref*/MACINTYRE, P; GREGERSEN, T. Emotions that facilitate language learning: the positive-broadening power of the imagination. Studies In Second Language Learning and Teaching, Kalisz, v. 2, n. 2, p. 193, 1 out. 2012. DOI: http://dx.doi.org/10.14746/ssllt.2012.2.2.4.
/*ref*/MACINTYRE, P. D.; GREGERSEN, T.; MERCER, S. (Eds.). Positive psychology in SLA. Multilingual Matters: Bristol, 2016.
/*ref*/MARTÍNEZ-AGUDO, J. de D. Emotions in second language teaching: Theory, research and teacher education. Cham: Springer, 2018.
/*ref*/MATURANA, H. Emoções e linguagem na educação e na política. Belo Horizonte: Editora UFMG, 1998.
/*ref*/MOSKOWITZ, G. Caring and sharing in the foreign language class. Cambridge, MA: Newbury House, 1978.
/*ref*/NIAS, J. Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, London, v.26, n. 3, p.293-306, jul. 1996.
/*ref*/PAVLENKO, A. Emotions and multilingualism. Cambridge: Cambridge University Press, 2005.
/*ref*/PAVLENKO, A. Bilingual minds: Emotional experience, expression, and representation. New York: Multilingual Matters, 2006.
/*ref*/PAVLENKO, A. The affective turn in SLA: From ‘affective factors’ to ‘language desire’ and ‘commodification of affect’. In: GABRYŚ-BARKER; BIELSKA, J. (Eds.), The affective dimension in second language acquisition. Bristol: Multilingual Matters, 2013.
/*ref*/SO, D.; DOMINGUEZ, R. Emotion processes in second language acquisition. In: BENSON, P.; NUNAN, D. (Eds.). Learners’ stories: Difference and diversity in language learning. Cambridge: Cambridge University Press, 2005.
/*ref*/SONG, J. Critical Approaches to Emotions of Non-Native English Speaking Teachers. Chinese Journal of Applied Linguistics, Berlin, v. 4, n. 4, p. 453–67, nov. 2018. DOI: https://doi.org/10.1515/cjal-2018-0033.
/*ref*/WHITE, C. The emotional turn in Applied Linguistics and TESOL: Significance, challenges and prospects. In: MARTÍNEZ-AGUDO, J. de D. (Ed.). Emotions in second language teaching: Theory, research and teacher education. Cham: Springer, 2018.
/*ref*/ZEMBYLAS, M. The emotional characteristics of teaching: an ethnographic study of one teacher. Teaching and Teacher Education, Amsterdam, v. 20, n. 2, p. 185-201, fev. 2004. DOI: http://dx.doi.org/10.1016/j.tate.2003.09.008.
/*ref*/ZEMBYLAS, M. Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, London, v. 18, n. 4, p. 465-487, Jul. 2005. DOI: http://dx.doi.org/10.1080/09518390500137642.
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
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rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
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publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 1-16
Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 1-16
Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 1-16
1984-6398
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repository.name.fl_str_mv Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)
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