scholarly journals The influence of foreign language anxiety and risk-taking on the achievement in Korean language learners

2011 ◽  
Vol null (45) ◽  
pp. 27-49
Author(s):  
권유진 ◽  
김영주
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Risk Taking ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Korean Language

Young Children’s Foreign Language Anxiety

2021 ◽  
Author(s):  
Jieun Kiaer ◽  
Jessica M. Morgan-Brown ◽  
Naya Choi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Original Research ◽  
Psychosocial Wellbeing

This book presents original research on the effects of foreign language anxiety (FLA) on young language learners. It includes suggestions for alleviating FLA and encouraging foreign language enjoyment which will ultimately facilitate more effective language learning and support children’s psychosocial wellbeing.

Foreign language anxiety in relation to affective variables

2018 ◽  
Vol 41 (3) ◽  
pp. 328-348 ◽  
Author(s):  
Min Jung Jee
Keyword(s):  
Foreign Language ◽  
Risk Taking ◽  
Self Efficacy ◽  
Public University ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Positive Correlation ◽  
Affective Variables

Abstract This study investigated Korean-as-a-foreign-language (KFL) students’ foreign language anxiety (FLA) in relation to five affective variables (i.e., unwillingness to communicate, classroom risk-taking, classroom sociability, motivation, and self-efficacy) as well as to self-rated Korean proficiency. One hundred and fifty-two KFL students who were enrolled in Korean classes in a large public university in Australia completed survey items for the study. Overall, KFL students in Australia showed moderate levels of anxiety (M = 2.79) and unwillingness to communicate (M = 2.58). Additionally, their levels of motivation (M = 3.92) and self-efficacy (M = 3.41) were high. Five affective variables were proven to be significantly related with FLA: a positive correlation between FLA and unwillingness to communicate; and negative correlations between FLA and classroom risk-taking, classroom sociability, motivation and self-efficacy. Among the variables, self-efficacy and self-rated overall Korean proficiency were found to be the best predictors of FLA.

scholarly journals EMPIRICAL STUDY OF THE INFLUENCE OF FOREIGN LANGUAGE ANXIETY ON THE LEXICAL COMPETENCE OF FOREIGN LANGUAGE LEARNERS

2021 ◽  
pp. 204-210
Author(s):  
Юлия Сергеевна Андрюшкина
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Language Learners ◽  
State Anxiety ◽  
Language Learner ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cognitive Interference ◽  
Foreign Language Learners ◽  
Lexical Competence

В работе приведены результаты эксперимента по выявлению иноязыковой тревожности (шкала FLCAS) и ситуативной тревожности (вопросник Ч.Д. Спилбергера), а также их влияния на лексическую компетенцию обучающегося билингва. Полученные результаты позволили сделать вывод, что тревожное состояние приводит к снижению концентрации при выполнении задания, так как мысли о потенциальной неудаче и неуверенность в своих знаниях нарушают течение когнитивных процессов, необходимых для выполнения академической задачи. The paper presents the results of an experiment to identify foreign language anxiety (FLCAS scale) and state anxiety (C.D. Spielberger's questionnaire), and their impact on the lexical competence of a foreign language learner. The research results suggest that anxiety causes cognitive interference with performing specific tasks.

Heritage Language Anxiety in Two Spanish Language Classroom Environments: A Comparative Mixed Methods Study

2020 ◽  
pp. 92-113
Author(s):  
Josh Prada ◽  
Paola Guerrero-Rodriguez ◽  
Diego Pascual y Cabo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Control Group ◽  
Classroom Environments ◽  
Heritage Speakers ◽  
Experimental Group

While research into foreign language anxiety (i.e., nervousness towards using the second/additional language) has increased substantially in the last decade, little is known about how language anxiety operates among heritage speakers. Following Tallon’s early works on the topic (2009, 2011) and recent publications (e.g., Sevinç & Dewaele, 2018), the present study further conceptualizes and explores the nature of heritage language anxiety in two different classroom environments at the university level: the traditional Spanish (for second language learners) class, and the Spanish for heritage speakers class. Thirty participants completed (i) the DASS21 scale (Rehka, 2012), (ii) a modified version of the foreign language anxiety scale (Dewaele & MacIntyre, 2014), and (iii) semi structured individual interviews. Participants were distributed between two groups: those in the control group (N=14) were enrolled in a Spanish class for second language learners and those in the experimental group (N=16) were completing a Spanish for heritage speakers course. Results show consistently lower language anxiety rates among participants from the experimental group than among participants from the control group. Additionally, our analyses reveal the role of contextual variables in language anxiety emergence in these two commonly available types of Spanish classrooms.

Foreign and second language anxiety

2010 ◽  
Vol 43 (2) ◽  
pp. 154-167 ◽  
Author(s):  
Elaine K. Horwitz
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Anxiety State ◽  
Unique Form ◽  
The Relationship

The possibility that anxiety interferes with language learning has long interested scholars, language teachers, and language learners themselves. It is intuitive that anxiety would inhibit the learning and/or production of a second language (L2). The important term in the last sentence is ‘anxiety’. The concept of anxiety is itself multi-faceted, and psychologists have differentiated a number of types of anxiety including trait anxiety, state anxiety, achievement anxiety, and facilitative-debilitative anxiety. With such a wide variety of anxiety-types, it is not surprising that early studies on the relationship between ‘anxiety’ and achievement provided mixed and confusing results, and Scovel (1978 – this timeline) rightly noted that anxiety is ‘not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts’ (p. 137). Scovel did not, however, anticipate the identification in the mid-1980s of a unique form of anxiety that some people experience in response to learning and/or using an L2. Typically referred to as language anxiety or foreign language anxiety (FLA), this anxiety is categorized as a situation-specific anxiety, similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.

scholarly journals AGE, GENDER AND GRADE EFFECT ON FOREIGN LANGUAGE ANXIETY AMONG CHILDREN

2017 ◽  
Vol 28 (2) ◽  
pp. 133
Author(s):  
Selami Aydin ◽  
Leyla Harputlu ◽  
Şeyda Savran Çelik ◽  
Özgehan Uştuk ◽  
Serhat Güzel
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Turkish Children ◽  
Young Learners ◽  
Adult Language Learners ◽  
Subject Variables ◽  
The Relationship

The number of studies on the relationship between certain demo- graphic variables, age, gender and grade, and the levels of foreign language anxiety (FLA) in the English as a foreign language (EFL) context regarding adult and young learners is fairly limited, whereas the findings obtained from prior studies did not reach a consensus on the influences of FLA, and studies mainly focused on adult language learners rather than young learners. This study aims to explore the effect of age, gender and grade differences on FLA and its types, communication apprehension, fear of negative evaluation and test anxiety, among Turkish children who learn English as a foreign language. The participants were 494 children enrolled at primary and secondary schools. The data collection tools were a background questionnaire interrogating the variables mentioned and the Children’s Foreign Language Anxiety Scale (CFLAS). After computing the reliability coefficient of the scale and total variance, independent samples t-test and ANOVA were used to see the relationships between the levels of FLA and its types and subject variables, age, gender, and grade. The results showed that age, gender, and grade constitute significant differences regarding FLA and its types, when several items in the CFLAS were considered. In the light of findings, several practical recommendations are listed. 

scholarly journals Recognizing Visual and Auditory Cues in the Detection of Foreign-Language Anxiety

2009 ◽  
Vol 26 (2) ◽  
pp. 46 ◽  
Author(s):  
Tammy Gregersen
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Nonverbal Behaviors ◽  
English Language Teachers ◽  
Oral Presentations

.This study examines whether nonverbal visual and/or auditory channels are more effective in detecting foreign-language anxiety. Recent research suggests that language teachers are often able to successfully decode the nonverbal behaviors indicative of foreign-language anxiety; however, relatively little is known about whether visual and/or auditory channels are more effective. To this end, a group of 36 preservice English-language teachers were asked to view videotaped oral presentations of seven beginning English-language learners under three conditions: visual only, audio only, and a combination of visual and audio in order to judge their foreign-language anxiety status. The evidence gathered through this study did not conclusively determine the channel though which foreign-language anxiety could be most accurately decoded, but it did suggest indicators in the auditory and visual modes that could lead to more successful determination of behaviors indicative of negative affect.

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