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The Stability of General Foreign Language Classroom Anxiety across Languages among Chinese Undergraduate Foreign Language Learners
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS 바로가기
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- 통권
- Vol.7 No.2 (2010.06)바로가기
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- 페이지
- pp.69-89
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A182278
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5,700원
원문정보
초록
- 영어
- The present study examined the stability of the general foreign language (hereinafter, FL) classroom anxiety construct across English, French, Japanese and Russian among Chinese undergraduate foreign language learners. Language majors learning simultaneously two foreign languages from three universities in central China participated in the study. They were categorized into three groups, one group learning English and French simultaneously, the other English and Japanese, and the third English and Russian. They reported the levels of general FL anxiety felt in each foreign language classroom by completing a questionnaire that included two Chinese versions of the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz, Horwitz & Cope, 1986), one for each language. Separate paired samples t tests were conducted within each group and one-way ANOVAs were performed between groups in order to measure the stability of the general FL anxiety construct across the four languages listed above. It was found that a statistically significant difference of overall anxiety levels existed across English and Japanese with the learning of Japanese provoking significantly lower levels of anxiety than English when both languages are simultaneously learned. The comparison between groups revealed that the group learning English and Japanese simultaneously perceived a significantly higher level of anxiety in English, the same first FL that all the three groups share, but a significantly lower level of anxiety in Japanese, the second FL, than the groups learning French and Russian as the second FL respectively. All the findings suggested that the levels of general FL anxiety may not be independent of the native languageforeign language pairing and may vary across languages according to the specific target language under learning.
목차
ABSTRACT
INTRODUCTION
LITERATURE REVIEW
METHOD
Participants
Instruments
RESULTS
Research Question 1
Research Question 2
Research Question 3
DISCUSSION
CONCLUSION
THE AUTHOR
REFERENCES
APPENDIX
키워드
language anxiety Foreign Language Classroom Anxiety Scale (FLCAS) stability across languages Chinese undergraduate foreign language learners native language-foreign language pairing저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.7 No.2
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