ABSTRACT
Chapter 3 commences the empirical section of the book. I begin by offering detail about the context, participants, and implementation of the classroom research which also forms the basis for the following three chapters. I then detail my initial analysis which focused somewhat of a wide-angle lens on the whole and parts, so to speak. The chapter presents general findings about the kinds and degree of feelings noted by learners in the context of their L2 studies with me and the connection of these feelings to certain segments of each lesson. It is in the context of this exploration of emotionality during particular parts of lessons that my decision to center on the discursive emergence of emotions in social interaction occurs. I finally describe the use of a tool known as multiple threading (Davis & Sumara, 2006) to gain an appreciation of the range of emotionality experienced by both individual learners and the class group across a semester as a whole.
