BibTex RIS Kaynak Göster
Yıl 2015, Cilt: 5 Sayı: 1, 24 - 33, 14.07.2016

Öz

Kaynakça

  • Abu-Rabia, S. (2004). Teachers’ role, learners’ gender differences, and foreign language anxiety among seventh-grade students studying English as a foreign language. Educational Psychology, 24, 711-721.
  • Alpert, R. & Haber, R. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61, 207-215.
  • Au, S. Y. (1988). A critical appraisal of Gardner’s social-psychological theory of second-language (L2) learning. Language Learning, 38, 75-100.
  • Awan, R., Azher, M., Anwar, M., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students’ achievement. Journal of College Teaching & Learning, 7, 33-40.
  • Bailey, K. M. (1983). Competitiveness and anxiety in adult L2 learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 67-103). Rowley, MA: Newbury House.
  • Batumlu, D. Z. & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yildiz technical university school of foreign languages preparatory students. Journal of Theory and Practice in Education, 3, 24-38.
  • Campbell, C. M. & Ortiz, J. (1991). Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (p. 141-150). Englewood Cliffs, NJ: Prentice Hall.
  • Ehrman, M. & Oxford, R. L. (1995). Cognitive plus: correlates of language proficiency. Modern Language Journal, 79, 67-89.
  • Eysenck, M. (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, 363- 385.
  • Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, T. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6, 29-47.
  • Gardner, R. C., Moorcroft, R., & MacIntyre, P. D. (1987). The role of anxiety in second language performance of language dropouts. London, Ontario: The University of Western Ontario, Department of Psychology
  • Gregersen, T. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36, 25-32.
  • Horwitz, E. K. (1990). Attending to the affective domain in the foreign language classroom. In S. S. Magnam (Ed.), Shifting the instructional focus to the learner (pp. 15-33). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
  • Horwitz, E. K. (1991). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. In E.
  • Horwitz & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 37-39). Englewood Cliffs, NJ: Prentice Hall.
  • Horwitz, E. K. (1999). Preface. In A. J. Young (Eds.), Affect in foreign language and second language learning. A practical guide to creating a low-anxiety classroom atmosphere (pp. xi-xiii). Boston: McGraw-Hill.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
  • Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27, 93-107.
  • Krashen, S. (1982). Principles and practices in second language acquisition. NY: Pergamon. Lim, H.-Y. (2009). Culture, attributions, and language anxiety. Applied Language Learning, 19, 29-52.
  • MacIntyre, P. D. & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251-275.
  • MacIntyre, P. D. & Gardner, R. C. (1991a). Language anxiety: Its relation to other anxieties and to processing in native and second languages. Language Learning, 41, 513-534.
  • MacIntyre, P. D. & Gardner, R. C. (1991b). Methods and results in the study of anxiety in language learning: A review of the literature. Language Learning, 41, 85-117.
  • MacIntyre, P. D. & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
  • Marcos-Llinás, M. & Garau, M. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42, 94-111.
  • Moldawsky, S. & Moldawsky, P. C. (1982). Digit span as an anxiety indicator. Journal of Consulting Psychology, 16, 115- 118.
  • Na, Z. (2007). A study of high school students’ English learning anxiety. The Asian EFL Journal, 9(3), 22-34.
  • Steinberg, F. S. & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20, 131-136.
  • Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self-related cognition in anxiety and motivation (pp. 35-54). Hillsdale, NJ: Erlbaum.
  • Torres, K. & Turner, J. E. (2014). Exploring students’ foreign language anxiety, intercultural sensitivity, and perceptions of teacher effectiveness. Journal of Language Teaching and Learning, 4(1), 84-101.
  • Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annuals, 19, 439-445.
  • Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio-Hadley, Terrell, and Rardin. Foreign Language Annuals, 25, 157-172.

The Effect of Anxiety on University-Level L2 Learner Ability to Recall Items in the Lexicon

Yıl 2015, Cilt: 5 Sayı: 1, 24 - 33, 14.07.2016

Öz

This study examines the effect of anxiety-producing situations on the vocabulary output performance of second language (L2) learners. Two levels of learner anxiety, high anxiety and low anxiety, were identified using the Foreign Language Classroom Anxiety Scale (FLCAS). High-anxiety L2 students and low-anxiety L2 students, as measured by the FLCAS, were each asked to write down as many English vocabulary words beginning with ‘b’ as they could think of in two minutes in two anxiety-producing situations. Before they started, half of the high-anxiety students and half of the low-anxiety students were told that an average score on this English vocabulary recall test was ten words. The other half was told that it was forty words, aiming to increase their tension level. The findings show that foreign language anxiety generally led to deficits in output performance; however, the effect of high anxiety-producing situation on language learners could be viewed as facilitative.

Kaynakça

  • Abu-Rabia, S. (2004). Teachers’ role, learners’ gender differences, and foreign language anxiety among seventh-grade students studying English as a foreign language. Educational Psychology, 24, 711-721.
  • Alpert, R. & Haber, R. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61, 207-215.
  • Au, S. Y. (1988). A critical appraisal of Gardner’s social-psychological theory of second-language (L2) learning. Language Learning, 38, 75-100.
  • Awan, R., Azher, M., Anwar, M., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students’ achievement. Journal of College Teaching & Learning, 7, 33-40.
  • Bailey, K. M. (1983). Competitiveness and anxiety in adult L2 learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 67-103). Rowley, MA: Newbury House.
  • Batumlu, D. Z. & Erden, M. (2007). The relationship between foreign language anxiety and English achievement of Yildiz technical university school of foreign languages preparatory students. Journal of Theory and Practice in Education, 3, 24-38.
  • Campbell, C. M. & Ortiz, J. (1991). Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (p. 141-150). Englewood Cliffs, NJ: Prentice Hall.
  • Ehrman, M. & Oxford, R. L. (1995). Cognitive plus: correlates of language proficiency. Modern Language Journal, 79, 67-89.
  • Eysenck, M. (1979). Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, 363- 385.
  • Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, T. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6, 29-47.
  • Gardner, R. C., Moorcroft, R., & MacIntyre, P. D. (1987). The role of anxiety in second language performance of language dropouts. London, Ontario: The University of Western Ontario, Department of Psychology
  • Gregersen, T. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36, 25-32.
  • Horwitz, E. K. (1990). Attending to the affective domain in the foreign language classroom. In S. S. Magnam (Ed.), Shifting the instructional focus to the learner (pp. 15-33). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
  • Horwitz, E. K. (1991). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. In E.
  • Horwitz & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 37-39). Englewood Cliffs, NJ: Prentice Hall.
  • Horwitz, E. K. (1999). Preface. In A. J. Young (Eds.), Affect in foreign language and second language learning. A practical guide to creating a low-anxiety classroom atmosphere (pp. xi-xiii). Boston: McGraw-Hill.
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
  • Kleinmann, H. H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27, 93-107.
  • Krashen, S. (1982). Principles and practices in second language acquisition. NY: Pergamon. Lim, H.-Y. (2009). Culture, attributions, and language anxiety. Applied Language Learning, 19, 29-52.
  • MacIntyre, P. D. & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251-275.
  • MacIntyre, P. D. & Gardner, R. C. (1991a). Language anxiety: Its relation to other anxieties and to processing in native and second languages. Language Learning, 41, 513-534.
  • MacIntyre, P. D. & Gardner, R. C. (1991b). Methods and results in the study of anxiety in language learning: A review of the literature. Language Learning, 41, 85-117.
  • MacIntyre, P. D. & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
  • Marcos-Llinás, M. & Garau, M. (2009). Effects of language anxiety on three proficiency-level courses of Spanish as a foreign language. Foreign Language Annals, 42, 94-111.
  • Moldawsky, S. & Moldawsky, P. C. (1982). Digit span as an anxiety indicator. Journal of Consulting Psychology, 16, 115- 118.
  • Na, Z. (2007). A study of high school students’ English learning anxiety. The Asian EFL Journal, 9(3), 22-34.
  • Steinberg, F. S. & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretive content of second language speech. TESOL Quarterly, 20, 131-136.
  • Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self-related cognition in anxiety and motivation (pp. 35-54). Hillsdale, NJ: Erlbaum.
  • Torres, K. & Turner, J. E. (2014). Exploring students’ foreign language anxiety, intercultural sensitivity, and perceptions of teacher effectiveness. Journal of Language Teaching and Learning, 4(1), 84-101.
  • Young, D. J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annuals, 19, 439-445.
  • Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio-Hadley, Terrell, and Rardin. Foreign Language Annuals, 25, 157-172.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA46AB56GN
Bölüm Makaleler
Yazarlar

Chen-Hong Li Bu kişi benim

Yayımlanma Tarihi 14 Temmuz 2016
Yayımlandığı Sayı Yıl 2015 Cilt: 5 Sayı: 1

Kaynak Göster

APA Li, C.-H. (2016). The Effect of Anxiety on University-Level L2 Learner Ability to Recall Items in the Lexicon. The Journal of Language Learning and Teaching, 5(1), 24-33.