Literaturnachweis - Detailanzeige
| Autor/inn/en | Stroud, Christopher; Wee, Lionel |
|---|---|
| Titel | Anxiety and Identity in the Language Classroom |
| Quelle | In: RELC Journal: A Journal of Language Teaching and Research, 37 (2006) 3, S.299-307 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-6882 |
| DOI | 10.1177/0033688206071311 |
| Schlagwörter | Stellungnahme; Anxiety; English (Second Language); Second Language Learning; Second Language Instruction; Self Concept; Teaching Methods |
| Abstract | While ELT has long recognized the need to address student anxiety in language learning situations, it has all too often assumed that such anxiety is primarily competence-based. Consequently, there has been insufficient recognition of the fact that identity-based anxiety, too, can have significant effects on language learning in the classroom. In this paper, we discuss some examples of identity-based anxiety, and argue that it requires a different approach to language teaching. We propose one such possible approach, which we call "double-crossing". (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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