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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Anxiety in reading and listening English as a foreign language in Chinese undergraduate students
TL;DR: This article tested relationships between foreign language reading and listening anxiety and learner variables in English as a foreign language (EFL) in a study conducted at the University of Southern California, Los Angeles.
Journal ArticleDOI
A mixed-method study of language-learning motivation and intercultural contact of international students
TL;DR: In this article, the authors investigated the changes in direct and indirect intercultural contact and language-learning attitudes and effort of international students in the United Kingdom, and found that whereas written and media contact increased in frequency during the academic year, participants engaged in less frequent spoken contact at the end of the period investigated.
Journal ArticleDOI
How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish
TL;DR: In this article, the authors focused on foreign language enjoyment and foreign language classroom anxiety of 592 learners of Turkish as a foreign language (FL) in Kazakhstan and found that FLE and FLCA were more strongly predicted by learners' attitude toward Turkish and teacher-related variables than by learner-internal variables.
Journal ArticleDOI
Foreign Language Anxiety in Young Learners: How It Relates to Multiple Intelligences, Learner Attitudes, and Perceived Competence
Hui-ju Liu,Ting-han Chen +1 more
TL;DR: The authors explored language anxiety in young EFL students and how it relates to two other major learner variables, multiple intelligences (MI) and learner attitudes Participants included 216 fifth and sixth graders from two elementary schools, and the findings indicate that the subjects experienced a fair amount of language anxiety.
Journal Article
EFL students’ speaking anxiety: a case from tertiary level students
Gülşah Tercan,Kenan Dikilitaş +1 more
TL;DR: This paper investigated the causes of anxiety among foreign language learners with special refernce to "speaking" as a skill and found that students experience less anxiety in nonthreatening contexts where they speak.
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.