Foreign Language Anxiety And The Advanced Language Learner
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Foreign Language Anxiety and the Advanced Language Learner
Author: Zsuzsa Tóth
language: en
Publisher: Cambridge Scholars Publishing
Release Date: 2010-08-11
Does anxiety about learning and using a foreign language decline as learners become more competent in the target language, or is anxiety also relevant at higher levels of proficiency? This is the question Foreign Language Anxiety and the Advanced Language Learner sets out to explore. The aim of the book is to give readers an insight into what role anxiety plays in the language learning and communication processes of advanced language learners. Specifically, the study examines how advanced EFL learners’ foreign language anxiety (FLA) can be characterized; how anxiety relates to other individual differences (cognitive, affective, personality); and explores the relationship between FLA and various aspects of learners’ performance and communication experience in the target language. The research context is Hungary. The findings, however, are not confined to the Hungarian EFL setting. In addition to making a contribution to the clarification of some unresolved issues in language anxiety research—including the role of proficiency in the development of anxiety, the relationship between anxiety and other learner variables, and the much-debated question of whether or not anxiety accounts for differential success in L2 learning—this study has important implications for language teachers as well.
New Insights into Language Anxiety
Author: Christina Gkonou
language: en
Publisher: Multilingual Matters
Release Date: 2017-04-25
This book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters in the volume are divided into three sections. Part 1 revisits language anxiety theory, showing that it can be viewed as a complex and dynamic construct and that it is linked to other psychological variables, such as the self and personality. In Part 2, a series of contextualised studies on language anxiety are presented, with a key feature of these studies being the diverse research designs which are applied in different instructional settings across the globe. Part 3 bridges theory and practice by presenting coping strategies and practice activities with a view to informing classroom practice and pedagogical interventions.
The Ecosystem of the Foreign Language Learner
This volume examines selected aspects of the foreign language learning process from an ecological perspective, adopting a holistic view on complex interrelations among and within organisms (L2 language learners) and their milieus (family, school and society). First of all, the personal ecosystem of the learner is taken into consideration, whereby two powerful influences are intertwined: cognitive and affective aspects. The learning space formed by the individual is largely shaped by their affective states coexisting in conjunction with their cognitive processes. Moreover, this specific space is also modified by a wider array of other personal ecosystems or those of cultures. Hence, the ecosystem of the foreign language learner is also subject to influences coming from sociocultural leverage that can be represented by people they know, like parents and language teachers, who can both directly and indirectly manipulate their ecosystem. At the same time other important forces, such as culture as a ubiquitous element in the foreign language learning process, also have the power to shape that ecosystem. Accordingly, the book is divided into three parts covering a range of topics related to these basic dimensions of foreign language acquisition (the cognitive, affective and socio-cultural). Part I, Affective Interconnections, focuses on the body of original empirical research into the affective domain of not only L2 language learners but also non-native language teachers. Part II, Cognitive Interconnections, reports on contributions on language learners’ linguistic processing and cognitive representations of concepts. The closing part, Socio-cultural Interconnections, provides new insights into language learning processes as they are affected by social and cultural factors.