Foreign language learning anxiety in China : theories and applications in English language teaching

著者

    • He, Deyuan

書誌事項

Foreign language learning anxiety in China : theories and applications in English language teaching

Deyuan He

Springer, 2018

大学図書館所蔵 件 / 全1件

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注記

Includes bibliographies

内容説明・目次

内容説明

Already the focus of much interest for 50 years, the study of foreign language learning anxiety (FLLA) still remains a popular research topic among scholars in Western countries. FLLA is believed to be an important cause of students' "dumb English". Considering the paucity of monographs on FLLA in China, this book represents an important step towards filling this gap. The author uses his PhD dissertation as a foundation for reviewing and discussing previous literature, as well as the current status of and major issues concerning FLLA worldwide. The book explores FLLA in China by using innovative triangulated research methodology, combining both quantitative and qualitative methods, namely surveys, focused interviews, and classroom observations. It also highlights the significance and implications of the research results and predicts the future of global FLLA research with a particular focus on China. Readers will discover the latest developments and issues concerning FLLA, causes of FLLA, and verified, effective strategies for alleviating such anxiety.

目次

Foreword About the AuthorAcknowledgementsList of AbbreviationsList of TablesList of FiguresIntroduction Chapter 1 Framework for foreign language learning anxiety (FLLA) 1.1 FLLA research background 1.2 Conceptualizing FLLA 1.2.1 Anxiety 1.2.2 Language anxiety 1.2.3 Foreign language anxiety (FLA) 1.2.4 Foreign language speaking anxiety (FLSA) 1.3 Current issues and emerging trends in researching FLLA Chapter 2 History of and major developments in FLLA outside China 2.1 Anxiety and language learning: General theories 2.1.1 State anxiety vs. trait anxiety 2.1.2 General anxiety vs. specific anxiety2.1.3 Facilitating anxiety vs. debilitating anxiety 2.1.4 Unitary anxiety vs. Multidimensional anxiety 2.2 FLA and foreign language learning 2.2.1 Research on FLA and foreign language learning before 1980s 2.2.2 Research on FLA and foreign language learning in 1980s 2.2.3 Research on FLA and foreign language learning after 1980s 2.3 Sources of FLA 2.3.1 Personal and interpersonal anxieties 2.3.2 Learner beliefs about language learning 2.3.3 Instructor beliefs about language teaching 2.3.4 Instructor-learner interactions 2.3.5 Classroom procedures2.3.6 Language testing 2.3.7 Motivation 2.3.8 Cultural factors 2.3.9 Frequency of language use 2.3.10 Context of language acquisition 2.4 Strategies for FLA 2.4.1 Limited research on strategies coping with FLA 2.4.2 Effectiveness of coping strategies Chapter 3 Developments in the field of FLLA in China 3.1 Overview of FLLA research in China 3.2 Status of English as a foreign language in China 3.3 Efficiency in English learning and influence of FLSA on English learners 3.4 Limited empirical research on FLSA in China Chapter 4 Major reasons leading to FLSA 4.1 Reasons from questionnaire surveys 4.2 Reasons from interviews 4.3 Reasons from classroom observations Chapter 5 Effective strategies coping with FLSA 5.1 Strategies from questionnaire surveys 5.2 Strategies from interviews 5.3 Strategies from classroom observations 5.4 Application and verification of the strategies Chapter 6 FLLA: Present and prospects 6.1 Present situation of FLLA revisited 6.2 Implications for foreign language teaching in China 6.2.1 Theoretical implications 6.2.2 Methodological implications 6.2.3 Pedagogical implications 6.3 Future directions for FLLA research Bibliography Appendices Index

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