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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Second Language Writing Anxiety: Cause Or Effect?
TL;DR: This article found that the subjects in this study suffered anxiety as a result of their lack of writing skills, and that the better students experienced less anxiety than the weaker ones, and the results showed that anxiety is not the cause or consequence of poor writing performance.
Journal ArticleDOI
Student affective reactions and the teaching and learning of foreign languages
TL;DR: This article argued that language learning is a particularly intense and ego-involving undertaking which requires a positive emotional stance on the part of the learner, and made suggestions as to how teachers can promote positive affective characteristics.
Journal ArticleDOI
Self‐Assessment of Speaking Skills and Participation in a Foreign Language Class
TL;DR: The authors investigated the ways learners' perception of themselves as second language (L2) speakers evolved over a 12-week period and highlighted the potential pedagogical benefits of self-assessment at both the cognitive and affective levels.
Journal ArticleDOI
Speaking Anxiety in a Foreign Language Classroom in Kazakhstan
TL;DR: In this article, the authors used the original study as a starting point to voice Kazakh anxious language learners out about the issue of speaking anxiety in a foreign language class, and they found that many students experience a feeling of uneasiness and anxiety when having to speak in the foreign language.
Journal ArticleDOI
Subcomponents of Second-Language Aptitude and Second-Language Proficiency.
TL;DR: In this article, a factor analysis of a test battery that included early first-language (L1) achievement, L1 cognitive ability, second-language aptitude, and L2 affective measures to predict oral and written L2 proficiency was conducted.
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.