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Tytuł:
Self-efficacy in the foreign language learning process: the language anxiety perspective
Autorzy:
Piechurska-Kuciel, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/2049848.pdf
Data publikacji:
2014
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Opis:
This paper explores the relationship of self-efficacy to the individual’s academic and social abilities in the process of foreign language learning, analyzing the construct of self-efficacy and its domains (academic, self-regulatory and emotional), and providing insight into the issue of language anxiety, which is specific to foreign language acquisition. The empirical part the research on the relationship between self-efficacy domains and language anxiety, meanwhile, ultimately shows that the modern language cannot be viewed or assessed like any other school subject due to its serious impact on the self of the student.
Źródło:
Linguistica Silesiana; 2014, 35; 397-415
0208-4228
Pojawia się w:
Linguistica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INVESTIGATING ADVANCED LEARNERS’ USE OF AFFECTIVE STRATEGIES FOR DEALING WITH TEST ANXI-ETY
Autorzy:
Mystkowska-Wiertelak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036543.pdf
Data publikacji:
2018-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language learning anxiety
test anxiety
language learning strategies
af-fective strategies
lęk językowy
lęk związany z testowaniem
strategie językowe
strategie afektywne
Opis:
Language anxiety has been researched for many decades now and its significance for attainment cannot be questioned. In numerous research accounts anxiety related to learning a foreign/second language comes in different guises, as speaking anxiety, or communication apprehension, fear of negative evaluation, and finally, test anxiety. In fact, developing linguistic competence in the formal setting is inherently fraught with the need to have one’s skill and knowledge verified in the form of informal and formal, low- or high-stakes tests and examinations. Alleviating the negative consequences of anxiety seems imperative for effective learning, which in the opinion of the present author, will not be possible without gaining a deeper insight into the ways in which learners deal with negative feelings evoked by language study or use. Hence, an attempt has been made to explore the range of strategies employed by a specific group of learners – English majors in their final year of study – to cope with a stressful situation such as a regularly-scheduled achievement test in one of the components of the practical English course. What distinguishes this group of learners is their level of proficiency, which is C1 or nearing C2, but most importantly of all, their long-term experience of dealing with stress that has extended throughout formal education including the duration of MA studies in English Philology. Data collected by means of immediate reports and questionnaires revealed that the participants employed quite a limited scope of stress-reducing strategies and that there were characteristic trends, the analysis of which could serve as a point of departure for offering effective strategy instruction capable of relieving the consequences of negative affective states.
Źródło:
Neofilolog; 2016, 46/1; 45-58
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CULTURAL DIVERSITY IN ENGLISH LANGUAGE LEARNING IN THAILAND AND LATVIA
Autorzy:
Rudzinska, Ieva
Khampirat, Buratin
Powiązania:
https://bibliotekanauki.pl/articles/628206.pdf
Data publikacji:
2019
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
English language learning anxiety scale (ELLAS), leisure time use of reading and writing activities in English (RWA), undergraduate sport science students
Opis:
Aim. The article examines the characteristics of learning English in students from different cultural backgrounds – Thailand and Latvia. We aimed to gain empirical evidence of how the cultural background influences student leisure time English language learning habits and their English language learning anxiety. Concept and Methods. In the study two questionnaires were used: leisure time use of reading and writing activities in English (RWA), and English language learning anxiety scale (ELLAS). RWA included five areas of leisure time use of reading and writing activities:  using Internet or e-mail, writing regularly, reading regularly, watching TV or movies, and having checker; ELLAS consisted of four subscales - Communication Anxiety, Fear of Negative Evaluation, Test Anxiety, and English Classroom anxiety. The participants in the study were 95 undergraduate sports science program students from Thailand and Latvia – Thai students were 50, and 45 students represented Latvia. The research was carried out in two stages, first one being a pilot study. Results and Conclusions. The results showed that Thai and Latvian students showed more similarities in their leisure time use of reading and writing activities in English than differences: they often watched movies and TV, but rarely were reading and writing to improve their English. Latvian students spent more time watching TV, movies, reading regularly, using Internet or e-mail than Thai students (p < .01 and .05). Both Thai and Latvian students experienced moderately elevated communication anxiety, fear of negative evaluation, test anxiety, and English classroom anxiety. However, Thai students had higher anxiety than Latvian students in all aspects of ELLAS (independent samples t-test, statistically significant level of .01).  
Źródło:
Journal of Education Culture and Society; 2019, 10, 1; 219-233
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The impact of contemplative practices on foreign language anxiety and learning
Autorzy:
Scida, Emily E.
Jones, Jill E.
Powiązania:
https://bibliotekanauki.pl/articles/780453.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language anxiety
affect
contemplative practices
classroom climate
self-efficacy
Opis:
This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context-affect and learning in foreign language courses.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 4; 573-599
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Some Aspects of Anxiety in Language Learning and Verbal Communication
Autorzy:
Zybert, Jerzy
Powiązania:
https://bibliotekanauki.pl/articles/2076396.pdf
Data publikacji:
2018
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
language
anxiety
communication
learning
affect
język
lęk
komunikacja
uczenie się
afekt
Opis:
The present paper is an attempt to shed some supplementary light on possible causes of anxiety in foreign language learning and actual communication; it also considers ways of preventing and coping with it.
Celem artykułu jest przedstawienie dodatkowych informacji wyjaśniających zjawisko lęku występującego w procesie uczenia się języka obcego i w rzeczywistej komunikacji językowej. Ponadto, sugeruje możliwe sposoby zapobiegania i radzenia sobie z lękiem.
Źródło:
Kwartalnik Neofilologiczny; 2018, 1; 21-33
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning Anxiety in the Language Classroom
Autorzy:
Zybert, Jerzy
Powiązania:
https://bibliotekanauki.pl/articles/916779.pdf
Data publikacji:
2018-11-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Language Classroom
Opis:
It has generally been acknowledged that anxiety is an affective factor that plays a significant role in any learning. A highly specific type of anxiety, foreign language classroom learning anxiety, has been distinguished and recognised as quite common among foreign language learners (Horwitz et al. 1991). The article provides some theoretical considerations related to the issue and presents findings from research on it conducted among Polish secondary school students of English. Conclusions include some practical suggestions for language teachers.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2006, 32, 1; 123-137
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment
Autorzy:
Dracopoulous, Effie
Pichette, Francois
Powiązania:
https://bibliotekanauki.pl/articles/780923.pdf
Data publikacji:
2011-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
writing anxiety
computer anxiety
second language learning
ESL
distance learning
Opis:
The study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 1; 101-117
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Revue Des Recherches Empiriques Sur L’anxiété Langagière Et Les Difficultés D’apprentissage
Autorzy:
Łuszczyńska, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/2076395.pdf
Data publikacji:
2018
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
language anxiety
learning
student
foreign language
lęk językowy
uczenie się
język obcy
Opis:
Review of empirical research on language anxiety and learning difficulties. Parallel to the main runway researching the spread of a negative relationship between anxiety and achievement, some researchers propose to study the language anxiety regardless of the success. Here, slight difficulties in learning the first language can be considered as the main cause of the lack of success, and thus language anxiety can not be studied without paying attention to the role of these difficulties. Below is presented a selection of research on language anxiety with reference to learning difficulties, preceded by a brief characteristic of the nature of language anxiety, its types and its tripartite theory based on the three interrelated processes: apprehension of communication, test anxiety and fear of negative evaluation.
Przegląd badań dotyczących lęku językowego oraz trudności w uczeniu się. Celem niniejszego artykułu jest przedstawienie wybranych badań dotyczących lęku językowego w odniesieniu do trudności w uczeniu się. Przegląd badań poprzedzony zostanie krótką charakterystyką lęku językowego, jego typów oraz powiązanych z nim trzech procesów: lęku komunikacyjnego, lęku testowego oraz obawy przed negatywną oceną ze strony innych.
Źródło:
Kwartalnik Neofilologiczny; 2018, 1; 148-160
0023-5911
Pojawia się w:
Kwartalnik Neofilologiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Réduction de l’anxiété de grammaire selon Bill VanPatten et William R. Glass
Obniżenie lęku przed uczeniem się gramatyki języka obcego według Billa VanPatten’a i Williama R. Glass’a
Reduction of grammar anxiety according to Bill VanPatten and William R. Glass
Autorzy:
Łuszczyńska, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/956300.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
grammar
language anxiety
learning
processing
instruction
teaching
gramatyka
lęk językowy
uczenie się
przetwarzanie
nauka
nauczanie
Opis:
In this paper we describe the relationship between language anxiety and grammar learning. Sources of grammar anxiety can be attributed to too much material, teacher concern for errors, student evaluation, lack of congruence between Communicative Language Teaching and traditional grammar instruction, or lack of grammar instruction. This article presents some techniques to diminish anxiety in light of an approach to grammar instruction proposed by B. VanPatten and W.R. Glass (1999).
W niniejszym artykule opisujemy związek pomiędzy lękiem językowym a uczeniem się gramatyki języka obcego. Jego pojawienie się może być związane z nadmiarem informacji, zbytnim skupieniem się nauczycieli na błędach, ocenianiem uczniów oraz zbyt dużą rozbieżnością pomiędzy podejściem komunikacyjnym a nauczaniem tradycyjnym gramatyki. W artykule przytaczamy również pewne sugestie oraz techniki pomocne w obniżaniu lęku przed uczeniem się gramatyki w ujęciu zaproponowanym przez VanPatten’a i Glass’a (1999).
Źródło:
Linguodidactica; 2017, 21; 181-194
1731-6332
Pojawia się w:
Linguodidactica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Anxiety over EFL speaking and writing: A view from language classrooms
Autorzy:
Gkonou, Christina
Powiązania:
https://bibliotekanauki.pl/articles/780699.pdf
Data publikacji:
2011-08
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English language anxiety
teaching writing
sociolinguistics of language learning
Opis:
The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing on questionnaire findings, the study reported in this article examined the nature of, and the connection between the English language classroom speaking and writing anxiety of 128 Greek EFL learners in private language school settings. Speaking anxiety was operationalised by Horwitz, Horwitz, and Copeʼs (1986) Foreign Language Classroom Anxiety Scale, and writing anxiety was measured by Gungle and Taylorʼs (1989) ESL version of the Daly and Millerʼs (1975) Writing Apprehension Test. Interconstruct and intraconstruct associations between the two instruments were examined through principal components analysis with varimax rotation and correlations check. A significant and high correlation was found between classroom anxiety and speaking anxiety, thus indicating that the English language classroom context is a source of speaking anxiety. Writing anxiety was found to load primarily on items relating to attitudes towards writing in English followed by self-derogation for the process and fear of negative evaluation by the teachers and/or by fellow students. On the basis of the findings, suggestions are made concerning the reassessment of the influence that writing anxiety exerts on classroom performance and the adoption of teaching techniques that promote topic-centred process writing.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 2; 267-281
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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