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
Citations
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Anxiety and Second/Foreign Language Learning Revisited
TL;DR: This paper reviewed the literature that examines the anxiety phenomenon in the field of second/foreign language learning, and examined the possible causes and effects of language anxiety and the relationship between anxiety and second-language learning.
Journal ArticleDOI
Second Language Anxiety and Distance Language Learning
TL;DR: The authors compared anxiety profiles of classroom and distance language learners, and compared anxiety levels between first-semester and more experienced students in both learning environments, finding no significant differences in anxiety profiles between classroom learners and distance learners.
Journal ArticleDOI
Language Stress And Anxiety Among The English Language Learners
TL;DR: Tanveer et al. as mentioned in this paper investigated the factors behind language anxiety among the Iranian language learners both within the classroom and in the social context, and suggested a variety of strategies to cope with it.
Potential Sources of Anxiety for Japanese Learners of English: Preliminary Case Interviews with Five Japanese College Students in the U.S.
TL;DR: This article explored the nature of language anxiety from the perspective of five Japanese learners of English (ESL), especially in reference to their self-reflective accounts of emotional difficulties encountered in the U.S. college settings.
Journal ArticleDOI
Declarative and procedural memory as individual differences in second language acquisition
Kara Morgan-Short,Mandy Faretta-Stutenberg,Katherine A. Brill-Schuetz,Helen Carpenter,Patrick C. M. Wong +4 more
TL;DR: This article examined how individual differences in cognitive abilities account for variance in the attainment level of adult second language (L2) syntactic development and found that declarative and procedural memory learning abilities may predict L2 grammatical development, at least for implicitly trained learners.
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.