Journal ArticleDOI
Foreign Language Classroom Anxiety
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TLDR
In this paper, anxiety is defined as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system, which impedes the ability to perform successfully in a foreign language class.Abstract:
teachers of foreign languages. Many people claim to have a mental block against learning a foreign language, although these same people may be good learners in other situations, strongly motivated, and have a sincere liking for speakers of the target language. What, then, prevents them from achieving their desired goal? In many cases, they may have an anxiety reaction which impedes their ability to perform successfully in a foreign language class. Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.2 Just as anxiety prevents some people from performing successfully in science or mathematics, many people find foreign language learning, especially in classroom situations, particularly stressful.read more
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Dissertation
Methods for pronunciation assessment in computer aided language learning
TL;DR: A simple, but effective method for transforming the vowel space of non-native speakers to make mispronunciation detection more robust and accurate and this transformation not only enhances performance on a simple classification task, but also results in distributions that can be better exploited for mispronouncing detection.
Journal ArticleDOI
Virtual world anonymity and foreign language oral interaction
TL;DR: In this article, the authors investigated the effect of anonymity experienced in virtual worlds (VWs) for language learning and found a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students.
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Tracing the Signature Dynamics of Foreign Language Classroom Anxiety and Foreign Language Enjoyment: A Retrodictive Qualitative Modeling.
TL;DR: This paper used the retrodictive qualitative modeling (RQM) approach to explore the signature dynamics of learners' FLCA, as a negative emotion, and FLE as a positive emotion, by identifying the learner archetypes of FLE and FLCCA via focus-group interviews with a group of teachers regarding their learners' enjoyment and anxiety experiences.
Journal ArticleDOI
Effects of dilemma type, language, and emotion arousal on utilitarian vs deontological choice to moral dilemmas in Chinese–English bilinguals
TL;DR: This article examined how dilemma type (personal or impersonal moral dilemma), language (native or foreign) and emotion arousal to a dilemma could affect Chinese-English bilinguals' deontological vs. utilitarian moral choices regarding 39 moral dilemmas.
Journal ArticleDOI
Affective factors in Korean as a Foreign Language: anxiety and beliefs
TL;DR: This article investigated changes in levels of anxiety about learning a foreign language and in the language beliefs of first-year Korean-as-a-foreign-language (KFL) students in a US university throughout a year.
References
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Journal ArticleDOI
Formal and Informal Linguistic Environments in Language Acquisition and Language Learning.
TL;DR: In this article, evidence is presented to support the hypothesis that informal and formal environments contribute to different aspects of second language competence, the former affecting acquired competence and the latter affecting learned competence, and a distinction must be made between informal environments in which active language use occurs regularly and those in which language use is irregular.