Academic Scientific JournalsDeveloping emotions in the context of teaching English as a Foreign Language in Poland: A diachronic review of coursebooks
DOI:
https://doi.org/10.26881/bp.2026.1.04Keywords:
emotions, foreign language teaching, EFL, coursebook evaluationAbstract
As pointed out by Dörnyei (2005), emotions play an important role in the process of language teaching and learning, which is seen as not only a rational, but also a social activity. It involves individuals gathering together in one place where emotions influence both the teachers’ instructional practices and the learners’ responses to what have been experienced and learned. As the majority of the lesson materials come from coursebooks, the aim of the article is to examine the coursebook contents in terms of the linguistic and non-linguistic emotion-related components. A diachronic, corpus-based analysis in question covers the ELT publications between 1970s and 2020s, and gives an insight into both linguistic and non-linguistic representations that can be sampled there, which are expected to trigger the classroom emotions of the learners. The analysis is based on type and token frequencies of the emotion-related elements identified in the coursebooks, and includes such variables as the year of publication, the nationality of the author, and the intended proficiency level of the learners. The results obtained demonstrate that the so-called “affective turn” of the early 2000s has had a positive impact on teaching emotive language, but there still remains a lot to be done in this field.
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