Examining the role of gelotophobia for willingness to communicate and second language achievement using self- and teacher ratings

2021 ◽  
Author(s):  
Elyas Barabadi ◽  
Kay Brauer ◽  
René T. Proyer ◽  
Mohsen Rahmani Tabar
Keyword(s):  
Second Language ◽  
Teacher Ratings ◽  
Willingness To Communicate ◽  
Language Achievement

scholarly journals STUDY ON BELIEFS ABOUT LANGUAGE LEARNING, ROLE OF GENDER AND STUDENTS’ ACHIEVEMENT IN RELATION TO SECOND LANGUAGE ANXIETY

2019 ◽  
Vol 15 (3) ◽  
pp. 1-9
Author(s):  
Tracy William Tandang ◽  
Marina Mohd Arif
Keyword(s):  
Second Language ◽  
Language Learning ◽  
The Body ◽  
Public Institution ◽  
Language Anxiety ◽  
Language Achievement ◽  
Significant Difference ◽  
Beliefs About Language Learning ◽  
High Level

The study has given a myriad of insights and deeper understanding on the issue of second language anxiety, especially in Malaysia. This study encompassed several aspects in second language learning. The study focused on the relationship between second language anxiety and beliefs about language learning. Besides that, the role of gender in second language anxiety has also been one of the main focuses in the study. On top of that, this study also emphasised on the effect of second language anxiety on the second language achievement. To achieve the purpose, a study was conducted quantitatively among 334 respondents from a local public institution, which is a polytechnic in Negeri Sembilan. The respondents of the study were from Commerce Department which is the largest department in the institution. The respondents were the students from the third semester in the second year. This study used the modified version of Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI). From the study, it is found that the second language anxiety of the students is moderately related to their beliefs about language learning. Besides, the second language achievement is negatively correlated with the second language anxiety, thus explains the low performance while experiencing high level of anxiety. This study also reveals that there is no significant difference found between male and female students in second language anxiety. It is anticipated for researchers to continue and expand the field of study in order to continue contributing to the body of knowledge on second language anxiety.

scholarly journals The Role of Motivation in Second Language Acquisition

2020 ◽  
Vol 6 (2) ◽  
pp. 096-104
Author(s):  
Rafika Nurhidayah
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learner ◽  
Language Achievement

This paper aims to explore the role of motivation in second language acquisition. Motivation is one of the most important factors for learning a second language proficiently. Motivation is unavoidable linked with language achievement in the sense that language achievement can not happen without motivation. In short, motivation is used as a concept for explaining the success or failure of a language learner. There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation can play an important role in learning second language. And there are many factors that can affect this motivation.

scholarly journals Beliefs About Language Learning, Role of Gender and Students’ Achievement in Relation to Second Language Anxiety

2019 ◽  
Vol 15 (3) ◽  
pp. 276
Author(s):  
Tracy Anak William Tandang ◽  
Marina Mohd Arif
Keyword(s):  
Second Language ◽  
Language Learning ◽  
The Body ◽  
Public Institution ◽  
Language Anxiety ◽  
Language Achievement ◽  
Significant Difference ◽  
Beliefs About Language Learning ◽  
High Level

The study has given a myriad of insights and a deeper understanding of the issue of second language anxiety, especially in Malaysia. This study encompassed several aspects of second language learning. This study focused on the relationship between second language anxiety and beliefs about language learning. Besides that, the role of gender in second language anxiety has also been one of the main focuses of the study. On top of that, this study also emphasized the effect of second language anxiety on second language achievement. To achieve the purpose, a study was conducted quantitatively among 334 respondents from a local public institution, which is a polytechnic in Negeri Sembilan. The respondents of the study were from Commerce Department which is the largest department in the institution. The respondents were the students from the third semester in the second year. This study used the modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI). From the study, it is found that the second language anxiety of the students is moderately related to their beliefs about language learning. Besides, the second language achievement is negatively correlated with the second language anxiety, thus explains the low performance while experiencing high level of anxiety. This study also reveals that there is no significant difference found between male and female students in second language anxiety. It is anticipated for researchers to continue and expand the field of study in order to continue contributing to the body of knowledge on second language anxiety.   KEYWORDS: Achievement, Beliefs, Gender influence, Second language anxiety

SECOND LANGUAGE ANXIETY AND ACHIEVEMENT

2019 ◽  
Vol 41 (2) ◽  
pp. 363-387 ◽  
Author(s):  
Yasser Teimouri ◽  
Julia Goetze ◽  
Luke Plonsky
Keyword(s):  
Second Language ◽  
Practical Interest ◽  
Future Research ◽  
Moderating Effects ◽  
Language Achievement ◽  
Negative Role ◽  
Comprehensive Search ◽  
Target Languages ◽  
The Relationship

AbstractSecond language (L2) anxiety has been the object of constant empirical and theoretical attention for several decades. As a matter of both theoretical and practical interest, much of the research in this domain has examined the relationship between anxiety and L2 achievement. The present study meta-analyzes this body of research. Following a comprehensive search, a sample of 97 reports were identified, contributing a total of 105 independent samples (N = 19,933) from 23 countries. In the aggregate, the 216 effect sizes (i.e., correlations) reported in the primary studies yielded a mean of r = −.36 for the relationship between L2 anxiety and language achievement. Moderator analyses revealed effects sizes to vary across different types of language achievement measures, educational levels, target languages, and anxiety types. Overall, this study provides firm evidence for both the negative role of L2 anxiety in L2 learning and the moderating effects of a number of (non)linguistic variables. We discuss the findings in the context of theoretical and practical concerns, and we provide direction for future research.

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

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