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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On Seeing the Forest and the Trees: A Rejoinder to Sparks and Ganschow
TL;DR: Sparks and Ganschow as discussed by the authors have suggested that affective reactions to language learning, anxiety, motivation, attitudes, etc., are based primarily on differences among learners in the ability to encode native language input.
Journal ArticleDOI
Language choices and 'blind shadows': Investigating interviews with Chinese participants.
TL;DR: In this paper, the importance of the language chosen for research interviewing when more than one language could be used is discussed, through the context of research with Chinese speakers publili...
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The Dynamics of Language Learning Attitudes and Motivation: Lessons From an Interview Study of Dyslexic Language Learners
TL;DR: The authors provided an insider's account of the dynamics of language learning motivation of Hungarian students with dyslexia by conducting qualitative interviews with 15 students, who studied foreign languages in a variety of educational settings.
Journal ArticleDOI
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings
Ju Seong Lee,Kilryoung Lee +1 more
TL;DR: In this paper, a quantitative study examines whether and to what extent affective factors (i.e., motivation, self-confidence, risk-taking, L2 speaking anxiety, and grit) and virtual intercultural experiences affect virtual inter-cultural experiences.
Journal ArticleDOI
How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety
Ying Zheng,Liying Cheng +1 more
Abstract: This study examined the relationships between students’ foreign language classroom anxiety and cognitive test anxiety and their College English Test Band 4 (CET-4) performance. A questionnaire was distributed to 921 Chinese university students to understand the nature and degree of the examined relationships. Follow-up interviews with 12 students were used to shed further light on uncovering mechanisms of relationships found in the survey. Results revealed three factors of anxiety, explaining 43.14% of the total variance examined in the quesionnaire items. Means, standard deviations, the internal consistency for each factor, and zero-order correlations among the three factors were calculated. Correlation and multiple regression of the anxiety factors and test scores were then conducted. Results confirmed that cognitive test anxiety factor was a significant negative predictor of language achievement. Interview results did not fully support the relationships found in the survey. Most students did not perceive themselves to be very anxious in their university settings, either in classrooms or in testing situations. However, they did express their anxiety toward English speaking skills in the classroom. The differential perspectives of anxiety revealed from both analyses indicate that a better understanding of language classroom anxiety and cognitive test anxiety can help students and teachers optimize their foreign langauge learning and teaching practices.
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.