scholarly journals The Relationship between Foreign Language Anxiety and Language Learning Strategies among University Students

2013 ◽  
Vol 3 (4) ◽  
Author(s):  
Ebrahim Ghorban Mohammadi ◽  
Reza Biria ◽  
Mansour Koosha ◽  
Azam Shahsavari
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Learning Strategies ◽  
The Relationship

scholarly journals Foreign Language Learning Strategies and Consecutive Interpreting Achievement: An Exploratory Study on Taiwanese Interpreting Students

2014 ◽  
Vol 58 (1) ◽  
pp. 146-164
Author(s):  
Yung-Nan Chiang ◽  
Daniel Steve Villarreal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Exploratory Study ◽  
Foreign Language Learning ◽  
Future Research ◽  
Language Learning Strategies ◽  
Positive Correlations ◽  
Consecutive Interpreting ◽  
The Relationship

Although it has been frequently noted that interpreting students’ command of their working languages has not been solid enough to meet the challenge of interpreting, especially the challenge of interpreting from an A language to a B language, there has been no empirical research into whether their B language learning strategies are related to their interpretation achievement. This exploratory study filled this gap in the literature by investigating the relationship between foreign language (English) learning strategies and consecutive interpreting achievement among a group of undergraduate interpreting students in Taiwan. The participants’ learning strategies were assessed by Oxford’s Strategy Inventory for Language Learning (SILL), while their achievement was measured by their semester grades in Mandarin-English interpreting classes. Descriptive statistics and correlation analyses were used to analyze the data. The results showed that learning strategies had significant positive correlations with interpreting achievement, regardless of whether the SILL was analyzed in terms of the overall scale, its subscales, or its individual items. Based on the results, implications for offering learning strategies training to students are discussed and directions for future research are suggested.

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.

The Relationship Between Language Learning Strategies and Gender in Learning English as a Second or Foreign Language

2021 ◽  
Vol 3 (6) ◽  
pp. 120-126
Author(s):  
Nguyen Thi Ngoc Tran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Viet Nam ◽  
Language Learning Strategies ◽  
Male And Female ◽  
Nations People ◽  
And Gender ◽  
Negative Impression ◽  
The Relationship

In Viet Nam and many other nations, people tend to make general assumptions about language learning like that “Females are better at language learning than males”, “Languages are females’ subjects”. Those assumptions have caused a negative impression on males about language learning. As a result, there is a remarkable worldwide inequality in the number of male and female English majors. Are females really superior to males in language learning? Do their different ways in language learning play an important role in their success? If the differences in learning methods are said to be responsible, their learning strategies may account for their different level of success in language learning. Those questions inspired the author to determine whether there are any significant differences in learning strategies due to gender. The paper first synthesized previous research to have an overview of learning strategies males tend to prefer and those that females favour. Then, from the awareness of the differences, some pedagogic implications were raised for English teachers who share the same interest in dealing well with learners of each sex.

scholarly journals THE RELATIONSHIP BETWEEN LEARNING STRATEGY USE IN ENGLISH AND MOTIVATION OF STUDENTS AT A COLLEAGUE IN CAN THO CITY, VIETNAM

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Thi Minh Uyen Phan ◽  
Thi Tra My Ly ◽  
Thi Thuy Hang Nguyen ◽  
Nguyen Minh Ly Nguyen
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Context ◽  
Language Learning Strategies ◽  
Medium Level ◽  
The Many ◽  
Can Tho City ◽  
The Relationship

Among the many factors that increase students’ achievement in the mastery of foreign languages, including English, are motivation and use of language learning strategies. Previous studies by a range of researchers have identified these two elements as the most important in obtaining success in language learning. This study carried out on 152 university students, roughly equal in gender, studying at a university in Can Tho, Vietnam, sought to discover the relationships between these two factors within the Vietnamese language learning context. In particular, the study sought to 1) discover which of two types of motivation, intrinsic and extrinsic, is most prevalent among the students studied; 2) their use of language learning strategies; 3) reveals the relationship between students' motivation and use of language learning strategies; and 4) describe the differences in their use of language learning strategies based on whether their motivation was high, medium or low. Research instruments included Schmidt et al.'s Questionnaire on Motivation in Learning English, and Oxford's Strategy Inventory for Language Learning (both modified for the Vietnamese language learning context and translated into Vietnamese), plus an interview with 18 of the students to gain greater insight into the answers they gave on the questionnaires. Results were obtained using standard deviations and t-tests. They showed that Vietnamese university students are mainly extrinsically motivated; that all strategies were used at least at a medium level, amidst other fluctuations; and that those metacognitive strategies are most prevalent among medium and high motivated students but affective strategies are most common among low motivation students. Recommendations flowing from these results are that teachers should prioritize the formal teaching of learning strategies and should attempt to increase intrinsic motivation by putting greater emphasis on making language learning fun and relevant to the students' interests and passions. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0721/a.php" alt="Hit counter" /></p>

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