scholarly journals “Does English make you nervous?”

2015 ◽  
Vol 9 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Amy Thompson ◽  
Liss Sylvén
Keyword(s):  
Language Learning ◽  
School Level ◽  
High School Level ◽  
Swedish Version ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
The Difference ◽  
And Gender ◽  
Relationship Of ◽  
The Relationship

This study aims to explore the relationship between Content and Language Integrated Learning (CLIL) vs. non-CLIL students and language learning anxiety. As part of a larger research project, this study is conducted at the high school level in Sweden and includes students enrolled in CLIL programs (N=109) and non-CLIL programs (N=68) at three different schools. While both CLIL and non-CLIL groups study English as a separate subject, the difference between the two groups is that part of the curriculum is taught through the medium of English in the CLIL programs. The participants completed the Swedish version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope 1986), which is a measure of anxiety that has been used since its inception. First, the factor structure of the instrument was explored in order to ensure its applicability, and then analyses on CLIL status and gender were completed. An exploratory factor analysis and subsequently five 2 x 2 factorial ANOVAs were performed, illustrating the relationship of CLIL status and gender on language learning anxiety. Our study fills a gap in the research by providing baseline data for a longitudinal study of CLIL students in Sweden, thereby allowing the comparison of anxiety over time.

The Relationship of Scientific Creativity in the Biological Sciences to Predoctoral Accomplishments and Experiences

1980 ◽  
Vol 17 (4) ◽  
pp. 491-502 ◽  
Author(s):  
Steven M. Segal ◽  
Thomas V. Busse ◽  
Richard S. Mansfield
Keyword(s):  
Biological Sciences ◽  
School Level ◽  
College Level ◽  
High School Level ◽  
Interest In Science ◽  
Two Measures ◽  
Number Of Citations ◽  
Relationship Of ◽  
The Relationship ◽  
Level Identification

From a sample of 400 biologists drawn from American Men and Women of Science, 335 supplied information about their predoctoral experiences and accomplishments. These accomplishments and experiences were related to two measures of adult scientific achievement: (1) number of published articles, and (2) total number of citations received over a 5-year period. The number of published articles correlated significantly with 14 items, most of which could be classified into three conceptual groups: (1) predoctoral productivity, (2) excellence in predoctoral science work, and (3) early interest in science. The number of citations correlated significantly with 16 items, most of which clustered into three categories: (1) awards, (2) predoctoral productivity, and (3) early interest in science. It was concluded that potentially highly creative biologists can often be identified by predoctoral accomplishments and experiences at the graduate school level. Identification at the college level is more difficult, and at the high school level, extremely difficult.

scholarly journals The relationship between students’ second language learning anxiety and language proficiency

10.32698/0141 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Asnadia Binti Alias ◽  
Nur Atikah Binti Noor Rashid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Proficiency ◽  
Second Language Learning ◽  
English Language ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Spearman Test ◽  
The Relationship

Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

scholarly journals The Relationship between Linguistic Intelligence and Visual, Auditory, and Kinesthetic Preferences of Iranian EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 1075
Author(s):  
Rashideh Zoghi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Instructional Materials ◽  
School Level ◽  
Personality Factors ◽  
Cluster Sampling ◽  
High School Level ◽  
Efl Learners ◽  
The Relationship

Many factors including the learners’ individual personality factors and their sociocultural backgrounds, attitudes to learning the new language, intelligence quotient, and personal learning styles and preferences are involved in the process of second/foreign language learning. The present study attempted to examine the relationship between learners’ linguistic intelligence and their visual, audio, and kinaesthetic (VAK) preferences by formulating three null hypotheses. In order to test the hypotheses, a total number of 100 Iranian female high school-level EFL learners in Tabriz were selected through cluster sampling. The participants took a linguistic intelligence test and responded to a VAK preference questionnaire to obtain data about their linguistic intelligence and VAK preferences. The statistical analysis of the obtained data led to the rejection of all three null hypotheses indicating a significant relationship between the learners’ linguistic intelligence and their VAK preferences. The relationship between linguistic intelligence and auditory preferences turned out to be negative and reverse. These results indicated that in order to increase teaching efficiency, the language educators should try to prepare and use instructional materials suiting the learners’ visual, auditory, and kinaesthetic preferences, indicating the need for individualized language instruction. The findings have implications for curriculum developers and syllabus designers as well as educational policy makers.

scholarly journals Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China

2019 ◽  
Vol 10 ◽  
pp. 1569-1575
Author(s):  
Wang Fei
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Learning Anxiety ◽  
Language Learning Strategy ◽  
English Major ◽  
Language Learning Anxiety ◽  
The Relationship

The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign language learning strategy. According to the findings of this study, it is necessary to reduce learners’ foreign language learning anxiety so as to apply more types of foreign language learning strategies efficiently, especially for those foreign language learners with high-level learning anxiety. Some suggestions were put forward for pedagogical implications, which will make Chinese learners be more successful during the process for foreign language acquisition.

Language learning motivation and CLIL

2015 ◽  
Vol 3 (1) ◽  
pp. 28-50 ◽  
Author(s):  
Liss Kerstin Sylvén ◽  
Amy S. Thompson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Motivation ◽  
School Level ◽  
High School Level ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
And Gender

Language learning is multifaceted, and within Second Language Acquisition (SLA) research, motivation is one of the most frequently studied aspects. The impetus of the current study is to further explore second language learning motivation as well as its impact on the language acquisition process within the context of Content and Language Integrated Learning (CLIL). This study uses Dörnyei’s (2009) framework of the L2 Motivational Self System from which the Motivational Factors Questionnaire (MFQ) has been created and validated by Ryan (2009). This study was conducted at the high school level in Sweden and includes students enrolled in CLIL programs (N = 109) and non-CLIL programs (N = 68) at three different schools. In this paper, the subcategories of the MFQ are analyzed using one-way ANOVAs with CLIL/non-CLIL, L1, and gender as the independent variables. The results indicate that there are differences in attitudes and motivation of CLIL vs. non-CLIL students.

scholarly journals On the Relationship between Persian EFL Teacher’s Discourse and Language Learning Anxiety

2017 ◽  
Vol 3 ◽  
pp. 40-47
Author(s):  
Mehrnoosh Eslami ◽  
Fatemeh Rakhshandehroo ◽  
Mohammad Ali Izadpanah
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Structured Interviews ◽  
Audio Recording ◽  
Learning Anxiety ◽  
Immersion Education ◽  
Immersion Programs ◽  
Language Learning Anxiety ◽  
Video And Audio ◽  
The Relationship

The present study was an attempt to investigate Persian EFL teacher’s discourse and its relation to learners’ language learning anxiety. It was carried out in a bilingual elementary school and a language institute. The participants included students between the ages of 9 to 15 who studied English at least for three years in Shiraz, Iran. Data was gathered through a forty-minute audio-recording lesson during regularly scheduled class time and semi-structured interviews. The result indicated that there is a significant relationship between teacher’s discourse and learners’ anxiety. Moreover, the teachers’ discourse in immersion education was found to be more significant than the ones in non-immersion programs. The obtained result of this study is to familiarize teachers with the importance of appropriate language use in EFL classroom and how such language use in the classroom can be improved through video and audio recording of their lessons.

The Relationship of Digit Ratio (2D:4D) and Gender-Role Orientation in Four National Samples

2007 ◽  
Vol 28 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Stefan J. Troche ◽  
Nina Weber ◽  
Karina Hennigs ◽  
Carl-René Andresen ◽  
Thomas H. Rammsayer
Keyword(s):  
Gender Role ◽  
Sex Role ◽  
Role Orientation ◽  
Sexually Dimorphic ◽  
Gender Role Orientation ◽  
Left Hand ◽  
Fourth Finger ◽  
And Gender ◽  
Relationship Of ◽  
The Relationship

Abstract. The ratio of second to fourth finger length (2D:4D ratio) is sexually dimorphic with women having higher 2D:4D ratio than men. Recent studies on the relationship between 2D:4D ratio and gender-role orientation yielded rather inconsistent results. The present study examines the moderating influence of nationality on the relationship between 2D:4D ratio and gender-role orientation, as assessed with the Bem Sex-Role Inventory, as a possible explanation for these inconsistencies. Participants were 176 female and 171 male university students from Germany, Italy, Spain, and Sweden ranging in age from 19 to 32 years. Left-hand 2D:4D ratio was significantly lower in men than in women across all nationalities. Right-hand 2D:4D ratio differed only between Swedish males and females indicating that nationality might effectively moderate the sexual dimorphism of 2D:4D ratio. In none of the examined nationalities was a reliable relationship between 2D:4D ratio and gender-role orientation obtained. Thus, the assumption of nationality-related between-population differences does not seem to account for the inconsistent results on the relationship between 2D:4D ratio and gender-role orientation.

THE GENDER IMPLEMENTATION OF THE “POWER” FRAME IN SHAKESPEARE’S TRAGEDY “MACBETH”

2020 ◽  
Vol 6 (2) ◽  
pp. 19-36
Author(s):  
Ekaterina A. LOBANOVA
Keyword(s):  
Main Idea ◽  
Point Of View ◽  
Integrative Approach ◽  
Discursive Analysis ◽  
Historical Text ◽  
Gender Characteristics ◽  
And Gender ◽  
Linguistic Methods ◽  
Relationship Of ◽  
The Relationship

This article studies the cognitive features of the “power” frame and its gender implementation in the historical tragedy by W. Shakespeare “Macbeth”. Here, the author examines the concepts of “frame” and “gender” in linguistics, studying different approaches to their definition. The relevance of this work is determined by the close attention of the contemporary linguistics to these concepts, as well as their place in the contemporary academic paradigm. The academic affirmation of the “frame” and “gender” concepts designates a new step in understanding the ways and peculiarities of the language interaction, consciousness, and culture, and, consequently, it shows new aspects of the relationship of linguistics with other sciences. Nevertheless, the problems of both frame and gender are not yet fully understood. This study allows describing in detail the essence of the frame “power” and showing its meaning, use, and ways of its gender implementation in fiction, which explains the novelty of this article. The study’s methodology is based on the cognitive-discursive analysis of the text, as well as on an integrative approach to the discourse study, which combines methods of both cognitive and gender linguistics, as well as the discourse analysis. Common research methods were used along with private linguistic methods. The application of cognitive-discursive analysis has significantly increased the depth of understanding of the “power” frame that dominates Shakespeare’s historical tragedy. This historical text presents the central theme of political tragedy: the overthrow of the rightful ruler and the usurpation of power. The motive for the seizure of power forms a thematic core and is presented from the usurpers’ point of view. In this article, the author observes the gender shift and duality of the female and male beginnings: Shakespeare puts the female protagonist, hungry for power, among men, thus the images of Lady Macbeth and her husband come into conflict with the gender characteristics attributed to them. The play clearly traces the main idea of Machiavellianism: the goal justifies the means. The results conclude that the “power” frame is the leading one in Lady Macbeth’s monologue, thus setting one of the main themes of this tragedy.

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