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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Journal ArticleDOI
A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary Validation and Reliability.
TL;DR: This article developed a Public Speaking Class Anxiety Scale (PSCAS) to measure anxiety in the EFL public speaking class in the Thai context, which yielded an internal consistency of.84 using Cronbach's alpha coefficient when administered to 76 participants and was factor analyzed to establish the construct and the final version.
Journal ArticleDOI
One Right Way, Intercultural Participation, and Language Learning Anxiety: A Qualitative Analysis of Adult Online Heritage and Nonheritage Language Learners
TL;DR: This paper investigated self-assessed anxious learners who enrolled in online Spanish courses to determine if their anxiety was mediated by the lack of face-to-face (F2F) and other synchronous learning interactions.
Journal ArticleDOI
Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?
TL;DR: The authors investigated pupils' anxiety and enjoyment in the classroom when learning a second or foreign language and found that while primary school pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly more anxiety and more enjoyment than Dutch learners.
Journal ArticleDOI
"I May Be a Native Speaker but I'm Not Monolingual": Reimagining "All" Teachers' Linguistic Identities in TESOL.
TL;DR: The authors reported from the linguistic biographies of 29 teachers of adult TESOL in seven countries, and a detailed account is given of the rich linguistic identities of two of those teachers, one in Japan and one in Canada.
Book ChapterDOI
Teacher Emotion, Emotional Labor and Teacher Identity
Paul A. Schutz,Mikyoung Lee +1 more
TL;DR: Schutz et al. as discussed by the authors discussed how teachers' emotional experiences and emotional labor associated with those experiences are intimately related to their emerging teacher identities and discussed emotions episodes in the language classroom and how those episodes may influence teachers' identity development and their decisions to stay or leave the profession.
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.