Literaturnachweis - Detailanzeige
| Autor/in | von Worde, Renee |
|---|---|
| Titel | An Investigation of Students' Perspectives on Foreign Language Anxiety. |
| Quelle | (1998), (180 Seiten)
PDF als Volltext kostenfreie Datei Ph.D. Dissertation, George Mason University |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Dissertation; Classroom Environment; College Students; Communication Apprehension; Grading; Higher Education; Second Language Learning; Student Attitudes; Teacher Influence; Teaching Methods |
| Abstract | This research identified factors that may increase anxiety in a foreign language classroom and factors that may assist in reducing anxiety, described student manifestations of anxiety, and correlated final grade with anxiety level. The research was accomplished by means of in-depth phenomenological interviews, a foreign language anxiety questionnaire, FLCAS (Horwitz, Horwitz, and Cope, 1986), and final grade correlation from students in diverse foreign language classrooms. Foreign language anxiety has many sources. Some may be associated with the student, the teacher, the methodology, or instructional practice. Anxiety may also originate in low self-esteem, specious beliefs regarding the learning of language, negative experience associated with the foreign language or culture, or the general experience of language learning. Findings further clarified the role of anxiety in foreign language classroom contexts. The findings seemed to corroborate other studies in suggesting that anxiety can negatively affect the language learning experience in numerous ways and that reducing anxiety seems to increase language acquisition and learner motivation. Among the recommendations suggested is that awareness of the problem of foreign language anxiety should be enhanced and taken seriously by teachers and students alike to assist practitioners and learners in enriching the language learning experience. (Contains 82 references.) (Author/SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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