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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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22 |
The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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23 |
The East India Company Language Policy in the early 19th Century
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24 |
Activism signage, emplacement, and sense of public space: a mixed methods study of the linguistic landscape of Bloomsbury
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25 |
The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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26 |
The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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Abstract:
A large majority of studies have been conducted on foreign language anxiety (FLA) in the context of the classroom where interlocutors are teacher and peers, whereas fewer researchers have examined FLA beyond the confines of the classroom. The present study examined 1,031 Chinese university students’ FLA in English and explored the links between it and several sociobiographical variables (i.e. gender, ethnic group affiliation, geographical background, and experience in travelling abroad) and sociobiographical and language variables (i.e. age of onset of acquisition, language achievement level, self-perceived oral competence, and frequency of language use). The results showed that geographical background, experience abroad, age of onset of acquisition, self-perceived oral competence, language achievement level, and frequency of language use were significantly linked with FLA. The findings suggest that FLA exists as much outside as inside the classroom but that the sources vary and that the nature of the experience may change as individuals outside the classroom have a greater sense of agency. The study also offers some pedagogical implications for Chinese EFL teachers.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1016/j.system.2020.102207 https://eprints.bbk.ac.uk/id/eprint/30691/ https://eprints.bbk.ac.uk/id/eprint/30691/3/30691.pdf
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27 |
Politics in/of transmediality in Murakami Haruki’s bakery attack stories
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28 |
Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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30 |
#wordswewear: mobile texts, expressive persons, and conviviality in urban spaces
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33 |
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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35 |
Concluding thoughts on the emotional rollercoaster of language teaching
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36 |
The complex relationship between classroom emotions and EFL achievement in China
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37 |
Mapping the language ideologies of organisational members: a Corpus Linguistic Investigation of the United Nations’ General Debates (1970-2016)
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38 |
Multilinguals’ language choices and perceptions in the UK in light of the Brexit Referendum
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39 |
The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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40 |
Emotions in Second Language Acquisition: a critical review and research agenda
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