- Tytuł:
- Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese
- Autorzy:
-
Jin, Yinxing
de Bot, Kees
Keijzer, Merel - Tematy:
-
teacher support
student affiliation
foreign language anxiety
foreign language proficiency - Pokaż więcej
- Wydawca:
- Uniwersytet im. Adama Mickiewicza w Poznaniu
- Powiązania:
- https://bibliotekanauki.pl/articles/780919.pdf Link otwiera się w nowym oknie
- Opis:
- The study explores the effects of teacher support and student cohesiveness on foreign language (FL) learning outcomes and compares their effect with that of FL anxiety. One hundred and forty-six first-year Chinese undergraduates of Japanese, who were also learning English, participated in two surveys that were administered over a 2-month interval. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), the Teacher Support Scale (Trickett & Moos, 2002), the Affiliation Scale (Trickett & Moos, 2002), the English Proficiency Scale, and the Japanese Proficiency Scale. It was found that (a) student cohesiveness was a positive predictor of FL proficiency, (b) teacher support, which was positively related to student cohesiveness and negatively to FL anxiety, did not show a direct relationship with FL proficiency, and (c) FL anxiety, which was negatively associated with FL proficiency, showed a better predictive power than student cohesiveness and teacher support.
- Dostawca treści:
- Biblioteka Nauki
Artykuł