Measures of communication‐bound anxiety
TL;DR: In this article, the authors present measures of communication bound anxiety, i.e., the degree of communication-bound anxiety that a person experiences when communicating with another person, in a speech.
Abstract: (1970). Measures of communication‐bound anxiety. Speech Monographs: Vol. 37, No. 4, pp. 269-277.
Citations
More filters
TL;DR: A review of the literature on language learning anxiety can be found in this paper, which concludes that anxiety is indeed a cause of poor second language learning in some individuals and discusses po ssible source s of this anxiety, including difficulty in authentic self-presentatio n and various langu age teaching pra ctices.
Abstract: This chapter considers the literature on language learning anxiety in an effort to clarify the relationship between anxiety and second language learning. It will first argue that langua ge anxiety is a specific anxietyrather than a tra it anxietyand discuss how this conceptualization has helped clarify the research literature. After Horwitz, Horwitz, and Cope (1986) proposed that a specific anxiety construct which they called Fore ign Langu age An xiety was r espo nsible fo r stud entsunco mfor table experiences in langua ge classes and o ffered an instrum ent, the Foreign Langu age Classroom Anxiety Scale (FLCAS), to measu re this anxiety, findings concerning anxiety and language achieve ment have be en relatively uniform, indicating a consistent moderate negative relationship between anxiety and achievement. However, some rese archers (Sp arks and Gans chow and the ir colleagues) have suggested that poor langu age learning is a cause r ather than a resu lt of language anxiety. This review conclud es that anxiety is indeed a cau se of poo r language learning in some individuals and discusses po ssible source s of this anxiety, including difficulty in authentic self-presentatio n and various langu age teaching pra ctices. In addition, it reports on new trends in language anxiety research that attempt to identify aspects of language learning (e.g., reading anxiety or writing anxiety) which provoke anxiety for some individuals.
1,169 citations
Cites background or result from "Measures of communication‐bound anx..."
...Rodriguez (1995) found a significant negative correlation between FLCAS scores and final grades among Spanishspeaking EFL students in seven English classes in Venezuela....
[...]
...Slight positive, but nonsignificant, correlations were also found between the FLCAS and Fear of Negative Evaluation (Watson & Friend, 1969) and Communication Apprehension (McCroskey, 1970)....
[...]
TL;DR: This article used Horwitz, Horwitz and Cope's theoretical model of foreign language anxiety as a research framework for Japanese language learning and found that language anxiety is related to Japanese learners.
Abstract: language anxiety is related to Japanese language learning. It uses Horwitz, Horwitz, and Cope's theoretical model of foreign language anxiety as a research framework. It has been reported that foreign language anxiety is a rather pervasive phenomenon (14; 31; 32; 46; 47; 52). Although language anxiety could be viewed as positive energy (or facilitating anxiety as called by Alpert and Haber) that motivates learners, many language teachers and researchers have been concerned about the possibility that anxiety may function as an affective filter (28), preventing a learner from achieving a high level of proficiency in a foreign language (4; 7; 17; 25; 27; 39; 42; 56; 62). However, most of the research studies have involved Western lan-
1,014 citations
TL;DR: In this article, the authors report the results of the development of a self-report measure of innovativeness and discuss the utility of such an instrument in human communication research, together with issues relating to its reliability, validity, and association with social desirability.
Abstract: This paper reports the results of the development of a self-report measure of innovative-ness. The utility of such an instrument in human communication research is discussed, together with issues relating to its reliability, validity, and association with social desirability.
852 citations
TL;DR: A new section of HCR devoted to summaries of research and theory in specialised areas within the field of human communication was inaugurated by as mentioned in this paper. But this section is not suitable for the general public.
Abstract: Editors Note: With this issue we inaugurate a new section of HCR devoted to summaries of research and theory in specialised areas within the field of human communication. Papers in this section will he designed to bring research and theory in a given area together so that both specialists and nonspecialists can determine the “state of the art” in that area up to the time the paper is published. Scholars who wish to prepare papers for this section are requested to contact the editor and make their interests known. Generally, papers for this section will be commissioned. However, unsolicited papers will be given full consideration.
846 citations
TL;DR: DickDickerson, W.B.Dickerson and W.W.Taylor as mentioned in this paper presented at the Fourth Annual Midwest Regional TESOL Conference, Cincinnati, 1984a, October). A new look at an old problem: the Z and D morphemes.
Abstract: Dickerson, W.B. (1984a, October). A new look at an old problem: The Z and D morphemes. Paper presented at the Fourth Annual Midwest Regional TESOL Conference, Cincinnati. Dickerson, W.B. (1984b). The role of formal rules in pronunciation instruction. In J. Handscombe, R. Orem, & B. Taylor (Eds.), On TESOL '83 (pp. 135148). Washington, DC: TESOL. Farhady, H. (1982). Measures of language proficiency from the learner's perspective. TESOL Quarterly, 16, 43-59. Harris, T. (1981). Practical English, Book 1. New York: Harcourt Brace Jovanovich. Hisama, K. (1980). An analysis of various ESL proficiency tests. In J.W. Oller, Jr., & K. Perkins (Eds.), Research in language testing (pp. 47-53). Rowley, MA: Newbury House. Pike, L.W. (1979). An evaluation of alternative item formats for testing English as a foreign language (TOEFL Research Rep. No. 2). Princeton, NJ: Educational Testing Service. Suter, R.W. (1976). Predictors of pronunciation accuracy in second language learning. Language Learning, 26, 233-253.
684 citations
References
More filters
TL;DR: (1968).
Abstract: (1968). Reticence: Pathology of the normal speaker. Speech Monographs: Vol. 35, No. 1, pp. 39-49.
207 citations
TL;DR: In this paper, social fears as reported by students in college speech classes were investigated and the authors found that social fears were associated with racism, sexism, and classism in speech classes.
Abstract: (1942). Social fears as reported by students in college speech classes. Speech Monographs: Vol. 9, No. 1, pp. 141-160.
185 citations
TL;DR: A synthesis of experimental research in stage fright can be found in this article, where the authors present an experimental approach for stage fright in the context of stage fright assessment and classification. Quarterly Journal of Speech: Vol. 45, No. 2, pp. 134-145.
Abstract: (1959). A synthesis of experimental research in stage fright. Quarterly Journal of Speech: Vol. 45, No. 2, pp. 134-145.
150 citations
TL;DR: FIFTY-FOUR TEST-ANXIETOUS COLLEGE FRESHMEN from Stanford University were randomly assigned to one of three groups: a denitization group, a separation group, and a no-torture control group as mentioned in this paper.
Abstract: FIFTY-FOUR TEST-ANXIOUS COLLEGE FRESHMEN FROM STANFORD UNIVERSITI WERE RANDOMLY ASSIGNED TO ONE OF THREE GROUPS--(1) A DESENSITIZATION GROUP WORKING WITH INDIVIDUALIZED ANXIETY HIERARCHIES, (2) A DESENSITIZATION GROUP WORKING WITH A SINGLE STANDARD HIERARCHY, AND (3) A NO-TREATMENT CONTROL GROUP. THE CRITERIA CONSISTED OF SELF-RATINGS OF ANXIETY BEFORE AND DURING EXAMINATIONS, SCORES ON A TEST ANXIETY SCALE, AND FINAL EXAMINATION GRADES. THE FINDINGS WERE AS FOLLOWS--(1) STUDENTS WHO RECEIVED DESENSITIZATION RATED THEMSELVES AS SIGNIFICANTLY LESS ANXIOUS ABOUT EXAMINATIONS (BOTH BEFORE AND DURING THEIR FINAL EXAMINATIONS) AS COMPARED WITH A NOTREATMENT CONTROL GROUP, (2) FINAL EXAMINATION GRADES OF THE DESENSITIZATION GROUPS WERE SLIGHTLY, BUT NOT SIGNIFICANTLY, HIGHER THAN THE CONTROL GROUP, AND (3) NO DIFFERENCE IN THE RELATIVE EFFECTIVENESS OF INDIVIDUALIZED VERSUS STANDARD HIERARCHIES WAS FOUND. CONSIDERING THE RESULTS, LIMITATIONS OF THE STUDY ARE (1) THE SAMPLE WAS NOT REPRESENTATIVE OF NORMAL COLLEGE POPULATION IN ABILITY, (2) THE TEST ANXIETY CRITERION MEASURES MIGHT HAVE BEEN MORE OBJECTIVE, AND (3) STUDENTS MIGHT HAVE COMPILED THEIR OWN INDIVIDUALIZED ANXIETY HIERARCHY INSTEAD OF ALTERING A
106 citations
TL;DR: In this paper, the effect of desensitization on speech anxiety was investigated and the authors concluded that desensitized speech anxiety is correlated with speech anxiety in the general population.
Abstract: (1970). The Effect of systematic desensitization on speech anxiety. The Speech Teacher: Vol. 19, No. 1, pp. 32-36.
68 citations