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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The Role of Some Selected Psychological and Personality Traits of the Rater in the Accuracy of Self- and Peer-Assessment.
TL;DR: This paper investigated the role of selected psychological and personality traits of learners of English as a foreign language in the accuracy of self- and peer-assessments, and found that learners possessing the positive side of a trait are more accurate than those who have its negative side, with the exception of students with high classroom anxiety.
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
TL;DR: A meta-analysis examined the relationship between FLCA measured through the Foreign Language Classroom Anxiety Scale (FLCAS) and five forms of academic achievement: general academic achievement, reading-, writing-, listening-, and speaking academic achievement as discussed by the authors.
Journal ArticleDOI
Self-assessment of second language ability: the role of response effects
TL;DR: This article investigated the role of response effects in self-assessment of second language ability through a split-ballot procedure using positively and negatively-worded ques tions and graded (i.e. level-specific questions).
Journal ArticleDOI
Self‐Regulatory Strategies and Agency in Self‐Instructed Language Learning: A Situated View
TL;DR: This paper found that contextual factors such as learners' self-beliefs and social support influence the kinds of strategies that learners employ to manage the self-instructional process, and that self-regulation of learning in this context required that learners structure the learning environment to meet their needs and manage their emotional responses to individualized language learning.
Journal ArticleDOI
Short-Term Study Abroad: Predicting Changes in Oral Skills
TL;DR: The authors used self-report measures to determine which of the following variables predict improvements in speaking, pre-program motivation and intercultural sensitivity, relationship with the host family, and interaction with native speakers.
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.