Affect and the EFL Classroom: Language Contact in Addressing

Abstract

This study investigates affect or affective elements between the teacher and students in EFL classroom interaction. Affect is regarded as a linguistically significant phenomenon in interactions, which are analysed contextually. The focus is on addressing students, (who are native speakers of Japanese), by teachers (native speakers of English). This verbal act in EFL classroom designates students? names that come from their native language and it indicates parts of their self-identities. Therefore, affect in this study is formulated particularly in interaction where contact between the students? native language and the teacher?s native language occurs. The results of this study show that affect is produced along with different teachers? orientations towards teaching and the student?s reaction to it. Particularly, affect operates negatively, when the context of addressing is perceived negatively. This study reveals that affect is tangible in cross-cultural encounters and plays a significant role in human interaction.