Language Anxiety: Differentiating Writing and Speaking Components

Cheng, Yi-Sheng; Horwitz, Elaine K.; Schallert, Diane L.

doi:10.1111/0023-8333.00095

Cited by 516 publications

(470 citation statements)

References 35 publications

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“…The result supports the findings from previous studies which investigated the correlation between foreign language class anxiety and learners' listening performance (Baily, 1983;Aida, 1994;Cheng et al, 1999;Horwitz et al, 1986;MacIntyre & Gardner, 1991;Phillips, 1992;Saito et al, 1999;Sellers, 2000;Sadighi, et al, 2009 andAtasheneh &Izadi 2012). …”

Section: Discussionsupporting

confidence: 91%

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -.414 correlations between FLLA and listening comprehension and -.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a .513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students' listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.

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Section: Discussionsupporting

confidence: 91%

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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“…To sum up, based on the previous studies on language anxiety, self-confidence has a negative relationship to language anxiety (e.g., Casado & Dereshiwsky, 2004;Cheng, Horwitz, & Schallert, 1999;Clément, 1980;Liu & Chen, 2013;Matsuda & Gobel, 2004;Onwuegbuzie, Bailey, & Daley, 1999;Peng & Woodrow, 2010;Ro, 2013). Next, I am going to analyze the relationship between language anxiety and language identity (L2/FL), and the development of language identities.…”

Section: Self-confidencementioning

confidence: 90%

“…Likewise, MacIntyre and Gardner (1991) defined language anxiety as a situation-specific anxiety, in which learners might continue to experience the same anxiety in specific situations over time. In the past decade or so, studies on language anxiety have developed a focus on specific language skills-related anxiety such as speaking (Öztürk & Gürbüz, 2014;Woodrow, 2006), reading (Aydın & Gönen, 2012;Matsuda & Gobel, 2004;Ro, 2013), writing (Scullin & Baron, 2013;Cheng, Horwitz, & Schallert, 1999;Leki, 1999), and listening (Vogely, 1999;Chang, 2008) in a target language.…”

Section: Defining Language Anxietymentioning

confidence: 99%

Self and Language Anxiety

Huang¹

2014

ELLS

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This paper discusses relationships between language anxiety and self. Self refers to an individual's (a) self-confidence, (b) language ego, L2/FL self or identity developed during second or foreign language learning, or a combination of both L1 self and L2/FL self. Based on previous literature on language anxiety and L2 or FL learning, language learners' self-confidence might imply a lack of language anxiety which enhances language achievement (e.g.,

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“…As previously noted, several researchers have found Japan to be a culture with a relatively high percentage of high communication apprehension students (Cheng et al, 1999;McCroskey et al, 1985;Pribyl, Keaten, Sakamoto, & Koshikawa, 1998). This phenomenon seemingly has an effect on Japanese students' English learning.…”

mentioning

confidence: 89%

Why Do Japanese People Not Speak English? Japanese Elementary Students in a Bilingual School

Rohrer¹

2011

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Japanese schools have invested much money and effort in teaching English, yet why do most Japanese people not speak English? Their reticence has been attributed to various factors including communication apprehension or language anxiety. In this study, qualitative, phenomenological interviews were conducted with 24 Japanese upper elementary students at a bilingual international school in Japan to investigate influences on their willingness to communicate in English. Through open coding of the students' responses, four themes emerged. Intrinsic factors which made students reticent to speak in English were internal stress and the perceived difficulty of English speaking. Social groups and identity issues were extrinsic factors which were also found to influence Japanese students' attitudes toward English speaking.

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Language Anxiety: Differentiating Writing and Speaking Components

Cited by 516 publications

References 35 publications

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Self and Language Anxiety

Why Do Japanese People Not Speak English? Japanese Elementary Students in a Bilingual School

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