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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Book ChapterDOI
Foreign Language Teacher Burnout: A Research Proposal
TL;DR: In this paper, a thorough investigation of foreign language teacher burnout in Poland should be proposed, as learning a new language is different from learning any other school subject, also teaching it may require different skills on the part of the teacher, leading to different (most probably higher) levels of burnout.
Journal ArticleDOI
Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.
TL;DR: Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement, and significant positive correlations were found between language motivation and readerSelf-Perception scores, and between years studying Arabic and readerself-per perception scores.
Journal ArticleDOI
Prospective EFL Teachers: What Language Learning Beliefs Do They Hold?.
TL;DR: The authors investigated prospective EFL teachers' beliefs about EFL learning using a 40-item revised version of the beliefs about language learning inventory on a sample of 200 (75 males and 125 females) who represent the four-year program they are enrolled in and three proficiency levels (low, intermediate, and advanced).
Journal ArticleDOI
Is Transparency an Illusion? An Idiodynamic Assessment of Teacher and Peers’ Reading of Nonverbal Communication Cues of Foreign Language Enjoyment
TL;DR: The authors assess to what extent moments of experiencing enjoyment in communicating in English as a foreign language is transparent to the teacher and the peers within the class, and the purpose of the present study was to assess the extent to which these moments of enjoyment are visible to the learner and the teacher.
Predicting Achievement in College-Level Foreign Language Courses.
TL;DR: Onwuegbuzie et al. as discussed by the authors conducted a study of 184 university students to determine predictors of foreign language achievement and found that academic achievement was the best predictor, explaining 14.0% of the variance in achievement.
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.