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Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero
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| 22 |
‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution
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| 23 |
Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles
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| 24 |
Predicting the emotional labor strategies of Chinese English foreign language teachers
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| 27 |
The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation
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| 28 |
Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English
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| 30 |
Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
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| 31 |
Visual cues and perception of emotional intensity among L1 and LX users of English
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| 32 |
How to prepare psychotherapists for interpreter-mediated therapy?
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| 33 |
Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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| 34 |
The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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| 35 |
The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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| 36 |
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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| 37 |
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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| 38 |
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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| 40 |
Concluding thoughts on the emotional rollercoaster of language teaching
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