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
Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction
Journal ArticleDOI
English as a Foreign Language Learners’ Anxiety and Interlocutors’ Status and Familiarity: An Idiodynamic Perspective
TL;DR: The authors explored the dynamics of EFL learners' anxiety while interacting with different interlocutors from an idiodynamic perspective, and found both change and stability in the participants' anxiety under the influence of the interlocuttors' familiarity with the participants and their status as well their verbal and nonverbal feedback.
Journal ArticleDOI
Investigating the development of foreign language anxiety: an autobiographical approach
TL;DR: The authors investigated how anxiety developed in students of English as a foreign language (EFL), focusing on changes in their feelings about EFL learning as they learned, using an autobiographical approach.
Journal ArticleDOI
The Authenticity-anxiety Paradox: The Quest for Authentic Second Language Communication and Reduced Foreign Language Anxiety in Virtual Environments☆
TL;DR: This paper found that the authenticity of the virtual environment and the communicative interaction that occurs within that environment stand out as significant factors associated with reduced foreign language anxiety, even though perceived similarities between the real and virtual worlds were found to lead to greater engagement in learning in the virtual world.
Journal ArticleDOI
Examining the validity of the Achievement Emotions Questionnaire for measuring more emotions in the foreign language classroom
TL;DR: The AEQ-FLC is used in the context of English as a foreign language (EFL) classes as mentioned in this paper, where the AEQ is largely defined as the Achievement Emotions Questionnaire-foreign language class (AEQFLC).
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.