1 |
Experience effects on the development of late second language learners’ oral proficiency
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Lateral (morpho)syntactic transfer: An empirical investigation into the positive and negative influences of French on L1 English learners of Spanish within an instructed language-learning environment
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Mind the gap: what code-switching in literature can teach us about code-switching
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Does a speaking task affect second language comprehensibility?
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Second language comprehensibility revisited: investigating the effects of learner background
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Research, theory and practice in L2 phonology: a review and directions for the future
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Developing second language oral ability in foreign language classrooms: the role of the length and focus of instruction and individual differences
|
|
|
|
BASE
|
|
Show details
|
|
8 |
The discourse of culture and identity in national and transnational contexts
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Acculturation as the key to the ultimate attainment? The case of Polish-English bilinguals in the UK
|
|
|
|
BASE
|
|
Show details
|
|
10 |
The role of age of acquisition in late second language oral proficiency attainment
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Vocabulary explanations in CLIL classrooms: a conversation analysis perspective
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Interculturality: reconceptualising cultural memberships and identities through translanguaging practice
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Language policy and planning in international organisations
|
|
|
|
BASE
|
|
Show details
|
|
15 |
From obscure echo to language of the heart: multilinguals' language choices for (emotional) inner speech
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Attitudes towards foreign accents among adult multilingual language users
|
|
|
|
BASE
|
|
Show details
|
|
18 |
The discursive construction of Europeanness : a transnational perspective
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Foreign language classroom anxiety of Arab learners of English: the effect of personality, linguistic and sociobiographical variables
|
|
|
|
Abstract:
The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.
|
|
Keyword:
Applied Linguistics and Communication (to 2020)
|
|
URL: https://eprints.bbk.ac.uk/id/eprint/12739/1/SSLLT%205%282%29%20205-228%20Dewaele,%20Al-Saraj.pdf https://doi.org/10.14746/ssllt.2015.5.2.2 https://eprints.bbk.ac.uk/id/eprint/12739/
|
|
BASE
|
|
Hide details
|
|
|
|