Temat: language anxiety - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Gender differences in foreign language classroom anxiety: Results of a meta-analysis
Autorzy:: Piniel, Katalin
Zólyomi, Anna
Tematy:: language anxiety
gender
Foreign Language Classroom Anxiety Scale
meta-analysis; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/2143605.pdf Link otwiera się w nowym oknie
Opis:: Exploring language learners’ anxiety is not a neglected area of inquiry in applied linguistics research, which can primarily be attributed to the publication of the Foreign Language Classroom Anxiety Scale (FLCAS), an influential instrument developed by Horwitz et al. (1986) to measure language anxiety. An ever-growing array of studies has employed the FLCAS and analyzed the underlying relationship between the focal construct and foreign language achievement, various individual difference variables and a variety of demographic variables, such as learning experiences, age, and gender. Despite the considerable number of publications, studies focusing on biographical variables and language anxiety have not been conclusive. The aim of the present meta-analysis is to analyze 48 studies that employed the FLCAS to look at the potential gender differences with respect to language anxiety. Although there is great variation in the methodological and reporting practices in the studies included, and findings show a tendency for females to experience higher foreign language anxiety, gender-related differences are not statistically significant. The results of moderator analyses showed that neither age nor target language, regional context, or, in the case of university students, their majors, influence this relationship.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Metodologia badań nad lękiem językowym
Methodological perspectives in studies on language anxiety
Autorzy:: Piechurska-Kuciel, Ewa
Tematy:: language anxiety
research methodology
Foreign Language Anxiety Scale
lęk językowy
metodologia badań; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Powiązania:: https://bibliotekanauki.pl/articles/1037897.pdf Link otwiera się w nowym oknie
Opis:: The paper aims at analysing the methodological perspectives applied in studies on language anxiety. First, the sample selection procedures and characteristics are presented, followed by the analysis the main research tools applied in this area, and by the outline of the most popular research designs and the description of basic data analyses. The paper finishes with an attempt to depict methodological research perspectives concerning further investigations of language anxiety.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Lęk językowy wśród uczniów gimnazjum
Language anxiety in junior high school students
Autorzy:: Pawłowska, Anna
Opis:: Celem niniejszej pracy magisterskiej było określenie zmiennych bezpośrednio związanych z lękiem językowym oraz przeprowadzenie treningu strategii radzenia sobie z lękiem językowym wśród uczniów gimnazjum. Lęk językowy jest specyficzny dla procesu przyswajania języka i ma swoje korzenie w lęku przed komunikacją, lęku testowym oraz obawie przed negatywną oceną. Skutki lęku językowego dla procesu uczenia języka mają szeroki zakres oddziaływań: od osobistych i poznawczych aż po edukacyjne i społeczne. Część empiryczna pracy została poświęcona na zbadanie korelatów lęku językowego, takich jak płeć, semestralna ocena z języka angielskiego, czas uczenia się języka angielskiego i poziom zaawansowania językowego. Lęk językowy okazał się powszechnym zjawiskiem wśród uczniów. Zarówno ocena semestralna z języka angielskiego, jak i poziom zaawansowania językowego okazały się być negatywnie skorelowane z poziomem lęku językowego. Związek pomiędzy płcią i czasem uczenia języka angielskiego a lękiem językowym nie został w pracy potwierdzony. Po zidentyfikowaniu korelatów lęku językowego przeprowadzony został trening strategii, mający na celu zmniejszenie odczuwanego przez uczniów lęku językowego. Obejmował takie strategie jak akceptowanie błędów, zmiana błędnych przekonań uczniów dotyczących uczenia się języka, pisanie listów opisujących doświadczane trudności w języku, nauka zwrotów, które pomagają zachować płynność wypowiedzi oraz przygotowywanie prezentacji. Uczniowie jako najbardziej efektywne strategie wskazali uczenie się zachowywania płynności językowej oraz akceptowanie błędów. Pomogły im one w budowaniu większej pewności siebie i dostarczyły praktycznych wskazówek, jak radzić sobie z lękiem językowym.
This thesis aimed at investigating variables directly connected with language anxiety and conducting a strategy training consisting of a series of activities designed to alleviate the level of language anxiety among junior high school students. Foreign language anxiety is seen as a distinct process particular to second language acquisition and it is rooted in communication apprehension, test anxiety and fear of negative evaluation. The effects of language anxiety on foreign language acquisition are numerous (personal, social, academic and cognitive). The empirical part of the research was devoted to the investigation of the correlates of language anxiety, such as gender, half-term grade in English, the years of English learning and the level of language proficiency. Language anxiety turned out to be the common phenomenon among students. Both half-term grades in English and the level of language proficiency turned out to be correlated in a negative direction with language anxiety. The relationships between gender and the years of English learning and language anxiety were not corroborated. After the identification of the correlates of language anxiety, a strategy training was conducted aiming at alleviating the students’ language anxiety. It comprised of five major strategies: Accepting Errors, Changing Learner Beliefs, Agony Column, Learning Conversation Functions and Giving a Presentation. Students indicated that they found the strategies Learning Conversation Functions and Accepting Errors most effective. They helped them to feel more confident while speaking and offered them a range of practical tips how to cope with language anxiety.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

Inne

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Skocz do pozycji: 4.

Tytuł:: Foreign Language Anxiety Inventory
Autorzy:: Studenska, Anna
Tematy:: foreign language anxiety
inventory
measurement; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/31342780.pdf Link otwiera się w nowym oknie
Opis:: The aim of the research was to create a Foreign Language Anxiety Inventory in the Polish language intended for adolescent and adult students. The items of the Inventory were formulated on the basis of the definition, components, sources and manifestations of language anxiety. The data was collected from 113 Polish students of humanities. Foreign languages learned by the participants were English, French, German and Russian. A principal components analysis with varimax rotation was performed on the responses to 60 items of Foreign Language Anxiety Inventory. The analysis identified five following factors explaining 57% of the variance in the data: speaking and self-image, formal evaluation of foreign language proficiency, feeling incompetent, avoidance of learning and physiological reactions together with nervous behaviour. The values of Cronbach α coefficient for the identified five factors ranged between 0.85 and 0.95. The Inventory can serve as a research tool in diagnostic and experimental research.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 5.

Tytuł:: The ‘unforgettable’ experience of foreign language anxiety
Autorzy:: Drakulić, Morana
Tematy:: foreign language anxiety, language classroom, subjective experience, teacher; Pokaż więcej
Wydawca:: Fundacja Pro Scientia Publica
Powiązania:: https://bibliotekanauki.pl/articles/628556.pdf Link otwiera się w nowym oknie
Opis:: Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 6.

Tytuł:: Foreign language anxiety and self-perceived English pronunciation competence
Autorzy:: Szyszka, Magdalena
Tematy:: language anxiety
pronunciation
communication apprehension; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780832.pdf Link otwiera się w nowym oknie
Opis:: In foreign language learning a negative correlation has been reported be-tween language anxiety and both oral performance (Liu, 2006; Stephenson Wilson, 2006; Woodrow 2006) and self-perceived levels of speaking ability (Kitano, 2001; MacIntyre, Noels, & Clement, 1997; Piechurska-Kuciel, 2008). However, little is known about the relationship between language anxiety and the way students perceive their own competence regarding one of the integral components of oral performance – pronunciation. The present study is an attempt to investigate the link between foreign language anxiety and the self-perceived levels of pronunciation of 48 teacher training college students, who study English as a foreign language. A negative correlation, r = -.54 (p < .05), was found between the level of their language anxiety and self-perceived English pronunciation competence, indicating that more apprehensive teacher trainees perceived their pronunciation as poor, whereas those with lower levels of anxiety declared higher pronunciation competence. Moreover, statistically significant negative correlations were noted between the levels of anxiety and self-perceived competences of several suprasegmental aspects of pronunciation, such as word pronunciation, stress, weak forms, rhythm, linking, and assimilation. The teacher trainees who rated their competence of these suprasegmentals more highly experienced lower levels of foreign language anxiety. The perception of segmentals, however, appeared to be unconnected with the participants’ anxiety.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 7.

Tytuł:: Gender-dependent language anxiety in Polish communication apprehensives
Autorzy:: Piechurska-Kuciel, Ewa
Tematy:: communication apprehension
apprehensives
language anxiety
gender; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780826.pdf Link otwiera się w nowym oknie
Opis:: This paper analyzes the relationship between communication apprehension and language anxiety from the perspective of gender. As virtually no empirical studies have addressed the explicit influence of gender on language anxiety in communication apprehensives, this paper proposes that females are generally more sensitive to anxiety, as reflected in various spheres of communication. For this reason, language anxiety levels in communication apprehensive females should be higher, unlike those of communication apprehensive males. Comparisons between them were made using a student t test, two-way ANOVA, and post-hoc Tukey test. The results revealed that Polish communication apprehensive secondary grammar school males and females do not differ in their levels of language anxiety, although nonapprehensive males experience significantly lower language anxiety than their female peers. It is argued that the finding can be attributed to developmental patterns, gender socialization processes, classroom practices, and the uniqueness of the FL learning process, which is a stereotypically female domain.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Dynamic properties of language anxiety
Autorzy:: Gregersen, Tammy
Tematy:: language anxiety
dynamic
timescales
complexity
interconnected; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780864.pdf Link otwiera się w nowym oknie
Opis:: This article begins by examining previous empirical studies to demonstrate that language anxiety, or the negative emotional reaction learners experience when using a second language (MacIntyre & Gardner, 1999), is a dynamic individual difference learner variable. I show that it forms part of an interconnected, constantly-in-flux system that changes unpredictably over multiple time scales. While at certain times this system might settle into an attractor state that accommodates contradictory conditions, perturbations that arise may lead to development and change with the curious possibility that minor disruptions generate large effects while major alterations go unnoticed. In essence, language anxiety (LA) is part of a continuous complex system in which each state evolves from a previous one. After I establish LA as a dynamic variable using the aforementioned criteria, I outline the implications and challenges for researching LA using a dynamic paradigm, which include focusing on individuals, transforming LA research questions, designing interventions and re-thinking data gathering methodologies. I conclude with implications for language teaching that emphasize: 1) raising awareness of the importance of decoding nonverbal behavior to identify moment-by-moment shifts in learner emotion; 2) remaining vigilant concerning variables that are interacting with LA that make this factor part of a cyclical process; 3) understanding that anxiety co-exists with positive emotions to varying degrees and that language tasks are not unanimously enjoyed or universally anxiety-provoking; and 4) incorporating positive psychology activities that proactively encourage buoyancy and resilience for moment-by-moment daily perturbations as well as debilitating disruptions that result in long-lasting influences.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 9.

Tytuł:: Réduction De L’anxiété De Production Orale
Reducing Foreign Language Speaking Anxiety
Autorzy:: Kalińska, Sylwia
Tematy:: language anxiety
authentic communication
student
foreign language
speaking; Pokaż więcej
Wydawca:: Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
Powiązania:: https://bibliotekanauki.pl/articles/27316714.pdf Link otwiera się w nowym oknie
Opis:: Research has consistently shown that anxious language students suffer significantly during oral activities and that anxiety has a negative impact on students’ attitudes toward language study. The purpose of this article is to help practitioners better understand some of the variables related to anxiety and oral skills and to offer teachers methods to lower the levels of stress in their classroom through the use of anxiety-management tools and activities that encourage authentic communication within a warm and supportive community of learners.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Anxiety over EFL speaking and writing: A view from language classrooms
Autorzy:: Gkonou, Christina
Tematy:: English language anxiety
teaching writing
sociolinguistics of language learning; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780699.pdf Link otwiera się w nowym oknie
Opis:: The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing on questionnaire findings, the study reported in this article examined the nature of, and the connection between the English language classroom speaking and writing anxiety of 128 Greek EFL learners in private language school settings. Speaking anxiety was operationalised by Horwitz, Horwitz, and Copeʼs (1986) Foreign Language Classroom Anxiety Scale, and writing anxiety was measured by Gungle and Taylorʼs (1989) ESL version of the Daly and Millerʼs (1975) Writing Apprehension Test. Interconstruct and intraconstruct associations between the two instruments were examined through principal components analysis with varimax rotation and correlations check. A significant and high correlation was found between classroom anxiety and speaking anxiety, thus indicating that the English language classroom context is a source of speaking anxiety. Writing anxiety was found to load primarily on items relating to attitudes towards writing in English followed by self-derogation for the process and fear of negative evaluation by the teachers and/or by fellow students. On the basis of the findings, suggestions are made concerning the reassessment of the influence that writing anxiety exerts on classroom performance and the adoption of teaching techniques that promote topic-centred process writing.
Dostawca treści:: Biblioteka Nauki

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